Collaborative Learning Approach Towards Students’ Reading Comprehension; Does It Have Any Effect?
Abstract
This research was aimed to find out the effect of Collaborative Learning Approach towards students’ reading comprehension at MA Darunnajah Al-Falah Telagawaru in academic year 2018/2019. This research was pre experimental research with one group pre-test and post-test design. The sample was taken from all population of the second grade students of MA Darunnajah Al-Falah Telagawaru which consisted of 23 students. The students were treated by using Collaborative Learning Approach. The instrument of collecting the data used reading test that consisted of 25 items in form multiple choice. The result of technique of data analysis showed that the value of sig two tailed was 0.000. It meant that, the value of t-test was lower than the significance level (0.000 < 0.05), indicated that the alternative hypothesis (Ha) was accepted and the null hypothesis was rejected. Thus, it can be concluded that Collaborative Learning Approach is an appropriate and effective approach for teaching reading because, it has a significant effect towards students’ reading comprehension at MA Darunnajah Al-Falah Telagawaru in Academic Year 2018/2019.
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Based on the analysis of the data that collected during this research, it can be concluded that Collaborative Learning Approach is proper and suitable approach for learning reading comprehension, since there was a significant difference between students’ progress before and after being taught using Collaborative Learning Approach.
It can be concluded that collaborative learning approach can be used as an approach or strategy in teaching reading comprehension. It was found that the result of sig two tailed was 0.000. It was showed that the value of sig two tailed was lower than the significance level (0.05). It meant that the Null hypothesis (Ho) was rejected because the level of significance (0.05) was higher than the value of sig two tailed. Thus, Alternative hypothesis (Ha) was accepted which means collaborative learning approach was effective in teaching reading comprehension.
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DOI: http://dx.doi.org/10.58258/jupe.v4i4.809
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