COLLABORATIVE STRATEGIC READING VS RECIPROCAL TEACHING STRATEGY: EVALUATION STRATEGIES FOR IMPROVING INDONESIAN ELEMENTARY SCHOOL STUDENTS’ READING COMPREHENSION PERFORMANCE

Ni'matuzahroh Ni'matuzahroh; Frieda Maryam Mangunsong; Suen Mein Woei; Diah Karmiyati

doi:10.14710/jp.22.2.77-87

DOI: https://doi.org/10.14710/jp.22.2.77-87

COLLABORATIVE STRATEGIC READING VS RECIPROCAL TEACHING STRATEGY: EVALUATION STRATEGIES FOR IMPROVING INDONESIAN ELEMENTARY SCHOOL STUDENTS’ READING COMPREHENSION PERFORMANCE

*Ni'matuzahroh Ni'matuzahroh - Psychology Faculty, University of Muhammadiyah Malang, Indonesia

Frieda Maryam Mangunsong

- Psychology Faculty, University of Indonesia, Kampus Baru UI Depok - 16424, Indonesia

Suen Mein Woei

- Department of Psychology, Asia University, Taiwan, Taiwan

Diah Karmiyati - Psychology Faculty, University of Muhammadiyah Malang, Indonesia

BibTex Citation Data :

@article{JP50202,
    author = {Ni'matuzahroh Ni'matuzahroh and Frieda Mangunsong and Suen Woei and Diah Karmiyati},
    title = {COLLABORATIVE STRATEGIC READING VS RECIPROCAL TEACHING STRATEGY: EVALUATION STRATEGIES FOR IMPROVING INDONESIAN ELEMENTARY SCHOOL STUDENTS’ READING COMPREHENSION PERFORMANCE},
    journal = {Jurnal Psikologi},
  volume = {22},
    number = {2},
    year = {2024},
    keywords = {collaborative strategic reading; reciprocal teaching strategy; evaluation strategies; elementary school; reading comprehension performance; quasi-experiment},
    abstract = { Previous research has supported strategies of Collaborative Strategic Reading (CSR) and Reciprocal Teaching Strategy (RTS) to enhance reading comprehension performance in different populations but no study has been found to examine the effectiveness of both strategies of reading among elementary students. This study aims to investigate CSR and RTS among elementary students. A quasi-experiment with a non-randomized control group pre-test-post-test design was used by 125 elementary school students and 3 teachers were equally assigned to the intervention and control group. Data collection used the intelligence test (CPM) and the reading comprehension test. Treatment was carried out over ten weeks with nine meetings for each treatment. Results showed that there is a significant interaction effect between treatment and time, F(1, 36) = 140.27, p < .001, and a main effect of time, F(1, 36) = 28.50, p < .001. However, there is no main effect of the treatment, F(1, 36) = 1.11, p = .299. Due to the main effects of Time or Treatment, the post-test score (M = 18.32) is higher than the pretest ones (M = 13.24), and the score of the RTS group (M = 13.95) is like one of the CSR groups (M = 12.53). It means that children in the CSR group demonstrated significant improvement over than RTS group and the CSR was more effective than the RTS strategy. The RTS group (M = 13.95) is like the one of the CSR groups (M = 12.53, p < .05) and as expected the score of the CSR group (M = 19.89) is higher than that one of the RTS group (M = 16.7, p < .05). The CSR is a more effective method to improve reading comprehension performance for elementary school students than RTS.    },
   issn = {2302-1098},   pages = {77--87}  doi = {10.14710/jp.22.2.77-87},
    url = {https://ejournal.undip.ac.id/index.php/psikologi/article/view/50202}
}

Citation Format:

Abstract

Previous research has supported strategies of Collaborative Strategic Reading (CSR) and Reciprocal Teaching
Strategy (RTS) to enhance reading comprehension performance in different populations but no study has been
found to examine the effectiveness of both strategies of reading among elementary students. This study aims to
investigate CSR and RTS among elementary students. A quasi-experiment with a non-randomized control group
pre-test-post-test design was used by 125 elementary school students and 3 teachers were equally assigned to the
intervention and control group. Data collection used the intelligence test (CPM) and the reading comprehension
test. Treatment was carried out over ten weeks with nine meetings for each treatment. Results showed that there
is a significant interaction effect between treatment and time, F(1, 36) = 140.27, p < .001, and a main effect of
time, F(1, 36) = 28.50, p < .001. However, there is no main effect of the treatment, F(1, 36) = 1.11, p = .299. Due
to the main effects of Time or Treatment, the post-test score (M = 18.32) is higher than the pretest ones (M =
13.24), and the score of the RTS group (M = 13.95) is like one of the CSR groups (M = 12.53). It means that
children in the CSR group demonstrated significant improvement over than RTS group and the CSR was more
effective than the RTS strategy. The RTS group (M = 13.95) is like the one of the CSR groups (M = 12.53, p < .05)
and as expected the score of the CSR group (M = 19.89) is higher than that one of the RTS group (M = 16.7, p
< .05). The CSR is a more effective method to improve reading comprehension performance for elementary school
students than RTS.

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Keywords: collaborative strategic reading; reciprocal teaching strategy; evaluation strategies; elementary school; reading comprehension performance; quasi-experiment

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Section: Research Article

Language : EN

In Vol 22, No 2 (2023): October 2023 (In Progress)

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