Digital Library: No conditions. Results ordered -Date Deposited. 2024-03-28T17:55:36ZEPrintshttp://digilib.unila.ac.id/images/sitelogo.pnghttp://digilib.unila.ac.id/2016-01-08T09:26:07Z2016-01-08T09:26:08Zhttp://digilib.unila.ac.id/id/eprint/16769This item is in the repository with the URL: http://digilib.unila.ac.id/id/eprint/167692016-01-08T09:26:07ZA COMPARATIVE STUDY OF READING COMPREHENSION
ACHIEVEMENT BETWEEN STUDENTS TAUGHT THROUGH
COLLABORATIVE STRATEGIC READING AND TAUGHT THROUGH
SELF-QUESTIONING STRATEGY AT THE FIRST YEAR STUDENTS OF
SMAN 8 BANDAR LAMPUNGIn reading, the students need an appropriate technique that is suitable with the
types of texts. Thus, according to School Based Curriculum 2006, Junior High
School students use functional texts as their reading materials. To make students’
reading process more effective, the technique used is important to consider. In this
case, the researcher tried to compare Collaborative Strategic Reading and SelfQuestioning Strategy for teaching reading..
The objectives of the research are to find out whether there is a significant
difference on reading comprehension achievement between students who are
taught through Collaborative Strategic Reading and those who are taught through
Self-Questioning Strategy and to find out which one is more effective technique.
The research was conducted at SMA Negeri 8 Bandar Lampung. This research ia
a quantitative research using true experimental design. The sample was chosen
randomly through lottery. The data was gained by administering a set of pretest
and posttest to both classes. The treatments were conducted in both classes. The
data was analyzed by using Statistical Package for Social Science (SPSS) version
17.0. the hypotesis was tested by using Independent Group t-test.
The test result showed that the mean of posttest in the experimental class one was
79.75 and the mean of posttest in the experimental class two 71.87, probability
level (p) was 0.000. it was lower than 0.05. Here, the H0 was proved if p>0.05
therefore H0 was rejected and H1 was accepted. It means that there is a significant
difference on reading comprehension achievement between students who are
taught through Collaborative Strategic Reading and those who are taught through
Self-Questioning Strategy and Collaborative Strategic Reading becomes more
effectives in increasing students’ reading comprehension achievement than SelfQuestioning Strategy.Romandani Adyan 0713042042