The Implementation of Collaborative Strategic Reading to Improve Students' Evaluative and Appreciative Reading Comprehension Ability
- DOI
- 10.2991/icla-17.2018.16How to use a DOI?
- Keywords
- Collaborative Strategic Reading, reading comprehension, evaluative, appreciative
- Abstract
This research is motivated by the limitation of students' evaluative and appreciative reading comprehension ability at STKIP PGRI Sumatera Barat. The aim of this research is to seek the result of students' evaluative and appreciative reading ability taught through Collaborative Strategic Reading (CSR). Type of this research is Action Research. It is based on the theory proposed by Kemmis & MC Taggart. The researchwere conducted in 4 steps, (1) Planning, (2) Action, (3) Observation, and (4) Reflection. The result of this research indicated that students' evaluative reading comprehension increased. Average score on pre-action, 47,8 has risen to 60,3 on first cycle, and 71,8 on second cycle. This has increased by 24%. For appreciative understanding is also increasing. Average score on pre-action, 41, 9, has risen to 53,4 on first cycle and risen again to 66 at second cycle. The rise for this dimension reached to 24, 1%. It can be concluded that the process of students' reading comprehension became more optimal and the ability of evaluative and appreciative reading comprehension increased after the implementation of Collaborative Strategic Reading (CSR). Thus, this strategy can be an alternative in reading, especially in increasing evaluative and appreciative reading comprehension.
- Copyright
- © 2018, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Afnita AFNITA PY - 2017/10 DA - 2017/10 TI - The Implementation of Collaborative Strategic Reading to Improve Students' Evaluative and Appreciative Reading Comprehension Ability BT - Proceedings of the Sixth International Conference on Languages and Arts (ICLA 2017) PB - Atlantis Press SP - 87 EP - 91 SN - 2352-5398 UR - https://doi.org/10.2991/icla-17.2018.16 DO - 10.2991/icla-17.2018.16 ID - AFNITA2017/10 ER -