Integrating collaborative learning in cyclic learning sessions to promote students’ reading comprehension and critical thinking

https://doi.org/10.21744/irjmis.v6n5.777

Authors

  • Nengah Dwi Handayani Universitas Mahasaraswati, Denpasar, Indonesia
  • Ida Bagus Nyoman Mantra Universitas Mahasaraswati, Denpasar, Indonesia
  • I Nyoman Suwandi Universitas Mahasaraswati, Denpasar, Indonesia

Keywords:

collaborative, comprehension, integrating, learning, reading

Abstract

The advancement of technology requires higher skill in obtaining information due to the rapid flows of information in this recent globalization era. Consequently,  reading comprehension becomes an important language skill for students to nurture. In classroom practices, Indonesian students still encounter problems in English reading comprehension. The present classroom action study dealt with improving reading comprehension through collaborative learning. This is due to some studies revealed that collaborative learning is an effective learning strategy to improve students' learning achievement. The data were collected by administering a pre-test in reading comprehension prior to the teaching cycle and two post-tests at the end of every teaching cycle. The results showed that collaborative learning is significantly effective to improve students' reading comprehension and critical thinking. This study implies that teachers should consider the integration of collaborative learning in teaching reading comprehension.

Downloads

Download data is not yet available.

References

Barrot, J. S. (2016). ESL learners’ use of reading strategies across different text types. The Asia-Pacific Education Researcher, 25(5-6), 883-892. https://doi.org/10.1007/s40299-016-0313-2

Chen, Y. (2013). The possibility of applying YouTube to motivate learning autonomy. Journal of International Education Research, 9(3), 207. https://doi.org/10.19030/jier.v9i3.7877

Felix-Aguelo, R. (2017). Enhancing students' language competencies through collaborative learning. In Online Proceedings of the International Conference: DRA.

Feri, Z. O., & Erlinda, R. (2014). Building Students’ Learning Autonomy through Collaborative Learning to Develop Their Language Awareness. Proceedings of ISELT FBS Universitas Negeri Padang, 2, 518-523.

Jacobs, G. M., & Shan, T. H. (2015). Advancing Learner Autonomy in TEFL via Collaborative Learning. Online Submission.

Krashen, S. (2013). Reading and Vocabulary Acquisition: Supporting Evidence and Some Objections. Iranian Journal of Language Teaching Research, 1(1), 27-43.

La Hanisi, A., Risdiany, R., & Sulisworo, D. (2018). The use of WhatsApp in collaborative learning to improve English teaching and learning process. International Journal of Research, 7(1), 29-35. https://doi.org/10.5861/ijrset.2018.3004

Lin, S. F. (2019). Students' Attitudes towards Learning English Vocabulary through Collaborative Group Work versus Individual Work. Journal of Education and Learning, 8(4), 93-111.

Macías, E. I. P., Cedeño, H. A. C., & Chávez, G. M. R. (2018). Importance of Improving Resilience in Teaching-Learning Process of Students with Disabilities. International Research Journal of Management, IT and Social Sciences, 5(2), 120-128.

Pang, C., Lau, J., Seah, C., Cheong, L., & Low, A. (2018). Socially Challenged Collaborative Learning of Secondary School Students in Singapore. Education Sciences, 8(1), 24. https://doi.org/10.3390/educsci8010024

Reynolds, B. L. (2015). A mixed‐methods approach to investigating first‐and second‐language incidental vocabulary acquisition through the reading of fiction. Reading Research Quarterly, 50(1), 111-127. https://doi.org/10.1002/rrq.88

Rimor, R., Rosen, Y., & Naser, K. (2010). Complexity of social interactions in collaborative learning: The case of online database environment. Interdisciplinary Journal of E-Learning and Learning Objects, 6(1), 355-365.

Rokhaniyah, H. (2016). The Implementation of Collaborative Learning to Enhance the Students’ Critical Thinking In Writing. At-Ta'dib, 11(1). http://dx.doi.org/10.21111/at-tadib.v11i1.627

Roselli, N. D. (2016). Collaborative Learning: Theoretical Foundations and Applicable Strategies to University. Journal of Educational Psychology-Propositos y Representaciones, 4(1), 251-280.

Shih, Y. C., & Reynolds, B. L. (2015). Teaching adolescents EFL by integrating Think-Pair-Share and reading strategy instruction: A quasi-experimental study. RELC Journal, 46(3), 221-235. https://doi.org/10.1177%2F0033688215589886

Suryasa, I. W., Prayoga, I. G. P. A., & Werdistira, I. (2017). An analysis of students motivation toward English learning as second language among students in Pritchard English academy (PEACE). International journal of social sciences and humanities, 1(2), 43-50. https://doi.org/10.29332/ijssh.v1n2.36

Togatorop, E. (2015). Teaching writing with a web based collaborative learning. International Journal of Economics and Financial Issues, 5(1S), 247-256.

Widiastuti, I. A. M. S. (2018). Teachers’ classroom assessment and grading practices. In SHS Web of Conferences (Vol. 42, p. 00052). EDP Sciences. https://doi.org/10.1051/shsconf/20184200052

Widiastuti, I. A. M. S., & Saukah, A. (2017). Formative assessment in efl classroom practices. Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya, 45(1), 50-63. http://journal2.um.ac.id/index.php/jbs/article/view/677/419

Published

2019-09-30

How to Cite

Handayani, N. D., Mantra, I. B. N., & Suwandi, I. N. (2019). Integrating collaborative learning in cyclic learning sessions to promote students’ reading comprehension and critical thinking. International Research Journal of Management, IT and Social Sciences, 6(5), 303–308. https://doi.org/10.21744/irjmis.v6n5.777

Issue

Section

Peer Review Articles