Abstrak

Kembali

The purpose of this study was to find out weather there is any significant different result of students’ reading comprehension for second year at SMA SULUH Jakarta with different method teaching which were modified collaborative reading strategy (MCSR) and metacognitive reading strategy (MRS). A quantitative analysis that covered descriptive analysis statistics (mean, median, mode, maximum, minimum and standard deviation and distribution frequency), and the inferential analysis by using t- test were conduced to answer the research questions of this study. The subjects of this study were the second year students at SMA Suluh by population 252 respondents and the samples are 72 as purposive sampling. To collect data, the test used the instrument: a reading test which are divided to pre-test and post-test. The test was also standardized one which was in link with syllabus and curriculum. The result of this study revealed from the two independent variables (MCSR and MRS) and one dependent variable (students’ reading comprehension). The data showed that MCSR is effective in improving student’s reading comprehension. The result of paired sample test shows there is significant due to P-value/sig is less then α = 0, 05. sig 0,000 < 0,05. Moreover, MRS shows the same result, there is effective in improving student’s reading comprehension. The result of paired sample test shows there is significant due to sig 0,004 < 0, 05. Meanwhile, there is significant difference of student’s reading comprehension by MCSR than MRS in improving student’s reading comprehension due to sig 0,027 < 0.05.