LINA TRI ASTUTY BERU SEMBIRING, 0201614017 (2020) THE IMPACT OF COLLABORATIVE STRATEGIC READING AND QUESTIONING THE AUTHOR ON STUDENTS’ READING COMPREHENSION WITH DIFFERENT ABILITY GROUPING AND SELF-EFFICACY IN UNIVERSITAS DEHASEN BENGKULU. PhD thesis, Universitas Negeri Semarang.

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Abstract

ABSTRACT Lina Tri Astuty Beru Sembiring. 2019. “The Impact of Collaborative Strategic Reading and Questioning the Author on Students’ Reading Comprehension with Different Ability Grouping and Self-Efficacy in Universitas Dehasen Bengkulu.” Dissertation. Language Education Program. Pascasarjana Universitas Negeri Semarang. Promoter: Prof. Dr. Dwi Rukmini, M.Pd., Co-Promoter I: Prof. Dr. Januarius Mujiyanto, M. Hum., Co-Promoter II: Dr. Issy Yuliasri, M. Pd. Keywords: collaborative strategic reading, questioning the author, ability grouping, self- efficacy, reading comprehension. A large number of students are getting difficulties in comprehending a reading text, including students in Universitas Dehasen Bengkulu. They need effective reading instruction that can help them during the teaching and learning process. They also need a positive learning environment; thus, they can be independent learners who are responsible for their learning. Moreover, giving attention to students’ psychological factors, such as self-efficacy, is also needed to improve students’ learning performance. For that reason, this study aimed to 1) explain the relation among Reading Instruction, Ability Grouping, and Self-Efficacy, 2) explain the relation between Reading Instruction, and Ability Grouping, 3) explain the relation between Reading Instruction and Self-Efficacy, 4) explain the relation between Ability Grouping, and Self-Efficacy, 5) explain the comparative effects between two kinds of reading instructions, CSR and QtA, 6) explain the comparative effects between two form of Ability Grouping, homogeneous and heterogeneous, 7) explain the comparative effects between two-level of students’ self-efficacy beliefs, high and low, 8) explain students' perception toward the implementation of CSR and QtA in different ability grouping, 9) explain students' collaboration during the implementation of CSR and QtA in different ability grouping. For these purposes, a mixed-method study which adopted 2x2x2 Factorial Design was conducted. It took one hundred and twenty-one students of the Economics Faculty of Universitas Dehasen Bengkulu in the Academic Year 2016/2017 as the participants. The study administered a reading comprehension test and a reading self-efficacy questionnaire to measure students’ reading comprehension and reading self-efficacy. Observation sheets, note-taking, and interviews were utilized to collect the qualitative data. The quantitative data obtained from the reading test were analyzed by using a t-test and a three-way ANOVA, whereas the qualitative data obtained from the observation sheets, note-taking, and interviews were analyzed by using thematic analysis. The findings from reading test revealed that 1) the relation among Reading instructions, Ability Grouping, and Self-Efficacy is significant 2) the relation between Reading instruction and Ability Grouping is significant, 3) the relation between Reading instruction and Self-Efficacy is significant, 4) the relation between Ability Grouping and Self-Efficacy is not significant, 5) The difference on the impact of collaborative strategic reading instruction compared to questioning the author instruction on students’ reading comprehension is significant, 6) The difference on the impact of homogeneous Ability grouping compared to heterogeneous ability grouping is significant, 7) The difference on the impact of high self-efficacy compared to low self-efficacy on students’ reading comprehension is significant, 8) students showed various perceptions of the learning activities, 9) several aspects of collaboration occurred during students' group work in terms of Positive Interdependence, Individual Accountability, Equal Participation and Simultaneous Interaction. The results of this study are expected to give complete information on the effect of reading instructions, ability grouping, and self-efficacy on students’ reading comprehension, especially at the university level. Finally, this study suggests that lecturers need to provide students with appropriate reading instruction and a form of ability grouping during the teaching and learning process. They also need to take students’ psychological factors such as self-efficacy into consideration since this factor affects students’ reading.

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