Umu Miftahus Sa'adah, 0203520024 (2023) THE EFFECTIVENESS OF COLLABORATIVE STRATEGIC READING (CSR) AND THINK, PREDICT, READ, AND CONNECT (TPRC) STRATEGIES TO TEACH READING COMPREHENSION TO STUDENTS WITH DIFFERENT SELF-EFFICACY AT MA MA'ARIF NU 1 KEMRANJEN BANYUMAS. Under Graduates thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

The purposes of this study are 1) To explain the effectiveness of CSR to teach reading comprehension to students with a high level of self-efficacy at MA Ma’arif NU 1 Kemranjen Banyumas. 2) To explain the effectiveness of CSR to teach reading comprehension to students with a low level of self-efficacy at MA Ma’arif NU 1 Kemranjen Banyumas. 3) To explain the effectiveness of TPRC to teach reading comprehension to students with a high level of self-efficacy at MA Ma’arif NU 1 Kemranjen Banyumas. 4) To explain the effectiveness of TPRC to teach reading comprehension to students with a low level of self-efficacy at MA Ma’arif NU 1 Kemranjen Banyumas. 5) To show the difference between CSR and TPRC strategies to teach reading comprehension to students with a high level of self�efficacy at MA Ma’arif NU 1 Kemranjen Banyumas. 6) To show the difference between CSR and TPRC strategies to teach reading comprehension to students with a low level of self-efficacy at MA Ma’arif NU 1 Kemranjen Banyumas. 7) To explain the interactions among CSR and TPRC strategies reading comprehension, and students with different self-efficacy levels at MA Ma’arif NU 1 Kemranjen Banyumas. This type of research is a quasi 2 x 2 factorial design. This study was conducted at MA Ma’arif NU 1 Kemranjen Banyumas. The population of the study is the eleventh-grade students of MA Ma’arif NU 1 Kemranjen Banyumas, while the samples of the study are science class (XI IPA 1) which consists of 24 students, and social class (XI IPS 1) which consists of 21 students. Students were classified into high and low self-efficacy and taught with different teaching strategies. The first experimental class was taught by using the CSR strategy, meanwhile, the second experimental class was taught by using the TPRC strategy. The instruments of the study are test, questionnaire, and observation checklist. The result of paired t-test revealed that CSR and TPRC strategies are effective to teach reading comprehension to students with a high and low self-efficacy level, as evidenced by the p-value is smaller than (α) = 0.05, meaning Ha is accepted. Furthermore, the result of the independent sample t-test showed that there is no significant difference between CSR and TPRC strategies to teach reading comprehension to students with high and low self-efficacy beliefs. The mean scores of the post-test of students with a high level of self-efficacy in both experimental classes were 75.06 and 73.78. Meanwhile, the mean scores of the post-test of students with low self-efficacy were 70. 86 and 69.33. The study also showed that there are no interactions among variables based on two-way ANOVA analysis in SPSS program, meaning Ha is rejected because p-value is higher than (α) = 0.05. As the result, the improvement of the students’ reading comprehension did not depend on the students’ self-efficacy levels

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