Item request has been placed! ×
Item request cannot be made. ×
loading  Processing Request

Improving EFL Students’ Higher Order Thinking Skills Through Collaborative Strategic Reading in Indonesia

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
  • Additional Information
    • Publication Information:
      Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo
    • Publication Date:
      2020
    • Abstract:
      The study aims to investigate whether collaborative strategic reading (CSR) strategies can improve higher-order thinking skills (HOTS) of students. It is an experimental design using pre-test and post-test as an instrument. Research data was obtained by giving a reading test in one of the public vocational high schools in Surabaya, Indonesia. These test data were analyzed using independent sample T-test and paired sample T-test in SPSS. Results showed that Collaborative Strategic Reading (CSR) could improve higher-order thinking skills for students. Based on data analysis results, t count was found to be larger than t table. Moreover, the result of the paired-sample t-test also indicated a significant difference between pre-test and post-test scores of experimental students. Sig. Sig. (2-tailed) equals.000. To sum up, the strategy benefits students in enhancing higher-order thinking skills for students.
    • File Description:
      application/pdf
    • Relation:
      https://ijae.journal-asia.education/index.php/data/article/view/37/28; https://ijae.journal-asia.education/index.php/data/article/view/37
    • Accession Number:
      10.46966/ijae.v1i2.37
    • Online Access:
      https://doi.org/10.46966/ijae.v1i2.37
      https://doi.org/10.46966/ijae.v1i2
      https://ijae.journal-asia.education/index.php/data/article/view/37
    • Rights:
      Copyright (c) 2020 Arik Susanti, Pratiwi Retnaningdyah, Ade Nila Puspita Ayu, Anis Trisusana ; https://creativecommons.org/licenses/by/4.0
    • Accession Number:
      edsbas.56C4F34F