The Effect of Collaborative Strategic Reading (CSR) and Academic Self-Concept on the Students' Reading Comprehension at Semester II of English Departement of STKIP Nias Selatan

The importance of reading comprehension strategy – Collaborative Strategic Reading (CSR) and students’ academic self-concept as the factors that influence students’ reading comprehension serves the background of this research. In line with the background, this research was aimed at testing the effect of Collaborative Strategic Reading (CSR) and Academic Self-Concept on the students’ reading comprehension. This research was a kind of experimental research with quasi and 2x2 factorial designs. It was conducted at semester III of English Department of STKIP Nias Selatan. The students of semester III academic year 2015/2016 were the population of this research which consisted of 3 classes (63 students). The sample was chosen by using cluster random sampling strategy. The sample was 3A as experimental class (21 students) and 3B as control class (21 students. The reading comprehension test and questionnaire of academic self-concept were used to collect the data of the research. The data were analyzed by using Chi-square test for normality testing, variance test for homogeneity testing, t-test and ANOVA for hypotheses testing. The result of data analysis showed that; (1) Collaborative Strategic Reading produced better reading comprehension of students than discussion; (2) Collaborative Strategic Reading produced better reading comprehension of students with high academic self-concept than discussion; (3) Collaborative Strategic Reading produced better reading comprehension of students with low academic self-concept than discussion; (4) there was no interaction between strategies and academic self concept to students’ reading comprehension. Based on the finding, it is concluded that Collaborative Strategic Reading is an effective strategy for students’ reading comprehension compared to discussion.