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The Effectiveness of Coop-Dis-Q and Literature Circle Strategies in Teaching Reading Comprehension to Students with Different Personalities

English Education Journal · Vol. 8 No. 1 (2018) · hlm. 66–75

DOI
10.15294/eej.v8i1.22135
ISSN
2087-0108, 2502-4566
Terbit
2018-03-16
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study investigated the effectiveness of using Coop-Dis-Q (Cooperative-Discussion-Questioning) and Literature Circle strategies in teaching reading comprehension to extrovert and introvert students. 2x2 factorial design of experimental research was carried out to collect the data from 88 eighth grade students of SMP N 1 Kandeman, Batang. Two experimental groups, A and B, were given two different treatments: Coop-Dis-Q and Literature Circle strategies. The result shows that the ρ = 0.00 for both Coop-Dis-Q and Literature Circle strategies in teaching reading comprehension to extrovert and introvert students which verifies the effectiveness of both two strategies. It wa also found that Coop-Dis-Q is more effective than Literature Circle strategy in teaching reading comprehension since the mean value of post test Coop-Dis-Q shows higher score 27.18 and the value of ρ = 0.00. However, the result also shows that there is no difference between extrovert and introvert personalities in teaching reading comprehension since the value of ρ = 0.310. Further, it was found that the ρ of strategy*type value is 0.638 so there is no interaction between teaching reading comprehension strategies and types of personality on the achievement of reading comprehension which proves that personality does not influence students’ reading comprehension achievement.

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The Effectiveness of Coop-Dis-Q and Literature Circle Strategies in Teaching Reading Comprehension to Students with Different Personalities</dc:title>
	<dc:creator>Anggara, IGede Arga</dc:creator>
	<dc:creator>Saleh, Mursid</dc:creator>
	<dc:creator>Sofwan, Ahmad</dc:creator>
	<dc:description xml:lang="en-US">This study investigated the effectiveness of using Coop-Dis-Q (Cooperative-Discussion-Questioning) and Literature Circle strategies in teaching reading comprehension to extrovert and introvert students. 2x2 factorial design of experimental research was carried out to collect the data from 88 eighth grade students of SMP N 1 Kandeman, Batang. Two experimental groups, A and B, were given two different treatments: Coop-Dis-Q and Literature Circle strategies. The result shows that the ρ = 0.00 for both Coop-Dis-Q and Literature Circle strategies in teaching reading comprehension to extrovert and introvert students which verifies the effectiveness of both two strategies. It wa also found that Coop-Dis-Q is more effective than Literature Circle strategy in teaching reading comprehension since the mean value of post test Coop-Dis-Q shows higher score 27.18 and the value of ρ = 0.00. However, the result also shows that there is no difference between extrovert and introvert personalities in teaching reading comprehension since the value of ρ = 0.310. Further, it was found that the ρ of strategy*type value is 0.638 so there is no interaction between teaching reading comprehension strategies and types of personality on the achievement of reading comprehension which proves that personality does not influence students’ reading comprehension achievement.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2018-03-16</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/eej/article/view/22135</dc:identifier>
	<dc:identifier>10.15294/eej.v8i1.22135</dc:identifier>
	<dc:source xml:lang="en-US">English Education Journal; Vol 8 No 1 (2018): March 2018; 66-75</dc:source>
	<dc:source>2087-0108</dc:source>
	<dc:source>2502-4566</dc:source>
	<dc:source>10.15294/eej.v8i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/eej/article/view/22135/10597</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 English Education Journal</dc:rights>
</oai_dc:dc>