The Implementation of Rally Coach Strategy in Teaching Reading Comprehension: A Quasi Experimental Research
Main Article Content
Syarifah Ulfiah
Samhudi Samhudi
Fadhlur Rahman
Students’ comprehension of narrative texts was hampered in the chosen educational setting, necessitating the implementation of effective interventions. The Rally Coach strategy, an emerging approach, is based on the notion that collaborative learning boosts student performance. This study aims to determine if there is a significant difference in reading comprehension achievement between students taught using the Rally Coach Strategy and those taught using traditional methods. A quasi-experimental research design was employed to assess the efficacy of Spencer Kagan's Rally Coach Strategy in improving students' reading comprehension skills. The study's t-test results showed a significant improvement in reading comprehension, with a value of 6.039 exceeding the t-table result of 2.048, indicating a substantial improvement in reading comprehension achievement. These findings support the alternative hypothesis, implying that implementing the Rally Coach Method in the experimental classroom would significantly improve the quality of reading comprehension instruction. Overall, this study adds valuable empirical evidence to support the Rally Coach strategy's effectiveness in improving students' reading comprehension skills. This study addresses a critical educational concern by identifying a successful intervention to address low reading comprehension achievement and emphasizes the importance of cooperative learning strategies, such as the Rally Coach Strategy, in improving students' overall reading comprehension abilities.
Adrian, D. (2014). Teach English: Training Course for Teacher, Trainers Hand Book. New York: University press.
Albert, J.H. (2015). How to increase Reading Ability. New York: Longman, Inc.
Anderson, M., & Anderson, K. (2013). Text Type in English. Sydney: Macmillan Education.
Ary, D. (2013). Introduction to Research in Education (Eighth Edition). United States of Amerika: Wadsworth.
Barwick, J. (2013). Targeting Text. Clayton, South Vic: Blake Education.
Berns, R.G., Erickson, P.M. (2016). Contextual Teaching and Learning: Preparing Students for the New Economy. Washington, DC: Office of Vocational.
BNSK. (2013). Standard Content of the Curriculum 2013. Jakarta: Kemdikbud.
Bukart, G.S. (2018). Reading in the Beginning and Intermediate Foreign Language class. Washington: Wallace.
Cain, K. (2022). Children's reading comprehension difficulties. The Science of Reading: A Handbook, 298-322. DOI: https://doi.org/10.1002/9781119705116.ch14
Davoudi, A. H. M., & Mahinpo, B. (2012). Kagan cooperative learning model: The bridge to foreign language learning in the third millennium. Theory and Practice in Language Studies, 2(6), 1134. DOI: https://dx.doi.org/10.4304/tpls.2.6.1134-1140
Djiwandoyo, P.I. (2012). Strategi Membaca Bahasa Inggris. Jakarta: Gramedia Pustaka Utama.
Fatahillah, M., Nazar, M., & Nisrina, N. (2023). An Investigation into Reading Strategies Employed by Students for Comprehending Exposition Texts. JETLEE: Journal of English Language Teaching, Linguistics, and Literature, 3(2), 61-67. DOI: https://doi.org/10.47766/jetlee.v3i2.1222
Hardy, J., & Klarwein, D. (2016). Written Genres in the Secondary School. Brisbane: Departement of Education, Queensland, Australia.
Harianja, J. K. (2020). Implementasi Rally Coach untuk Mengembangkan Keterampilan Berpikir Kritis pada Pelajaran Matematika. Scholaria: Jurnal Pendidikan dan Kebudayaan, 10(2), 162-170. DOI: https://doi.org/10.24246/j.js.2020.v10.i2.p162-170
Kagan, S. (2017). Kagan Cooperative Learning Structure. San Clemente, CA: Kagan Publishing.
Klinger, W. et al. (2016). Factors for Successful in second language learner Volume 2. New York: Longman, Inc.
Lems, K. et al. (2014). Teaching Reading to English Language Learners Insights from Linguistic. New York: The Guilford Press.
Mukarto. et, al. (2009). English on SW for Junior High School Year VI M. Jakarta: Erlangga.
Okkinga, M., Gelderen, A. V., Schooten, E. V., Steensel, R. V., & Sleegers, P. J. C. (2022). Does vocabulary knowledge matter in the effectiveness of instructing reading strategies? Differential responses from adolescents with low academic achievement on growth in reading comprehension. Reading and Writing, 1-27. DOI: https://doi.org/10.1007/s11145-022-10359-2
Pertiwi, R. D., Kartono, K., & Wardono, W. (2019). Students’ Mathematical Literacy Ability in Learning Using Rally Coach-Schoology Model with Diagnostic Assessment. Unnes Journal of Mathematics Education Research, 8(2), 236-247. Retrieved from https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/27716
Raudszus, H., Segers, E., & Verhoeven, L. (2021). Patterns and predictors of reading comprehension growth in first and second language readers. Journal of Research in Reading, 44(2), 400-417. DOI: https://doi.org/10.1111/1467-9817.12347
Sa’diyah, H. (2015). Improving Students’ Reading Comprehension Using Rally Coach Strategy at SMPN 01Kedung Jajang Lumajang East Java Indonesia. Bachelor Thesis, University of Muhammadiyah Jember. Accessed from http://repository.unmuhjember.ac.id/1671/
Samhudi, S. (2023). Identifying Factors Contributing to Students’ Obstacles in Comprehending Recount Text. JETLEE: Journal of English Language Teaching, Linguistics, and Literature, 3(2), 103-111. DOI: https://doi.org/10.47766/jetlee.v3i2.1441
Silalahi, D. E., Herman, H., Sihombing, P. S. R., Damanik, A. S., & Purba, L. (2022). An Analysis of students’ achievement in reading comprehension through higher order thinking skills (HOTS). Al-Ishlah: Jurnal Pendidikan, 14(2), 1853-1868. DOI: https://doi.org/10.35445/alishlah.v14i2.1249
Singer, H. (2015). Theoretical Models and Process of Reading. Barkeley: University of California.
Stewart, J., M. 2015. The Implementation of Two Cooperative Learning Structures, Rally Coach and Teams-Games-Tournaments, in High School Chemistry Courses. Master’s Thesis, Louisiana State University. DOI: 10.31390/gradschool_theses.1684. Accessed from https://digitalcommons.lsu.edu/gradschool_theses/1684
Wallace, M.J. (2012). Study Skills in English. London: Cambridge University Press.
Widdowson, H. (2017). The Process and Purpose of Reading. Oxford: Oxford University Press.
