THE EFFECT OF COOPERATIVE READING AND COMPOSITION TECHNIQUE ON READING COMPREHENSION AND COMPOSITION

The goal of this study is to see how cooperative reading and composition affects secondary school students' reading comprehension and composition writing skills, as well as to compare this technique to standard reading and writing educational methods. The study's participants were two eighth-grade students from Polis Amca Secondary School during the 2012–2013 academic year. With a control group, the study included pre- and post-tests. The experimental and control groups were randomly allocated. Both the experimental and control groups have 28 students. For reading comprehension, achievement measures such as cognitive behaviour tests and pre-post exams were utilised, but for writing competence, students were expected to compose compositions as a data gathering instrument, using composition assessment criteria. Furthermore, reading is a cognitive habit. To determine the pupils' background knowledge, comprehension exams were used. In addition, an interview, which is a qualitative data gathering approach, was used to back up the conclusions from the quantitative data. According to the findings of statistical analyses, there was a substantial difference in favour of the experimental group in terms of reading comprehension and writing ability. Furthermore, qualitative interview data corroborated the conclusion that the cooperative reading and composition technique had a substantial influence on students' reading comprehension and writing competence.

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