SOCIAL CONSTRUCTIVISM-BASED READING COMPREHENSION TEACHING DESIGN

This study aimed to investigate students’ reading comprehension achievement, vocabulary mastery, and social values among students. The methodology was Research & Development (R&D). There were six classes involved in the research and grouped into three high classes and three low classes based on the reading comprehension and vocabulary placement test results. All classes were taught with the social constructivism-based reading comprehension teaching design in the phase of large field testing in the academic year 2016/2017 with total number of 148 students; 72 in the high class and 76 the low students. To collect the data, tests of reading comprehension and vocabulary were used. Shapiro-Wilk test was used to the normality of data distribution. The findings from the paired-sample t-tests showed significant differences revealing the effectiveness of the social constructivism-based reading comprehension teaching design. The article concludes with implications for pedagog