E-Team Study and E-Teaching Group Learning Strategies to Enhance Pharmacy Student’s Reading Comprehension

Abstract

The low score on the theory test has been extensively reported in Indonesian, perplexing the lecturer team. Consequently, research on learning strategies to improve students' theoretical test scores have been widely carried out. This study examines the effect of the E-Team Study (ETS) and E-Teaching Group (ETG) on students' reading comprehension. A pre-test, post-test, experimental group, and quasi-experimental design were used. A sample of 74 students was taken from a population of 234 students of the Surabaya Pharmacy Academy (AFS), Indonesia. Reading Comprehension Achievement Test (CRAT) (KR-21 = 80), E-Team Study Questionnaire (ETSQ), and E-Teaching Group Questionnaire (ETGQ) were used for data collection. Data were analyzed using mean and standard deviation, analysis of covariance (ANCOVA), and t-test. The findings revealed that students exposed to ETS and ETG learning achieved significantly higher average achievement scores in the CRAT than their previous test scores (F (1.72) = 5.516, p < 0.05). Students showed a significant and positive attitude towards the use of ETS and ETG (t = 5.8, p < 05). So, ETS and ETG are effective strategies for successful reading comprehension learning. It is recommended that Indonesian language lecturers use ETS and ETG to improve student achievement in reading subjects, especially pharmaceutical reading mastery which is a difficult concept to understand.