A COMPARATIVE STUDY OF READING COMPREHENSION ACHIEVEMENT BETWEEN STUDENTS TAUGHT THROUGH COLLABORATIVE STRATEGIC READING AND TAUGHT THROUGH SELF-QUESTIONING STRATEGY AT THE FIRST YEAR STUDENTS OF SMAN 8 BANDAR LAMPUNG
ABSTRACT
A COMPARATIVE STUDY OF READING COMPREHENSION
ACHIEVEMENT BETWEEN STUDENTS TAUGHT THROUGH
COLLABORATIVE STRATEGIC READING AND TAUGHT THROUGH
SELF-QUESTIONING STRATEGY AT THE FIRST YEAR STUDENTS OF
SMAN 8 BANDAR LAMPUNG
By
Romandani Adyan
In reading, the students need an appropriate technique that is suitable with the
types of texts. Thus, according to School Based Curriculum 2006, Junior High
School students use functional texts as their reading materials. To make students’
reading process more effective, the technique used is important to consider. In this
case, the researcher tried to compare Collaborative Strategic Reading and SelfQuestioning Strategy for teaching reading..
The objectives of the research are to find out whether there is a significant
difference on reading comprehension achievement between students who are
taught through Collaborative Strategic Reading and those who are taught through
Self-Questioning Strategy and to find out which one is more effective technique.
The research was conducted at SMA Negeri 8 Bandar Lampung. This research ia
a quantitative research using true experimental design. The sample was chosen
randomly through lottery. The data was gained by administering a set of pretest
and posttest to both classes. The treatments were conducted in both classes. The
data was analyzed by using Statistical Package for Social Science (SPSS) version
17.0. the hypotesis was tested by using Independent Group t-test.
The test result showed that the mean of posttest in the experimental class one was
79.75 and the mean of posttest in the experimental class two 71.87, probability
level (p) was 0.000. it was lower than 0.05. Here, the H0 was proved if p>0.05
therefore H0 was rejected and H1 was accepted. It means that there is a significant
difference on reading comprehension achievement between students who are
taught through Collaborative Strategic Reading and those who are taught through
Self-Questioning Strategy and Collaborative Strategic Reading becomes more
effectives in increasing students’ reading comprehension achievement than SelfQuestioning Strategy.
CURRICULUM VITAE
Romandani Adyan was born on April 19th, 1990 in Bandar Lampung. He is the
first son of a great couple, A. Rais Adyan, S.H. and Dra. Asteratu. He started his
study from Elementary School at SDN 1 Penengahan Bandar Lampung and
graduated in 2001. He continued his study at SLTP Negeri 9 Bandar Lampung
and Graduated in 2004. He persued his study at SMA Negeri 9 Bandar Lampung
and graduated in 2007. At the same year, he registered as a student of English
Education Study Program at Teacher Training and Education Faculty, University
of Lampung.
DEDICATION
By offering my praise and gratitude to Allah SWT for His abundant blessing to
me,
I’d proudly dedicate this piece of work to:
My beloved Parents, A. Rais Adyan and Asteratu
My beloved brothers, Haryadi Adyan and Rizki Saputra Adyan
My musical tutors, Uri A. Putra, David Tarigan and Arian Arifin
My fabulous friends of English Department
My Almamater, Lampung University
MOTTO
We change our opinion,
We change our years,
We change our pencils,
We change our dreams
We change our ladies,
Cars and money…
But we never change our
Friends
-Al Capone-
Keep calm, worry less, smile more and carry on
-The Writer-
ACKNOWLEDGEMENT
Praise is merely to Allah SWT for his blessing and mercy that the writer is
enabled to accompalished this script entitled “A comparative study of reading
comprehension achievement between students taught through collaborative
strategic reading and taught through self-questioning strategy at the first year
students of SMA Negeri 8 Bandar Lampung”. This script is submitted as a
compulsory fulfillment of the requirements for S1 degree of English Education
Study Program at Teacher Training and Education Faculty, University of
Lampung.
Gratitude and honor are addressed to all persons who helped and supported the
writer completed this script. Here, the writer would like to acknowledge his
sincere gratefulness to H. Ujang Suparman, M. A., Ph.D., as his first advisor,
Deddy Supriyadi, M.Pd., as his second advisor, and Dr. M. Sukirlan, M.A., as his
examiner who assist, guided, encourage and gave knowledge to accomplish the
script.
My thankfulness is also due to Drs. Banjir Sihite, M.Pd., the Headmaster of SMA
Negeri 8 Bandar Lampung and Martalinda, S.Pd., the English teacher of SMA
Negeri 8 Bandar Lampung, whereby the writer did his research, and all beloved
students of class X5 and X6 for their participation in this research.
The writer also would like to thank his beloved friends of NERD‘07, especially
Lala, Sisil, Ayu, Dini, Diki, Dian, Fery, Rio, Dery, Ganis, Ike, Niky, Astiti, Silka,
Didi, Rini, Fevi, Nurul, Mey, Fetris, Joko, Reni, Umi, Wildan, Karisma, Azis,
Nopri, Rudy, Rahmat, Lisa, Desti, Lia, Decin, Delia, Lilis, Ratih, Zie, Na, Cia,
Nyimas, Mprit, Endah, Hadi, Rahmat, Sih, Egra, Siti, Esy, Asti & the lateAkhirman. Moreover, he must thank his seniors and juniors; Mba Ari, Mas Arik,
Bang Jaka, Yudi, Mirwan, Wira, Iyra, Yussi, Ratih & Tacca; thank you so much
for being such a great companion along the way in finishing this holy script.
I actually realize that this script has many weaknesses in certain ways thus
suggestion are expected to make better paper in the future.
Bandar Lampung,
Romandani Adyan
May 2012
I. INTRODUCTION
This chapter discusses introduction of the research which deals several points. i.e.,
background of the problem, identification of problems, limitation of the problems,
formulation of the problems, objectives of the research, significances of the research,
and scope of the research.
1.1 Background of the Problem
English, as an international language, is used in many fields all over the world. It is
also a fact that English is widely needed by people, for example to transfer new
modern science, technology, and information. Transferring new modern science,
technology, and information can be done through reading process. Based on these
facts the writer considers that reading is a very important skill in order to increase our
knowledge and way of thinking. Regarding its importance, the government of
Indonesia decided to put English as a compulsory subject because English is
considered as the first foreign language.
There are four skills of language to be mastered in learning English, i.e. listening,
speaking, reading, and writing. Based on the reason that the students are expected to
read information which are mostly written in English, reading dominates the teaching
materials in almost English textbook.
III. RESEARCH METHODS
This part discusses the design of this research and how to collect the data from the
samples. The writer encloses the data collecting technique and the procedures of this
research. The writer also gives the scoring system and how the data will be analyzed.
3.1 Research Design
To conduct this research, the researcher used Control Group Pretest Posttest Design.
This design belonged to true experimental designs. True experimental designs have
three basic characteristics: (1) a comparison group is present, (2) The sample are
randomly selected and assigned to the groups, and (3) a pretest is administered to
capture the initial differences between the groups (Hatch and Farhady 1982:22).
The researcher used this design because he wanted to give special treatment to the
experimental class one using collaborative strategic reading in teaching reading
comprehension. There were two classes of this experimental study; experimental
class one which get treatment through collaborative strategic reading and another as a
experimental class two which get treatment through self-questioning strategy.
The pretest was administered first before the treatment. It was intended to measure
the students’ basic ability of both in order to ensure their entry point.
A COMPARATIVE STUDY OF READING COMPREHENSION
ACHIEVEMENT BETWEEN STUDENTS TAUGHT THROUGH
COLLABORATIVE STRATEGIC READING AND TAUGHT THROUGH
SELF-QUESTIONING STRATEGY AT THE FIRST YEAR STUDENTS
OF SMAN 8 BANDAR LAMPUNG
(A Script)
By
ROMANDANI ADYAN
UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG
2012
A COMPARATIVE STUDY OF READING COMPREHENSION
ACHIEVEMENT BETWEEN STUDENTS TAUGHT THROUGH
COLLABORATIVE STRATEGIC READING AND TAUGHT THROUGH
SELF-QUESTIONING STRATEGY AT THE FIRST YEAR STUDENTS
OF SMAN 8 BANDAR LAMPUNG
By
ROMANDANI ADYAN
A Script
Submitted in a Partial Fulfillment of
The requirement for S-1 Degree
In
The Language and Arts Department of
The Faculty of Teacher Training and Education
UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG
2012
Research Title
: A COMPARATIVE STUDY OF READING
COMPREHENSION ACHIEVEMENT BETWEEN
STUDENTS TAUGHT THROUGH
COLLABORATIVE STRATEGIC READING AND
TAUGHT THROUGH SELF-QUESTIONING
STRATEGY AT THE FIRST YEAR STUDENTS OF
SMAN 8 BANDAR LAMPUNG
Student’s Name
: Romandani Adyan
Student’s Number : 0713042042
Department
: Language and Arts Education
Study Program
: English Education
Faculty
: Teachers Training and Education
APPROVED BY
Advisory Committee
Advisor
Co-Advisor
H. M.U. Suparman, M. A., Ph.D.
NIP 19570608 198603 1 001
Drs. Dedy Supriyadi, M.Pd.
NIP 19580505 198502 1 001
The Head of Language and Arts Education Department
Drs. Imam Rejana, M.Si.
NIP 19480421 197803 1 004
ADMITTED BY
1.
2.
Examination Committee
Chairperson : H. M.U. Suparman, M. A., Ph.D.
………………….
Examiner
: Dr. Muhammad Sukirlan, M. A.
…………………
Secretary
: Drs. Dedy Supriyadi, M.Pd.
………………….
The Dean of Teachers Training and Education Faculty
Dr. H. Bujang Rahman, M.Si.
NIP 19600315 198503 1 003
Graduated on July 03th 2012
A COMPARATIVE STUDY OF READING COMPREHENSION
ACHIEVEMENT BETWEEN STUDENTS TAUGHT THROUGH
COLLABORATIVE STRATEGIC READING AND TAUGHT THROUGH
SELF-QUESTIONING STRATEGY AT THE FIRST YEAR STUDENTS
OF SMAN 8 BANDAR LAMPUNG
(A Script)
By
Romandani Adyan
0713042042
Advisors :
H. M. Ujang Suparman, M.A., Ph.D.
Dedy Supriyadi, M.Pd.
ENGLISH EDUCATION PROGRAM
LANGUAGE AND ARTS EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY
2012
1
I. INTRODUCTION
This chapter discusses introduction of the research which deals several points. i.e.,
background of the problem, identification of problems, limitation of the
problems, formulation of the problems, objectives of the research, significances of
the research, and scope of the research.
1.1 Background of the Problem
English, as an international language, is used in many fields all over the world. It
is also a fact that English is widely needed by people, for example to transfer new
modern science, technology, and information. Transferring new modern science,
technology, and information can be done through reading process. Based on these
facts the writer considers that reading is a very important skill to increase our
knowledge and way of thinking. Regarding its importance, the government of
Indonesia decided to put English as a compulsory subject because english is
considered as the first foreign language.
There are four language skills to be mastered in learning English, i.e. listening,
speaking, reading, and writing. Based on the reason that the students are expected
to read information which are mostly written in English, reading dominates the
teaching materials in almost English textbook.
2
In the guideline of School Based Curriculum, KTSP (Depdiknas, 2006:297), It is
stated that there are several objectives of teaching reading for the first grade of
Senior High School, They are:
1. The students are able to identify the main idea of the whole texts or in each
paragraph of reading texts.
2. The students are able to identify the vocabularies of reading texts
3. The students are able to identify some specific information of reading
texts.
According to the writer’s experience when he did the field practice program, it
was found that most of students could not achieve those mentioned objectives as
they were supposed to be. This condition may be due to a number of factors such
as lack of vocabulary, inappropriate use of media, ineffective strategy used by the
teacher, and the minimum availability of learning facilities. Those factors are
dependent on each other and affect the process of reading. Due to this condition,
the researcher focused on one of those factors i.e., the strategy. As it was found
that the teachers in the school do not teach reading comprehension using an
appropriate strategy to help the students understand reading comprehension easier.
Based on KTSP, there are many kinds of English texts. In this research, the
researcher will focus on narrative text because narrative text is one of reading text
that is mostly used in the reading test. This is a simple text but many students in
the first year of senior high school do not really comprehend this sort of text. They
still have difficulty to find the main idea and specific information of narrative text.
As a matter of fact, reading can be taught through collaborative strategic reading.
This Strategy was firstly introduced by Klingner & Vaughn (1999). Teacher can
use this strategy to motivate students to understand and comprehend the text. In
3
this strategy, the students will be brought into an interesting situation and
enjoyable situation so that the students will be easier to comprehend the meaning
and find out the main idea of the text.
In the same line with collaborative strategic reading, self-questioning strategy also
has been widely accepted as one of the strategy that can be applied to present
materials in classroom. With this strategy, the students are supposed to be able to
read a reading passage in the target language into the students’ native language.
Considering the two strategies above that can be used for teaching reading, the
writer want to see the difference by comparing Collaborative stategic reading and
Self-Questioning Strategy for teaching reading.
1.2 Identification of the Problems
Based on the background above, the researcher identifies the problem on SMAN 8
Bandar Lampung as follows:
1.
The students get difficulties in comprehending the reading text. They get
difficulties in getting information from the text, finding the main idea,
finding the details, answering to the questions based on the text and
making inference from the text. As the results the students got difficulties
in retelling or in transferring the information from the text.
2. The students are not aware of the appropriate technique of reading which
are needed to be applied in various types of text they interact. The result is
that they do not have ideas in their mind of their reading
4
3. The students’ motivations in learning English are still low. So it is difficult
to improve their English ability well.
4. The students have no good self confidence in learning English. So it is
difficult for them to learn English well because they regard that English is
difficult to be learnt well.
5. The teachers use inappropriate technique in teaching English. So it is
difficult in helping students understand reading comprehension.
1.3 Limitation of the Problem
In line with the identification of the problems, the researcher realizes his
capability in doing his research. Therefore, he will focus his study only on the
students’ difficulties in comprehending the reading text because of inappropriate
strategy in reading.
1.4 Formulation of the Problem
Based on the limitation of the problem above, the researcher formulates the
problems as follows:
1. Is there any difference of reading comprehension achievement between the
students who are taught through Collaborative stategic reading and those
who are taught through Self-questioning Strategy at the first year of
SMAN 8 Bandar Lampung?
2. Which strategy is more effective to help students improve their reading
comprehension?
5
1.5 Objectives of the Research
In relation to the research problem above, the objectives of this research are:
1. to investigate whether there is any difference of reading comprehension
achievement between the students who are taught through Collaborative
stategic reading and those who are taught through Self-Questioning
Strategy at the first year of SMAN 8 Bandar Lampung.
2. to determine which strategy that is more effective to help students improve
their reading comprehension between the two techniques.
1.6 Significances of the Research
The results of this study are expected to be beneficial both theoretically and
practically as follows:
1. Theoretically
The results of the research are expected to support previous theories
dealing with Collaborative Strategic Reading and Self-Questioning
Strategy.
2. Practically
The results of this research are expected to give information to the English
teachers, especially of senior high school in order to select the most
suitable technique in teaching reading comprehension.
1.7 Scope of the Research
This research was conducted to increase the students’ reading comprehension of
first grade of Senior High School students. The techniques applied in this
6
research were collaborative strategic reading in experimental class one and selfquestioning strategy in experimental class two. The classes as the sample were
selected using simple random sampling. The classes were selected randomly by
using lottery, since the first year students in SMAN 8 Bandar Lampung was not
stratified class. The researcher focused on narrative text. The materials are taken
from English Book based on the School Based Curriculum (KTSP) of SMA. To
find out the improvement of students’ reading comprehension, the researcher
measured the score of a set of pre-test and post-test.
1.8 Definition of Terms
There are some terms used by the writer and to make it clear, the writer will gave
some definitions as follow:
1.
Reading Comprehension is defined as an active cognitive process of
interacting with print and monitoring comprehension to establish the
meaning.
2.
Collaborative Strategic Reading is a collaborative technique that teaches
students to use comprehension strategies while working cooperatively
including previewing the text; giving ongoing feedback by deciding "click" (I
get it) or "clunk" (I don't get it) at the end of each paragraph; "getting the
gist" of the most important parts of the text; and "wrapping up" key ideas.
3.
Self-questioning is a set of steps that students follow to generate, think about,
predict, investigate, and answer the questions that satisfy curiosity from what
is being read to understand the text.
7
1
I. INTRODUCTION
This chapter discusses introduction of the research which deals several points. i.e.,
background of the problem, identification of problems, limitation of the
problems, formulation of the problems, objectives of the research, significances of
the research, and scope of the research.
1.1 Background of the Problem
English, as an international language, is used in many fields all over the world. It
is also a fact that English is widely needed by people, for example to transfer new
modern science, technology, and information. Transferring new modern science,
technology, and information can be done through reading process. Based on these
facts the writer considers that reading is a very important skill to increase our
knowledge and way of thinking. Regarding its importance, the government of
Indonesia decided to put English as a compulsory subject because english is
considered as the first foreign language.
There are four language skills to be mastered in learning English, i.e. listening,
speaking, reading, and writing. Based on the reason that the students are expected
to read information which are mostly written in English, reading dominates the
teaching materials in almost English textbook.
2
In the guideline of School Based Curriculum, KTSP (Depdiknas, 2006:297), It is
stated that there are several objectives of teaching reading for the first grade of
Senior High School, They are:
1. The students are able to identify the main idea of the whole texts or in each
paragraph of reading texts.
2. The students are able to identify the vocabularies of reading texts
3. The students are able to identify some specific information of reading
texts.
According to the writer’s experience when he did the field practice program, it
was found that most of students could not achieve those mentioned objectives as
they were supposed to be. This condition may be due to a number of factors such
as lack of vocabulary, inappropriate use of media, ineffective strategy used by the
teacher, and the minimum availability of learning facilities. Those factors are
dependent on each other and affect the process of reading. Due to this condition,
the researcher focused on one of those factors i.e., the strategy. As it was found
that the teachers in the school do not teach reading comprehension using an
appropriate strategy to help the students understand reading comprehension easier.
Based on KTSP, there are many kinds of English texts. In this research, the
researcher will focus on narrative text because narrative text is one of reading text
that is mostly used in the reading test. This is a simple text but many students in
the first year of senior high school do not really comprehend this sort of text. They
still have difficulty to find the main idea and specific information of narrative text.
As a matter of fact, reading can be taught through collaborative strategic reading.
This Strategy was firstly introduced by Klingner & Vaughn (1999). Teacher can
use this strategy to motivate students to understand and comprehend the text. In
3
this strategy, the students will be brought into an interesting situation and
enjoyable situation so that the students will be easier to comprehend the meaning
and find out the main idea of the text.
In the same line with collaborative strategic reading, self-questioning strategy also
has been widely accepted as one of the strategy that can be applied to present
materials in classroom. With this strategy, the students are supposed to be able to
read a reading passage in the target language into the students’ native language.
Considering the two strategies above that can be used for teaching reading, the
writer want to see the difference by comparing Collaborative stategic reading and
Self-Questioning Strategy for teaching reading.
1.2 Identification of the Problems
Based on the background above, the researcher identifies the problem on SMAN 8
Bandar Lampung as follows:
1.
The students get difficulties in comprehending the reading text. They get
difficulties in getting information from the text, finding the main idea,
finding the details, answering to the questions based on the text and
making inference from the text. As the results the students got difficulties
in retelling or in transferring the information from the text.
2. The students are not aware of the appropriate technique of reading which
are needed to be applied in various types of text they interact. The result is
that they do not have ideas in their mind of their reading
4
3. The students’ motivations in learning English are still low. So it is difficult
to improve their English ability well.
4. The students have no good self confidence in learning English. So it is
difficult for them to learn English well because they regard that English is
difficult to be learnt well.
5. The teachers use inappropriate technique in teaching English. So it is
difficult in helping students understand reading comprehension.
1.3 Limitation of the Problem
In line with the identification of the problems, the researcher realizes his
capability in doing his research. Therefore, he will focus his study only on the
students’ difficulties in comprehending the reading text because of inappropriate
strategy in reading.
1.4 Formulation of the Problem
Based on the limitation of the problem above, the researcher formulates the
problems as follows:
1. Is there any difference of reading comprehension achievement between the
students who are taught through Collaborative stategic reading and those
who are taught through Self-questioning Strategy at the first year of
SMAN 8 Bandar Lampung?
2. Which strategy is more effective to help students improve their reading
comprehension?
5
1.5 Objectives of the Research
In relation to the research problem above, the objectives of this research are:
1. to investigate whether there is any difference of reading comprehension
achievement between the students who are taught through Collaborative
stategic reading and those who are taught through Self-Questioning
Strategy at the first year of SMAN 8 Bandar Lampung.
2. to determine which strategy that is more effective to help students improve
their reading comprehension between the two techniques.
1.6 Significances of the Research
The results of this study are expected to be beneficial both theoretically and
practically as follows:
1. Theoretically
The results of the research are expected to support previous theories
dealing with Collaborative Strategic Reading and Self-Questioning
Strategy.
2. Practically
The results of this research are expected to give information to the English
teachers, especially of senior high school in order to select the most
suitable technique in teaching reading comprehension.
1.7 Scope of the Research
This research was conducted to increase the students’ reading comprehension of
first grade of Senior High School students. The techniques applied in this
6
research were collaborative strategic reading in experimental class one and selfquestioning strategy in experimental class two. The classes as the sample were
selected using simple random sampling. The classes were selected randomly by
using lottery, since the first year students in SMAN 8 Bandar Lampung was not
stratified class. The researcher focused on narrative text. The materials are taken
from English Book based on the School Based Curriculum (KTSP) of SMA. To
find out the improvement of students’ reading comprehension, the researcher
measured the score of a set of pre-test and post-test.
1.8 Definition of Terms
There are some terms used by the writer and to make it clear, the writer will gave
some definitions as follow:
1.
Reading Comprehension is defined as an active cognitive process of
interacting with print and monitoring comprehension to establish the
meaning.
2.
Collaborative Strategic Reading is a collaborative technique that teaches
students to use comprehension strategies while working cooperatively
including previewing the text; giving ongoing feedback by deciding "click" (I
get it) or "clunk" (I don't get it) at the end of each paragraph; "getting the
gist" of the most important parts of the text; and "wrapping up" key ideas.
3.
Self-questioning is a set of steps that students follow to generate, think about,
predict, investigate, and answer the questions that satisfy curiosity from what
is being read to understand the text.
7
7
II. FRAME OF THEORIES
This chapter discusses frame of theories that deals with several points. i.e., review of
the previous research, concept of reading, concept of teaching reading, concept of
Collaborative Strategic Reading, procedure of teaching reading through
Collaborative Strategic Reading, concept of Self-Questioning Strategy, procedure of
teaching reading through Self-Questioning Strategy, theoretical assumption, and
hypothesis.
2.1 Review of Previous Research
There had been several studies proving that collaborative strategic reading is an
effective strategy for reading comprehension. Klingner & Vaughn (1999) conducted
a series of studies to determine the effectiveness of collaborative strategic reading. In
their experiment, the improvements were reflected in the regular classroom as the
experimental students' percentile rankings and also yielded positive outcomes for
average and high average achieving students.
Another research relating to collaborative strategic reading was done by Nisa (2009).
The aim of her study was to find out the students’ reading comprehension
achievement after learning reading using collaborative strategic reading. One class of
second year students of SMPN 1 Punggur was chosen as the sample. Three times
treatment using collaborative strategic reading was given to the chosen class in three
meetings and 80 minutes in each meeting by the researcher. Pretest and posttest were
8
employed to obtain the data. Based on the calculation of the t-test, the result shows
that there is a significant increase on students’ reading comprehension achievement
after learning reading using collaborative strategic reading (p
A COMPARATIVE STUDY OF READING COMPREHENSION
ACHIEVEMENT BETWEEN STUDENTS TAUGHT THROUGH
COLLABORATIVE STRATEGIC READING AND TAUGHT THROUGH
SELF-QUESTIONING STRATEGY AT THE FIRST YEAR STUDENTS OF
SMAN 8 BANDAR LAMPUNG
By
Romandani Adyan
In reading, the students need an appropriate technique that is suitable with the
types of texts. Thus, according to School Based Curriculum 2006, Junior High
School students use functional texts as their reading materials. To make students’
reading process more effective, the technique used is important to consider. In this
case, the researcher tried to compare Collaborative Strategic Reading and SelfQuestioning Strategy for teaching reading..
The objectives of the research are to find out whether there is a significant
difference on reading comprehension achievement between students who are
taught through Collaborative Strategic Reading and those who are taught through
Self-Questioning Strategy and to find out which one is more effective technique.
The research was conducted at SMA Negeri 8 Bandar Lampung. This research ia
a quantitative research using true experimental design. The sample was chosen
randomly through lottery. The data was gained by administering a set of pretest
and posttest to both classes. The treatments were conducted in both classes. The
data was analyzed by using Statistical Package for Social Science (SPSS) version
17.0. the hypotesis was tested by using Independent Group t-test.
The test result showed that the mean of posttest in the experimental class one was
79.75 and the mean of posttest in the experimental class two 71.87, probability
level (p) was 0.000. it was lower than 0.05. Here, the H0 was proved if p>0.05
therefore H0 was rejected and H1 was accepted. It means that there is a significant
difference on reading comprehension achievement between students who are
taught through Collaborative Strategic Reading and those who are taught through
Self-Questioning Strategy and Collaborative Strategic Reading becomes more
effectives in increasing students’ reading comprehension achievement than SelfQuestioning Strategy.
CURRICULUM VITAE
Romandani Adyan was born on April 19th, 1990 in Bandar Lampung. He is the
first son of a great couple, A. Rais Adyan, S.H. and Dra. Asteratu. He started his
study from Elementary School at SDN 1 Penengahan Bandar Lampung and
graduated in 2001. He continued his study at SLTP Negeri 9 Bandar Lampung
and Graduated in 2004. He persued his study at SMA Negeri 9 Bandar Lampung
and graduated in 2007. At the same year, he registered as a student of English
Education Study Program at Teacher Training and Education Faculty, University
of Lampung.
DEDICATION
By offering my praise and gratitude to Allah SWT for His abundant blessing to
me,
I’d proudly dedicate this piece of work to:
My beloved Parents, A. Rais Adyan and Asteratu
My beloved brothers, Haryadi Adyan and Rizki Saputra Adyan
My musical tutors, Uri A. Putra, David Tarigan and Arian Arifin
My fabulous friends of English Department
My Almamater, Lampung University
MOTTO
We change our opinion,
We change our years,
We change our pencils,
We change our dreams
We change our ladies,
Cars and money…
But we never change our
Friends
-Al Capone-
Keep calm, worry less, smile more and carry on
-The Writer-
ACKNOWLEDGEMENT
Praise is merely to Allah SWT for his blessing and mercy that the writer is
enabled to accompalished this script entitled “A comparative study of reading
comprehension achievement between students taught through collaborative
strategic reading and taught through self-questioning strategy at the first year
students of SMA Negeri 8 Bandar Lampung”. This script is submitted as a
compulsory fulfillment of the requirements for S1 degree of English Education
Study Program at Teacher Training and Education Faculty, University of
Lampung.
Gratitude and honor are addressed to all persons who helped and supported the
writer completed this script. Here, the writer would like to acknowledge his
sincere gratefulness to H. Ujang Suparman, M. A., Ph.D., as his first advisor,
Deddy Supriyadi, M.Pd., as his second advisor, and Dr. M. Sukirlan, M.A., as his
examiner who assist, guided, encourage and gave knowledge to accomplish the
script.
My thankfulness is also due to Drs. Banjir Sihite, M.Pd., the Headmaster of SMA
Negeri 8 Bandar Lampung and Martalinda, S.Pd., the English teacher of SMA
Negeri 8 Bandar Lampung, whereby the writer did his research, and all beloved
students of class X5 and X6 for their participation in this research.
The writer also would like to thank his beloved friends of NERD‘07, especially
Lala, Sisil, Ayu, Dini, Diki, Dian, Fery, Rio, Dery, Ganis, Ike, Niky, Astiti, Silka,
Didi, Rini, Fevi, Nurul, Mey, Fetris, Joko, Reni, Umi, Wildan, Karisma, Azis,
Nopri, Rudy, Rahmat, Lisa, Desti, Lia, Decin, Delia, Lilis, Ratih, Zie, Na, Cia,
Nyimas, Mprit, Endah, Hadi, Rahmat, Sih, Egra, Siti, Esy, Asti & the lateAkhirman. Moreover, he must thank his seniors and juniors; Mba Ari, Mas Arik,
Bang Jaka, Yudi, Mirwan, Wira, Iyra, Yussi, Ratih & Tacca; thank you so much
for being such a great companion along the way in finishing this holy script.
I actually realize that this script has many weaknesses in certain ways thus
suggestion are expected to make better paper in the future.
Bandar Lampung,
Romandani Adyan
May 2012
I. INTRODUCTION
This chapter discusses introduction of the research which deals several points. i.e.,
background of the problem, identification of problems, limitation of the problems,
formulation of the problems, objectives of the research, significances of the research,
and scope of the research.
1.1 Background of the Problem
English, as an international language, is used in many fields all over the world. It is
also a fact that English is widely needed by people, for example to transfer new
modern science, technology, and information. Transferring new modern science,
technology, and information can be done through reading process. Based on these
facts the writer considers that reading is a very important skill in order to increase our
knowledge and way of thinking. Regarding its importance, the government of
Indonesia decided to put English as a compulsory subject because English is
considered as the first foreign language.
There are four skills of language to be mastered in learning English, i.e. listening,
speaking, reading, and writing. Based on the reason that the students are expected to
read information which are mostly written in English, reading dominates the teaching
materials in almost English textbook.
III. RESEARCH METHODS
This part discusses the design of this research and how to collect the data from the
samples. The writer encloses the data collecting technique and the procedures of this
research. The writer also gives the scoring system and how the data will be analyzed.
3.1 Research Design
To conduct this research, the researcher used Control Group Pretest Posttest Design.
This design belonged to true experimental designs. True experimental designs have
three basic characteristics: (1) a comparison group is present, (2) The sample are
randomly selected and assigned to the groups, and (3) a pretest is administered to
capture the initial differences between the groups (Hatch and Farhady 1982:22).
The researcher used this design because he wanted to give special treatment to the
experimental class one using collaborative strategic reading in teaching reading
comprehension. There were two classes of this experimental study; experimental
class one which get treatment through collaborative strategic reading and another as a
experimental class two which get treatment through self-questioning strategy.
The pretest was administered first before the treatment. It was intended to measure
the students’ basic ability of both in order to ensure their entry point.
A COMPARATIVE STUDY OF READING COMPREHENSION
ACHIEVEMENT BETWEEN STUDENTS TAUGHT THROUGH
COLLABORATIVE STRATEGIC READING AND TAUGHT THROUGH
SELF-QUESTIONING STRATEGY AT THE FIRST YEAR STUDENTS
OF SMAN 8 BANDAR LAMPUNG
(A Script)
By
ROMANDANI ADYAN
UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG
2012
A COMPARATIVE STUDY OF READING COMPREHENSION
ACHIEVEMENT BETWEEN STUDENTS TAUGHT THROUGH
COLLABORATIVE STRATEGIC READING AND TAUGHT THROUGH
SELF-QUESTIONING STRATEGY AT THE FIRST YEAR STUDENTS
OF SMAN 8 BANDAR LAMPUNG
By
ROMANDANI ADYAN
A Script
Submitted in a Partial Fulfillment of
The requirement for S-1 Degree
In
The Language and Arts Department of
The Faculty of Teacher Training and Education
UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG
2012
Research Title
: A COMPARATIVE STUDY OF READING
COMPREHENSION ACHIEVEMENT BETWEEN
STUDENTS TAUGHT THROUGH
COLLABORATIVE STRATEGIC READING AND
TAUGHT THROUGH SELF-QUESTIONING
STRATEGY AT THE FIRST YEAR STUDENTS OF
SMAN 8 BANDAR LAMPUNG
Student’s Name
: Romandani Adyan
Student’s Number : 0713042042
Department
: Language and Arts Education
Study Program
: English Education
Faculty
: Teachers Training and Education
APPROVED BY
Advisory Committee
Advisor
Co-Advisor
H. M.U. Suparman, M. A., Ph.D.
NIP 19570608 198603 1 001
Drs. Dedy Supriyadi, M.Pd.
NIP 19580505 198502 1 001
The Head of Language and Arts Education Department
Drs. Imam Rejana, M.Si.
NIP 19480421 197803 1 004
ADMITTED BY
1.
2.
Examination Committee
Chairperson : H. M.U. Suparman, M. A., Ph.D.
………………….
Examiner
: Dr. Muhammad Sukirlan, M. A.
…………………
Secretary
: Drs. Dedy Supriyadi, M.Pd.
………………….
The Dean of Teachers Training and Education Faculty
Dr. H. Bujang Rahman, M.Si.
NIP 19600315 198503 1 003
Graduated on July 03th 2012
A COMPARATIVE STUDY OF READING COMPREHENSION
ACHIEVEMENT BETWEEN STUDENTS TAUGHT THROUGH
COLLABORATIVE STRATEGIC READING AND TAUGHT THROUGH
SELF-QUESTIONING STRATEGY AT THE FIRST YEAR STUDENTS
OF SMAN 8 BANDAR LAMPUNG
(A Script)
By
Romandani Adyan
0713042042
Advisors :
H. M. Ujang Suparman, M.A., Ph.D.
Dedy Supriyadi, M.Pd.
ENGLISH EDUCATION PROGRAM
LANGUAGE AND ARTS EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY
2012
1
I. INTRODUCTION
This chapter discusses introduction of the research which deals several points. i.e.,
background of the problem, identification of problems, limitation of the
problems, formulation of the problems, objectives of the research, significances of
the research, and scope of the research.
1.1 Background of the Problem
English, as an international language, is used in many fields all over the world. It
is also a fact that English is widely needed by people, for example to transfer new
modern science, technology, and information. Transferring new modern science,
technology, and information can be done through reading process. Based on these
facts the writer considers that reading is a very important skill to increase our
knowledge and way of thinking. Regarding its importance, the government of
Indonesia decided to put English as a compulsory subject because english is
considered as the first foreign language.
There are four language skills to be mastered in learning English, i.e. listening,
speaking, reading, and writing. Based on the reason that the students are expected
to read information which are mostly written in English, reading dominates the
teaching materials in almost English textbook.
2
In the guideline of School Based Curriculum, KTSP (Depdiknas, 2006:297), It is
stated that there are several objectives of teaching reading for the first grade of
Senior High School, They are:
1. The students are able to identify the main idea of the whole texts or in each
paragraph of reading texts.
2. The students are able to identify the vocabularies of reading texts
3. The students are able to identify some specific information of reading
texts.
According to the writer’s experience when he did the field practice program, it
was found that most of students could not achieve those mentioned objectives as
they were supposed to be. This condition may be due to a number of factors such
as lack of vocabulary, inappropriate use of media, ineffective strategy used by the
teacher, and the minimum availability of learning facilities. Those factors are
dependent on each other and affect the process of reading. Due to this condition,
the researcher focused on one of those factors i.e., the strategy. As it was found
that the teachers in the school do not teach reading comprehension using an
appropriate strategy to help the students understand reading comprehension easier.
Based on KTSP, there are many kinds of English texts. In this research, the
researcher will focus on narrative text because narrative text is one of reading text
that is mostly used in the reading test. This is a simple text but many students in
the first year of senior high school do not really comprehend this sort of text. They
still have difficulty to find the main idea and specific information of narrative text.
As a matter of fact, reading can be taught through collaborative strategic reading.
This Strategy was firstly introduced by Klingner & Vaughn (1999). Teacher can
use this strategy to motivate students to understand and comprehend the text. In
3
this strategy, the students will be brought into an interesting situation and
enjoyable situation so that the students will be easier to comprehend the meaning
and find out the main idea of the text.
In the same line with collaborative strategic reading, self-questioning strategy also
has been widely accepted as one of the strategy that can be applied to present
materials in classroom. With this strategy, the students are supposed to be able to
read a reading passage in the target language into the students’ native language.
Considering the two strategies above that can be used for teaching reading, the
writer want to see the difference by comparing Collaborative stategic reading and
Self-Questioning Strategy for teaching reading.
1.2 Identification of the Problems
Based on the background above, the researcher identifies the problem on SMAN 8
Bandar Lampung as follows:
1.
The students get difficulties in comprehending the reading text. They get
difficulties in getting information from the text, finding the main idea,
finding the details, answering to the questions based on the text and
making inference from the text. As the results the students got difficulties
in retelling or in transferring the information from the text.
2. The students are not aware of the appropriate technique of reading which
are needed to be applied in various types of text they interact. The result is
that they do not have ideas in their mind of their reading
4
3. The students’ motivations in learning English are still low. So it is difficult
to improve their English ability well.
4. The students have no good self confidence in learning English. So it is
difficult for them to learn English well because they regard that English is
difficult to be learnt well.
5. The teachers use inappropriate technique in teaching English. So it is
difficult in helping students understand reading comprehension.
1.3 Limitation of the Problem
In line with the identification of the problems, the researcher realizes his
capability in doing his research. Therefore, he will focus his study only on the
students’ difficulties in comprehending the reading text because of inappropriate
strategy in reading.
1.4 Formulation of the Problem
Based on the limitation of the problem above, the researcher formulates the
problems as follows:
1. Is there any difference of reading comprehension achievement between the
students who are taught through Collaborative stategic reading and those
who are taught through Self-questioning Strategy at the first year of
SMAN 8 Bandar Lampung?
2. Which strategy is more effective to help students improve their reading
comprehension?
5
1.5 Objectives of the Research
In relation to the research problem above, the objectives of this research are:
1. to investigate whether there is any difference of reading comprehension
achievement between the students who are taught through Collaborative
stategic reading and those who are taught through Self-Questioning
Strategy at the first year of SMAN 8 Bandar Lampung.
2. to determine which strategy that is more effective to help students improve
their reading comprehension between the two techniques.
1.6 Significances of the Research
The results of this study are expected to be beneficial both theoretically and
practically as follows:
1. Theoretically
The results of the research are expected to support previous theories
dealing with Collaborative Strategic Reading and Self-Questioning
Strategy.
2. Practically
The results of this research are expected to give information to the English
teachers, especially of senior high school in order to select the most
suitable technique in teaching reading comprehension.
1.7 Scope of the Research
This research was conducted to increase the students’ reading comprehension of
first grade of Senior High School students. The techniques applied in this
6
research were collaborative strategic reading in experimental class one and selfquestioning strategy in experimental class two. The classes as the sample were
selected using simple random sampling. The classes were selected randomly by
using lottery, since the first year students in SMAN 8 Bandar Lampung was not
stratified class. The researcher focused on narrative text. The materials are taken
from English Book based on the School Based Curriculum (KTSP) of SMA. To
find out the improvement of students’ reading comprehension, the researcher
measured the score of a set of pre-test and post-test.
1.8 Definition of Terms
There are some terms used by the writer and to make it clear, the writer will gave
some definitions as follow:
1.
Reading Comprehension is defined as an active cognitive process of
interacting with print and monitoring comprehension to establish the
meaning.
2.
Collaborative Strategic Reading is a collaborative technique that teaches
students to use comprehension strategies while working cooperatively
including previewing the text; giving ongoing feedback by deciding "click" (I
get it) or "clunk" (I don't get it) at the end of each paragraph; "getting the
gist" of the most important parts of the text; and "wrapping up" key ideas.
3.
Self-questioning is a set of steps that students follow to generate, think about,
predict, investigate, and answer the questions that satisfy curiosity from what
is being read to understand the text.
7
1
I. INTRODUCTION
This chapter discusses introduction of the research which deals several points. i.e.,
background of the problem, identification of problems, limitation of the
problems, formulation of the problems, objectives of the research, significances of
the research, and scope of the research.
1.1 Background of the Problem
English, as an international language, is used in many fields all over the world. It
is also a fact that English is widely needed by people, for example to transfer new
modern science, technology, and information. Transferring new modern science,
technology, and information can be done through reading process. Based on these
facts the writer considers that reading is a very important skill to increase our
knowledge and way of thinking. Regarding its importance, the government of
Indonesia decided to put English as a compulsory subject because english is
considered as the first foreign language.
There are four language skills to be mastered in learning English, i.e. listening,
speaking, reading, and writing. Based on the reason that the students are expected
to read information which are mostly written in English, reading dominates the
teaching materials in almost English textbook.
2
In the guideline of School Based Curriculum, KTSP (Depdiknas, 2006:297), It is
stated that there are several objectives of teaching reading for the first grade of
Senior High School, They are:
1. The students are able to identify the main idea of the whole texts or in each
paragraph of reading texts.
2. The students are able to identify the vocabularies of reading texts
3. The students are able to identify some specific information of reading
texts.
According to the writer’s experience when he did the field practice program, it
was found that most of students could not achieve those mentioned objectives as
they were supposed to be. This condition may be due to a number of factors such
as lack of vocabulary, inappropriate use of media, ineffective strategy used by the
teacher, and the minimum availability of learning facilities. Those factors are
dependent on each other and affect the process of reading. Due to this condition,
the researcher focused on one of those factors i.e., the strategy. As it was found
that the teachers in the school do not teach reading comprehension using an
appropriate strategy to help the students understand reading comprehension easier.
Based on KTSP, there are many kinds of English texts. In this research, the
researcher will focus on narrative text because narrative text is one of reading text
that is mostly used in the reading test. This is a simple text but many students in
the first year of senior high school do not really comprehend this sort of text. They
still have difficulty to find the main idea and specific information of narrative text.
As a matter of fact, reading can be taught through collaborative strategic reading.
This Strategy was firstly introduced by Klingner & Vaughn (1999). Teacher can
use this strategy to motivate students to understand and comprehend the text. In
3
this strategy, the students will be brought into an interesting situation and
enjoyable situation so that the students will be easier to comprehend the meaning
and find out the main idea of the text.
In the same line with collaborative strategic reading, self-questioning strategy also
has been widely accepted as one of the strategy that can be applied to present
materials in classroom. With this strategy, the students are supposed to be able to
read a reading passage in the target language into the students’ native language.
Considering the two strategies above that can be used for teaching reading, the
writer want to see the difference by comparing Collaborative stategic reading and
Self-Questioning Strategy for teaching reading.
1.2 Identification of the Problems
Based on the background above, the researcher identifies the problem on SMAN 8
Bandar Lampung as follows:
1.
The students get difficulties in comprehending the reading text. They get
difficulties in getting information from the text, finding the main idea,
finding the details, answering to the questions based on the text and
making inference from the text. As the results the students got difficulties
in retelling or in transferring the information from the text.
2. The students are not aware of the appropriate technique of reading which
are needed to be applied in various types of text they interact. The result is
that they do not have ideas in their mind of their reading
4
3. The students’ motivations in learning English are still low. So it is difficult
to improve their English ability well.
4. The students have no good self confidence in learning English. So it is
difficult for them to learn English well because they regard that English is
difficult to be learnt well.
5. The teachers use inappropriate technique in teaching English. So it is
difficult in helping students understand reading comprehension.
1.3 Limitation of the Problem
In line with the identification of the problems, the researcher realizes his
capability in doing his research. Therefore, he will focus his study only on the
students’ difficulties in comprehending the reading text because of inappropriate
strategy in reading.
1.4 Formulation of the Problem
Based on the limitation of the problem above, the researcher formulates the
problems as follows:
1. Is there any difference of reading comprehension achievement between the
students who are taught through Collaborative stategic reading and those
who are taught through Self-questioning Strategy at the first year of
SMAN 8 Bandar Lampung?
2. Which strategy is more effective to help students improve their reading
comprehension?
5
1.5 Objectives of the Research
In relation to the research problem above, the objectives of this research are:
1. to investigate whether there is any difference of reading comprehension
achievement between the students who are taught through Collaborative
stategic reading and those who are taught through Self-Questioning
Strategy at the first year of SMAN 8 Bandar Lampung.
2. to determine which strategy that is more effective to help students improve
their reading comprehension between the two techniques.
1.6 Significances of the Research
The results of this study are expected to be beneficial both theoretically and
practically as follows:
1. Theoretically
The results of the research are expected to support previous theories
dealing with Collaborative Strategic Reading and Self-Questioning
Strategy.
2. Practically
The results of this research are expected to give information to the English
teachers, especially of senior high school in order to select the most
suitable technique in teaching reading comprehension.
1.7 Scope of the Research
This research was conducted to increase the students’ reading comprehension of
first grade of Senior High School students. The techniques applied in this
6
research were collaborative strategic reading in experimental class one and selfquestioning strategy in experimental class two. The classes as the sample were
selected using simple random sampling. The classes were selected randomly by
using lottery, since the first year students in SMAN 8 Bandar Lampung was not
stratified class. The researcher focused on narrative text. The materials are taken
from English Book based on the School Based Curriculum (KTSP) of SMA. To
find out the improvement of students’ reading comprehension, the researcher
measured the score of a set of pre-test and post-test.
1.8 Definition of Terms
There are some terms used by the writer and to make it clear, the writer will gave
some definitions as follow:
1.
Reading Comprehension is defined as an active cognitive process of
interacting with print and monitoring comprehension to establish the
meaning.
2.
Collaborative Strategic Reading is a collaborative technique that teaches
students to use comprehension strategies while working cooperatively
including previewing the text; giving ongoing feedback by deciding "click" (I
get it) or "clunk" (I don't get it) at the end of each paragraph; "getting the
gist" of the most important parts of the text; and "wrapping up" key ideas.
3.
Self-questioning is a set of steps that students follow to generate, think about,
predict, investigate, and answer the questions that satisfy curiosity from what
is being read to understand the text.
7
7
II. FRAME OF THEORIES
This chapter discusses frame of theories that deals with several points. i.e., review of
the previous research, concept of reading, concept of teaching reading, concept of
Collaborative Strategic Reading, procedure of teaching reading through
Collaborative Strategic Reading, concept of Self-Questioning Strategy, procedure of
teaching reading through Self-Questioning Strategy, theoretical assumption, and
hypothesis.
2.1 Review of Previous Research
There had been several studies proving that collaborative strategic reading is an
effective strategy for reading comprehension. Klingner & Vaughn (1999) conducted
a series of studies to determine the effectiveness of collaborative strategic reading. In
their experiment, the improvements were reflected in the regular classroom as the
experimental students' percentile rankings and also yielded positive outcomes for
average and high average achieving students.
Another research relating to collaborative strategic reading was done by Nisa (2009).
The aim of her study was to find out the students’ reading comprehension
achievement after learning reading using collaborative strategic reading. One class of
second year students of SMPN 1 Punggur was chosen as the sample. Three times
treatment using collaborative strategic reading was given to the chosen class in three
meetings and 80 minutes in each meeting by the researcher. Pretest and posttest were
8
employed to obtain the data. Based on the calculation of the t-test, the result shows
that there is a significant increase on students’ reading comprehension achievement
after learning reading using collaborative strategic reading (p