C. Teaching Reading Using Collaborative Strategic Reading
CSR
There are some steps in teaching reading by using CSR, but before involving students in Collaborative Strategic Reading CSR, the teacher introduces the
procedure of Collaborative Strategic Reading with the benefits students get. Then, the teacher explains to the students that Collaborative Strategic Reading CSR
would be helpful to improve their reading comprehension on narrative text. Furthermore, the teacher explains the basic rules in applying CSR in reading
narrative text. The following steps in teaching reading narrative text by using
Collaborative Strategic Reading CSR are:
First , the students divided into small groups which each groups consists of four or
five members. After all students get a group, they have to choose the role as a leader, a clunk expert, a gist expert, an announcer, an encourager, and a
timekeeper.
Second , the teacher gives an instruction to practice reading activity using
Collaborative Strategic Reading CSR including preview, click and clunk, get the gist, and wrap up.
Third , the teacher controls all group when the students work and help if they
found the problem.
Fourth
, the students show up and retell the text in front of the class and other
students give their argument. Fifth
, the teacher discusses the day‟s passage, review clunks, answer question, or share some review ideas after students have developed proficiency applying the
strategies through teacher facilitated-activities. The last
, the teacher makes an evaluation to the students, like the students should answer the questions based on text that have provided by the teacher; it can help
the teacher to know students‟ achievement in reading comprehension on narrative texts by using Collaborative Strategic Reading CSR technique.
D. Previous Study
The first study using Collaborative Strategic Reading CSR technique was done by Anieke Rosalina at the second grade of SMA PGRI 109, Kota Tangerang,
Jakarta. In this study, the researcher using quasy-experimental method which divided into two class experimental class and control class. In experimental
class, the researcher teaching reading narrative text by using CSR technique and in control class teaching reading narrative without using CSR technique. There
was a significant influence of students‟ reading comprehension achievement of narrative text after giving different treatment. The t-test result showed that
students‟ mean score of posttest in experimental class higher than in control class. The result of this study can be concluded that Collaborative Strategic reading
CSR technique can influence stud ents‟ reading comprehension achievement of
narrative text.
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The second study was conducted by Mirwan Saputra at the first grade of SMAN 1 Tulang Bawang Tengah, Lampung. In this study, the research applied
one group pretest and posttest design. After being taught through CSR technique, the research draws a major conclusion that there was a significant increase of
students‟ reading comprehension achievement. The T-test result showed that the students‟ mean score of posttest in experimental class was higher than pretest.
Thus, the research can conclude that CSR is appropriate and effective to be used in increasing
students‟ reading comprehension achievement in all level education.
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The third study was conducted by Vaughn Schumm in 1998. This research was conducted with 26 seventh and eighth graders with low learning abilities who
used English as second language. In this study, students learn to use modified reciprocal teaching methods in cooperative learning groups i.e., brainstorm,
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Anike Rosalina, The Influence of Collaborative Strategic Reading CSR Achievement in Reading Comprehension of Narrative Text, Skripsi at UIN Syarif Hidayatullah Jakarta: 2014.
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Mirwan Saputra, The Implementation of Collaborative Srategic Reading Technique in Inceasing Students’ Reading Comprehension Achievement at the First Grade of SMA 1 Tulung
Bawang Tengah.
predict, clarify words and pharoses, highlight main idea, summarize main ideas and important detail, and ask and answer the questions. The researchers found that
CSR was effective in improving reading comprehension for most of the students with low learning abilities.
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E. Theoretical Hypotheses
Reading comprehension is one of important skills that should be mastered by EFL English as Foreign Language students, especially to comprehend the text.
As in KTSP curriculum Senior High School students should have ability to comprehend several kinds of reading text. In fact, some students got difficulty to
comprehend the text, especially narrative text, so do in SMA Mathla‟ul Huda Parung Panjang Bogor. They have low achievements in facing text questions, like
to construct main idea, supporting details and they low in vocabulary mastery. It can be seen of
students‟ get low score in reading comprehension test. Undeniable, there are many factors engage in this problem. One of the factors is inability to
conduct variation method and technique in teaching reading materials. Consequently, students‟ interest in reading is low and they have difficulty to
comprehend the text.
Using Collaborative Strategic Reading CSR as a technique will help students to comprehend the text easily which this technique is designed to improve
students reading comprehension through small group discussion. Here, students will be involved through several activities that can make them more active and
interested in reading. By arising students‟ interest in comprehending the text
through Collaborative Strategic Reading CSR, students can explore their knowledge and their vocabulary. If students get in used with this technique, the
writer assumes that students get better achievement in reading comprehension. Moreover, it can be effective in teaching and learning process of reading
comprehension in classroom. Therefore, the writer wants to teach reading comprehension, especially narrative text, by using Collaborative Strategic
Reading CSR.
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J. K. Klinger and Vaughn, Using Collaborative Strategic Reading Teaching Exceptional Children TESOL Quarterly, 1998, p. 1.
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