The table 4.13 shows that the significance of post-test result between experimental class and control class is 0.827. Therefore, it can be concluded that
there is no a significant difference between experimental class and control class because 0.827 0.05.
e. Hypothesis Test
The last calculation was testing the hypothesis. This was the crucial calculation to answer the problem formulation of this research that whether there is
significant different between students’ reading achievement in experiment classwhich were given Collaborative Strategic Reading CSR
technique and students’ reading achievement in control class which were not. The writer used SPSS v.16 for
Windowsprogram which is Paired Sample Test. The criteria for hypothesis test are as follow:
If the significance of T-test 0.05 the H
o
is accepted If the significance of T-test 0.05 the H
o
is rejected or H
1
is accepted The table below shows the result between the experiment class which were
given Collaborative Strategic Reading CSR technique in reading class, and the control class which were not.
Table 4.15 T-test Result
Paired Differences
t df
Sig. 2-
tailed Mean
Std. Deviation
Std. Error
Mean 95 Confidence Interval
of the Difference Lower
Upper Postest Experim
ent - Control
1.78571E1 11.89944 2.01137 13.76954 21.94474 8.878
34 .000
Based on the hypothesis that has been explained in chapter II, which is: a. H
1
:There is an influence of Collaborative Strategic Reading CSR technique on the students’ achievement in reading comprehension of narrative text.
b. H : There is no influence of Collaborative Strategic Reading CSR technique
on the students’ achievement in reading comprehension of narrative text. From the table 4.14, it presents that sig. 2-tailed is 0.000. It can be seen from
the calculation of reading test result between the experiment class and the control class,
if ρ 0.05 the H is accepted, and the H
1
is accepted because 0.0000 0.05. Therefore, it can be concluded that there is a
significance difference of students’ score between the experimental class and the control class.
B. Interpretation
Based on the analysis of the data, it found that there is a significant difference between students’ achievement in reading comprehension in experimental classwhich
were given Collaborative Strategic Reading technique and the control class which were not.
It can be seen from students’ pre-test and post-test score. The pre-test mean score of students in experimental class was 59.28, and the post-test mean score of
students in experimental class was 82.42. Meanwhile, the pretest score in control class was 58.14, and the post-test mean score in control class was 64.57.
Therefore, it can be concluded that teaching reading through Collaborative Strategic Reading CSR technique had an
influence on students’ reading achievement on narrative text.It was showed by
students’ reading achievement after given the treatment of using Collaborative Strategic Reading CSR technique were
higher than the students’ reading achievement before they were given the treatment. Thus, the results of the present study support the idea thatCollaborative
Strategic Reading CSR technique contributes very much to the increase of the students’ achievement after in the teaching and learning processes for reading
comprehension in Senior High School. It is in line with the previous studies of this research. MirwanSaputra found that
that there was a significant increase of students’
reading comprehension achievementafter being taught through Collaborative Strategic Reading CSR technique.
1
That previous studies strengthen this research result that Collaborative Strategic Reading CSR technique give influence in
enhancing students’ reading comprehension. In other words, Collaborative Strategic Reading CSR technique is found to
be helpful and effective to improve the students’ achievement in reading comprehension on narrative text, especially the students of SMA PGRI 109 Kota
Tangerang.
1
MirwanSaputra, The Implementation of Collaborative Strategic Reading Technique in Increasing Students’ Reading Comprehension Achievement at the First Grade of SMAN 1 TulangBawang Tengah.
