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.
31
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.
31
J. K. Klinger and Vaughn, Using Collaborative Strategic Reading Teaching Exceptional Children TESOL Quarterly, 1998, p. 1.
F. Statistical Hypotheses
In line with the question of the study, the writer formulates two hypotheses that be tested by t-test. According to Creswell, there are two kinds of hypothesis
which have to be made before the researchers do their experimental research.
32
Hypotheses are formulated to draw a connection between two variables.
33
The two hypotheses are null hypothesis Ho and alternative hypothesis Ha that described
as follows:
1. The Null Hypothesis Ho
The writer formulates the null hypothesis Ho as follow: “Using Collaborative Strategic Reading CSR technique was not effective on
students‟ reading comprehension achievement at the first grade students of SMA Mathla
‟ul Huda Parung Panjang Bogor.”
2. The Alternative Hypothesis Ha
This hypothesis is the null hypothesis opposite. It is examined statistically. The writer uses this hypothesis as follows:
“Using Collaborative Strategic Reading CSR technique was effective on students‟ reading comprehension achievement at the first grade students of SMA
Mathla‟ul Huda Parung Panjang Bogor.”
32
John W. Creswell, Education Research 3
rd
ed, Newe Jersey: Person Prentice Hall, 2008, p. 134
33
Ibid. 126 —127.
21
CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the research design and method, the place and time of the research, the population and sample of the research, the data collection
technique, the content of the intervention, the data analysis technique, and the statistical hypotheses.
A. The Place and Time of The Research
The research was held in SMA Mathla‟ul Huda which is located on Jl. Raya Mohammad Toha No.10, Parung Panjang Bogor 16360. This research was carried
out for three weeks, start from January 13
th
, 2015 to February 3
th
, 2015 in the even semester 20142015.
B. Method and Design of Research
The researcher used experimental method in this study and its design used A Quasi Experiment Design specifically. It is because the interactions of selection
with other factors are possibilities.
1
The purpose of quasi experimental is quite same with true experimental, but this design is usually used in educational
research where the setting is in school or classroom.
2
Moreover, the subjects in quasi experimental design also not assigned randomly like in true experimental
design, but there are experiment class and controlled class that given the different treatment.
3
Therefore, in this research, the researcher did not assign the subject randomly, but she gave the same assignment with different treatment for two
classes; experiment class and controlled class.
Moreover, the researcher implemented Collaborative Strategic Reading CSR
technique in the first class and Grammar Translation Method GTM is implemented in the second class. This study focuses on giving treatment to
1
John W. Creswell. op. cit., p. 310.
2
Daniel Muijs, Doing Quantitative Research in Education, London: SAGE Publication Ltd, 2004, p. 26.
3
James H. McMillan and Sally Schumacher, Research in Education, USA: Pearson Education Inc., 2006, p. 24.
