The Influence Of Collaborative Strategic Reading (Csr) Technique On Students’ Achievement In Reading Comprehension Of Narrative Text (A Quasi Experimental Study On The Implementation Of Csr At Sma Pgri 109 Kota Tangerang)
ACHIEVEMENT IN READING COMPREHENSION OF
NARRATIVE TEXT
(A Quasi Experimental Study on the Implementation of CSR at SMA PGRI 109 Kota Tangerang)
By: Anike Rosalina NIM: 109014000113
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS
’
TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
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Anike Rosalina, 109014000113. “The Influence of Collaborative Strategic Reading (CSR) Technique on Students’ Achievement in Reading Comprehension of Narrative Text (A Quasi Experimental Study on the
Implementation of CSR at SMA PGRI 109 Tangerang)”, Skripsi,
Department of English Education, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University.
Keywords: Collaborative Strategic Reading (CSR), Narrative Text, Reading Comprehension
This study was aimed to know the empirical evidence of the influence in using Collaborative Strategic Reading (CSR) technique on students’ achievement in reading comprehension of narrative text. Therefore, it was intended to get reliable information whether there was a significant difference in the students’ reading comprehension between the experimental class and the control class. The research method used in this research was a quasi-experimental study. The sample was taken from the second grade students of SMA PGRI 109 Kota Tangerang by using simple random sampling. The experimental class was taught by using CSR while the control class was taught without using CSR. Before giving the treatment, the students from both classes were given a pre-test to know to what extent their ability in reading narrative text. At the end of the treatment, the students were given a post-test. The tests used as the primary instrument were consisting of 20 multiple choice questions. The final mean scores gained from both class was analyzed by using T-test with significance level α = 0.05. By using
SPSS v.16 for Windows program, it was found that the mean score of experimental class was 82.20, while the control class was 64.57. The T-test revealed that the result was significant was determined by ρ < 0.05, ρ = 0.0000. Thus, H1 was
accepted that there is an influence of Collaborative Strategic Reading (CSR) technique on the students’ achievement in reading comprehension of narrative text. Therefore, it can be concluded that the students’ reading comprehension achievement of narrative text was influenced by the Collaborative Strategic Reading (CSR) technique rather than without using it.
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Anike Rosalina, 109014000113. “The Influence of Collaborative Strategic Reading (CSR) Technique on Students’ Achievement in Reading Comprehension of Narrative Text (A Quasi Experimental Study on the
Implementation of CSR at SMA PGRI 109 Tangerang)”, Skripsi,
Jurusan Pendidikan Bahasa Inggris, Facultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Kata Kunci: Collaborative Strategic Reading (CSR), Teks Naratif, Pemahaman Membaca
Penelitian ini bertujuan mengetahui bukti empiris tentang penggunaan tekhnik Collaborative Strategic Reading (CSR) terhadap pemahaman membaca siswa dalam teks naratif. Secara khusus, penelitian ini bertujuan mendapatkan informasi yang akurat perbedaan pada kemapuan membaca siswa di kelas eksperimen dan kelas kontrol. Metode penelitian ini adalah metode kuasi eksprimen. Sampel diambil dari siswa kelas XI SMA PGRI 109 Kota Tangerang. Pada eksperimental kelas diajarkan menggunakan teknik Collaborative Strategic Reading (CSR) sedangkan pada kelas kontrol diajarkan tanpa menggunakan tekhnik Collaborative Strategic Reading (CSR). Sebelum diberikan perlakuan, kedua kelas eksperimen dan kontrol diberikan test awal untuk mengetahui sejauh mana kemampuan mereka dalam pemmahaman membaca teks naratif. Pada akhir perlakuan, siswa diberikan tes akhir. Tes-tes yang digunakan sebagai instrumen utama terdiri dari 20 soal pilihan ganda. Nilai rata-rata akhir diperoleh dari kedua kelas dan dianalisis mengganakan T-testdengan taraf signifikan α = 0.05. Dengan
menggunakan program SPSS v.16 for Windows, didapatkan nilai rata-rata di kelas eksperimen adalah 82,20, sedangkan nilai rata-rata di kelas kontrol adalah 64,57. Hasil T-test menyatakan ρ < 0.05, ρ = 0.0000. Maka, H1 diterima, bahwa ada
pengaruh dari penggunaan Collaborative Strategic Reading (CSR) pada pemahaman membaca siswa dalam teks naratif. Oleh karena itu, dapat disimpulkan bahwa pemahaman membaca siswa dalam teks naratif dipengaruhi oleh penggunaan tekhnik Collaborative Strategic Reading (CSR) dibandingkan dengan tanpa menggunakan tekhnik tersebut.
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Praised be to Allah, Lord of the world, who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon to the prophet Muhammad SAW., his family, his companion, and his adherence.
It is a pleasure to acknowledge the help and contribution to all of lecturers, institution, family and friends who have contributed in different ways hence this
“skripsi” is processed until it becomes a complete writing which will be presented
to the Faculty of Tarbiyah and Teachers’ Training in a partial fulfillment of the requirements for the degree of S.Pd. (S-1) in English Language Education.
In this process of finishing this “skripsi”, the writer would like to express her deepest gratitude to her wonderful parents, Mr. Karyono and Mrs. Siti Sa’anah for giving her the motivation, guidance, and pray all the time.
Furthermore, the writer would like to express her great honor and deepest gratitude to her advisors, Mrs. Nida Husna, M.A. TESOL and Mr. Dadan Nugraha, M.Pd. for their valuable help, guidance, comments, corrections and suggestions and who have been very patient to sacrifice their energy and time to assist the writer so that the writer could finish this “skripsi”.
The writer’s sincere gratitude also goes to:
1. Nurlena Rifa’i, Ph.D., the Dean of the Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
2. Drs. Syauki, M.Pd., as the Head of English Department.
3. Mr. Zaharil Anasy, M.Hum., as the Secretary of English Department.
4. All lecturers and staffs in English Education Department who have taught the writer useful knowledge and skills.
5. The principal and all of the teachers in SMA PGRI 109 Kota Tangerang, for giving permission to the writer to do observation and conduct the research.
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the Almighty bless them all, so be it.
The writer realizes that this “skripsi” cannot be considered perfect without critiques and suggestions. Therefore, it is such a pleasure for her to get critiques and suggestions to make this “skripsi” better.
Jakarta, January 2014
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ABSTRACT ... i
ABSTRAK ... ii
ACKNOWLEDGMENTS ... iii
TABLE OF CONTENTS ... v
LIST OF TABLES ... vii
LIST OF PICTURES ... viii
LIST OF APPENDICES ... ix
CHAPTER I. INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of the Problem ... 3
C. Scope of the Study ... 4
D. Problems Formulations ... 4
E. Purpose of the Study ... 4
F. Significance of the Study ... 4
CHAPTER II. THEORETICAL FRAMEWORK ... 5
A. Reading ... 5
1. General Concept of Reading ... 5
2. Kinds of Reading ... 7
3. Purposes of Reading ... 8
4. Reading Comprehension ... 10
B. Narrative Text ... 12
1. The Understanding of Narrative Text ... 12
2. Purposes of Narrative Text ... 12
3. Schematic Structures of Descriptive Text ... 13
C. Collaborative Strategic Reading (CSR) ... 15
1. Definition of Collaborative Strategic Reading (CSR) ... 15
2. Purposes of Collaborative Strategic Reading (CSR) ... 17
3. Procedure of Collaborative Strategic Reading (CSR) ... 18
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E. Previous Studies ... 22
F. Hypothesis ... 23
CHAPTER III. RESEARCH METHODOLOGY ... 25
A. Place and Time of the Study ... 25
B. Method of the Study ... 26
C. The Instrument ... 26
D. The Population and Sample ... 27
E. Data Analysis Technique ... 27
1. Normality Test ... 27
2. Homogeneity Test ... 27
3. Hypothesis Test ... 28
CHAPTER IV. RESULT AND INTERPRETATION ... 29
A. Result ... 29
1. The Description of the Data ... 29
2. The Analysis of the Data ... 33
a. Results of Pre-test of Experimental Class and Control Class ... 33
b. Results of Post-test of Experimental Class and Control Class ... 37
c. Normality Test ... 41
1) Pre-test Normality Test ... 41
2) Post-test Normality Test ... 42
d. Homogeneity Test ... 43
1) Pre-test Homogeneity Test ... 43
2) Post-test Homogeneity Test ... 43
e. Hypothesis Test ... 44
B. The Interpretation of the Data ... 45
CHAPTER V. CONCLUSION AND SUGGESTION ... 47
A. Conclusion ... 47
B. Suggestion ... 47
REFERENCES ... 48
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Table 4.1 Pre-test and Post-test Score of Experimental Class ... 29 Table 4.2 Pre-test and Post-test Score of Control Class ... 31 Table 4.3 Table of Data Description of Pre-test Result of Experimental
Class ... 33 Table 4.4 Table of Frequency Distribution of Pre-test Result of
Experimental Class ... 34 Table 4.5 Table of Data Description of Pre-test Result of Control
Class ... 35 Table 4.6 Table of Frequency Distribution of Pre-test Result of
Control Class ... 36 Table 4.7 Table of Data Description of Post-test Result of
Experimental Class ... 37 Table 4.8 Table of Frequency Distribution of Post-test Result of
Experimental Class ... 38 Table 4.9 Table of Data Description of Post-test Result of Control
Class ... 39 Table 4.10 Table of Frequency Distribution of Post-test Result of
Control Class ... 40 Table 4.11 Normality Pre-test Results between Experimental
Class and Control Class ... 41 Table 4.12 Normality Post-test Results between Experimental
Class and Control Class ... 42 Table 4.13 Homogeneity Pre-test Results between Experimental
Class and Control Class ... 43 Table 4.14 Homogeneity Post-test Results between Experimental
Class and Control Class ... 43 Table 4.15 T-test Result ... 44
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Picture 4.1 Diagram of Pre-test Result of Experimental Class ... 35
Picture 4.2 Diagram of Pre-test Result of Control Class ... 37
Picture 4.3 Diagram of Post-test Result of Experimental Class ... 39
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LIST OF APPENDICES
1. Interview to the English Teacher ... 51
2. The Blueprint Test of Pretest ... 54
3. The Instrument of Validity Test ... 56
4. The Instrument of Pretest ... 57
5. The Answer Key of Pretest ... 61
6. The Instrument of Posttest ... 62
7. The Answer Key of Posttest ... 66
8. Lesson Plan of Experimental Class in Treatment 1 ... 67
9. Lesson Plan of Control Class in Treatment 1 ... 72
10. Lesson Plan of Experimental Class in Treatment 2 ... 77
11. Lesson Plan of Control Class in Treatment 2 ... 82
12. Lesson Plan of Experimental Class in Treatment 3 ... 87
13. Lesson Plan of Control Class in Treatment 3 ... 92
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CHAPTER I INTRODUCTION
A. Background of Study
English is one of the languages which becomes an international language. Many people from different countries use English in order to be able to communicate, not only in oral but also in written communication. Thus, English known as lingua franca that is used worldwide. N. F. Blake states that
“English is used widely as a lingua franca for purposes of commerce and science because English has virtually achieved the status of a world language.”1
In Indonesia, English which is regarded as a foreign language becomes one of important subjects taught at school. Thus, based on Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, Senior High School students are expected to be able to master four language skills; listening, speaking, reading, and writing. Especially for reading skill, the students are expected not only to read fluently, but also comprehend the text completely. In mastering reading skill student must understand some kinds of reading texts; narrative, procedure, recount, expository, descriptive, and etc.2
From the statement above, it can be concluded that there are four skills that should be mastered by the students in learning English (listening, speaking, reading, and writing). It is clear that reading is one of the most important skills.
“Educational researchers have found that there is a strong correlation between reading and academic success.”3 In other words, a student who is a good reader is more likely to do well in school and pass exams than a student who is a weak reader.
Based on the Senior High School syllabus, there are several kinds of reading text that should be mastered by the grade XI students, such as report,
1
N. F. Blake, A History of the English Language, (London: Macmillan Press, 1996), p. 1.
2
Peraturan Menteri Pendidikan Nasional RI no. 23 Tahun 2006, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA dan MA, p. 366.
3
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narrative, analytical exposition, spoof, and hortatory exposition.4 In this study, the researcher focus on doing research of reading narrative text because narrative text is a part of recent target in teaching English for Senior High School students. Narrative is a text that tells a story and, doing so, entertains the readers.5 It consists of orientation, complication of problems, a sequence of events, and orientation.6
According to the writer’s interview to the English teacher in SMA PGRI 109 Tangerang, there are some difficulties faced by the students in learning reading, especially in reading narrative text. Reading narrative text is considered as a boring activity for the students because they feel difficult to comprehend the text and to conclude the idea of the text by themselves. The students also faced many unfamiliar words in the reading text because they do not have good background knowledge about the texts given by the teacher. As the result, students lost their pleasure in reading and got low score in reading. In
this case, the role of the teacher is very important to develop students’ reading
comprehension. As the students’ facilitators, teachers need to select and to prepare good teaching materials to help the students gain maximum result of their reading class. It is in line with McDonough and Shaw who said that teachers should provide materials that stimulate interest for their students.7 Teachers might also try to find some kinds of methods that could help the students to get their pleasure in reading and to develop their reading comprehension.
Nowadays, many teaching methods and techniques are offered to facilitate teachers in developing their students’ ability in reading. One of those
techniques which are known to improve students’ reading ability is
Collaborative Strategic Reading (CSR). According to Klinger and Vaughn,
4
SilabusSemester GanjilKelas XI SMA PGRI 109 Tangerang.
5
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 1998), p. 3.
6
Ibid.
7
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition A
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CSR is a collaborative technique that teaches students to use comprehension strategies while working cooperatively.8 Student strategies include 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.9 In other words, students are given the opportunity to contribute their group by working together.
Regarding the explanation above, this study is intended to discuss about The Influence of Collaborative Strategic Reading (CSR) Technique on Students’ Achivement in Reading Comprehension of Narrative Text (A Quasi Experimental Study on the Implementation of CSR at SMA PGRI 109 Kota Tangerang).
B. Identification of the Problem
Based on the explanation of background of the study, there are some problems which can be identified, such as:
1. The students lost their pleasure in reading narrative text. 2. Students got low score in reading narrative text.
3. The teachers have not been exploring more about other varieties of teaching methods of reading skill.
4. The students feel difficult to comprehend reading narrative text by themselves.
5. There are too many unfamiliar words in narrative text because of the students do not have good background knowledge about the narrative texts given by the teacher.
8
J K. Klingner and S. Vaughn, Using Collaborative Strategic Reading, (The Council for Exceptional Children, 1998), p. 32.
9
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C. Scope of the Study
In order to avoid misunderstanding in interpreting the problem, the writer makes the scope of the study. In this paper, the writer limits the problem on the influence of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension of narrative text at the second year students at SMA PGRI 109 Kota Tangerang.
D. Problems Formulation
Since there are many problems to identify, the writer formulates the problems as follows:
“Was there any influence of Collaborative Strategic Reading (CSR) technique on students’ achievement in reading comprehension of narrative text?”.
E. Purpose of Study
The purpose of this study was to know the empirical evidence of the influence of using Collaborative Strategic Reading (CSR) technique on
students’ achievement in reading comprehension of narrative text, especially in second grade of Senior High School.
F. Significance of the study
1. The result of the study hopefully can give information for the English teachers about the using of Collaborative Strategic Reading (CSR) technique in teaching reading.
2. The research is expected to be useful input for the students to encourage them to master their reading comprehension by using a different technique. 3. This study may also be a reference for the next researches who want to
conduct a further research related to teaching reading, especially CSR. 4. The writer expects that the research will be useful for the writer herself, so
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A. Reading
Reading is viewed as one of the important skills in learning English as a foreign language. It is in line with McDonough who said that as a skill, reading is the most important foreign language skill.1 It can be seen that reading becomes the most important skill because in some cases students have to read the English material to understand the written text. Furthermore, reading will be useful if someone can read many different materials and being able to understand them.2 It means that reading is an important tool that can give so much helps in life.
1. General Concept of Reading
Reading has many definitions given by linguists. According to Grabe and Stoller, reading is the ability to draw meaning from the printed page and interpret this information appropriately.3 Therefore, reading seems difficult skill for students who use English as a second language and foreign language because they have to transfer their mother language to the foreign language in comprehending the text.
Based on the point of view above, generally reading is a complex
process of human’s activity. As they are reading, they use their eyes and brain to get the meaning of the author’s message. In this sense, Harmer said that
reading is an activity that uses the eyes and the brain in which the eyes have function to get the message or information and to send the message to the brain,
1Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition A
Teacher’s Guide, (Malden: Blackwell Publishing, 2003), p. 89.
2Beatrice S. Mikulecky and Linda Jeffries, More Reading Power, (New York: Addison-Wesley Publishing Company, 1996), p. 2.
3William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (England: Pearson Education Limited, 2002), p. 11.
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and then the brain gets the message from the eyes and manages the message.4 In addition, Aeberson stated that “reading is what happens when people look at a
text and assign meaning to the written symbols in that text.”5
It means that in activity of reading there is an interaction between what the reader looks of the text and what the author writes into printed symbols.
In addition, Farris explained that:
“Reading means getting meaning from print. Reading is not phonics,
vocabulary, syllabication, or other „skills’, as useful as these activity
may be. The essence of reading is a transaction between the words of an author and the main of a reader, during which meaning is constructed. This means that the main goal of reading instruction must be comprehension: above all, we want students to understand what is on a page.”6
The explanation above shows the general of reading as a transaction between the author and the reader in getting the meaning of the written text. It is strengthen by Nuttal who said that:
“The view of reading offered in this book is essentially concerned with
meaning, specifically with the transfer of meaning from mind to mind: the transfer of a message from writer to reader. As we shall see, it is not quite as simple as that, but we exclude any interpretation of word
reading in which meaning is not central. We shall explore how we get meaning by reading and how the reader, the writer and the text each
contribute to the process.”7
From the explanations above, it can be known that reading is transformation from mind to mind, especially how the reader gets the meaning
from the writer’s mind.
4Jeremy Harmer, The Practice of English Language Teaching: New Addition, (New York: Longman Publishing, 1991), p. 190.
5Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms, (New York: Cambridge University Press, 1997), p. 15.
6Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p. 324.
7Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Macmillan, 2005), p. 3.
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2. Kinds of Reading
Nuttal describes reading into two approaches, they are8: a. Intensive Reading
Intensive reading involves approaching in text under the close guidance of teacher or under the guidance of a task, which force the students to pay great attention to the text.9 The aim of intensive reading is to arrive at a profound and detailed understanding of the text: not only of what it means, but also how the meaning is produced. For example, students read a text and spending an hour to analyze grammar point and difficult vocabularies. In this activity, the teacher and the students work together to explain the meaning of the text and to analyze words and grammatical, sentence by sentence.10
b. Extensive Reading
Extensive reading on the other side is reading program that will actively promote reading out class.11 This activity is reading a longer text and skipping or guessing unknown words. It carries out to achieve a general understanding of a text.12 For example, students read a book, such as novel, fairy tales, biographic or essays based on their interest and their level, and spending an hour for reading whole text book. Extensive reading can make students enjoy in reading.13
In the other hand, Broughton et al. identifies kinds of reading, such as: a. Reading Aloud
The most important characteristic in reading aloud is oral matter, including pronunciation, tone, speed, and pauses. Other activity that improved in reading aloud is conversation. Few people are required to read
8
Christine Nuttal, Ibid., pp. 38—39.
9
Christine Nuttal, Ibid, p. 38.
10
I. S. P. Nation, Teaching ESl/EFL Reading and Writing, (New York: Routledge, 2009), p. 25.
11
Christine Nuttal, loc. cit.,p. 39.
12
Francoise Grellet, Developing Reading Skills. A Practical Guide to Reading Comprehension Exercise, (Cambridge: Cambridge university Press, 1986), p. 4.
13
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aloud as matter of daily routine, radio newscasters, clergymen, and even actor.
b. Silent Reading
The aim of silent reading is understanding. While doing silent reading, there is no oral expression. In silent reading, we use our ability to understand the meaning of the written sign.14
3. Purposes of Reading
When people read something, they have their own purpose. For example when they read a newspaper the purpose is to get information. When they read a comic the purpose is to get the pleasure. As stated by Aeberson, people read because they have a purpose.15 Some people read the text because their purposes want to find the information of the text.
Some linguists have explanation about the purpose of reading. According to Nuttall, the main purpose of reading is to get the meaning or the message from a text.16 In reading activity the readers have a major purpose to get the information of the text. Another idea stated that, generally the mainly purpose of reading is to get new information and pleasure.17 Based on McDonough & Shaw at the previous, reading activities is not merely get the
point of the text but also provide fun. The readers’ purpose may want to gain
meaning and pleasure.
In addition, Williams (1984) usefully classifies reading into: a. Getting general information from the text
b. Getting specific information from a text c. For pleasure or for interest18
14
Geofrey Broughton, et al., Teaching English as a Foreign Language, (New York: Taylor & Francais e-Library, 2003), pp. 91—92.
15
Aebersold and Field, loc. cit., p. 15.
16
Nuttal, op. cit., p. 4.
17
McDonough and Shaw, op. cit., pp. 91—92.
18
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Based on that, reading has two main purposes. Those are reading for getting information and for pleasure.
Meanwhile, Harmer stated that reading has some purposes: a. Identifying the topic
In identifying the topic of the text, they get the topic by relating their own schemata; it will help them to get the idea about the text quickly and effectively.
b. Predicting and Guessing
The readers sometimes guess in order to try and understand what the text is about, especially if they have first identified the topic. And they try to predict what is coming and make assumptions about the content of the text. Then they try to relate their schemata with the text that they read. c. General understanding
The readers have not to understand the text specifically, but they just understand the general idea of the text and they do not need to focus on details information. It is called as skimming. It means running your eyes over a text to get a quick idea of the gist of a text.
d. Specific information
The readers need the specific details that include in the text. It is called as scanning. For example the readers want to find the name of director or movie stars in a film review.
e. Detailed information
Sometimes the readers read in order to understand everything in details information. It is usually in written instructions or directions or description of scientific procedures. For example if someone writes an address and telephone number.
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The readers are able to get the meaning of the passage, using a variety of clues to understand what the writer is implying. The readers will be success in interpretation if they have schemata.19
From purposes stated by many linguists above the writer concludes that the readers have their purposes in reading the written text based on what they need and what they want. The readers need to know the information of the text, such as news paper, magazines, or instruction book in using or making something, and to get specific information in answering the questions related to the text, and then to develop their vocabulary. Next, the readers want to get pleasure and enjoyment when read something.
4. Reading Comprehension
Undoubtedly, reading cannot be separated from comprehension. Comprehension skills are the capability to use context and prior knowledge to aid reading and to make sense what one reads and hears.20 To comprehend a text, the readers have to repeat continually and connect each word, sentence, or page of what they have read before.21
In reading activity, sometimes the reader finds the difficulty in
understanding same meaning on the writer’s mind because reading is a complex
process. According to Aebersold and Field, the meaning the reader gets from the text may not be exactly the same as the meaning the writer of the text wished to convey.22 Thus, they have to think when they are reading by integrating comprehensively.
Lems et al. state that “reading comprehension is not a static
competency; it varies based on the purposes for reading and the text that is
19
Harmer, op. cit., pp. 201—202.
20
Susan Israel & Gerald G. Duffy, Handbook of Research on Reading Comprehension, (New York: Routledge, 2009), p. 32.
21
Judy Willis, M. D, Teaching the Brain to Read, (Alexandria: ASCD, 2008), pp. 126-127.
22
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involved.”23
It is in line with Gillet et al., who state that reading is an active process of making meaning. Good readers can find the main ideas, summarize, and draw a conclusion from the text.24
Comprehension is evident when readers can:
a. Interpret and evaluate events, dialogue, ideas, and information. b. Connect information to what they already know.
c. Adjust current knowledge to include new ideas or look at those ideas in a different way.
d. Determine and remember the most important points in the reading.25
To comprehend reading materials successfully, fluent readers need some strategies to help them. Gebhard describes what they have to do in comprehending reading text:
a. Skip the unknown words
b. Predict meaning by relating the context of the text c. Do not translate each word
d. Have a schemata about the text
e. Draw a conclusion by using pictures or illustration f. Read things of interest
g. Repeating reading activity to check comprehension26
In sum up, from the explanations were given by linguists above related for understanding of reading, the writer conclude that reading comprehension is an important skill that includes specific skills like comprehending, interpreting, organizing idea, recalling the experience and getting the meaning from the text. Thus, the readers need to maximize their eyes and brain to grasp the author’s
23
Kristin Lems, et al., Teaching reading to the English Language Learners, (New York: The Guilford Press, 2010), p. 170.
24
Jean Wallace Gillet, et al., Understanding Reading Problems, (Boston: Pearson Education, 2012), p. 166.
25
Kristin Lems, op. cit., p. 170.
26
Jerry G. Gebhard, Teaching English as a Foreign or Second Language, (USA: The University of Michigan Press, 1999), p. 199.
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message while they are reading. Again, they have the schemata to get easily in comprehending the text.
B. Narrative Text
1. The Understanding of Narrative Text
Anderson and Anderson define that a narrative is a text that tells a story to entertain the audience. Narrative can be presented as written or spoken texts. Written narrative often takes form of novels. The story is said to be told in the first person. If a person outside the story is the narrator, then the story is being told in the third person.27 Meanwhile, according to Siahaan and Shinoda, narrative text is a text which is written to entertain people and to tell a story or experience in different ways.28 It means that the narrator intended to make the story interesting to read by setting the characters, events, and something can be learned from the story.
From those explanations above, it can be concluded that narrative text is a text which tells a story of series or events. It tells the readers about an amusing story. The components of narrative text are made to entertain the readers.
2. The Purpose of Narrative Text
The aim of narrative, other than providing entertainment, it can also make the audience think about the issue, teach them a lesson, or excite their emotion.29
Its purpose is to present a view of the world that entertains or informs the reader or listener.30 It is in line with Rudi Hartono who states that the social
27
Mark Anderson and Kathy Anderson, op.cit., p. 3.
28
Sanggam Siahaan and Kisno Shinoda, Generic Text Structure, (Yogyakarta: Graha Ilmu, 2008), p. 73.
29
Mark Anderson and Kathy Anderson, op.cit., p. 3.
30
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function of narrative text is to amuse and to deal with actual or various experience in different ways.31
3. Schematic Structures of Narrative Text
Generally, narrative text has a schematic structure, there are: a. Orientation
In this paragraph, the narrator tells the audience who is in the story, when it is happening, where it is happening, and what is going on.
b. Complication
This is the part of the story where the narrator tells about something that will begin in a chain of events. These events will affect one or more of the characters. The complication is the trigger.
c. Sequence of event
This is where the narrator tells how the characters react to the complication. It includes their feelings and what they do. The events can be told in chronological order (the order in which they happen) or with
flashback. The audience is given the narrator’s point of view.
d. Resolution
In this part of the narrative, the complication is sorted out or problem is solved.
e. Coda
The narrator includes a coda if there is a moral or message to be learned from the story.32
31
Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p. 6.
32
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The example of schematic structure of narrative text:
Cinderella
Once upon a time there was a young girl named Cinderella who lived with her stepmother and two stepsisters.
Cinderella’s stepmother and stepsisters
were conceited and bad tempered. They treated Cinderella very badly. Her stepmother made Cinderella do the hardest work in the house, such as scrubbing the floor and cleaning the pots and pans. She gave Cinderella an old ragged dress to wear. The two stepsisters, on the other hand, did no work about the house, and their mother gave them many handsome dresses to wear.
One day, the two stepsisters received an invitation to a ball that the king’s son was going to give at the palace. They were excited about this and spent so much time choosing the dresses they would wear. At last the day of the ball came, and away went the sisters to it. Cinderella could not help crying after they had left.
“Why are you crying, Cinderella?”, a
voice asked. She looked up and saw her fairy
godmother standing beside her. “Because I want to go to the ball.”, said Cinderella. “Well,”, said her godmother, “You’ve been such a cheerful,
uncomplaining, hardworking girl that I am going
to see that you do go to the ball”.
Magically, the fairy godmother changed a pumpkin into a fine coach and mice into a coachman and two footman. Her godmother tapped Cinderella’s ragged dress with her wand, and it became a beautiful ball gown. Then she
gave her pair of pretty glass slippers. “Now, Cinderella,,”, she said, “You must leave before midnight.” The, away she drove in her beautiful
coach.
Cinderella was having a wonderful good time. She danced again and again with the king’s son. Suddenly, the clock began to strike twelve. She ran towards the door as quickly as she could. In her hurry, one of her glass slippers came off and was left behind.
Orientation
Complication
Complication
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A few days later, the king’s son
proclaimed he would marry the girl whose foot
fitted the glass slipper. The king’s page came to Cinderella’s house her stepsisters tried on the slipper but it was too small for them no matter how hard they squeezed their toes into it. The
king’s page let Cinderella try on the slipper. She
stuck out her foot, and the page slipped the slipper on. It fitted perfectly.
Finally, she was driven to the palace. The
king’s son was overjoyed to see her again. They
were married and lived happily ever after.33
C. Collaborative Strategic Reading (CSR) 1. Definition of Collaborative Strategic Reading
Collaborative Strategic Reading (CSR) was found and developed by Klinger & Vaughn in 1998. They state that “Collaborative Strategic Reading
(CSR) is an excellent teaching technique for teaching students’ reading
comprehension and building vocabulary and also working together cooperatively.”34 It means that Collaborative Strategic Reading (CSR) is a technique that can improve students reading comprehension, increase their vocabulary, and also enhanced cooperative skills during reading activity.
Meanwhile, Bremer et al. state that “Collaborative Strategic Reading (CSR) is a reading comprehension practice that combines two instructional elements: (a) modified reciprocal teaching, and cooperative learning or student pairing.”35 In this statement, reciprocal teaching means teacher and students are
33
Rudi Hartono, op.cit., p. 20.
34
J K. Klingner and S. Vaughn, Using Collaborative Strategic Reading, (The Council for Exceptional Children, 1998), p. 32.
35
Christine D. Bremer, et al., Collaborative Strategic Reading (CSR): Improving
Secondary Students’ Reading Comprehension Skills,( Research to Practice Brief, volume 1, 2002), p. 1.
Crisis
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working together in summarizing, questioning, clarifying, and predicting the reading materials.36
Initially, the teacher presents the strategies to the whole class using modeling, role playing, and teacher think-aloud.37 The concept of this strategy is engaging students to work in small cooperative groups and applying four reading strategies: Preview, Click & Clunk (fix-it strategies), Get the Gist (main idea), and Wrap Up (summarizing and questioning strategies).38
Klingner and Vaughn describe the four strategies a follows:
a. Preview: Prior to reading, students recall what they already know about the topic and to predict what the passage might be about.
b. Click and Clunk: During reading, students monitor comprehension by identifying clunks, or difficult words and concepts in the passage, and using fix-up strategies when the text does not make sense.
c. Get the Gist: During reading, students restate the most important idea in a paragraph or section.
d. Wrap-up: After reading, students summarize what has been learned and generate questions that a teacher might ask on a test.39
During Collaborative Strategic Reading (CSR), students are divided into small group consists of 4-6 students each group, and perform a different role.40 In this technique, role is an important aspect of Collaborative Strategic Reading (CSR) because cooperative learning seems to work best when all group members have been assigned in a meaningful task. Thus, students are assigned
36
Ibid.
37
Dian Novita, The Effectiveness of Collaborative Strategic Reading (CSR) for Teaching Reading Comprehension at Muhammadiyah University of Sidoarjo, p. 4. Retrieved on January 2012.
38
Ibid.
39
J. K. Klingner and S. Vaughn, The Helping Behaviors of Fifth Gragers While Using Collaborative Strategic Reading During ESL Content Classes, ( TESOL Quarterly, volume 34. No. 1, 2000), p. 73.
40
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roles in Collaborative Strategic Reading (CSR) lessons that they must fulfill together.
Possible roles include the following:
a. Leader: Tells the group what to read next and what strategy to use next. b. Clunk Expert: Uses clunk cards to remind the group of the steps to follow
when trying to figure out the meaning of their clunk(s).
c. Gist Expert: Guides the group toward getting the gist and determines that the gist contains the most important idea(s) but no unnecessary details. d. Announcer: Calls on group members to read a passage or share an idea. e. Encourager: Give feedback and encourages all group members to
participate and assist one another.
f. Timekeeper: sets the time for each portion of CSR.41
In Collaborative Strategic Reading (CSR), all students are actively involved, and everyone has the opportunity to contribute as group members understand the text with CSR. Meanwhile, the role of the teacher in CSR is connecting each group, clarifying the clunks, and providing assistance.42
2. Purpose of Collaborative Strategic Reading (CSR)
There are some purposes of Collaborative Strategic Reading (CSR). According to Abidin, “The goals of CSR are to improve reading comprehension and increase conceptual learning in ways that maximize students' involvement.”43 It means that Collaborative Strategic Reading (CSR) is
designed to maximize students’ engagement and help all students to be
successful in improving their reading comprehension. It is in line with Klingner
et al. who state that “Collaborative Strategic Reading (CSR) was design to
41
J. K. Klingner and S. Vaughn, op cit., pp. 73-74.
42
Christine D. Bremer, op. cit., p. 6.
43
M. J. Z. Abidin, Collaborative Strategic Reading (CSR) within Cognitive and Metacognitive Strategies Perpectives, European Journal of Bussines and Management, vol. 4. No. 1, 2012, p. 62.
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facilitate reading comprehension for students with reading, learning, and behavior problems included in general education classroom.”44
In addition, Klingner et al. also state that:
“Collaborative Strategic Reading (CSR) helps students learn specific (preview), monitoring understanding (click and clunk), finding the main idea (get the gist), and generating question and reviewing key ideas (wrap up). Collaborative Strategic Reading (CSR) also provides student plays a critical role associated with the effective functioning of the group and the implementation of strategies (e.g., leader, clunk expert, gist pro).”
Based on the statement above, Collaborative Strategic Reading (CSR) can increase involvement, improve the quality of discussions, and enhance
students’ abilities to help each other, particularly with unknown vocabulary.
M. J. Z. Abidin describes the benefits of Collaborative Strategic Reading (CSR) as follows:
a. Promoting student and academic achievement b. Increasing students retention
c. Enhancing student satisfaction with their learning experience d. Helping students develop skills in oral communication e. Developing students’ social skills
f. Promoting students self-esteem
g. Helping to promote positive race relation45
In sum up, the purpose of Collaborative Strategic Reading (CSR) is to facilitate the students to improve their reading comprehension by working in groups and to better understand the material in their reading assignments.
3. Procedure of Collaborative Strategic Reading (CSR)
CSR can be implemented in two phases: (a) teaching the strategies, and (b) cooperative learning group activity or student pairing.46
44
J. K. Klingner et. al., Collaborative Strategic Reading: “Real-World Lessons from Classroom Teachers, Remedial and Special Education, vol. 25, no. 5, 2004, p. 292.
45
M. J. Z. Abidin, op cit., p. 65.
46
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a. Phase 1. Teaching the Strategies
In this phase, students learn four strategies: preview, click and clunk, get the gist, and wrap up. Preview is used only before reading the entire text for the lesson. Meanwhile, wrap-up is used only after reading the entire the text for the lesson. The other two strategies, click and clunk and get the gist, are used many times while reading the text, after each paragraph or two.47
Here the CSR’s Plan for Strategic Reading according to Klingner and
Vaughn:
Before Reading 1. Preview
a. Brainstorm: What do we already know about the topic?
b. Predict: What do we think we will learn about the topic when we read the passage?
R E A D (the first passage or section) During Reading
2. Click and Clunk
a. Were there are any parts that we hard to understand (clunks)? b. How can we fix the clunks? Use fix-up strategies:
1) Reread the sentence and look for key ideas to help you understand the word.
2) Reread the sentence with the clunk and the sentences before or after the clunk looking for clues.
3) Look for a prefix of suffix in the word.
4) Break the word apart and look for smaller words. 3. Get the Gist
a. What is the most important person, place, or thing?
b. What is the most important idea about the person, place, or thing?
R E A D (Do steps 2 and 3 again, with all the paragraphs or sections in the passage)
After Reading 4. Wrap Up
a. Ask questions: What questions would show we understand the most important information? What are the answers to those questions?48
47
Ibid.
48
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b. Phase 2. Cooperative Learning Group Roles
In cooperative groups, each student must have a key role and responsibility for their group success. They also need a preparation in order to work productively and effectively.49 Bremer et al. describe the procedures for using in groups as follows:
1) Set the stage
First, the teacher assigns students to groups. Each group should include about four students of varying ability. Then, the teacher assigns roles to students. Roles should rotate on a regular basis so that students can experience a variety of roles. Possible roles include a leader, a clunk expert, a gist expert, an announcer, an encourager, and a timekeeper.
2) Materials.
The following materials may be helpful as a teacher assists students to use CSR and cooperative learning techniques.
1. Reading materials. When selecting reading materials for CSR, the following factors are recommended for consideration:
a) Providing clues that help students predict what they will be learning b) Having one main idea in a paragraph
c) Providing context that helps students connect information
2. Clunk cards. Each of the four clunk cards contains one fix-up strategy. Fix-up strategies included in the clunk cards are:
a) Reread the sentence with the clunk and looks for key ideas to help you figure out the word - think about what makes sense
b) Reread the sentences before and after the clunk looking for clues c) Look for a prefix or suffix in the word that might help
d) Break the word apart and look for smaller words that you know.
3. Cue cards. Cue cards outline the procedures to be followed in a cooperative learning group. They remind students of each step of CSR for each role.
49
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Each role comes with a corresponding cue card that explains the steps to be followed to fulfill that role.
4. Learning log. CSR learning logs serve two roles: (a) written documentation of learning, assuring the individual accountability that facilitates cooperative learning, and (b) study guides for students.
5. Timer (optional). Timers that students set by themselves can help groups to remain on task.
6. Score card (optional). The scorekeeper in a group follows a cue card to find out when to award points, and records these points on a score card.50
Based on the explanation above, it can be concluded that in CSR, readers are engaged to generate their pre-existing knowledge by previewing overall look of the text while looking at non linguistics features such as; charts, pictures and diagrams. Through this process, the readers predict what they will learn from the text. CSR engages students to work in small group cooperatively, so they have opportunity to discuss and share the ideas among the members of the groups as well as develop their social skills.
D. Teaching Reading Using Collaborative Strategic Reading (CSR)
The following is procedures in teaching narrative text using Collaborative Strategic reading (CSR):
First: Introduce the procedures of Collaborative Strategic reading (CSR). Tell students about the advantages in learning reading using Collaborative Strategic reading (CSR) and explain them that Collaborative Strategic reading (CSR) is useful for them to develop their reading comprehension of narrative text.
Second: Divide students into small groups. Each group consists of 5 - 6 students. After all students get a group, they have to choose the
50
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role as a leader, a clunk expert, a gist expert, an announcer, an encourager, and a timekeeper.
Third: Give students the instruction to practice reading activity using Collaborative Strategic reading (CSR) including preview, click and clunk, get the gist, and wrap up.
Fourth: Control all group when the students work and help if they find problem.
Fifth: Retell the text in front of the class and other students give their argument.
Sixth: Give students some questions related to the text. This activity is done individually. After finishing, they collected the answer
sheet. Finally, make an evaluation about students’ answer; it will
make the teacher knows their score in reading comprehension.
E. Previous Studies
The first study using CSR was done by Vaughn & Schumm in 1998. This research was conducted with 26 seventh and eighth graders with low learning abilities who used English as a second language. In this study, students learn to use modified reciprocal teaching methods in cooperative learning groups (i.e., brainstorm, predict, clarify words and phrases, 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.51
The second previous study was conducted by Klinger and Vaughn in 1998. Vaughn and Schumm implemented CSR with fourth graders with a wide range of reading levels. Students in the CSR group significantly outperformed those in the control group on comprehension. In a subsequent study, fifth-grade students were taught to apply CSR by trained classroom teachers during
51
J. K. Klinger and S. Vaughn, Using Collaborative Strategic Reading.Teaching Exceptional Children.(TESOL Quarterly, 1998).
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English as a Second Language (ESL) science classes. It was shown that the students significantly increased their vocabulary from pre- to post-testing. Furthermore, students in CSR groups spent greater amounts of time engaged in academic-related strategic discussion and assisted one and another while using CSR.52
The third study was conducted by Mirwan Saputra at the first grade of SMAN 1 Tulang Bawang Tengah, Lampung. In this study, the researcher applied one group pretest and posttest design. After being taught through CSR technique, the researcher draws a major conclusion that there was a significant
increase of students’ reading comprehension achievement. The T-test results
showed that the students’ mean score of posttest in experimental class was higher than pretest. Thus, the researcher can conclude that CSR is appropriate
and effective to be used in increasing students’ reading comprehension
achievement in all level education.53
F. Theoretical Hypothesis
There are two kinds of hypotheses which can be estimated here, those are:
H1 : By using Collaborative Strategic Reading (CSR) technique, it will
improve the students’ achievement in reading comprehension of narrative text.
H0 : By using Collaborative Strategic Reading (CSR) technique, it will
not improve students’ achievement in reading comprehension of narrative text. From the basis of problem of the study and theoretical framework which have been started, the researcher draws the hypothesis of the research which can be started as follows:
52
J.K. Klingner, et al., Collaborative Strategic Reading during Social Studies in Heterogeneous Fourth Grade Classroom.(The Elementary School Journal, volume 99 no. 1, 1998).
53
Mirwan Saputra, The Implementation of Collaborative Strategic Reading Technique in
Increasing Students’ Reading Comprehension Achievement at the First Grade of SMAN 1
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“By using Collaborative Strategic Reading (CSR) technique, it will improve the
students’ achievement in reading comprehension of narrative text at the second grade of SMA PGRI 109 Kota Tangerang.”
(38)
A. Place and Time of the Study
This research took place in SMA PGRI 109 Kota Tangerang which is located at Jl. Untung Suropati II No. 14, Cimone Jaya, Karawaci, Tangerang, Banten, on the first semester.
The school has 424 students that are divided into 12 classes. There are 4 classes for tenth class, 4 classes for eleventh grade and 4 classes for twelfth grade. The researcher had conducted the research for three weeks. It began on November 27th 2013 and ended on December 20th 2013.
B. Method of the Research
In this research, the researcher uses quantitative research. According to Creswell, in quantitative research there are three design; experimental, correlation and survey1. The writer uses experimental design. Experiment is a procedure for testing a hypothesis by setting up a situation in which the strength of the relationship between variables can be tested.2 Also, it establishes possible cause and effect between independent and dependent variables.3 This study will use A Quasi Experiment Design specifically. It is because the interactions of selection with other factors are possibilities.4 It is one of approaches of research that uses two groups; those are experimental class and control class. Arikunto stated that, generally, the researcher in experimental research uses two groups,
1
John W. Creswell, Educational Reserach: Planning, Conducting, and Evaluating Quantitative and Qualitative Reserach – International Edition, (Boston: Pearson, 2002), p.12.
2
David Nunan. Research Method in Language Learning. (New York: Cambridge .University Press, 1992), p. 25.
3
John W. Creswell. op. cit., p. 295.
4
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experimental group as a group that gets the treatment and the control group that did not get treatment.5
The researcher implements Collaborative Strategic Reading (CSR) technique in the first class and Grammar Translation Method is implemented in the second class. This study focuses on giving treatment to the experimental class by applying Collaborative Strategic Reading in teaching reading, and then the researcher observes the result through classroom observation and test.
C. The Population and Sample
The researcher conducted the experiment of SMA PGRI 109 Kota Tangerang. The population of the research is the second grade of senior high school. There are 4 classes of second grade. The total number of students or population is 140 students. The sampling technique of this research is Purposive Sampling, because it takes the sample with any consideration.6 In this research, the researcher chooses XI IPA 1 as the experimental class and XI IPA 2 as the control class, because according to the English teacher in that school, those classes were appropriate to become the object of this research. Both of those classes consist of 35 students. The researcher chooses the second-grade because reading skill is the crucial skill for them in the preparation of facing the National Examination in the third grade.
D. The Instrument of the Data
The instrument of this study is a test of English which consist of 25 multiple choice questions taken from some books of English for Second Grade. The 25 items of the tests is tested to the students from the third grade. After the test is applied, the researcher measures the instruments’ validity and reliability used ANATEST. For the ANATEST result, it can be seen on appendices.
5
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT Rineka Cipta, 2006), p. 311.
6
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E. Data Collection Techniques
Technique of collecting data in this research is using pretest and posttest that was given to both experimental class and control class. In this research, the researcher gave pre-test to see students’ basic capability in reading before using Collaborative Strategic Reading (CSR) technique in reading class. The next test was post-test which will measure the effectiveness of CSR technique towards
students’ reading comprehension achievement in a certain period.
F. Data Analysis Technique
The researcher used T-test to find out the differences between the
students’ scores which were taken from pre-test and post-test in experiment class and control class. Before calculate the hypothesis testing, the researcher first measure normality and homogeneity test. Moreover, the writer analyzed the data by using SPSS v.16 for Windows software to do the normality test, the homogeneity test, and T-test.
1. Normality Test
Normality test is done towards two classes; those are experimental class and control class. Normality Test is used to know whether the data from both sample groups which is examined comes from the population of normal distribution or not. The normality test is done with SPSS v.16 for Windows with requirement as follows: If the significance score of (Asyim Sig 2 tailed) > 0.05, so the data is come from the normal population, but if (Asyim Sig 2 tailed) < 0.05, so the data is not come from normal population.
2. Homogeneity Test
After normality test gives indication that data is distributed normally, so it needs to do homogeneity test. Homogeneity Test is used to know the similarity of the two conditions or population. The researcher also uses SPSS
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v.16 for Windows to do homogeneity test which is Analyze-Compare Means-One Way ANOVA.
3. Hypothesis Testing
For The Hypothesis Test, the researcher uses T-Test to find out whether there is the differences between two variables in this study. The researcher uses
SPSS v.16 for Windows programto find the result. After gaining the t-value, the
researcher compares T-value and T-table.
Testing hypothesis uses criteria with significance degree 0.05. The conclusion is gained as follows:
If t-value < t-table, the Ho is accepted.
If t-value > t-table, the Ho is rejected or H1 is accepted.7
H1 :There is an influence of Collaborative Strategic Reading (CSR)
technique on the students’ achievement in reading comprehension of narrative text.
H0 : There is no influence of Collaborative Strategic Reading (CSR)
technique on the students’ achievement in reading comprehension of narrative text.
7
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A. Result
1. The Description of the Data
In this research, the researcher gave treatments to both experimental class and control classabout reading narrative text. In the experimental class the researcher implemented Collaborative Strategic Reading (CSR) Technique, while in the control class the researcher implemented Grammar Translation Method (GTM). After that,
the researcher measured students’ reading comprehension achievement by using a test
in multiple choice forms.
The instrument of the study was 25 numbers of questions given to the 35 students of class XII IPA 1 of SMA PGRI 109 Kota Tangerang.The researcher conducted the validity and reliability instrument test before she administered the test to both classes.From the validity and reliability test, there were 16 valid questions from 25 questions which were gained. It should be 20 questions used in pre-test and post-test. Therefore, there were 4 numbers of questions should be revised.
The Table 4.1 below shows the result of the test which analyzes the students’ scores of pre-test and post-test in experimental class (variable X).
Table 4.1
Pre-test and Post-test Score of Experimental Class Students
(X) Pre-test Post-test
1 55 75
2 55 70
3 40 95
4 80 85
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Students
(X) Pre-test Post-test
6 40 80
7 60 80
8 55 90
9 50 85
10 40 85
11 70 90
12 55 85
13 55 95
14 50 80
15 30 75
16 80 90
17 75 90
18 60 80
19 35 70
20 65 85
21 65 85
22 65 80
23 75 90
24 65 80
25 60 85
26 60 95
27 75 75
28 55 90
29 80 95
(44)
Students
(X) Pre-test Post-test
31 70 90
32 60 70
33 75 80
34 45 70
35 35 75
Based on the table above, it could be seen the lowest and the highest score from 35 students in the class. The lowest score in the pre-test was 35 and the highest score was 80. After the writer giving the treatment using Collaborative Strategic Reading (SCR) Technique, the writer gave the students post-test. The data showed in post-test that the lowest score was 70 and the highest score was 90.
The table 4.2 below shows the result of the test which analyzes the students’ scores of pre-test and post-test in control class (variable Y).
Table 4.2
Pre-test and Post-test Score of Control Class Students
(Y) Pre-test Post-test
1 60 65
2 65 65
3 60 70
4 50 55
5 65 60
6 45 45
7 40 55
(45)
Students
(Y) Pre-test Post-test
9 70 70
10 55 60
11 30 60
12 50 60
13 40 55
14 65 65
15 65 65
16 60 65
17 50 65
18 75 70
19 50 75
20 60 65
21 55 70
22 70 70
23 65 70
24 50 65
25 55 60
26 80 80
27 60 65
28 65 70
29 60 60
30 60 60
31 75 75
32 50 80
(46)
Students
(Y) Pre-test Post-test
34 45 55
35 50 45
Table 4.2 showed the lowest and the highest score from 35 students in the control class. The lowest score in the pre-test was 30 and the highest score was 80. The data showed in post-test that the lowest score was 45 and the highest score was 80.
2. The Analysis of the Data
a. Results of Pre-test of Experimental Class and Control Class
The result of pretest of experimental class and control class based on SPSS v.16 for windows program was gained from the steps as follows: Analyze – description statistic – frequencies statistic. Results gained from a pre-test in class XI IPA 2 as an experimental class of this research are presented in a table below:
Table 4.3
Table of Data Description of Pre-test Result of Experimental Class
N Valid 35
Missing 0
Mean 59.28
Median 60.00
Mode 55.00
Std. Deviation 1.356
Variance 184.0
Range 50.00
Minimum 30.00
Maximum 80.00
(47)
The table above shows that the dataof the experimental class is 35 students. The total of all data which is divided with the number of data determined as mean score from the experimental class is 59.28. Median score is 60.00. The median is the numerical value separating the higher half of a data sample, a population, or a probability distribution, from the lower half.The mode is defined as the element that appears most frequently in a given set of elements. The mode score from the table is 55.00. The set of scores constitute a population determined as variance score is 184.0, and deviation standard is 1.356. Deviation standard is a quantity calculated to indicate the extent of deviation for a group as a whole. The highest score of the experimental class is 80.00 and the lowest score is 30.00. The sum gained from the total scores is 2075.
According to the table above, it can be made a table of frequency distribution which is presented as follows:
Table 4.4
Table of Frequency Distribution of Pre-test Result of Experimental Class Score
Frequency Percent (%)
30 1 2.9
35 2 5.7
40 2 5.7
45 2 5.7
50 2 5.7
55 6 17.1
60 5 14.3
65 5 14.3
70 3 8.6
75 4 11.4
80 3 8.6
(48)
The table above is a tool of presentation consisting of columns and rows and there are numbers which describe the division and the percentage of frequency distribution.
Beside the table of frequency distribution, it also can be describe by a diagram which is presented as follows:
Picture 4.1
Diagram of Pre-test Result of Experimental Class
Results gained from a pre-test in class XI IPA 1 as a control class of this research are presented in a table below:
Table 4.5
Table of Data Description of Pre-test Result of Control Class
N Valid 35
Missing 0
Mean 58.14
Median 60.00
Mode 50.00
0 1 2 3 4 5 6
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N Valid Missing Std. Deviation
35 0 1.112
Variance 123.6
Range 50.00
Minimum 30.00
Maximum 80.00
Sum 2035
The table above shows that the data of the control class is 35 with sum 2035. Mean score from the control class is 58.14, the variance score is 123.6, and deviation standard is 1.112. The highest score of the control class is 80.00 and the lowest score is 30.00. The median score is 60.00 and the mode score is 50.00
The table of frequency distribution from the data above is presented as follows:
Table 4.6
Table of Frequency Distribution of Pre-test Result of Control Class Score
Frequency Percent
30 1 2.9
40 2 5.7
45 2 5.7
50 7 20.0
55 3 8.6
60 7 20.0
65 6 17.1
70 4 11.4
75 2 5.7
80 1 2.9
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The diagram from the data above is presented as follows:
Picture 4.2
Diagram of Pre-test Result of Control Class
b. Results of Post-test of Experimental Class and Control Class
The result of posttest of experimental class and control class based on SPSS v.16 for windows program was gained from the steps as follows: Analyze – description statistic – frequencies statistic. Results gained from a post-test in class XI IPA 1 as control class of this research are presented in a table below:
Table 4.7
Table of Data Description of Post-test Result of Experimental Class
N Valid 35
Missing 0
Mean 82.42
Median 80.00
Mode 80.00
Std. Deviation 7.705
0 1 2 3 4 5 6 7
(51)
N Valid Missing Variance
35 0 59.37
Range 25.00
Minimum 70.00
Maximum 95.00
Sum 2885
The table above shows that the data of the experimental class is 35 with sum 2885. Mean score from the experimental class is 82.42, the variance score is 59.37, and deviation standard is 7.705. The highest score of the experimental class is 95.00 and the lowest score is 70.00. The median score is 80.00 and the mode score is 80.00
According to the table above, it can be made a table of frequency distribution which is presented as follows:
Table 4.8
Table of Frequency Distribution of Post-test Result of Experimental Class
Score
Frequency Percent
70 4 11.4
75 6 17.1
80 8 22.9
85 7 20.0
90 6 17.1
95 4 11.4
Total 35 100.0
Beside the table of frequency distribution, it also can be describe by a diagram which is presented as follows:
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Picture 4.3
Diagram of Post-test Result of Experimental Class
Results gained from a post-test in class XI IPA 1 as a control class of this research are presented in a table below:
Table 4.9
Table of Data Description of Post-test Result of Control Class
N Valid 35
Missing 0
Mean 64.57
Median 65.00
Mode 65.00
Std. Deviation 8.257
Variance 68.19
Range 35.00
Minimum 45.00
Maximum 80.00
Sum 2260
0 1 2 3 4 5 6 7 8
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The table above shows that the data of the control class is 35 with sum 2260. Mean score from the control class is 64.57, the variance score is 68.19, and deviation standard is 8.257. The highest score of the control class is 80.00 and the lowest score is 45.00. The median score is 65.00 and the mode score is 65.00
According to the table above, it can be made table of frequency distribution which is presented as follows:
Table 4.10
Table of Frequency Distribution of Post-test Result of Control Class
Score
Frequency Percent
Valid 45 2 5.7
55 4 11.4
60 7 20.0
65 9 25.7
70 8 22.9
75 3 8.6
80 2 5.7
Total 35 100.0
Beside the table of frequency distribution, it also can be describe by a diagram which is presented as follows:
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Picture 4.4
Diagram of Post-test Result of Control Class
c. Normality Test
1) Pre-test Normality Test
The normality test in this research use Kolmogorov-Smirnov methods in SPSS v.16 for Windows with criteria ρ > 0.05. The results of normality test of the data are presented as follows:
Table 4.11
Normality Pre-test Results between Experimental Class and Control Class
CLASS
Kolmogorov-Smirnova
Statistic df Sig.
PRETEST 1 EXPERIMENT .119 35 .200*
2 CONTROL .138 35 .091
From the table 4.11, it can be seen that the significance of pre-test score in experimental class is 0.200. It can be concluded that the data are normally distributed because 0.200 > 0.05. Meanwhile, the significance of pre-test score in control class is
0 1 2 3 4 5 6 7 8 9
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0.091. According to the requirement that had mentioned in chapter III, if the significance score of (Asyim Sig 2 tailed)> 0.05, so the data is come from the normal population, but if (Asyim Sig 2 tailed)< 0.05, so the data is not come from normal population.Therefore, the data are normally distributed because 0.091 > 0.05. In other words, the pretest result in both experimental class and control class are normally distributed.
2) Post-test Normality Test
The normality test in this research use Kolmogorov-Smirnov methods in SPSS v.16 for Windows with criteria ρ > 0.05. The results of normality test of the data are presented as follows:
Table 4.12
NormalityPost-test Results between Experimental Class and Control Class
CONTROL
Kolmogorov-Smirnova
Statistic df Sig.
POSTTEST 1 .138 35 .090
2 .149 35 .108
From the table 4.12, it can be seen that the significance of post-test score in experimental class is 0.090. It can be concluded that the data are normally distributed because 0.090 > 0.05. Meanwhile, the significance of post-test score in control class is 0.108. Therefore, the data are also normally distributed because 0.108 > 0.05. In other words, the post-test result in both experimental class and control class are normally distributed.
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d. Homogeneity Test
1) Pre-test Homogeneity Test
Based on the calculation of normality, the researcher got the result that all data in pre-test and post-test of both experiment class and control class have been distributed normally. The next step of the calculation was finding the pre-test and post-test homogeneity of the data by usingSPSS v.16 for Windows¸ specificallyby using Kolmogorov-Smirnov method.
The results of pre-test homogeneity test of the data are presented as follows:
Table 4.13
HomogeneityPre-test Results between Experimental Class and Control Class
Levene Statistic df1 df2 Sig.
1.133 1 68 .291
The table 4.13 shows that the significance of pre-test result between experimental class and control class is 0.291. Therefore, it can be concluded that there is no a significant difference between experimental class and control class because 0.291 > 0.05.
2) Post-test Homogeneity Test
The post-test homogeneity of the data is also done by using SPSS v.16 for Windows¸ specificallyby using Kolmogorov-Smirnov method. The results of post-test homogeneity test of the data are presented as follows:
Table 4.14
HomogeneityPost-test Results between Experimental Class and Control Class
Levene Statistic df1 df2 Sig.
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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 Ho is accepted
If the significance of T-test < 0.05 the Ho is rejected or H1 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
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Based on the hypothesis that has been explained in chapter II, which is:
a. H1 :There is an influence of Collaborative Strategic Reading (CSR) technique
on the students’ achievement in reading comprehension of narrative text. b. H0 : 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 H0 is accepted, and the H1 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’
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reading comprehension achievementafter being taught through Collaborative Strategic Reading (CSR) technique.1That 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
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CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the result of the data analysis, the researcher draws a major
conclusion that there was a significant increase of students’ reading comprehension
achievement after being taught through Collaborative Strategic Reading (CSR) technique. This could be seen from the T-test result which showed that the students’ mean score of post-test in experimental class (82.20) was higher than pre-test (59.28) with gained score was 22.92. The T-test revealed that the result was determined by ρ
< 0.05, ρ = 0.0000. Thus, H1 was accepted.
Furthermore, the researcher also draws the following conclusion that Collaborative Strategic Reading (CSR) technique gave the influence in increasing
students’ reading comprehension achievement in 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, it can be concluded that Collaborative Strategic Reading (CSR) technique can affect students’ reading comprehension and working together cooperatively.
B. Suggestion
Based on the conclusion above, it can be delivered some suggestions as follows:
- English teachers of Senior High are suggested to use CSR as an alternative strategy in teaching reading comprehension since it have been proven that Collaborative Strategic Reading (CSR) technique can impact effectively in
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- The teachers should be well prepared. It means that before entering the classroom, they should prepare the materials that are going to be taught to the students.
- The students need to realize that learning has two way process, not only teacher-center but also student-center. It means that they have significant roles in achieving their success in study.
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