THE EFFECT OF APPLYING COLLABORATIVE STRATEGIC ON STUDENTS READING COMPREHENSION.
ACKNOWLEDGEMENT
This thesis is aimed at fulfilling one of the requirements for the degree of
Sarjana Pendidikan at the English Department, Faculty of Languages and Arts,
State University of Medan.
A great thanks to the heavenly Father, Jesus Christ, for His amazing love,
blessing, and strength to the writer in finishing this thesis.
The writer realized that this thesis could not have been accomplished
without the guidance; suggestions, comments and encouragement also help from
several people. Therefore, the writer would like to extend her special gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Faculty
of Languages and Arts, State University of Medan.
4. Rika, S.Pd., M.Hum., the secretary of English Department, Faculty of
Languages and Arts, State University of Medan.
5. Dra. Masitowarni Siregar, M. Ed., the Head of Study Program of
English Education, Faculty of Languages and Arts, State University of
Medan.
6. Drs. Willem Saragih, Dipl. Appl., M.Pd., her consultant who had given
valuable suggestions, advice, motivation, guidance and precious time in
completing and correcting this thesis.
7. Sariono, S.Pd., the Headmaster of SMA Negeri 2 Tebing Tinggi who
helped her conducting research
8. Umar Pasaribu, S.Pd., the teacher of SMA Negeri 2 Tebing Tinggi and
all the teachers who had helped the writer collecting the data for her
research.
9. Her beloved parents, T.Sijabat and T.Siagian who always give their
everlasting love, affection, support, finance, motivation, and prayer.
10. Her lovely brothers, Vito Despianto Sijabat, Novrian Syah Sijabat and
her beloved sister, Heni Winarti Sijabat, for their supports and prayers
given to the writer as long as she did this thesis
11. Her dear sister, Radema Pangaribuan, S.Pd., for her support to the writer
in finishing this thesis.
12. Her small group “SloWTopaz” namely Dera Sijabat, Resti Sidabutar,
Hasian Sidabutar, Bernard Nainggolan, Christin Sitorus, Eva
Pakpahan, Diamondna Panggabean, Adi Siregar, for their supports and
prayers to the writer.
i
13. Her lovely friends, Resti, Mel, Adel, Sherly, Maria, Fivi, Dina, Jessica,
Ayu, Yuni, Yusni, Orly, Nurdiana, Rasta, Ellis, Handrian, who always
support and love her in the way she is. She would like thanks a lot to
students of English Department, Ext A’09 (especially Icha, Cuna, Sheila,
Baya, Faisal, Fiza, Ekanov), all friends PPLT SMP N 2 Perbaungan
2012, and to all whose names can not be mentioned one by one. The
writer hopes this thesis will be useful for those who read it.
Medan, January 2014
The Writer
Survey Sijabat
Reg.No. 209321069
2
ABSTRACT
Sijabat, Survey. 2013. The Effect of Applying Collaborative Strategic on
Students’ Reading Comprehension. A Thesis. Faculty of Languages and Arts.
State University of Medan. 2013
This study aims at investigating the effect of applying Collaborative Strategic on
students’ reading comprehension. This study used the experimental design. The
population of the study was the students of SMA Negeri 2 Tebing Tinggi. There
were sixty students used as the sample out of the research from population of 240
students. This study was conducted with two groups, namely experimental and
control group. The experimental group was taught by applying Collaborative
Strategic Reading. The instrument of collecting the data was multiple choice tests.
To obtain the reability of the test, the writer used Kuder Richardson formula
(KR20). The result of the study showed that the reability of the test was 0.70. The
data was analyzed by using t-test formula, the analysis showed that the score of
students in experimental group was significantly higher than that of students in
control group at level of significance of 0.05 with the degree of freedom (df) 58, tobserved is 5.92 while t-table is 2.00 Therefore, the null hypothesis is rejected and
alternative hypothesis is accepted.
1
TABLE OF CONTENTS
ABSTRACT ………………………………….............. ........................ ………… i
ACKNOWLEDGEMENT ……………………………….............. ......……… ..ii
TABLE OF CONTENTS……………………………………..............…………iv
LIST OF TABLES……………………………………….............. .... ………… vi
LIST OF APPENDICES…………………......………………..................…….vii
CHAPTER I INTRODUCTION………......……………………………….........1
A. The Background of the Study .....................................................................1
B. The Problem of the Study ...........................................................................3
C. The Objective of the Study .........................................................................3
D. The Sope of the Study.................................................................................4
E. The Significance of the Study .....................................................................4
CHAPTER II REVIEW OF RELATED LITERATURE .......................... ........6
A. Theoretical Framework ...................................................................... ........6
1. Reading .................................................................................................6
a. The Purpose of Reading ..................................................................7
2. Reading Comprehension .................................................................... 8
a. Factors Affecting Reading Comprehension…………………. ...... 9
b. Levels of Comprehension ............................................................. 10
1) Literal Comprehension ............................................................ 10
2) Interpretive Comprehension .................................................... 11
3) Critical Comprehension ........................................................... 11
4) Creative Comprehension.......................................................... 12
3. Collaborative Strategic Reading .........................................................12
a. The Implementation of Collaborative Strategic Reading ............ 14
b. The Advantages and Disadvantages of CSR ............................... 17
1) The Advantages of CSR .......................................................... 17
2) The Disadvantages of CSR ...................................................... 18
4. Genre of the Text ............................................................................... .18
5. Analytical Exposition Text ................................................................ .24
B. Conceptual Framework ............................................................................. 25
C. Hypothesis ................................................................................................ 27
CHAPTER III RESEARCH METHODOLOGY .............................................. 28
A. Research Design ..................................................................................... 28
B. Population and Sample ........................................................................... 28
1) Population ................................................................................ 28
2) Sample ..................................................................................... 29
C. The Instrument for Collecting Data ........................................................ 29
D. Procedure of Research ........................................................................... 29
1. Pre- test ...............................................................................................30
2. Treatment ...........................................................................................30
3. Post- test ..............................................................................................33
E. ScoringSystem ........................................................................................ 33
F. Validity and Reability of the Test ............................................................33
1. Validity ................................................................................................33
2. Reability ..............................................................................................34
G. The Technique for Analyzing Data .........................................................35
H. Statistical Hypothesis ............................................................................. 36
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING ...................
A. Data ........................................................................................................
B. Data Analysis .........................................................................................
1. Reliability of the Test .........................................................................
2. Data Analysis by Using t-test .............................................................
C. Testing Hypothesis ...............................................................................
D. Research Findings ................................................................................
37
37
38
38
39
40
41
CHAPTER V CONCLUSIONS AND SUGGESTIONS.................................... 42
A. Conclusions ............................................................................................ 42
B. Suggestions ............................................................................................. 42
REFERENCES ..................................................................................................... 43
APPENDICES ...................................................................................................... 45
LIST OF TABLES
Table 2.1
Table 2.2
Table 3.1
Table 3.2
Table 3.3
Table 3.4
Reading Activity ..........................................................................
The Example of Analytical Exposition .....................................
Research Design ..........................................................................
The Treatment for Experimental Group..................................
Teaching Reading for Control Group.......................................
Table of Specification .................................................................
17
25
28
30
32
34
LIST OF APPENDICES
APPENDIX A The Score of the Pre-Test and Post-Test
by the Students of Control Group ...................................
APPENDIX B The Score of the Pre-Test and Post-Test
by the Students of Experimental Group ...........................
APPENDIX C The Calculation of Reliability.............................................
APPENDIX D The Calculation of the T-Test ...........................................
APPENDIX E The Percentage Points of The T Distribution ...................
APPENDIX F Reading Comprehension Test .........................................
APPENDIX G Lesson Plan ..........................................................................
45
46
47
51
54
55
64
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is the most important thing in communication and it is used as a
tool of communication among the nations in all over the world. As an
international language, English is very important and has many interrelationships
with various aspects of life owned by human being.
English has become a global language. Realizing that many reference
materials are written in English and how important this language is, reading
becomes one of the most important skills to be acquired during a language course.
Reading is one of four skills that can build our knowledge. By reading we
can know all the things and we are able to understand and to follow the progress
of science and technology. Grabe and Stoller (2002:9) state that reading is the
ability to draw meaning from the printed page and interpret this information
appropriately. It is an interactive process which transpires between the reader and
the text resulting in comprehension. Through reading, the students can increase
their knowledge of new information.
In teaching reading, the teacher should realize that the goal of reading
process is comprehension. Caldwell (2008:177) defines that comprehension is our
ability to understand what we read, dependent upon the background knowledge
that we bring to the act of reading. If we know a lot about a topic, we use this
knowledge to interpret the text.
2
Based on the writer’s interview and observation in SMA Negeri 2 Tebing
Tinggi, the writer found that the students’ reading comprehension achievement is
still low. It happened because of some factors. First, the teaching method that the
teacher used was translation method. The teacher asks students to underline some
difficult words, then find the meaning of difficult words in Indonesian language.
Then, students are asked to translate the meaning of the text, then they are
instructed to answer the question. Second, students were not interested in the
material given to them. Besides that, after looking at the students’ English scores
for the mid semester of class XI, the writer found that there was only 25% (10
students) who scored 70 point from the total number of students (40 students).
In order to solve these reading problems, the teacher should hold the prior
role in changing the old strategy of learning and apply the suitable strategy in
teaching reading skill. For this purpose, Collaborative Strategic Reading (CSR)
becomes the strategy that will be applied in improving students’ reading
comprehension. Klingner and Vaughn (1998) state that Collaborative Strategic
Reading is an excellent strategy for teaching students reading comprehension, for
building vocabulary, and also for working together cooperatively. CSR has never
been applied in SMA Negeri 2 Tebing Tinggi before. So, the writer is interested to
apply this strategy. With CSR, all students are actively involved, and everyone
has the opportunity to contribute as group members learn from and understand the
text.
One of teachers in America namely Tiffany, applied CSR in a fifth-grade
students for years. An action research was conducted by Christine (2002) and
3
Renta (2012). Christine applied CSR on teaching reading comprehension for fifth
graders and limited the material to expository text. However, Renta applied CSR
on teaching reading comprehension for grade XII and limited the material to
hortatory exposition text. Action researchers showed students’ achievement in
reading comprehension by applying CSR was higher than by applying
conventional method. Both of the researchers proved that the students’ reading
achievement was improved by applying CSR.
Based on the explanation above, the writer wants to conduct a research to
find out whether Collaborative Strategic Reading has significant effect on
students’ reading comprehension.
B. The Problem of the Study
Based on the background of study above, the problem of the study is
formulated in the following:
“Does the Collaborative Strategic Reading significantly affect the students’
reading comprehension?”
C. The Objective of the Study
Parallel with research problem, the objective of the study is to find out the
effect of applying Collaborative Strategic Reading on the students’ reading
comprehension.
4
D. The Scope of Study
There are four levels of reading comprehension; they are literal,
interpretive, critical, and creative reading. In this study, the levels of reading
comprehension
are
limited
and
focused
on
literal
and
interpretative
comprehension. This research focuses on identifying the effect of Collaborative
Strategic Reading on the students’ reading comprehension.
E. The Significance of the Study
The research findings are expected to give some benefits theoretically and
practically
1. Theoretically
a. This study is expected to enhance the reference for those who are
interested in the further research related to the study
b. This study is expected to enrich the horizon in theories on language
learning.
2. Practically, the findings of the study are expected to give a feedback to the:
a. Students to overcome the problem in reading and to improve their
reading comprehension after they apply Collaborative Strategic
Reading
b. The teachers to improve their skill in reading to conduct a better and an
interesting strategy in teaching reading.
5
c. The readers to explore information in order to expand their knowledge
and understanding in improving reading skill and to be the reference for
them who are interested to do related studies.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A.
Conclusion
Based on the result of the data analysis, the researcher concludes that
Collaborative Strategic Reading (CSR) significantly affects the student’s reading
comprehension, since students’ achievement in reading comprehension by
applying CSR is higher than taught without applying CSR . Therefore, alternative
hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. This is supported
by the data analysis results in which the t-observed (5.92) is higher than the t-table
(2.00) at the significant level of 0.05.
B. Suggestions
Based on the conclusion above, the researcher gives some suggestions for
those who are interested in teaching reading as follows:
1. English teachers are suggested to use Collaborative Strategic Reading
(CSR) in their teaching learning process in order to improve their students’
reading comprehension
2. Students are advised to have more practice in reading and applying reading
strategies.
3. The researchers who are interested in doing a research related to the study
should explore the knowledge to enlarge their understanding about how to
improve reading comprehension and search other referen
This thesis is aimed at fulfilling one of the requirements for the degree of
Sarjana Pendidikan at the English Department, Faculty of Languages and Arts,
State University of Medan.
A great thanks to the heavenly Father, Jesus Christ, for His amazing love,
blessing, and strength to the writer in finishing this thesis.
The writer realized that this thesis could not have been accomplished
without the guidance; suggestions, comments and encouragement also help from
several people. Therefore, the writer would like to extend her special gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Faculty
of Languages and Arts, State University of Medan.
4. Rika, S.Pd., M.Hum., the secretary of English Department, Faculty of
Languages and Arts, State University of Medan.
5. Dra. Masitowarni Siregar, M. Ed., the Head of Study Program of
English Education, Faculty of Languages and Arts, State University of
Medan.
6. Drs. Willem Saragih, Dipl. Appl., M.Pd., her consultant who had given
valuable suggestions, advice, motivation, guidance and precious time in
completing and correcting this thesis.
7. Sariono, S.Pd., the Headmaster of SMA Negeri 2 Tebing Tinggi who
helped her conducting research
8. Umar Pasaribu, S.Pd., the teacher of SMA Negeri 2 Tebing Tinggi and
all the teachers who had helped the writer collecting the data for her
research.
9. Her beloved parents, T.Sijabat and T.Siagian who always give their
everlasting love, affection, support, finance, motivation, and prayer.
10. Her lovely brothers, Vito Despianto Sijabat, Novrian Syah Sijabat and
her beloved sister, Heni Winarti Sijabat, for their supports and prayers
given to the writer as long as she did this thesis
11. Her dear sister, Radema Pangaribuan, S.Pd., for her support to the writer
in finishing this thesis.
12. Her small group “SloWTopaz” namely Dera Sijabat, Resti Sidabutar,
Hasian Sidabutar, Bernard Nainggolan, Christin Sitorus, Eva
Pakpahan, Diamondna Panggabean, Adi Siregar, for their supports and
prayers to the writer.
i
13. Her lovely friends, Resti, Mel, Adel, Sherly, Maria, Fivi, Dina, Jessica,
Ayu, Yuni, Yusni, Orly, Nurdiana, Rasta, Ellis, Handrian, who always
support and love her in the way she is. She would like thanks a lot to
students of English Department, Ext A’09 (especially Icha, Cuna, Sheila,
Baya, Faisal, Fiza, Ekanov), all friends PPLT SMP N 2 Perbaungan
2012, and to all whose names can not be mentioned one by one. The
writer hopes this thesis will be useful for those who read it.
Medan, January 2014
The Writer
Survey Sijabat
Reg.No. 209321069
2
ABSTRACT
Sijabat, Survey. 2013. The Effect of Applying Collaborative Strategic on
Students’ Reading Comprehension. A Thesis. Faculty of Languages and Arts.
State University of Medan. 2013
This study aims at investigating the effect of applying Collaborative Strategic on
students’ reading comprehension. This study used the experimental design. The
population of the study was the students of SMA Negeri 2 Tebing Tinggi. There
were sixty students used as the sample out of the research from population of 240
students. This study was conducted with two groups, namely experimental and
control group. The experimental group was taught by applying Collaborative
Strategic Reading. The instrument of collecting the data was multiple choice tests.
To obtain the reability of the test, the writer used Kuder Richardson formula
(KR20). The result of the study showed that the reability of the test was 0.70. The
data was analyzed by using t-test formula, the analysis showed that the score of
students in experimental group was significantly higher than that of students in
control group at level of significance of 0.05 with the degree of freedom (df) 58, tobserved is 5.92 while t-table is 2.00 Therefore, the null hypothesis is rejected and
alternative hypothesis is accepted.
1
TABLE OF CONTENTS
ABSTRACT ………………………………….............. ........................ ………… i
ACKNOWLEDGEMENT ……………………………….............. ......……… ..ii
TABLE OF CONTENTS……………………………………..............…………iv
LIST OF TABLES……………………………………….............. .... ………… vi
LIST OF APPENDICES…………………......………………..................…….vii
CHAPTER I INTRODUCTION………......……………………………….........1
A. The Background of the Study .....................................................................1
B. The Problem of the Study ...........................................................................3
C. The Objective of the Study .........................................................................3
D. The Sope of the Study.................................................................................4
E. The Significance of the Study .....................................................................4
CHAPTER II REVIEW OF RELATED LITERATURE .......................... ........6
A. Theoretical Framework ...................................................................... ........6
1. Reading .................................................................................................6
a. The Purpose of Reading ..................................................................7
2. Reading Comprehension .................................................................... 8
a. Factors Affecting Reading Comprehension…………………. ...... 9
b. Levels of Comprehension ............................................................. 10
1) Literal Comprehension ............................................................ 10
2) Interpretive Comprehension .................................................... 11
3) Critical Comprehension ........................................................... 11
4) Creative Comprehension.......................................................... 12
3. Collaborative Strategic Reading .........................................................12
a. The Implementation of Collaborative Strategic Reading ............ 14
b. The Advantages and Disadvantages of CSR ............................... 17
1) The Advantages of CSR .......................................................... 17
2) The Disadvantages of CSR ...................................................... 18
4. Genre of the Text ............................................................................... .18
5. Analytical Exposition Text ................................................................ .24
B. Conceptual Framework ............................................................................. 25
C. Hypothesis ................................................................................................ 27
CHAPTER III RESEARCH METHODOLOGY .............................................. 28
A. Research Design ..................................................................................... 28
B. Population and Sample ........................................................................... 28
1) Population ................................................................................ 28
2) Sample ..................................................................................... 29
C. The Instrument for Collecting Data ........................................................ 29
D. Procedure of Research ........................................................................... 29
1. Pre- test ...............................................................................................30
2. Treatment ...........................................................................................30
3. Post- test ..............................................................................................33
E. ScoringSystem ........................................................................................ 33
F. Validity and Reability of the Test ............................................................33
1. Validity ................................................................................................33
2. Reability ..............................................................................................34
G. The Technique for Analyzing Data .........................................................35
H. Statistical Hypothesis ............................................................................. 36
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING ...................
A. Data ........................................................................................................
B. Data Analysis .........................................................................................
1. Reliability of the Test .........................................................................
2. Data Analysis by Using t-test .............................................................
C. Testing Hypothesis ...............................................................................
D. Research Findings ................................................................................
37
37
38
38
39
40
41
CHAPTER V CONCLUSIONS AND SUGGESTIONS.................................... 42
A. Conclusions ............................................................................................ 42
B. Suggestions ............................................................................................. 42
REFERENCES ..................................................................................................... 43
APPENDICES ...................................................................................................... 45
LIST OF TABLES
Table 2.1
Table 2.2
Table 3.1
Table 3.2
Table 3.3
Table 3.4
Reading Activity ..........................................................................
The Example of Analytical Exposition .....................................
Research Design ..........................................................................
The Treatment for Experimental Group..................................
Teaching Reading for Control Group.......................................
Table of Specification .................................................................
17
25
28
30
32
34
LIST OF APPENDICES
APPENDIX A The Score of the Pre-Test and Post-Test
by the Students of Control Group ...................................
APPENDIX B The Score of the Pre-Test and Post-Test
by the Students of Experimental Group ...........................
APPENDIX C The Calculation of Reliability.............................................
APPENDIX D The Calculation of the T-Test ...........................................
APPENDIX E The Percentage Points of The T Distribution ...................
APPENDIX F Reading Comprehension Test .........................................
APPENDIX G Lesson Plan ..........................................................................
45
46
47
51
54
55
64
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is the most important thing in communication and it is used as a
tool of communication among the nations in all over the world. As an
international language, English is very important and has many interrelationships
with various aspects of life owned by human being.
English has become a global language. Realizing that many reference
materials are written in English and how important this language is, reading
becomes one of the most important skills to be acquired during a language course.
Reading is one of four skills that can build our knowledge. By reading we
can know all the things and we are able to understand and to follow the progress
of science and technology. Grabe and Stoller (2002:9) state that reading is the
ability to draw meaning from the printed page and interpret this information
appropriately. It is an interactive process which transpires between the reader and
the text resulting in comprehension. Through reading, the students can increase
their knowledge of new information.
In teaching reading, the teacher should realize that the goal of reading
process is comprehension. Caldwell (2008:177) defines that comprehension is our
ability to understand what we read, dependent upon the background knowledge
that we bring to the act of reading. If we know a lot about a topic, we use this
knowledge to interpret the text.
2
Based on the writer’s interview and observation in SMA Negeri 2 Tebing
Tinggi, the writer found that the students’ reading comprehension achievement is
still low. It happened because of some factors. First, the teaching method that the
teacher used was translation method. The teacher asks students to underline some
difficult words, then find the meaning of difficult words in Indonesian language.
Then, students are asked to translate the meaning of the text, then they are
instructed to answer the question. Second, students were not interested in the
material given to them. Besides that, after looking at the students’ English scores
for the mid semester of class XI, the writer found that there was only 25% (10
students) who scored 70 point from the total number of students (40 students).
In order to solve these reading problems, the teacher should hold the prior
role in changing the old strategy of learning and apply the suitable strategy in
teaching reading skill. For this purpose, Collaborative Strategic Reading (CSR)
becomes the strategy that will be applied in improving students’ reading
comprehension. Klingner and Vaughn (1998) state that Collaborative Strategic
Reading is an excellent strategy for teaching students reading comprehension, for
building vocabulary, and also for working together cooperatively. CSR has never
been applied in SMA Negeri 2 Tebing Tinggi before. So, the writer is interested to
apply this strategy. With CSR, all students are actively involved, and everyone
has the opportunity to contribute as group members learn from and understand the
text.
One of teachers in America namely Tiffany, applied CSR in a fifth-grade
students for years. An action research was conducted by Christine (2002) and
3
Renta (2012). Christine applied CSR on teaching reading comprehension for fifth
graders and limited the material to expository text. However, Renta applied CSR
on teaching reading comprehension for grade XII and limited the material to
hortatory exposition text. Action researchers showed students’ achievement in
reading comprehension by applying CSR was higher than by applying
conventional method. Both of the researchers proved that the students’ reading
achievement was improved by applying CSR.
Based on the explanation above, the writer wants to conduct a research to
find out whether Collaborative Strategic Reading has significant effect on
students’ reading comprehension.
B. The Problem of the Study
Based on the background of study above, the problem of the study is
formulated in the following:
“Does the Collaborative Strategic Reading significantly affect the students’
reading comprehension?”
C. The Objective of the Study
Parallel with research problem, the objective of the study is to find out the
effect of applying Collaborative Strategic Reading on the students’ reading
comprehension.
4
D. The Scope of Study
There are four levels of reading comprehension; they are literal,
interpretive, critical, and creative reading. In this study, the levels of reading
comprehension
are
limited
and
focused
on
literal
and
interpretative
comprehension. This research focuses on identifying the effect of Collaborative
Strategic Reading on the students’ reading comprehension.
E. The Significance of the Study
The research findings are expected to give some benefits theoretically and
practically
1. Theoretically
a. This study is expected to enhance the reference for those who are
interested in the further research related to the study
b. This study is expected to enrich the horizon in theories on language
learning.
2. Practically, the findings of the study are expected to give a feedback to the:
a. Students to overcome the problem in reading and to improve their
reading comprehension after they apply Collaborative Strategic
Reading
b. The teachers to improve their skill in reading to conduct a better and an
interesting strategy in teaching reading.
5
c. The readers to explore information in order to expand their knowledge
and understanding in improving reading skill and to be the reference for
them who are interested to do related studies.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A.
Conclusion
Based on the result of the data analysis, the researcher concludes that
Collaborative Strategic Reading (CSR) significantly affects the student’s reading
comprehension, since students’ achievement in reading comprehension by
applying CSR is higher than taught without applying CSR . Therefore, alternative
hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. This is supported
by the data analysis results in which the t-observed (5.92) is higher than the t-table
(2.00) at the significant level of 0.05.
B. Suggestions
Based on the conclusion above, the researcher gives some suggestions for
those who are interested in teaching reading as follows:
1. English teachers are suggested to use Collaborative Strategic Reading
(CSR) in their teaching learning process in order to improve their students’
reading comprehension
2. Students are advised to have more practice in reading and applying reading
strategies.
3. The researchers who are interested in doing a research related to the study
should explore the knowledge to enlarge their understanding about how to
improve reading comprehension and search other referen