THE EFFECT OF USING COLLABORATIVE SRATEGIC READING (CSR) ON STUDENTS` ACHIEVEMENT IN READING COMPREHENSION ON HORTATORY EXPOSITION TEXT.
THE EFFECT OF USING
COLLABORATIVE STRATEGIC READING
( CSR ) ON STUDENTS’ ACHIEVEMENT IN READING
COMPREHENSION ON HORTATORY EXPOSITION TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By :
RUT EMI FEBRIYANI SIMAMORA
Registration Number : 2101121040
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this thesis may be screened electronically or otherwise
for plagiarism.
Medan,
September 2015
Rut Emi Febriyani Simamora
Reg . No. 2101121040
ACKNOWLEDGEMENT
All praise to Jesus Christ who always gives her blessing, power, strength
and love in her entire life and in terms of her study, especially in completing this
thesis entitled “ The Effect of Using Collaborative Strategic Reading (CSR) on
Students’ Achievement in Reading Comprehension on Hortatory Text” as one of
the requirements for the degree of Sarjana Pendidikan (S1) at English Department,
Faculty of Language and Arts, State University of Medan.
During the process of conducting the research, the researcher had been
assisted and supported by many people. This thesis could have not been
accomplished without guidance, suggestion, and comment from them, for which
the researcher would like to express her sincere appreciation which directed to :
Prof. Dr. Syawal Gultom., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
Dra. Meisuri, M.A., the Secretary of English Department.
Nora Ronita Dewi, S.Pd, S.S, M. Hum., the Head of English Education
Program.
Prof. Dr. Lince Sihombing, M.Pd., her Thesis Consultant.
Johannes Jefria Gultom, S.Pd., M. Hum., her Thesis Consultant.
Dra. Masitowarni Siregar, M.Ed., Drs. Willem Saragih, Dipl. Appl.,
M.Pd., Dr. Rahmad Husein, M.Ed., her Thesis Reviewers.
Euis Sri Wahyuningsih, M.Pd., the Academic Staff and Administrative
Staff.
Sir Pantes., the Staff.
Rudianto Manik, S.S., the Headmaster of SMA Swasta YAPIM Medan.
Nura Arifyani, S.Pd., the English Teacher of SMA Swasta YAPIM
Medan.
Her beloved parents., Japantur Simamora and Damaris Silaban.
Her beloved brothers and sisters., Anton Simanjuntak, S.T, Lancas
Simamora, Dimpu Arifin Simamora, S.T, Marlince Simamora, S.Pd,
Lenny Yanty Simamora, S.Pd, Ledyna Simamora, Maria Simamora,
Indah Simamora.
Her lovely friends, Indah Marbun, Yanty Sitorus, and Mardia Pitaloka
Saragih.
iii
Her special friend, Lastiar Veronika Silaban.
Overall, the writer hopes she can give a bit contribution to language
education, especially major of English.
Medan, September 2015
The Writer
Rut Emi F. Simamora
Reg. No. 2101121040
iv
ABSTRACT
Simamora, Rut Emi Febriyani. 2101121040. The Effect of Using
Collaborative Strategic Reading (CSR) on Students’ Achievement in Reading
Comprehension on Hortatory Exposition Text. A Thesis. English Department
Faculty of Languages and Arts, State University of Medan. 2015.
This study is aimed at finding out the effect of Collaborative Strategic Reading
(CSR) on students’ achievement in reading comprehension on hortatory
exposition text. Experimental design was applied in this research. The population
was the 2014/2015 second year students (grade XI) of SMA Swasta YAPIM
Medan. There were two paralel classes that consisted of 34 students. The total
number of the population were 68 students. The total number of the sample were
68 students. The researcher selected the sample by using total sampling technique.
The sample was divided into two groups, experimental group and control group.
The experimental group was taught by using Collaborative Strategic Reading
(CSR) strategy while the control group was taught without using Collaborative
Strategic Reading (CSR) strategy. The data were taken by administering the pretest and post-test to both control and experimental groups. These data were
analyzed by using t-test. The result of computing the t-test obviously showed that
t-observed (5.61) is higher than t-table (1.99) with the degree of freedom (df= 66)
at the level significance 0.05. It means that the alternative hypothesis stating that
there is a significant effect of Collaborative Strategic Reading (CSR) on students’
achievement in reading comprehension on hortatory exposition text is accepted.
Keywords : Collaborative Strategic Reading, Reading Comprehension
TABLE OF CONTENTS
Pages
DECLARATION...........................................................................................
i
ABSTRACT ....................................................................................................
ii
ACKNOWLEDGEMENT .............................................................................
iii
TABLE OF CONTENTS...............................................................................
v
LIST OF TABLES .........................................................................................
vii
LIST OF APPENDICES ...............................................................................
viii
CHAPTER I. INTRODUCTION
A. The Background of the Study ..............................................................
B. The Problem of the Study ...................................................................
C. The Objective of the Study .................................................................
D. The Scope of the Study ........................................................................
E. The Significant of the Study ...............................................................
1
5
5
5
5
CHAPTER II. REVIEW OF LITERATURE ............................................
7
A. Theoretical Framework ........................................................................
1. Reading ...........................................................................................
2. The Purpose of Reading ................................................................
3. Reading Comprehension ................................................................
a. Factors Affecting Reading Comprehension ...............................
b. Levels of Reading Comprehension ...........................................
c. Students’ Achievement in Reading Comprehension .................
d. Assessment of Reading Comprehension ...................................
4. Teaching Reading ...........................................................................
5. The Hortatory Exposition Text .......................................................
6. Collaborative Strategic Reading (CSR) ..........................................
C. Conceptual Framework ........................................................................
D. Hypothesis ...........................................................................................
7
7
8
10
11
13
16
16
17
19
22
26
28
CHAPTER III. RESEARCH METHODOLOGY ......................................
29
A. Research Design ...................................................................................
B. Population and Sample ........................................................................
1. Population ........................................................................................
2. Sample .............................................................................................
29
30
30
31
v
C. Instrument for Collecting Data .............................................................
D. The Procedure of the Research .............................................................
1. Pre-Test ............................................................................................
2. Treatment ........................................................................................
3. Post-Test ..........................................................................................
E. Scoring of Reading Test ......................................................................
F. The Validity and Reliability of the Test ...............................................
1. The Validity of the Test ...................................................................
2. The Reliability of the Test ...............................................................
G. The Technique for Analyzing the Data ................................................
31
32
32
32
35
35
36
36
37
39
CHAPTER IV. THE DATA AND DATA ANALYSIS ........... ................
40
A. The Data................................................................................................. 40
B. Data Analysis ......................................................................................
42
1. Testing Reliability of the test .......................................................
2. Analyzing the Data Using T-test ..................................................
42
43
C. Testing Hypothesis .............................................................................
43
D. Research Findings ..............................................................................
44
CHAPTER V. CONCLUSION AND SUGGESTION ................................
46
A. Conclusions ........................................................................................
46
B. Suggestions .........................................................................................
47
REFERENCES ...............................................................................................
48
APPENDICES ................................................................................................
50
vi
LIST OF TABLES
Pages
Table 2.1. The Teaching Strategies of CSR ......................................................... 26
Table 3.1. Table of Research Design ................................................................... 30
Table 4.1. Teaching Procedure for Experimental Group ...................................... 33
Table 4.2. Teaching Procedure for Control Group ............................................... 35
Table 5.1. Spesification of Reading Comprehension Test .................................. 36
vii
LIST OF APPENDICES
Pages
Appendix A. The Scores of Pre-Test and Post-Test of Control Group ................ 50
Appendix B. The Scores of Pre-Test and Post-Test of Control Group ................ 51
Appendix C. The Calculation of the Reliability of the Test ............................... 52
Appendix D. The Calculation of the T- test ......................................................... 54
Appendix E. Table of Distribution T .................................................................... 59
Appendix F. Lesson Plan ..................................................................................... 60
Appendix G. Reading Comprehension Test ........................................................ 83
Appendix H. The Key Answer ............................................................................. 93
Appendix I. The Answer Sheet ............................................................................ 94
viii
46
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of this study, It was found that there was a significant
effect of using Collaborative Strategic Reading on the students’ achievement in reading
comprehension on Hortatory Exposition text. The researcher found that the students’
achievement taught by using CSR strategy was higher than the students’
achievement taught without CSR stategy. It was indicated from analyzing the data
statistically that the result of calculation of t-observed value
table
was higher than t-
value of significant of 0.05, which implied that the Alternative Hypothesis
(Ha) was accepted.
After analyzing the data, it was found that the students’ score in
comprehending hortatory exposition text was significantly affected by using
Collaborative Strategic Reading (CSR) strategy. The using of Collaborative
Strategic Reading (CSR) has improved the students’ achievement in reading
comprehension on hortatory exposition text than by using control group.
As the pre-test and the post-test were done. The students’ scores in
experimental group were more succeed to pass the minimum standard level than
in control group. Therefore, it is concluded that there is a significant effect of
Using Collaborative Strategic Reading (CSR) on students’ achievement in reading
comprehension on hortatory exposition text.
46
47
B. Suggestion
The findings of this study haveshowed that the using of CSR Strategy have
improved the students’ achievement in reading comprehension on hortatory
exposition text.Based on the conclusion given, the writer suggests that :
1. English teacher should apply CSR strategy in their teaching learning process so
that they can improve their students’ reading comprehension because this
strategy is designed as a way to develop their active students’ prior knowledge
that related to the reading text. so it is expected for the students to understand
the story easily.
2. Students should apply this learning strategy in comprehending a text because it
can stimulate students’ critical thinking when the students relate their
background knowledge with reading text. Therefore, the students will find by
using CSR strategy is easier to comprehend the text.
3. The readers who are interested for further study related to this research should
explore the knowledge to enlarge their understanding about how to improve
reading comprehension and search another references.
COLLABORATIVE STRATEGIC READING
( CSR ) ON STUDENTS’ ACHIEVEMENT IN READING
COMPREHENSION ON HORTATORY EXPOSITION TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By :
RUT EMI FEBRIYANI SIMAMORA
Registration Number : 2101121040
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this thesis may be screened electronically or otherwise
for plagiarism.
Medan,
September 2015
Rut Emi Febriyani Simamora
Reg . No. 2101121040
ACKNOWLEDGEMENT
All praise to Jesus Christ who always gives her blessing, power, strength
and love in her entire life and in terms of her study, especially in completing this
thesis entitled “ The Effect of Using Collaborative Strategic Reading (CSR) on
Students’ Achievement in Reading Comprehension on Hortatory Text” as one of
the requirements for the degree of Sarjana Pendidikan (S1) at English Department,
Faculty of Language and Arts, State University of Medan.
During the process of conducting the research, the researcher had been
assisted and supported by many people. This thesis could have not been
accomplished without guidance, suggestion, and comment from them, for which
the researcher would like to express her sincere appreciation which directed to :
Prof. Dr. Syawal Gultom., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
Dra. Meisuri, M.A., the Secretary of English Department.
Nora Ronita Dewi, S.Pd, S.S, M. Hum., the Head of English Education
Program.
Prof. Dr. Lince Sihombing, M.Pd., her Thesis Consultant.
Johannes Jefria Gultom, S.Pd., M. Hum., her Thesis Consultant.
Dra. Masitowarni Siregar, M.Ed., Drs. Willem Saragih, Dipl. Appl.,
M.Pd., Dr. Rahmad Husein, M.Ed., her Thesis Reviewers.
Euis Sri Wahyuningsih, M.Pd., the Academic Staff and Administrative
Staff.
Sir Pantes., the Staff.
Rudianto Manik, S.S., the Headmaster of SMA Swasta YAPIM Medan.
Nura Arifyani, S.Pd., the English Teacher of SMA Swasta YAPIM
Medan.
Her beloved parents., Japantur Simamora and Damaris Silaban.
Her beloved brothers and sisters., Anton Simanjuntak, S.T, Lancas
Simamora, Dimpu Arifin Simamora, S.T, Marlince Simamora, S.Pd,
Lenny Yanty Simamora, S.Pd, Ledyna Simamora, Maria Simamora,
Indah Simamora.
Her lovely friends, Indah Marbun, Yanty Sitorus, and Mardia Pitaloka
Saragih.
iii
Her special friend, Lastiar Veronika Silaban.
Overall, the writer hopes she can give a bit contribution to language
education, especially major of English.
Medan, September 2015
The Writer
Rut Emi F. Simamora
Reg. No. 2101121040
iv
ABSTRACT
Simamora, Rut Emi Febriyani. 2101121040. The Effect of Using
Collaborative Strategic Reading (CSR) on Students’ Achievement in Reading
Comprehension on Hortatory Exposition Text. A Thesis. English Department
Faculty of Languages and Arts, State University of Medan. 2015.
This study is aimed at finding out the effect of Collaborative Strategic Reading
(CSR) on students’ achievement in reading comprehension on hortatory
exposition text. Experimental design was applied in this research. The population
was the 2014/2015 second year students (grade XI) of SMA Swasta YAPIM
Medan. There were two paralel classes that consisted of 34 students. The total
number of the population were 68 students. The total number of the sample were
68 students. The researcher selected the sample by using total sampling technique.
The sample was divided into two groups, experimental group and control group.
The experimental group was taught by using Collaborative Strategic Reading
(CSR) strategy while the control group was taught without using Collaborative
Strategic Reading (CSR) strategy. The data were taken by administering the pretest and post-test to both control and experimental groups. These data were
analyzed by using t-test. The result of computing the t-test obviously showed that
t-observed (5.61) is higher than t-table (1.99) with the degree of freedom (df= 66)
at the level significance 0.05. It means that the alternative hypothesis stating that
there is a significant effect of Collaborative Strategic Reading (CSR) on students’
achievement in reading comprehension on hortatory exposition text is accepted.
Keywords : Collaborative Strategic Reading, Reading Comprehension
TABLE OF CONTENTS
Pages
DECLARATION...........................................................................................
i
ABSTRACT ....................................................................................................
ii
ACKNOWLEDGEMENT .............................................................................
iii
TABLE OF CONTENTS...............................................................................
v
LIST OF TABLES .........................................................................................
vii
LIST OF APPENDICES ...............................................................................
viii
CHAPTER I. INTRODUCTION
A. The Background of the Study ..............................................................
B. The Problem of the Study ...................................................................
C. The Objective of the Study .................................................................
D. The Scope of the Study ........................................................................
E. The Significant of the Study ...............................................................
1
5
5
5
5
CHAPTER II. REVIEW OF LITERATURE ............................................
7
A. Theoretical Framework ........................................................................
1. Reading ...........................................................................................
2. The Purpose of Reading ................................................................
3. Reading Comprehension ................................................................
a. Factors Affecting Reading Comprehension ...............................
b. Levels of Reading Comprehension ...........................................
c. Students’ Achievement in Reading Comprehension .................
d. Assessment of Reading Comprehension ...................................
4. Teaching Reading ...........................................................................
5. The Hortatory Exposition Text .......................................................
6. Collaborative Strategic Reading (CSR) ..........................................
C. Conceptual Framework ........................................................................
D. Hypothesis ...........................................................................................
7
7
8
10
11
13
16
16
17
19
22
26
28
CHAPTER III. RESEARCH METHODOLOGY ......................................
29
A. Research Design ...................................................................................
B. Population and Sample ........................................................................
1. Population ........................................................................................
2. Sample .............................................................................................
29
30
30
31
v
C. Instrument for Collecting Data .............................................................
D. The Procedure of the Research .............................................................
1. Pre-Test ............................................................................................
2. Treatment ........................................................................................
3. Post-Test ..........................................................................................
E. Scoring of Reading Test ......................................................................
F. The Validity and Reliability of the Test ...............................................
1. The Validity of the Test ...................................................................
2. The Reliability of the Test ...............................................................
G. The Technique for Analyzing the Data ................................................
31
32
32
32
35
35
36
36
37
39
CHAPTER IV. THE DATA AND DATA ANALYSIS ........... ................
40
A. The Data................................................................................................. 40
B. Data Analysis ......................................................................................
42
1. Testing Reliability of the test .......................................................
2. Analyzing the Data Using T-test ..................................................
42
43
C. Testing Hypothesis .............................................................................
43
D. Research Findings ..............................................................................
44
CHAPTER V. CONCLUSION AND SUGGESTION ................................
46
A. Conclusions ........................................................................................
46
B. Suggestions .........................................................................................
47
REFERENCES ...............................................................................................
48
APPENDICES ................................................................................................
50
vi
LIST OF TABLES
Pages
Table 2.1. The Teaching Strategies of CSR ......................................................... 26
Table 3.1. Table of Research Design ................................................................... 30
Table 4.1. Teaching Procedure for Experimental Group ...................................... 33
Table 4.2. Teaching Procedure for Control Group ............................................... 35
Table 5.1. Spesification of Reading Comprehension Test .................................. 36
vii
LIST OF APPENDICES
Pages
Appendix A. The Scores of Pre-Test and Post-Test of Control Group ................ 50
Appendix B. The Scores of Pre-Test and Post-Test of Control Group ................ 51
Appendix C. The Calculation of the Reliability of the Test ............................... 52
Appendix D. The Calculation of the T- test ......................................................... 54
Appendix E. Table of Distribution T .................................................................... 59
Appendix F. Lesson Plan ..................................................................................... 60
Appendix G. Reading Comprehension Test ........................................................ 83
Appendix H. The Key Answer ............................................................................. 93
Appendix I. The Answer Sheet ............................................................................ 94
viii
46
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of this study, It was found that there was a significant
effect of using Collaborative Strategic Reading on the students’ achievement in reading
comprehension on Hortatory Exposition text. The researcher found that the students’
achievement taught by using CSR strategy was higher than the students’
achievement taught without CSR stategy. It was indicated from analyzing the data
statistically that the result of calculation of t-observed value
table
was higher than t-
value of significant of 0.05, which implied that the Alternative Hypothesis
(Ha) was accepted.
After analyzing the data, it was found that the students’ score in
comprehending hortatory exposition text was significantly affected by using
Collaborative Strategic Reading (CSR) strategy. The using of Collaborative
Strategic Reading (CSR) has improved the students’ achievement in reading
comprehension on hortatory exposition text than by using control group.
As the pre-test and the post-test were done. The students’ scores in
experimental group were more succeed to pass the minimum standard level than
in control group. Therefore, it is concluded that there is a significant effect of
Using Collaborative Strategic Reading (CSR) on students’ achievement in reading
comprehension on hortatory exposition text.
46
47
B. Suggestion
The findings of this study haveshowed that the using of CSR Strategy have
improved the students’ achievement in reading comprehension on hortatory
exposition text.Based on the conclusion given, the writer suggests that :
1. English teacher should apply CSR strategy in their teaching learning process so
that they can improve their students’ reading comprehension because this
strategy is designed as a way to develop their active students’ prior knowledge
that related to the reading text. so it is expected for the students to understand
the story easily.
2. Students should apply this learning strategy in comprehending a text because it
can stimulate students’ critical thinking when the students relate their
background knowledge with reading text. Therefore, the students will find by
using CSR strategy is easier to comprehend the text.
3. The readers who are interested for further study related to this research should
explore the knowledge to enlarge their understanding about how to improve
reading comprehension and search another references.