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.
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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.
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.
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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.
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F. Theoretical Hypothesis
There are two kinds of hypotheses which can be estimated here, those are:
H
1
: By using Collaborative Strategic Reading CSR technique, it will
improve the students’ achievement in reading comprehension of narrative text. H
: 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:
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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
Tulang Bawang Tengah.
