THE EFFECT OF TEACHING STRATEGIES AND CRITICAL THINKING ON STUDENTS ACHIEVEMENT IN READING COMPREHENSION.
THE EFFECT OF TEACHING STRATEGIES
AND CRITICAL THINKING ON STUDENTS’ ACHIEVEMENT
IN READING COMPREHENSION
A THESIS
Submitted to the English Applied Linguistics Study Program
in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
RYAN PRAYUDA SIREGAR
Registration Number: 809111041
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
THE EFFECT OF TEACHING STRATEGIES
AND CRITICAL THINKING ON STUDENTS’ ACHIEVEMENT
IN READING COMPREHENSION
A THESIS
Submitted to the English Applied Linguistics Study Program
in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
RYAN PRAYUDA SIREGAR
Registration Number: 809111041
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Ryan Prayuda Siregar. The Effect of Teaching Strategies and Critical Thinking on
Students’ Achievement in Reading Comprehension. A Thesis. English Applied
Linguistics Study Program. State University of Medan. 2014.
The objectives of this experimental research were to investigate whether: (1) students’
achievement in reading comprehension taught by using Collaborative Strategic Reading
was higher than that taught by using Transactional Strategies Instruction, (2) reading
comprehension achievement of students with high critical thinking was higher than that
of students with low critical thinking, and (3) there was interaction between teaching
strategies and critical thinking on students’ achievement in reading comprehension. The
population of this research was students grade X of SMA Kartika I-1 Medan in the 2013/
2014 school year. The total number of the population was 120 students. There were 80
students selected as the sample of this research by applying cluster random sampling with
lottery technique. The research design was experimental research design by using
factorial design 2x2. The students were divided into two experimental groups. The
experimental group I was treated by using Collaborative Strategic Reading and the
experimental group II was treated by using Transactional Strategies Instruction. The
critical thinking test was conducted for classifying the students upon the high critical
thinking and the low critical thinking. Students’ achievement in reading comprehension
was measured by using reading comprehension test. The data were analyzed by applying
two-way analysis of variance (ANOVA) at the level of significance α=0.05. The results
reveals that (1) students’ achievement in reading expository text taught by using
Collaborative Strategic Reading was higher than that taught by using Transactional
Strategies Instruction, with Fobs = 6.935 > F tab = 3.16, (2) students’ achievement in
reading comprehension of students with high critical thinking was higher than that of
students with low critical thinking, with Fobs=92.555> Ftab=3.16, (3) there is interaction
between teaching strategies and critical thinking on students’ achievement in reading
comprehension with Fobs=16.221>Ftab=3.16. After computing the Scheffe test, the result
showed that high critical thinking students got higher result if they were taught by
Collaborative Strategic Reading and low critical thinking students got higher result if they
were taught by Transactional Strategies Instruction.
ABSTRAK
Ryan Prayuda Siregar. Pengaruh Strategi Pembelajaran dan Kemampuan Berpikir Kritis
terhadap Hasil Belajar Siswa dalam Pemahaman Membaca. Tesis. Program Studi
Linguistik Terapan Bahasa Inggris. Universitas Negeri Medan. 2014
Penelitian eksperimen ini bertujuan untuk mengetahui apakah: (1) hasil belajar siswa
dalam pemahaman membaca yang diajarkan dengan strategi Collaborative Strategic
Reading lebih tinggi daripada hasil belajar siswa dalam pemahaman membaca yang
diajarkan dengan strategi Transactional Strategies Instruction, (2) hasil belajar siswa
dalam pemahaman membaca yang memiliki kemampuan berpikir kritis tinggi lebih tinggi
daripada hasil belajar siswa dalam pemahaman membaca yang memiliki kemampuan
berpikir kritis rendah, dan (3) ada interaksi antara strategi pembelajaran dengan
kemampuan berpikir kritis terhadap hasil belajar siswa dalam pemahaman membaca.
Populasi penelitian meliputi seluruh siswa kelas X SMA Kartika I-1 Medan tahun ajaran
2013/ 2014. Jumlah populasi penelitian adalah 120 siswa. Jumlah sampel dalam
penelitian ini adalah 80 siswa yang diambil dengan menggunakan cluster random
sampling dengan teknik lottery. Desain penelitian adalah penelitian eksperimen dengan
faktorial 2x2. Siswa dibagi ke dalam dua kelompok eksperimen. Kelompok eksperimen
pertama diajarkan dengan strategi pembelajaran Collaborative Strategic Reading dan
kelompok eksperimen kedua diajarkan dengan strategi pembelajaran Transactional
Strategies Instruction. Tes kemampuan berpikir kritis dilaksanakan untuk
mengelompokkan siswa ke dalam kelompok siswa dengan kemampuan berpikir kritis
tinggi dan rendah. Hasil belajar siswa dalam pemahaman membaca diukur dengan
menggunakan tes membaca. Data penelitian dianalisa dengan menggunakan ANAVA
dua jalur pada taraf signifikansi α=0.05. Hasil penelitian menunjukkan bahwa (1) hasil
belajar siswa dalam pemahaman membaca yang diajarkan dengan strategi pembelajaran
Collaborative Strategic Reading lebih tinggi daripada hasil belajar siswa dalam membaca
teks eksposisi yang diajarkan dengan strategi pembelajaran Transactional Strategies
Instruction dengan hasil Fhitung=6.935>Ftable=3.16, (2) hasil belajar siswa dalam membaca
teks eksposisi yang memiliki kemampuan berpikir kritis tinggi lebih tinggi daripada hasil
belajar siswa dalam membaca teks eksposisi yang memiliki kemampuan berpikir kritis
rendah dengan hasil Fhitung=92.555>Ftable=3.16, dan (3) terdapat interaksi antara strategi
pembelajaran dengan kemampuan berpikir kritis terhadap hasil belajar siswa dalam
membaca teks eksposisi dengan Fhitung=16.221>Ftable=3.16. Setelah melaksanakan uji
lanjut dengan menggunakan uji Scheffe, hasil penelitian menunjukkan bahwa siswa yang
memiliki kemampuan berpikir kritis tinggi memperoleh hasil belajar dalam pemahaman
membaca yang tinggi bila diajarkan dengan strategi pembelajaran Collaborative Strategic
Reading dan siswa yang memiliki kemampuan berpikir kritis rendah memperoleh hasil
belajar dalam membaca teks eksposisi yang tinggi bila diajarkan dengan strategi
pembelajaran Transactional Strategies Instruction.
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim,
Alhamdulillahi rabbil ‘alamin, the writer expresses his highest gratitude to
Allah SWT for the blessing, love, opportunity, health, and mercy to complete this
thesis.
This thesis would not have been possible without the guidance and the
help of several individuals who in one way or another contributed and extended
their valuable assistance in the preparation and completion of this study.
First and foremost, his utmost gratitude is directed to Prof. Dr. Berlin
Sibarani, M.Pd, his first adviser, for his detailed and constructive comments,
encouragement, guidance and patience in the process of finishing this thesis.
He is deeply grateful to Dr. Didik Santoso, M.Pd, his second adviser, for
his valuable comments, and for his support throughout this thesis. His respect and
admiration to him cannot be adequately expressed in words.
A lot of thanks are directed to Prof. Dr. Busmin Gurning, M.Pd. and Dr.
Sri Minda Murni, MS., Head and Secretary of English Applied Linguistics Study
Program, for completing the administrative requirements.
He is deeply indebted to Prof. Dr. Busmin Gurning, M.Pd., Prof. Dr. Lince
Sihombing, M.Pd., and Dr. I Wayan Dirgayasa Tangkas, M.Hum., his reviewers
and examiners, for their valuable suggestions to improve this thesis. In addition,
his greatest gratitude is delivered to all lecturers at the English Applied
Linguistics Study Program for sharing their knowledge and experiences.
His sincere thanks also goes to Syuratti Astuti Rahayu Manalu, S.Pd., SH.,
MH., Headmaster of SMA Kartika I-1 Medan, for the permission to conduct the
research and for assisting him in collecting the data.
He would like to express his deepest admiration to his lovely parents,
Saparuddin Siregar, Warsini, Drs. A. B. Ch. Manalu, M.Pd., and Dra. Rosnah
Siregar, S.H., M.Si, his beloved sisters and brothers Lilian Adelyne Siregar,
Chairunnikmah Siregar, Syuratty Astuti Rahayu Manalu, S.H., S.Pd., M.H.,
Kartika Manalu, M.Pd., Freddy Simanjuntak, SH., M.H., Sofyanto, M.Pd., Boy
Utomo Manalu S.TI., Bob Rahmat Manalu, S.Pd., and Riza Ramadhan Manalu,
who always support him to finish this thesis.
Finally, he is deeply grateful to his beloved wife, Salistri Annisa Manalu,
S.Pd., M.Hum., who always keeps praying, supporting and encouraging him to
finish this thesis.
Medan,
July 2014
The Writer,
Ryan Prayuda Siregar
Registration Number: 809111041
TABLE OF CONTENTS
ABSTRACT ........................................................................................................................ i
ACKNOWLEDGEMENTS .............................................................................................. iii
TABLE OF CONTENTS ................................................................................................... v
LIST OF TABLES .............................................................................................................. viii
LIST OF FIGURES ........................................................................................................... x
LIST OF APPENDICES ................................................................................................... xi
CHAPTER I: INTRODUCTION ................................................................................... 1
1.1 The Background of the Study ............................................................ 1
1.2 The Problems of the Study ................................................................. 7
1.3 The Scope of the Study ....................................................................... 7
1.4 The Objectives of the Study .............................................................. 8
1.5 The Significance of the Study ............................................................ 8
CHAPTER II: REVIEW OF LITERATURE .................................................................. 9
2.1 Theoretical Framework ...................................................................... 9
2.1.1 Reading Comprehension ............................................................ 9
2.1.2 Levels of Reading Comprehension............................................. 12
2.1.3 Teaching Strategies .................................................................... 13
2.1.4 Collaborative Strategic Reading (CSR) ...................................... 14
2.1.4.1 Definition of CSR ............................................................... 14
2.1.4.2 Principle of CSR ................................................................. 15
2.1.4.3 Procedure of CSR ............................................................... 15
2.1.4.4 Strengths and Weaknesses of CSR ..................................... 18
2.1.5 Transactional Strategies Instruction (TSI) .................................. 20
2.1.5.1 Definition of TSI ................................................................ 20
2.1.5.2 Principle of TSI .................................................................. 20
2.1.5.3 Procedure of TSI................................................................. 21
2.1.5.4 Strengths and Weaknesses of TSI ...................................... 26
2.1.6 Critical Thinking......................................................................... 27
2.1.7 Relevant Studies ......................................................................... 30
2.2 Conceptual Framework ...................................................................... 33
2.2.1 The difference between students’ achievement in
reading comprehension taught by using CSR
and taught by using TSI ..................................................... 33
2.2.2 The difference between students’ achievement in
reading comprehension with high critical thinking
and low critical thinking .................................................... 35
2.2.3 The interaction between teaching strategies and
critical thinking skill on students’ achievement in
reading comprehension ...................................................... 37
2.3 Hypotheses.......................................................................................... 40
CHAPTER III: RESEARCH METHODOLOGY ........................................................... 41
3.1 Research Design ................................................................................. 41
3.2 Population and Sample ...................................................................... 42
3.2.1 Population ................................................................................ 42
3.2.2 Sample...................................................................................... 42
3.3 Technique for Collecting Data ............................................................ 43
3.4 Instrument of Data Collection ............................................................ 43
3.4.1 Reading Comprehension Test .................................................... 43
3.4.2 Critical Thinking Test ................................................................ 44
3.5 Instrument Validation ........................................................................ 45
3.5.1 Validity of Reading Comprehension Test ................................. 47
3.5.2 Reliability of Reading Comprehension Test .............................. 47
3.5.3 Validity of Critical Thinking Test .............................................. 48
3.5.4 Reliability of Critical Thinking Test........................................... 49
3.6 Procedure of Research ....................................................................... 50
3.7 Control of Treatment .......................................................................... 51
3.7.1 Internal Validity.......................................................................... 51
3.7.2 External Validity......................................................................... 53
3.8 Technique of Data Analysis................................................................ 54
3.9 Statistical Hypotheses ......................................................................... 54
CHAPTER IV: DATA AND DATA ANALYSIS ............................................................. 55
4.1 Description of the Research Data ....................................................... 55
4.2 Requirements of Data Analysis .......................................................... 66
4.3 Testing Hypotheses ............................................................................ 67
4.4 Research Findings .............................................................................. 75
4.5 Discussion .......................................................................................... 76
4.6 Limitation of Research ....................................................................... 83
CHAPTER V: CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS ............... 85
5.1 Conclusions ........................................................................................ 85
5.2 Implications ........................................................................................ 85
5.3 Suggestions ......................................................................................... 87
REFERENCES .................................................................................................................. 88
APPENDICES .................................................................................................................. 93
LIST OF TABLES
Table
Page
2.1
Six Strategies of Transactional Strategies Instruction ...................................... 23
3.1
Factorial Design 2x2 ........................................................................................ 41
3.2
The Specification Table of Reading Comprehension Test Items ..................... 44
3.3
The Specification Table of Students’ Critical Thinking ................................... 45
3.4
The Scenario of CSR and TSI .......................................................................... 50
4.1
The Data on Students’ Achievement in Reading Comprehension of
Students SMA Kartika I-1 Medan Taught by Using Collaborative
Strategic Reading ............................................................................................. 55
4.2
Table 4.2 The Data on Students’ Achievement in Reading Comprehension
of Students SMA Kartika I-1 Medan Taught by Using Transactional
Strategies Instruction ........................................................................................ 56
4.3
The Data on Students’ Achievement in Reading Comprehension of
Students SMA Kartika I-1 Medan with High Critical Thinking ...................... 58
4.4
The Data on Students’ Achievement in Reading Comprehension of
Students SMA Kartika I-1 Medan with Low Critical Thinking ....................... 59
4.5
The Data on Students’ Achievement in Reading Comprehension of
Students SMA Kartika I-1 Medan Taught by Using Collaborative Strategic
Reading with High Critical Thinking ............................................................... 61
4.6
The Data on Students’ Achievement in Reading Comprehension of
Students SMA Kartika I-1 Medan Taught by Using Collaborative Strategic
Reading with Low Critical Thinking ................................................................ 62
4.7
The Data on Students’ Achievement in Reading Comprehension of Students
SMA Kartika I-1 Medan Taught by Using Taught by Using Collaborative
Strategic Reading with High Critical Thinking ............................................... 63
4.8
The Data on Students’ Achievement in Reading Comprehension of Students
SMA Kartika I-1 Medan Taught by Using Taught by Using Transactional
Strategies Instruction with Low Critical Thinking ........................................... 65
4.9
Result of Normality Test .................................................................................. 66
4.10
Result of Homogeneity Test ............................................................................. 67
4.11
Summary on the Calculation Result of Two-Way ANOVA ...................67
4.12
Summary of the Result on Scheffe- Test ................................................72
LIST OF FIGURES
Figure
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
Page
Histogram on Students’ Achievement in Reading Comprehension Taught
By Using CSR ...................................................................................................
56
Histogram on Students’ Achievement in Reading Comprehension
Taught by Using TSI ............................................................................................
57
Histogram on Students’ Achievement in Reading Comprehension of
Students with High Critical Thinking ...............................................................
58
Histogram on Students’ Achievement in Reading Comprehension of
Students with Low Critical Thinking ................................................................
60
Histogram on Students’ Achievement in Reading Comprehension of
Students Taught by Using CSR with High Critical Thinking ...........................
61
Histogram on Students’ Achievement in Reading Comprehension of
Students Taught by Using CSR with Low Critical Thinking ............................
62
Histogram on Students’ Achievement in Reading Comprehension of
Students Taught by Using TSI with High Critical Thinking ...........................
64
Histogram on Students’ Achievement in Reading Comprehension
of Students Taught by Using TSI with Low Critical Thinking .........................
65
The Effect of Teaching Strategy on Students’ Achievement
in Reading Comprehension ..................................................................................
69
The Effect of Critical Thinking on Students’ Achievement
in Reading Comprehension ..................................................................................
70
The Effect of Interaction between Teaching Strategy and
Critical Thinking on Students’ Achievement in
Reading Comprehension ......................................................................................
71
LIST OF APPENDICES
Appendices
Appendix 1. Lesson Plan for CSR and TSI ................................................................... 93
Appendix 2. Reading Comprehension Test ................................................................... 97
Appendix 3. Critical Thinking Test ................................................................................. 109
Appendix 4. The Computation of Validity Test ............................................................. 116
Appendix 5. The Computation of Test Item Reliability................................................ 117
Appendix 6. Discrimination Index and Difficulty Index .............................................. 118
Appendix 7. Description of Students’ Score .................................................................. 119
Appendix 8. The Computation of Normality Test ........................................................ 120
Appendix 9. The Computation of Homogeneity Test ................................................... 124
Appendix 10. The Computation of Variance Analysis Test ......................................... 125
Appendix 11. The Computation of Schefee Test ........................................................... 126
Appendix 12. The Validity and Reliability of Critical Thinking Test ........................ 127
Appendix 13. The Computation of Factor Analysis ...................................................... 128
Appendix 14. The Students’ Critical Thinking Score
CHAPTER I
INTRODUCTION
1.1 The Background of the Study
Reading is an interactive process between a reader and a text. During the
reading process, a reader is engaged in a great deal of mental activity; automatic
or conscious. In the process, the reader interacts dynamically with the text as s/he
tries to elicit the meaning. It can be carried out through systemic knowledge
(buttom-up processing) and schematic knowledge (top-down processing). In the
buttom-up process, the reader begins with the printed words, recognizes graphic
stimuli, decodes them to sound, recognizes words and decodes meaning. On the
other hand, top-down process is based upon the schema theory. The reader
activates her or his schemata to acquire knowledge or to interpret the text.
It seems that comprehending a text is not easy to do. Most students get
difficulties when they are assigned to comprehend a text. National Assessment of
Educational Progress reported in 2003 that the reading ability of America’s fourth,
eighth, and twelfth graders has not been improved in thirty years. Approximately
one in four students is struggling to read and comprehend the textbooks and
subject matter materials as they enter the middle or high schools. The students in
Indonesia also get difficulties in reading comprehension. Balitbang Depdiknas
(2013) reported that students in Indonesia only master 30% of reading materials
and they get difficulty to answer the essay tests which requires comprehension. It
is contrary to the Educational Unit-Level Curriculum (Kurikulum Tingkat Satuan
Pendidikan) that students are expected to be competent in comprehending short
functional text, dialogue, and monologue text in form of description, narration,
procedure, recount, news item, report, exposition, spoof, review and explanation
(BSNP, 2006).
The problem faced by the students in reading comprehension is influenced
by many factors. One of the factors is that the students have low motivation in
learning, negative attitude in a certain subject, minimum reading activity at home,
low vocabulary mastey, low critical thinking skill, gender differences and social
economic background that affect their reading achievement. Another factor is that
the teachers have low professional development and use inappropriate teaching
strategies and media. They frequently used the handout book and gave reading
exercise contained on it. Reading comprehension is also taught by the teachers
through a traditional way which is known as teacher-centered learning. This
traditional approach often represents an exercise in one way communication that
places students in a passive role. It will ultimately minimize the students’ ability
to develop their skills in reading comprehension. Reading a passage will be
difficult for students because they only get the knowledge from their teacher.
Students are not actively involved in reading process. Reading activity only
covers reading the text and answers the questions given that individually done by
the students. Consequently, students feel bored and were not interested with the
materials in reading comprehension tasks. Therefore, their reading comprehension
achievement is unsatisfying.
Those are several causes of reading comprehension problem faced by
students when they are trying to get the meaning of a text. Actually, this problem
can be decreased by applying a certain strategy in teaching reading. Grabe (1991)
in Alyousef reveals the importance of using reading strategies in order to read
more efficiently. Reading comprehension strategies have several strengths for
students. The strategies will motivate the students’ thinking and develop their
mental abilities; provide them with a good ability to deal with the daily and fast
enlarging amounts of data; enable them to visualize the difference between what
can be done and what must be done; and help them get rid of the doubts through
choosing from a number of responses and possibilities available (Rose et al, 2000;
Baron 1987 in Al-Khateeb and Idrees 2010).
Teachers can apply several reading comprehension strategies in order to
help the students comprehend a text successfully. Some of them are Collaborative
Strategic Reading (CSR) and Transactional Strategies Instruction (TSI). Sousa
(2005) describes that CSR is particularly effective in classrooms where students
have many different reading abilities and learning capabilities. CSR uses direct
teaching and collaborative power of cooperative learning groups to accomplish
two phases designed to improve reading comprehension, they are teacher-led
activities and cooperative learning groups (Klingner, Vaughn, and Schumm in
Sousa, 2005). The first phase, teacher-led activities, consists of four activities –
preview the reading, click and clunks, get the gist, and wrap-up. In the reading
preview, the students preview the entire reading passage in order to get as much as
they can about the passage. Then, click and clunks are devices to monitor the
students’ understanding while they are reading. Clicks are parts of the reading that
make sense for the students and clunks are parts or words that do not make sense
for students. Students can clarify the parts or words that they do not understand by
rereading the sentences while looking for keywords that can help extract meaning
from the context, rereading previous and following sentences to get additional
context clues, looking for prefixes or suffixes in the word that could help with
meaning, and breaking the word apart to see if smaller words are present that
provide meaning. The third activities in phase one is get the gist. In this activity,
the students are asked to state in their own words the most important person, place
or thing in the passage. Then, they should explain the important idea about that
person, place or thing. The last activity in the first phase of CSR is wrap-up. It is a
closure activity that allows students to review in their mind what has been learned
to ensure that it makes sense and has meaning.
The second phase of CSR is cooperative learning groups. This phase puts
the students into cooperative learning groups to practice CSR in an interactive
environment. True cooperative learning groups are usually made up of about five
students of mixed ability levels who learn and perform certain roles in the group
to ensure completion of the learning task (Johnson and Johnson, 1989 in Sousa,
2005). The roles rotate among group members so that every student gets the
opportunity to be the leader and use the various skills needed to perform each
task.
Another strategy that is applicable in teaching reading is Transactional
Strategies Instruction (TSI). In TSI, the teacher provides support and guidance to
students as they apply strategies while interacting with text and learning content.
Through teacher explanation, modeling, and supported practice, students learn to
use repertoires of comprehension strategies. A central goal of instruction is the
self-regulated use of the strategies. The term transactional itself is used to
emphasize that (1) meaning is determined through the interaction of prior
knowledge and information conveyed through print; (2) one person’s reaction is
influenced by what other group members do, think, and say; and (3) the meaning
that emerges is the product of the group’s interactions.
The implementation of TSI consists of three phases – explanation and
modeling, practice and coaching, and transfer of responsibility (Casteel, Isom, &
Jordan, 2000). In the explanation and modeling phase, the teacher will make
posters or displays for each of the strategies such as predicting, questioning and
answering, visualizing, seeking clarification, responding to text based on prior
knowledge, and summarizing. Then the teacher posts them on the wall where
students can easily see them. The teacher selects a strategy to teach. Then, the
teacher defines and explains the selected strategy to students and models its usage.
After that, he or she emphasizes why the strategy is helpful and explains when it
might be most appropriate to use it.
The second phase is practice and coaching. In this phase, the teacher
provides students with opportunities for guided practice and feedback. The teacher
coaches as necessary, possibly asking questions such as What do you do next?
How is the strategy helpful? During this phase the teacher provides students with
practice in implementing the strategies as well as in selecting which strategy to
use at different times.
The last phase in TSI is transferring of responsibility. Once students have
become proficient strategy users, then they can use various strategies while
reading, monitoring their understanding, and discussing the meaning of text in
small reading groups. They assume responsibility for selecting and implementing
strategies. The teacher continues to coach students as they use various strategies
as they work in their groups.
As stated in the explanation above, there are many variables that influence
reading comprehension. Another variable that influences reading comprehension
is critical thinking. Reading is more than just saying what is on the page; it is
thinking. Students need to have a critical thinking during reading. Critical
thinking requires them to identify, analyze, assess, and evaluate information in an
attempt to understand and construct meaning of a text. It is concluded that critical
thinking is the process which is used by the students or readers to comprehend and
to construct a meaning of a certain text.
Based on the explanation above, this study aims to see the effect of
teaching strategies and critical thinking on students’ achievement in reading
comprehension.
1.2 The Problems of the Study
The research problems are formulated as follows:
1. Is the students’ achievement in reading comprehension taught by using
Collaborative Strategic Reading (CSR) higher than that taught by using
Transactional Strategies Instruction (TSI)?
2. Is the reading comprehension achievement of students with high critical
thinking higher than that of students with low critical thinking?
3. Is there any interaction between teaching strategies and critical thinking to
students’ achievement in reading comprehension?
1.3 The Scope of the Study
There are many applicable strategies in teaching reading comprehension.
In this study, the researcher will focus on the using of Collaborative Strategic
Reading (CSR) and Transactional Strategies Instruction (TSI).
Besides using the appropriate strategy, the success of students’ in
comprehending a text is also influenced by several variables, one of them is
critical thinking. This study is limited on the effect of teaching strategies and
critical thinking on students’ achievement in reading comprehension.
1.4 The Objectives of the Study
The objectives of the study are to find out whether:
1. The students’ achievement in reading comprehension taught by using
Collaborative Strategic Reading (CSR) is higher than that taught by using
Transactional Strategies Instruction (TSI).
2. The reading comprehension achievement of students with high critical
thinking is higher than that of students with low critical thinking.
3. There is an interaction between teaching strategies and critical thinking to
students’ achievement in reading comprehension.
1.5 The Significances of the Study
The findings of this study are expected to be useful theoretically and
practically. Theoretically, the findings of this study can give additional
information to theories related to Collaborative Strategic Reading (CSR) and
Transactional Strategies Instruction (TSI) in teaching reading. Therefore, the
findings of this study are expected to be useful the researchers who want to do a
research on the implementation of reading strategies in teaching reading
comprehension
Practically, the findings of this study are expected to be useful for English
teachers at schools and at universities in teaching reading comprehension. The
English teachers can use the findings of this study as a reference in implementing
the appropriate reading strategies to their students
CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
5.1 Conclusions
Based on the research findings and discussions stated before, it is
concluded that:
1. The students’ achievement in reading comprehension taught by using
Collaborative Strategic Reading (CSR) is higher than that taught by using
Transactional Strategies Instruction (TSI).
2. The reading comprehension achievement of students with high critical
thinking is higher than that of students with low critical thinking.
3. There is an interaction between teaching strategies and critical thinking to
students’ achievement in reading comprehension. It can be said that
students’ achievement in reading comprehension is influenced by teaching
strategy and critical thinking. High critical thinking students taught by
using CSR get higher achievement in reading comprehension. Meanwhile,
low critical thinking students get higher achievement in reading
comprehension if they are taught by using TSI.
5.2 Implications
The first finding shows that students’ achievement in reading
comprehension taught by using CSR is higher than that taught by using TSI. This
result implies to the English teacher’s choice of teaching strategies. It is better for
the teacher to apply CSR in teaching reading comprehension because it will make
students more active and become independent learners. CSR improves students'
reading comprehension achievement because in CSR all students are actively
involved, and everyone has the opportunity to contribute as group members learn
from and understand the text.
The second finding shows that reading comprehension achievement of
students with high critical thinking is higher than that of students with low critical
thinking. It gives implication to the teachers that they should consider students’
critical thinking as one of the factors that influences students’ learning
achievement.
The third finding shows that there is significant interaction between
teaching strategies and critical thinking on students’ achievement in reading
comprehension. It implies that teaching strategies and critical thinking are
variables that give significant influence on students’ learning achievement. Thus,
it is needed to relate the teaching strategies to students’ critical thinking.
Furthermore, this research found that by applying CSR, students are accustomed
to actively involved in class discussion and become independent learners. It can
be assumed that CSR is more applicable in improving students’ achievement in
reading comprehension. But, TSI still can be used in teaching reading. Students
with low critical thinking are better taught by TSI because in this strategy teachers
still have important role in guiding the students in every phase.
5.3 Suggestions
In connection with the conclusions and implications, there are some
suggestions given as follows:
1. Teachers are recommended to apply CSR to the high critical thinking
students and to apply TSI to the low critical thinking students, to improve
their achievement in reading comprehension.
2. Students are recommended to apply CSR and TSI since these strategies are
effective in improving the achievement in reading comprehension.
3. Other researchers could use the findings of this study as the reference to do
in-depth
research
achievement.
related
to
improving
reading
comprehension
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AND CRITICAL THINKING ON STUDENTS’ ACHIEVEMENT
IN READING COMPREHENSION
A THESIS
Submitted to the English Applied Linguistics Study Program
in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
RYAN PRAYUDA SIREGAR
Registration Number: 809111041
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
THE EFFECT OF TEACHING STRATEGIES
AND CRITICAL THINKING ON STUDENTS’ ACHIEVEMENT
IN READING COMPREHENSION
A THESIS
Submitted to the English Applied Linguistics Study Program
in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
RYAN PRAYUDA SIREGAR
Registration Number: 809111041
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Ryan Prayuda Siregar. The Effect of Teaching Strategies and Critical Thinking on
Students’ Achievement in Reading Comprehension. A Thesis. English Applied
Linguistics Study Program. State University of Medan. 2014.
The objectives of this experimental research were to investigate whether: (1) students’
achievement in reading comprehension taught by using Collaborative Strategic Reading
was higher than that taught by using Transactional Strategies Instruction, (2) reading
comprehension achievement of students with high critical thinking was higher than that
of students with low critical thinking, and (3) there was interaction between teaching
strategies and critical thinking on students’ achievement in reading comprehension. The
population of this research was students grade X of SMA Kartika I-1 Medan in the 2013/
2014 school year. The total number of the population was 120 students. There were 80
students selected as the sample of this research by applying cluster random sampling with
lottery technique. The research design was experimental research design by using
factorial design 2x2. The students were divided into two experimental groups. The
experimental group I was treated by using Collaborative Strategic Reading and the
experimental group II was treated by using Transactional Strategies Instruction. The
critical thinking test was conducted for classifying the students upon the high critical
thinking and the low critical thinking. Students’ achievement in reading comprehension
was measured by using reading comprehension test. The data were analyzed by applying
two-way analysis of variance (ANOVA) at the level of significance α=0.05. The results
reveals that (1) students’ achievement in reading expository text taught by using
Collaborative Strategic Reading was higher than that taught by using Transactional
Strategies Instruction, with Fobs = 6.935 > F tab = 3.16, (2) students’ achievement in
reading comprehension of students with high critical thinking was higher than that of
students with low critical thinking, with Fobs=92.555> Ftab=3.16, (3) there is interaction
between teaching strategies and critical thinking on students’ achievement in reading
comprehension with Fobs=16.221>Ftab=3.16. After computing the Scheffe test, the result
showed that high critical thinking students got higher result if they were taught by
Collaborative Strategic Reading and low critical thinking students got higher result if they
were taught by Transactional Strategies Instruction.
ABSTRAK
Ryan Prayuda Siregar. Pengaruh Strategi Pembelajaran dan Kemampuan Berpikir Kritis
terhadap Hasil Belajar Siswa dalam Pemahaman Membaca. Tesis. Program Studi
Linguistik Terapan Bahasa Inggris. Universitas Negeri Medan. 2014
Penelitian eksperimen ini bertujuan untuk mengetahui apakah: (1) hasil belajar siswa
dalam pemahaman membaca yang diajarkan dengan strategi Collaborative Strategic
Reading lebih tinggi daripada hasil belajar siswa dalam pemahaman membaca yang
diajarkan dengan strategi Transactional Strategies Instruction, (2) hasil belajar siswa
dalam pemahaman membaca yang memiliki kemampuan berpikir kritis tinggi lebih tinggi
daripada hasil belajar siswa dalam pemahaman membaca yang memiliki kemampuan
berpikir kritis rendah, dan (3) ada interaksi antara strategi pembelajaran dengan
kemampuan berpikir kritis terhadap hasil belajar siswa dalam pemahaman membaca.
Populasi penelitian meliputi seluruh siswa kelas X SMA Kartika I-1 Medan tahun ajaran
2013/ 2014. Jumlah populasi penelitian adalah 120 siswa. Jumlah sampel dalam
penelitian ini adalah 80 siswa yang diambil dengan menggunakan cluster random
sampling dengan teknik lottery. Desain penelitian adalah penelitian eksperimen dengan
faktorial 2x2. Siswa dibagi ke dalam dua kelompok eksperimen. Kelompok eksperimen
pertama diajarkan dengan strategi pembelajaran Collaborative Strategic Reading dan
kelompok eksperimen kedua diajarkan dengan strategi pembelajaran Transactional
Strategies Instruction. Tes kemampuan berpikir kritis dilaksanakan untuk
mengelompokkan siswa ke dalam kelompok siswa dengan kemampuan berpikir kritis
tinggi dan rendah. Hasil belajar siswa dalam pemahaman membaca diukur dengan
menggunakan tes membaca. Data penelitian dianalisa dengan menggunakan ANAVA
dua jalur pada taraf signifikansi α=0.05. Hasil penelitian menunjukkan bahwa (1) hasil
belajar siswa dalam pemahaman membaca yang diajarkan dengan strategi pembelajaran
Collaborative Strategic Reading lebih tinggi daripada hasil belajar siswa dalam membaca
teks eksposisi yang diajarkan dengan strategi pembelajaran Transactional Strategies
Instruction dengan hasil Fhitung=6.935>Ftable=3.16, (2) hasil belajar siswa dalam membaca
teks eksposisi yang memiliki kemampuan berpikir kritis tinggi lebih tinggi daripada hasil
belajar siswa dalam membaca teks eksposisi yang memiliki kemampuan berpikir kritis
rendah dengan hasil Fhitung=92.555>Ftable=3.16, dan (3) terdapat interaksi antara strategi
pembelajaran dengan kemampuan berpikir kritis terhadap hasil belajar siswa dalam
membaca teks eksposisi dengan Fhitung=16.221>Ftable=3.16. Setelah melaksanakan uji
lanjut dengan menggunakan uji Scheffe, hasil penelitian menunjukkan bahwa siswa yang
memiliki kemampuan berpikir kritis tinggi memperoleh hasil belajar dalam pemahaman
membaca yang tinggi bila diajarkan dengan strategi pembelajaran Collaborative Strategic
Reading dan siswa yang memiliki kemampuan berpikir kritis rendah memperoleh hasil
belajar dalam membaca teks eksposisi yang tinggi bila diajarkan dengan strategi
pembelajaran Transactional Strategies Instruction.
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim,
Alhamdulillahi rabbil ‘alamin, the writer expresses his highest gratitude to
Allah SWT for the blessing, love, opportunity, health, and mercy to complete this
thesis.
This thesis would not have been possible without the guidance and the
help of several individuals who in one way or another contributed and extended
their valuable assistance in the preparation and completion of this study.
First and foremost, his utmost gratitude is directed to Prof. Dr. Berlin
Sibarani, M.Pd, his first adviser, for his detailed and constructive comments,
encouragement, guidance and patience in the process of finishing this thesis.
He is deeply grateful to Dr. Didik Santoso, M.Pd, his second adviser, for
his valuable comments, and for his support throughout this thesis. His respect and
admiration to him cannot be adequately expressed in words.
A lot of thanks are directed to Prof. Dr. Busmin Gurning, M.Pd. and Dr.
Sri Minda Murni, MS., Head and Secretary of English Applied Linguistics Study
Program, for completing the administrative requirements.
He is deeply indebted to Prof. Dr. Busmin Gurning, M.Pd., Prof. Dr. Lince
Sihombing, M.Pd., and Dr. I Wayan Dirgayasa Tangkas, M.Hum., his reviewers
and examiners, for their valuable suggestions to improve this thesis. In addition,
his greatest gratitude is delivered to all lecturers at the English Applied
Linguistics Study Program for sharing their knowledge and experiences.
His sincere thanks also goes to Syuratti Astuti Rahayu Manalu, S.Pd., SH.,
MH., Headmaster of SMA Kartika I-1 Medan, for the permission to conduct the
research and for assisting him in collecting the data.
He would like to express his deepest admiration to his lovely parents,
Saparuddin Siregar, Warsini, Drs. A. B. Ch. Manalu, M.Pd., and Dra. Rosnah
Siregar, S.H., M.Si, his beloved sisters and brothers Lilian Adelyne Siregar,
Chairunnikmah Siregar, Syuratty Astuti Rahayu Manalu, S.H., S.Pd., M.H.,
Kartika Manalu, M.Pd., Freddy Simanjuntak, SH., M.H., Sofyanto, M.Pd., Boy
Utomo Manalu S.TI., Bob Rahmat Manalu, S.Pd., and Riza Ramadhan Manalu,
who always support him to finish this thesis.
Finally, he is deeply grateful to his beloved wife, Salistri Annisa Manalu,
S.Pd., M.Hum., who always keeps praying, supporting and encouraging him to
finish this thesis.
Medan,
July 2014
The Writer,
Ryan Prayuda Siregar
Registration Number: 809111041
TABLE OF CONTENTS
ABSTRACT ........................................................................................................................ i
ACKNOWLEDGEMENTS .............................................................................................. iii
TABLE OF CONTENTS ................................................................................................... v
LIST OF TABLES .............................................................................................................. viii
LIST OF FIGURES ........................................................................................................... x
LIST OF APPENDICES ................................................................................................... xi
CHAPTER I: INTRODUCTION ................................................................................... 1
1.1 The Background of the Study ............................................................ 1
1.2 The Problems of the Study ................................................................. 7
1.3 The Scope of the Study ....................................................................... 7
1.4 The Objectives of the Study .............................................................. 8
1.5 The Significance of the Study ............................................................ 8
CHAPTER II: REVIEW OF LITERATURE .................................................................. 9
2.1 Theoretical Framework ...................................................................... 9
2.1.1 Reading Comprehension ............................................................ 9
2.1.2 Levels of Reading Comprehension............................................. 12
2.1.3 Teaching Strategies .................................................................... 13
2.1.4 Collaborative Strategic Reading (CSR) ...................................... 14
2.1.4.1 Definition of CSR ............................................................... 14
2.1.4.2 Principle of CSR ................................................................. 15
2.1.4.3 Procedure of CSR ............................................................... 15
2.1.4.4 Strengths and Weaknesses of CSR ..................................... 18
2.1.5 Transactional Strategies Instruction (TSI) .................................. 20
2.1.5.1 Definition of TSI ................................................................ 20
2.1.5.2 Principle of TSI .................................................................. 20
2.1.5.3 Procedure of TSI................................................................. 21
2.1.5.4 Strengths and Weaknesses of TSI ...................................... 26
2.1.6 Critical Thinking......................................................................... 27
2.1.7 Relevant Studies ......................................................................... 30
2.2 Conceptual Framework ...................................................................... 33
2.2.1 The difference between students’ achievement in
reading comprehension taught by using CSR
and taught by using TSI ..................................................... 33
2.2.2 The difference between students’ achievement in
reading comprehension with high critical thinking
and low critical thinking .................................................... 35
2.2.3 The interaction between teaching strategies and
critical thinking skill on students’ achievement in
reading comprehension ...................................................... 37
2.3 Hypotheses.......................................................................................... 40
CHAPTER III: RESEARCH METHODOLOGY ........................................................... 41
3.1 Research Design ................................................................................. 41
3.2 Population and Sample ...................................................................... 42
3.2.1 Population ................................................................................ 42
3.2.2 Sample...................................................................................... 42
3.3 Technique for Collecting Data ............................................................ 43
3.4 Instrument of Data Collection ............................................................ 43
3.4.1 Reading Comprehension Test .................................................... 43
3.4.2 Critical Thinking Test ................................................................ 44
3.5 Instrument Validation ........................................................................ 45
3.5.1 Validity of Reading Comprehension Test ................................. 47
3.5.2 Reliability of Reading Comprehension Test .............................. 47
3.5.3 Validity of Critical Thinking Test .............................................. 48
3.5.4 Reliability of Critical Thinking Test........................................... 49
3.6 Procedure of Research ....................................................................... 50
3.7 Control of Treatment .......................................................................... 51
3.7.1 Internal Validity.......................................................................... 51
3.7.2 External Validity......................................................................... 53
3.8 Technique of Data Analysis................................................................ 54
3.9 Statistical Hypotheses ......................................................................... 54
CHAPTER IV: DATA AND DATA ANALYSIS ............................................................. 55
4.1 Description of the Research Data ....................................................... 55
4.2 Requirements of Data Analysis .......................................................... 66
4.3 Testing Hypotheses ............................................................................ 67
4.4 Research Findings .............................................................................. 75
4.5 Discussion .......................................................................................... 76
4.6 Limitation of Research ....................................................................... 83
CHAPTER V: CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS ............... 85
5.1 Conclusions ........................................................................................ 85
5.2 Implications ........................................................................................ 85
5.3 Suggestions ......................................................................................... 87
REFERENCES .................................................................................................................. 88
APPENDICES .................................................................................................................. 93
LIST OF TABLES
Table
Page
2.1
Six Strategies of Transactional Strategies Instruction ...................................... 23
3.1
Factorial Design 2x2 ........................................................................................ 41
3.2
The Specification Table of Reading Comprehension Test Items ..................... 44
3.3
The Specification Table of Students’ Critical Thinking ................................... 45
3.4
The Scenario of CSR and TSI .......................................................................... 50
4.1
The Data on Students’ Achievement in Reading Comprehension of
Students SMA Kartika I-1 Medan Taught by Using Collaborative
Strategic Reading ............................................................................................. 55
4.2
Table 4.2 The Data on Students’ Achievement in Reading Comprehension
of Students SMA Kartika I-1 Medan Taught by Using Transactional
Strategies Instruction ........................................................................................ 56
4.3
The Data on Students’ Achievement in Reading Comprehension of
Students SMA Kartika I-1 Medan with High Critical Thinking ...................... 58
4.4
The Data on Students’ Achievement in Reading Comprehension of
Students SMA Kartika I-1 Medan with Low Critical Thinking ....................... 59
4.5
The Data on Students’ Achievement in Reading Comprehension of
Students SMA Kartika I-1 Medan Taught by Using Collaborative Strategic
Reading with High Critical Thinking ............................................................... 61
4.6
The Data on Students’ Achievement in Reading Comprehension of
Students SMA Kartika I-1 Medan Taught by Using Collaborative Strategic
Reading with Low Critical Thinking ................................................................ 62
4.7
The Data on Students’ Achievement in Reading Comprehension of Students
SMA Kartika I-1 Medan Taught by Using Taught by Using Collaborative
Strategic Reading with High Critical Thinking ............................................... 63
4.8
The Data on Students’ Achievement in Reading Comprehension of Students
SMA Kartika I-1 Medan Taught by Using Taught by Using Transactional
Strategies Instruction with Low Critical Thinking ........................................... 65
4.9
Result of Normality Test .................................................................................. 66
4.10
Result of Homogeneity Test ............................................................................. 67
4.11
Summary on the Calculation Result of Two-Way ANOVA ...................67
4.12
Summary of the Result on Scheffe- Test ................................................72
LIST OF FIGURES
Figure
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
Page
Histogram on Students’ Achievement in Reading Comprehension Taught
By Using CSR ...................................................................................................
56
Histogram on Students’ Achievement in Reading Comprehension
Taught by Using TSI ............................................................................................
57
Histogram on Students’ Achievement in Reading Comprehension of
Students with High Critical Thinking ...............................................................
58
Histogram on Students’ Achievement in Reading Comprehension of
Students with Low Critical Thinking ................................................................
60
Histogram on Students’ Achievement in Reading Comprehension of
Students Taught by Using CSR with High Critical Thinking ...........................
61
Histogram on Students’ Achievement in Reading Comprehension of
Students Taught by Using CSR with Low Critical Thinking ............................
62
Histogram on Students’ Achievement in Reading Comprehension of
Students Taught by Using TSI with High Critical Thinking ...........................
64
Histogram on Students’ Achievement in Reading Comprehension
of Students Taught by Using TSI with Low Critical Thinking .........................
65
The Effect of Teaching Strategy on Students’ Achievement
in Reading Comprehension ..................................................................................
69
The Effect of Critical Thinking on Students’ Achievement
in Reading Comprehension ..................................................................................
70
The Effect of Interaction between Teaching Strategy and
Critical Thinking on Students’ Achievement in
Reading Comprehension ......................................................................................
71
LIST OF APPENDICES
Appendices
Appendix 1. Lesson Plan for CSR and TSI ................................................................... 93
Appendix 2. Reading Comprehension Test ................................................................... 97
Appendix 3. Critical Thinking Test ................................................................................. 109
Appendix 4. The Computation of Validity Test ............................................................. 116
Appendix 5. The Computation of Test Item Reliability................................................ 117
Appendix 6. Discrimination Index and Difficulty Index .............................................. 118
Appendix 7. Description of Students’ Score .................................................................. 119
Appendix 8. The Computation of Normality Test ........................................................ 120
Appendix 9. The Computation of Homogeneity Test ................................................... 124
Appendix 10. The Computation of Variance Analysis Test ......................................... 125
Appendix 11. The Computation of Schefee Test ........................................................... 126
Appendix 12. The Validity and Reliability of Critical Thinking Test ........................ 127
Appendix 13. The Computation of Factor Analysis ...................................................... 128
Appendix 14. The Students’ Critical Thinking Score
CHAPTER I
INTRODUCTION
1.1 The Background of the Study
Reading is an interactive process between a reader and a text. During the
reading process, a reader is engaged in a great deal of mental activity; automatic
or conscious. In the process, the reader interacts dynamically with the text as s/he
tries to elicit the meaning. It can be carried out through systemic knowledge
(buttom-up processing) and schematic knowledge (top-down processing). In the
buttom-up process, the reader begins with the printed words, recognizes graphic
stimuli, decodes them to sound, recognizes words and decodes meaning. On the
other hand, top-down process is based upon the schema theory. The reader
activates her or his schemata to acquire knowledge or to interpret the text.
It seems that comprehending a text is not easy to do. Most students get
difficulties when they are assigned to comprehend a text. National Assessment of
Educational Progress reported in 2003 that the reading ability of America’s fourth,
eighth, and twelfth graders has not been improved in thirty years. Approximately
one in four students is struggling to read and comprehend the textbooks and
subject matter materials as they enter the middle or high schools. The students in
Indonesia also get difficulties in reading comprehension. Balitbang Depdiknas
(2013) reported that students in Indonesia only master 30% of reading materials
and they get difficulty to answer the essay tests which requires comprehension. It
is contrary to the Educational Unit-Level Curriculum (Kurikulum Tingkat Satuan
Pendidikan) that students are expected to be competent in comprehending short
functional text, dialogue, and monologue text in form of description, narration,
procedure, recount, news item, report, exposition, spoof, review and explanation
(BSNP, 2006).
The problem faced by the students in reading comprehension is influenced
by many factors. One of the factors is that the students have low motivation in
learning, negative attitude in a certain subject, minimum reading activity at home,
low vocabulary mastey, low critical thinking skill, gender differences and social
economic background that affect their reading achievement. Another factor is that
the teachers have low professional development and use inappropriate teaching
strategies and media. They frequently used the handout book and gave reading
exercise contained on it. Reading comprehension is also taught by the teachers
through a traditional way which is known as teacher-centered learning. This
traditional approach often represents an exercise in one way communication that
places students in a passive role. It will ultimately minimize the students’ ability
to develop their skills in reading comprehension. Reading a passage will be
difficult for students because they only get the knowledge from their teacher.
Students are not actively involved in reading process. Reading activity only
covers reading the text and answers the questions given that individually done by
the students. Consequently, students feel bored and were not interested with the
materials in reading comprehension tasks. Therefore, their reading comprehension
achievement is unsatisfying.
Those are several causes of reading comprehension problem faced by
students when they are trying to get the meaning of a text. Actually, this problem
can be decreased by applying a certain strategy in teaching reading. Grabe (1991)
in Alyousef reveals the importance of using reading strategies in order to read
more efficiently. Reading comprehension strategies have several strengths for
students. The strategies will motivate the students’ thinking and develop their
mental abilities; provide them with a good ability to deal with the daily and fast
enlarging amounts of data; enable them to visualize the difference between what
can be done and what must be done; and help them get rid of the doubts through
choosing from a number of responses and possibilities available (Rose et al, 2000;
Baron 1987 in Al-Khateeb and Idrees 2010).
Teachers can apply several reading comprehension strategies in order to
help the students comprehend a text successfully. Some of them are Collaborative
Strategic Reading (CSR) and Transactional Strategies Instruction (TSI). Sousa
(2005) describes that CSR is particularly effective in classrooms where students
have many different reading abilities and learning capabilities. CSR uses direct
teaching and collaborative power of cooperative learning groups to accomplish
two phases designed to improve reading comprehension, they are teacher-led
activities and cooperative learning groups (Klingner, Vaughn, and Schumm in
Sousa, 2005). The first phase, teacher-led activities, consists of four activities –
preview the reading, click and clunks, get the gist, and wrap-up. In the reading
preview, the students preview the entire reading passage in order to get as much as
they can about the passage. Then, click and clunks are devices to monitor the
students’ understanding while they are reading. Clicks are parts of the reading that
make sense for the students and clunks are parts or words that do not make sense
for students. Students can clarify the parts or words that they do not understand by
rereading the sentences while looking for keywords that can help extract meaning
from the context, rereading previous and following sentences to get additional
context clues, looking for prefixes or suffixes in the word that could help with
meaning, and breaking the word apart to see if smaller words are present that
provide meaning. The third activities in phase one is get the gist. In this activity,
the students are asked to state in their own words the most important person, place
or thing in the passage. Then, they should explain the important idea about that
person, place or thing. The last activity in the first phase of CSR is wrap-up. It is a
closure activity that allows students to review in their mind what has been learned
to ensure that it makes sense and has meaning.
The second phase of CSR is cooperative learning groups. This phase puts
the students into cooperative learning groups to practice CSR in an interactive
environment. True cooperative learning groups are usually made up of about five
students of mixed ability levels who learn and perform certain roles in the group
to ensure completion of the learning task (Johnson and Johnson, 1989 in Sousa,
2005). The roles rotate among group members so that every student gets the
opportunity to be the leader and use the various skills needed to perform each
task.
Another strategy that is applicable in teaching reading is Transactional
Strategies Instruction (TSI). In TSI, the teacher provides support and guidance to
students as they apply strategies while interacting with text and learning content.
Through teacher explanation, modeling, and supported practice, students learn to
use repertoires of comprehension strategies. A central goal of instruction is the
self-regulated use of the strategies. The term transactional itself is used to
emphasize that (1) meaning is determined through the interaction of prior
knowledge and information conveyed through print; (2) one person’s reaction is
influenced by what other group members do, think, and say; and (3) the meaning
that emerges is the product of the group’s interactions.
The implementation of TSI consists of three phases – explanation and
modeling, practice and coaching, and transfer of responsibility (Casteel, Isom, &
Jordan, 2000). In the explanation and modeling phase, the teacher will make
posters or displays for each of the strategies such as predicting, questioning and
answering, visualizing, seeking clarification, responding to text based on prior
knowledge, and summarizing. Then the teacher posts them on the wall where
students can easily see them. The teacher selects a strategy to teach. Then, the
teacher defines and explains the selected strategy to students and models its usage.
After that, he or she emphasizes why the strategy is helpful and explains when it
might be most appropriate to use it.
The second phase is practice and coaching. In this phase, the teacher
provides students with opportunities for guided practice and feedback. The teacher
coaches as necessary, possibly asking questions such as What do you do next?
How is the strategy helpful? During this phase the teacher provides students with
practice in implementing the strategies as well as in selecting which strategy to
use at different times.
The last phase in TSI is transferring of responsibility. Once students have
become proficient strategy users, then they can use various strategies while
reading, monitoring their understanding, and discussing the meaning of text in
small reading groups. They assume responsibility for selecting and implementing
strategies. The teacher continues to coach students as they use various strategies
as they work in their groups.
As stated in the explanation above, there are many variables that influence
reading comprehension. Another variable that influences reading comprehension
is critical thinking. Reading is more than just saying what is on the page; it is
thinking. Students need to have a critical thinking during reading. Critical
thinking requires them to identify, analyze, assess, and evaluate information in an
attempt to understand and construct meaning of a text. It is concluded that critical
thinking is the process which is used by the students or readers to comprehend and
to construct a meaning of a certain text.
Based on the explanation above, this study aims to see the effect of
teaching strategies and critical thinking on students’ achievement in reading
comprehension.
1.2 The Problems of the Study
The research problems are formulated as follows:
1. Is the students’ achievement in reading comprehension taught by using
Collaborative Strategic Reading (CSR) higher than that taught by using
Transactional Strategies Instruction (TSI)?
2. Is the reading comprehension achievement of students with high critical
thinking higher than that of students with low critical thinking?
3. Is there any interaction between teaching strategies and critical thinking to
students’ achievement in reading comprehension?
1.3 The Scope of the Study
There are many applicable strategies in teaching reading comprehension.
In this study, the researcher will focus on the using of Collaborative Strategic
Reading (CSR) and Transactional Strategies Instruction (TSI).
Besides using the appropriate strategy, the success of students’ in
comprehending a text is also influenced by several variables, one of them is
critical thinking. This study is limited on the effect of teaching strategies and
critical thinking on students’ achievement in reading comprehension.
1.4 The Objectives of the Study
The objectives of the study are to find out whether:
1. The students’ achievement in reading comprehension taught by using
Collaborative Strategic Reading (CSR) is higher than that taught by using
Transactional Strategies Instruction (TSI).
2. The reading comprehension achievement of students with high critical
thinking is higher than that of students with low critical thinking.
3. There is an interaction between teaching strategies and critical thinking to
students’ achievement in reading comprehension.
1.5 The Significances of the Study
The findings of this study are expected to be useful theoretically and
practically. Theoretically, the findings of this study can give additional
information to theories related to Collaborative Strategic Reading (CSR) and
Transactional Strategies Instruction (TSI) in teaching reading. Therefore, the
findings of this study are expected to be useful the researchers who want to do a
research on the implementation of reading strategies in teaching reading
comprehension
Practically, the findings of this study are expected to be useful for English
teachers at schools and at universities in teaching reading comprehension. The
English teachers can use the findings of this study as a reference in implementing
the appropriate reading strategies to their students
CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
5.1 Conclusions
Based on the research findings and discussions stated before, it is
concluded that:
1. The students’ achievement in reading comprehension taught by using
Collaborative Strategic Reading (CSR) is higher than that taught by using
Transactional Strategies Instruction (TSI).
2. The reading comprehension achievement of students with high critical
thinking is higher than that of students with low critical thinking.
3. There is an interaction between teaching strategies and critical thinking to
students’ achievement in reading comprehension. It can be said that
students’ achievement in reading comprehension is influenced by teaching
strategy and critical thinking. High critical thinking students taught by
using CSR get higher achievement in reading comprehension. Meanwhile,
low critical thinking students get higher achievement in reading
comprehension if they are taught by using TSI.
5.2 Implications
The first finding shows that students’ achievement in reading
comprehension taught by using CSR is higher than that taught by using TSI. This
result implies to the English teacher’s choice of teaching strategies. It is better for
the teacher to apply CSR in teaching reading comprehension because it will make
students more active and become independent learners. CSR improves students'
reading comprehension achievement because in CSR all students are actively
involved, and everyone has the opportunity to contribute as group members learn
from and understand the text.
The second finding shows that reading comprehension achievement of
students with high critical thinking is higher than that of students with low critical
thinking. It gives implication to the teachers that they should consider students’
critical thinking as one of the factors that influences students’ learning
achievement.
The third finding shows that there is significant interaction between
teaching strategies and critical thinking on students’ achievement in reading
comprehension. It implies that teaching strategies and critical thinking are
variables that give significant influence on students’ learning achievement. Thus,
it is needed to relate the teaching strategies to students’ critical thinking.
Furthermore, this research found that by applying CSR, students are accustomed
to actively involved in class discussion and become independent learners. It can
be assumed that CSR is more applicable in improving students’ achievement in
reading comprehension. But, TSI still can be used in teaching reading. Students
with low critical thinking are better taught by TSI because in this strategy teachers
still have important role in guiding the students in every phase.
5.3 Suggestions
In connection with the conclusions and implications, there are some
suggestions given as follows:
1. Teachers are recommended to apply CSR to the high critical thinking
students and to apply TSI to the low critical thinking students, to improve
their achievement in reading comprehension.
2. Students are recommended to apply CSR and TSI since these strategies are
effective in improving the achievement in reading comprehension.
3. Other researchers could use the findings of this study as the reference to do
in-depth
research
achievement.
related
to
improving
reading
comprehension
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