THE EFFECT OF USING COLLABORATIVE STRATEGIC READING ON STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT.

THE EFFECT OF USING COLLABORATIVE STRATEGIC
READING ON STUDENTS’ ACHIEVEMENT IN READING
NARRATIVE TEXT

A THESIS

Submitted to the English Department, Faculty of Language and Arts,
State University of Medan in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan

By:

SORAYA GRABIELLA DINAMIKA
Registration Number: 2103321042

ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014

ACKNOWLEDGEMENTS

This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of Sarjana Pendidikan.
During the process of completing this thesis the researcher has worked
with a great number of people, through their guidance, suggestions, and comments
for which the researcher would like to extend her sincere gratitude and special
thanks to:
 Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of
Medan.
 Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.
 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Dra.
Masitowarni Siregar, M.Ed., Head of English Education Study
Program and her Thesis Consultant.
 Drs. Bachtiar, M.Pd., Dr. Sri Minda Murni, M.S., Drs.Lidiman S.M
Sinaga, M.Hum., her Thesis Examiners.
 All Lecturers who have taught her in this English Department,for
giving knowledge, advices and amazing study experiences.
 Susianto, S.Pd.,M.Si., the Principal of SMA Negeri 1 Binjai and the
the English Teacher for giving permission and helping the writer to do
this research.

 Dra. Yarmen Dinamika and Agustina, S.H., her beloved parents,
Nazwa and Naycilla, her lovable nephews, her special one Muhammad
Faisal Situmorang and her big family who always supported the writer
to be hard working to finish her study in Faculty of Languages and
Arts, State University of Medan.
 Her beloved friends,the students of English Department, Misida, Nova,
Rizka, Rafiqa, Puput, Dika and also the other students in Extension A,
B, C 2010 for always be there when she needed their support and
motivation. Her beloved close friends Eren, Sri, Adek, Putri, Yuli and
all people who cannot be mentioned one by one, she says thank you.
Last but not least, the researcher resizes that her thesis still has some
weakness and mistakes. Thus, she would be grateful to accept any suggestion and
correction from anyone for the better writing.

Medan,
August 2014
The Researcher,

Soraya Grabiella Dinamika
Reg. Number 2103321042

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ABSTRACT
Dinamika, Soraya Grabiella. 2103321042. The Effect of Using Collaborative
Strategic Reading on Students’ Achievement in Reading Narrative Text. A
Thesis. English Department. Faculty of Languages and Arts. States
University of Medan. 2014.
The objective of this study was to investigate whether Collaborative Strategic
Reading significantly affected on students’ achievement in reading narrative text.
This study was an experimental research design. The population of this study was
grade X students of SMA Negeri 1 Binjai with the total number of students was
40 as samples and all of the students was taken by using purposive sampling. The
students were divided into two groups, namely experimental and control group.
The experimental group was taught by using Collaborative Strategic Reading,
while the control group was taught by using three-phase technique. The
instrument of collecting data was multiple choice tests which then divided into
pre-test and post-test. To obtain the result of the reliability of the test, the
researcher used the Kuder Richardson formula (KR-21). The result of the
calculation showed that the reliability of the test was 0.62, which means that the

reliability of the test is high. The data were analyzed by using t-test formula. The
result of the analysis showed that tvalue is higher than ttable (3.93 > 1.686) at the
level of significance 0.05 with the degree of freedom (df) 38. It means that there is
a significant effect of using Collaborative Strategic Reading on the students’
achievement in reading narrative text.
Keyword : Collaborative Strategic Reading, Reading Achievement.

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TABLE OF CONTENTS
Page
ABSTRACT.............................................................................................................i
SPECIAL GRATITUDE FOR ALLAH SWT ................................................... ii
ACKNOWLEDGEMENT................................................................................... iii
TABLE OF CONTENTS .....................................................................................iv
LIST OF TABLES .................................................................................................v
LIST OF FIGURES ..............................................................................................vi
LIST OF APPENDICES .................................................................................... vii
CHAPTER I: INTRODUCTION .........................................................................1
A. The Background of Study ..........................................................1

B. The Problem of Study ................................................................3
C. The Objective of Study ..............................................................4
D. The Scope of Study....................................................................4
E. The Significance of Study..........................................................4
CHAPTER II: REVIEW OF LITERATURE .....................................................5
A. Theoretical Framework ..............................................................5
1. The Students’ Achievement .................................................5
2. Reading ................................................................................6
3. The Purpose of Reading.......................................................6
4. Reading Comprehension ......................................................8
5. Level of Reading Comprehension........................................8
6. The Assessment of Reading Comprehension.....................10
7. Genre of Text .....................................................................11
a. Narrative Text ..............................................................12
8. Collaborative Strategic Reading .......................................15
9. The Implementation of CSR ..............................................15

iv

10. The Application of CSR in Experimental Group...............20

11. The Application of Three Phase Technique in Control
Group .................................................................................23
12. Previous Research on CSR ................................................23
13. The Advantages of CSR.....................................................25
14. The Disadvantages of CSR ................................................26
B. Conceptual Framework ...........................................................26
C. Hypothesis................................................................................28
CHAPTER III: METHODOLOGY OF RESEARCH .....................................29
A. Research Design.......................................................................29
B. Population and Sample ............................................................29
C. The Instruments of Collecting Data .........................................30
D. The Procedure of Research ......................................................31
E. The Scoring System .................................................................34
F. The Validity and Reliability of The Test .................................35
G. Technique for Analyzing Data.................................................36
H. Statistical Hypothesis...............................................................37
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ..............39
A. Data ..........................................................................................39
B. Data Analysis ...........................................................................42
C. Testing Hypothesis...................................................................46

D. Research Findings ....................................................................46
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .................................47
A. Conclusions..............................................................................47
B. Suggestions ..............................................................................47
REFERENCES.....................................................................................................49

v

LIST OF TABLES
Table 2.1 The Example of Narrative Text .............................................................14
Table 2.2 CSR in Three-Phase Activities of Reading............................................18
Table 2.3 Group Roles Activity .............................................................................22
Table 3.1 Research Design.....................................................................................29
Table 3.2 Table of Specification ............................................................................31
Table 3.3 Treatment for Experimental Group........................................................32
Table 3.4 Treatment for Control Group .................................................................34
Table 4.1 The Tests Score of Experimental Group................................................40
Table 4.2 The Tests Score of Control Group .........................................................41

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LIST OF FIGURES

Figure 2.1 CSR Log Activity Card ........................................................................20

LIST OF APPENDICES
Appendix A The Tests Score of Experimental Group ...........................................51
Appendix B The Tests Score of Control Group.....................................................57
Appendix C The Result of Try Out........................................................................58
Appendix D The Calculation of Reliability of the Test .........................................59
Appendix E The Mean Score of Experimental Group...........................................60
Appendix F The Mean Score of Control Group ....................................................61
Appendix G The Calculation of T-test for Experimental Group ...........................62
Appendix HThe Calculation of T-test for Control Group .....................................63
Appendix I T-table Distribution.............................................................................64
Appendix J Lesson Plans .......................................................................................65

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CHAPTER I

INTRODUCTION
A. Background of The Study
English is an international language. In this globalization era, people are
faced by the challenges of using English in the daily life due to the fact that
English is an international language. In Indonesia, English is regarded as a foreign
language and taught formally from elementary school up to the university level.
There are four skills that will be learned in learning English; they are listening,
speaking, reading and writing. Since those four skills of English are generally
taught to the students from the primary level of education up to higher level of
education, it implies that the students are able to comprehend a reading text as
well as possible since reading is the prior skill that has been taught from the
primary level of education.
In learning English, reading is one of the skills which has an important role
such as giving information to readers. According to Patel and Jain (2008:113),
reading is an active process which consists of recognition and comprehension
skill. This important skill in life with which one can update his knowledge is an
important tool for academic success. Although reading is a very important
competence for students but they still find it difficult to comprehend reading texts.
The teacher usually orients students with English books, and asks the students to
read the texts and answer the questions. These ineffective strategies have less

contribution to the students’ reading comprehension. Therefore, the students

1

become passive learners and they cannot improve their reading comprehension
ability.
Based on the writer’s teaching experiences and through the interview with
the English teacher, it was found that the students still had low comprehension
level of reading narrative texts. There were some reasons for such a case, such as
the lack of students’ interest in reading the text, the lack of students’ knowledge
about the narrative text and the ineffective technique which was applied by the
teacher. From the fact above, the writer had decided to use a strategy which would
help the students to achieve much in reading narrative texts.
With the purpose to improve the students’ achievement in reading
comprehension, Collaborative Strategic Reading (CSR) is applied. In CSR
students are expected to work in groups and responsible for the task given by the
teacher to each group. As Vaughn (2007:139) states that with CSR, students learn
how to use comprehension strategies that support their understanding of
expository text. CSR is very useful for students to enhance their reading
comprehension ability because in this situation, students are working in groups

and they are taught to activate their prior knowledge, make prediction, monitor
their comprehension difficulties, clarify information,

restate important ideas

based on the text, summarize the text, and form appropriate questions about the
text. The group work is organized around cooperative learning principles with
each student in a group assigned a responsibility for the task.

1

2

Fitri (2010:13), investigated the effectiveness of Collaborative Strategic
Reading (CSR) towards the students’ reading comprehension achievement by
using quasi experimental research design with 56 intact students of PGSD
Suryalaya, West Java, Indonesia. The results showed that means score between
CSR and conventional reading activities are significantly different. It means that
the CSR is effective to improve students’ reading comprehension achievement.
Indah (2012:9), has ever made an experimental research to find out
whether the use of Collaborative Strategy Reading (CSR) has a significant effect
on students’ reading comprehension. The implementation of CSR was responded
positively by the students of Madrasah Aliyah Negeri MAN 1 Makassar in
teaching reading comprehension. The improvement of students’ proficiency in
reading had significant correlation with the students’ attitudes. It meant that this
strategy could improve the students’ reading proficiency and it could be applied in
teaching reading comprehension.
Therefore, the writer expected that CSR will help the students to widen
their knowledge and enhance their interest in learning reading. In other words,
Collaborative Strategic Reading will enable students to be good readers who can
comprehend the text easily.

B. The Problem of Study
As related to the background of study above, the problem of study is
formulated as follows: “Is there any significant effect of using Collaborative
Strategic Reading on students’ achievement in reading narrative text?”

3

C. The Objective of Study
The objective of this study is to find out whether the use of collaborative
strategic reading has effects on students’ achievement in reading narrative text.

D. The Scope of Study
There are some genres which commonly taught in high school, namely
recount, narrative, procedure, descriptive, report, and exposition. This study is
limited only on reading narrative text by using collaborative strategic reading,
since this strategy is expected to be suitable for it.

E. The Significance of Study
The findings of this research are expected to be useful for:
1. English teachers who are expected to improve their English teaching
quality in teaching learning process.
2. The students who are expected to learn more about reading skills and
get motivation in improving their reading skill.
3. The researchers who may apply the same strategy in conducting
research.

further

CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
After analyzed the data, it was found that Collaborative Strategic Reading
(CSR) affected students’ reading comprehension. Based on the calculation of ttest which showed that ttable at level significance of 0.05 with (df) 38, or
3.93>1.686 at level significance of 0.05 with (df) 38. The students could improve
their ability in comprehending the text when they were taught by using
Collaborative Strategic Reading (CSR).
Due to the research finding of this study, it is obtained that the students
who are taught reading narrative text by using Collaborative Strategic Reading
(CSR) have higher achievement than the students who are taught by using threephase technique.It means that the hypothesis states that Collaborative Strategic
Reading (CSR) gives significant effect on the students’ reading achievement in
reading narrative text is accepted.

B. Suggestions
Since teaching reading comprehension by using Collaborative Strategic
Reading (CSR) has a significant effect to improve students’ achievement in
reading narrative text, it is suggested that:
1. English teachers to apply the Collaborative Strategic Reading (CSR) in
teaching reading comprehension particularly in reading narrative text.

47

2. Students follow the steps on Collaborative Strategic Reading (CSR) to
improve their achievement in reading comprehension particularly in
reading narrative text.
3. Other researchers who may apply Collaborative Strategic Reading (CSR)
for further research. It is suggested for them to manage the sufficient time
when applying the cooperative learning group in Collaborative Strategic
Reading (CSR), as it needs more time to be managed.

37

REFERENCES
Bremer, Christine et al. 2002. “Collaborative Strategic Reading (CSR): Improving
Secondary Students’ Reading Comprehension Skills.” Research to Practice
Brief.National Center on Secondary Education and Transition. Vol. 1,
Issue 2.
Brown, H Dowglas. 2004. Language Assessment: Principles and Classroom
Practices, Chapter 7. San Francisco: Pearson Longman.
Fan, Y.C. 2010.Implementing Collaborative Strategic Reading (CSR) in an EFL
context in Taiwan. Unpublished Thesis.
Retrieved on September 3rd 2010, from ttp://Ira.le.ac.uk/handle/2381/434.
Fitri, A. 2010.The Effectiveness of Collaborative Strategic Reading (CSR) on the
Reading Comprehension Achievement of the Fourth Semester Students of
PGSD Suryalaya, West Java, Indonesia.Unpublished Thesis.Post Graduate
Program of UM.
Retrieved on December 9th 2010, from
http://karyaiilmiah.um.ac.id/index.php/disertasi/article/view/8238/0
Klingner, J.K., Vaughn, Sharon. & Boardman, Alison. 2007. Teaching Reading
Comprehension to Students with Learning Difficulties. New York: The
Guilford Press.
NCSET Research Brief. 2002. Collaborative Strategic Reading: Improving
Secondary Students’ Reading Comprehension Skills. Minneapolis:
University of Minnesota.
Owocki, Gretchen. 2003. Comprehension: Strategic Instruction for K-3
Students.Portsmouth: Heinemann.
Pardiyono. 2007. PastiBisa! Teaching Genre-Based Writing. Yogyakarta:
PenerbitAndi.
Pinem, Oktama Jaya. 2012. The Effect of Using Contextual Guessing Technique
on Students’ Achievement in Reading Comprehension. Medan:
UniversitasNegeri Medan.
Standish, Leisa Gaye. 2005. The Effects of Collaborative Strategic Reading and
Direct Instruction Persuasion on Sixth Grade Students’ Persuasive Writing
and Attitudes (4).
Vaughn, S. &Klingner, J.K. 1999. Teaching Reading Comprehension Through
Collaborative Strategic Reading. Intervention in School and Clinic. 34(5),
284-292.

Wang, T.H. (2008). The Effect of modified Collaborative Strategic Reading on
EFL learners’ Reading Comprehension. Unpublished MA dissertation,
National Changhua University of Education, Changhua, Taiwan.
Wright Group. TanpaTahun. LEAD21: Reading Comprehension.Program
Research Base, McGraw Hill.
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