(Quasi-Experimental Research at the First Grade Students of SMA Mathl
a’ul Huda Parung Panjang-Bogor)By:
DEDE NURHAYATI
1110014000007
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers Training
certifies that the skripsi entitled "THE EFFECTIVENESS OF USING COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS'
READING COMPREHENSION OF NARRATIVE TEXT" (A
Quasi--Experimental Study at the First Grade of SMA Mathia 'ul Huda Parung Panjang-Bogor in Academic Year of 201412015), written by DEDE NURHAYATI, (1110014000007) was examined by the Committee on March, 24th 2015. This
skripsi has been accepted and declared to fulfill one of the requirements for the degree of"S.Pd." (S-1) in the Department of English Education.
EXAMINATION COMMITTEE
CHAIRMAN : Drs. Syauki, M.Pd.
NIP. 19641212 199103 1 002
SECRETARY : Zabaril Anasy, M.Hum.
NIP. 19761007·200710 1 002
EXAMINER I : Dr. Alek, M.Pd.
NIP. 19690912200901 1 008
EXAMINER II : Ummi Kultsum, M.Pd.
NIP. 197908112009122001
Acknowledged by
Dean of Facul ining
(Quasi-Experimental Research at the First Grade Students ofSMA Mathla'ul Huda Parung Panjang-Bogor)
A "Skripsi"
Presented to the Faculty ofTarbiya and Teachers' Training In Partial Fulfillment of Requirements
For the Degree of S.Pd. (S-I) in the Departme/lt of English Education
By:
DEDE NURHAYATI
1110014000007
Approved by:
Advisor 1 Advisor II
Nasrun Mahmud, M.Pd. Nida Hu .Pd., M.A., TESOL
NIP: 150041 070 NIP. 197207052003122002
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OFTARBIYA AND TEACHERS' TRAINING
"SYARIF HIDAYATULLAH" STATE ISLAMIC UNIVERSITY
JAKARTA
iii
ABSTRACT
Dede Nurhayati, 1110014000007.
“The Effectiveness of Using Collaborative Strategic Reading (CSR) on Students’ Reading Comprehension of Narrative Text: A Quasy-Experimental Study at the First Grade Students of SMA Mathla’ul Huda Parung Panjang- Bogor”,
Skripsi, Departement of English Education, Faculty of Tarbiyah and Teachers Trainning, Syarif Hidayatullah State Islamic University.Advisors : 1. Nasrun Mahmud, M.Pd.
2. Nida Husna, M.Pd., M.A., TESOL.
Keywords: Collaborative Strategic Reading (CSR), Narrative Text, Reading Comprehension.
iv
Narrative Text: A Quasy-Experimental Study at the First Grade Students of SMA Mathla’ul Huda Parung Panjang- Bogor
”,
Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarata. Pembimbing : 1. Drs. Nasrun Mahmud, M.Pd.2. Nida Husna, M.Pd., M.A., TESOL.
Kata Kunci: Collaborative Strategic Reading (CSR), Teks Narrative, Pemahaman Reading.
v
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, the Lord of the world who has given the Mercy and Blessing upon the writer in completing this Skripsi. Peace and salutation be upon the prophet Muhammad SAW, his family and his companion, and his adherence.
It is a pleasure to acknowledge the help and contribution to all of lectures institution, family and friends who have contributed in different ways hence this “skripsi” is processed until it becomes a complete writing which will be presented to the Faculty of Tarbiyah and Teachers‟ Training in a partial fulfilment of the requirement for the degree of S.Pd. (S-1) in English Language Education.
In this occasion, the writer would like to express her greatest appreciation, honour and gratitude to her beloved parents, H. Aziz Muslihin and Hj. Lilis for their valuable supports and moral encouragement in motivating the writer to finish her study, and also her beloved brother dan sister (Denur Iskandar, Lia Nuraerni, Kurniawan, and Neneng Latifah) for their supports to the writer in writing this “skripsi”.
The writer also would like to express her deepest gratitude to her advisors, Drs. Nasrun Mahmud, M.Pd. and Nida Husna, M.Pd., M.A., TESOL for their advices, guidances, corrections, and suggestions and who have been very patient to sacrifice their energy and time to assist the writer so that the writer could finish this “skripsi”.
The writer‟s sincere gratitude also goes to:
1. All lecturers of Department of English Education who have taught and educated the writer during her study at UIN Syarif Hidayatullah Jakarta. 2. Drs. Syauki, M.Pd., The Head of Department of English Education.
vi
and research.
6. All of the teachers, especially Sita Yulia S.Pd. as the English Teachers and the first year students at Mathla‟ul Huda Parung Panjang Bogor.
7. All of her friends in English Education Departement, especially A Class for academic year 2010 and her beloved close friends, Pegi Nuryanti, Eka Puspita, Khoiri Innayah, Sri Rahayu, Sheira Ayu, Anton Hilmansyah, Ihsan Alimi for unlimited and extraordinary supports, motivation, cares and affection.
8. Her beloved roommates, Rini Aryanti, Nurul Azijah, Nurmala Cahyani, Lailani Kasyfi Amania, Ika Rahmawati, Elis Sya‟adah for sharing knowledge, cares, motivation, times, supports, laugh and happiness.
9. To any other persons whose are named cannot be mentioned one for their contribution to the writer during finishing her skripsi
Finally, the writer feels that it is really pleasure for her to receive critics and suggestions to make this Skripsi better. She also hopes that this Skripsi would be beneficial, particularly for her and for those who are interested in it.
Jakarta, 14 February 2015
vii
TABLE OF CONTENT
APPROVAL... i
ENDORSEMENT SHEET ... ii
ABSTRACT ... iii
ABSTRAK ... iv
ACKNOWLEDGEMENT ... v
TABLE OF CONTENT ... vii
LIST OF TABLES ... x
LIST OF APPENDICES ... xi
CHAPTER I. INTRODUCTION ... 1
A. Background of Study ... 1
B. Identification of Problem ………... 4
C. Limitation of Problem ... 5
D. Formulation of Problem ... 5
E. Purpose of Study ... 5
F. Significance of the Study ... 5
CHAPTER II. THEORETICAL FRAMEWORK ... 7
A. Narrative Text ... 7
1. The Understanding of Narrative Text ... 7
2. The Purpose of Narrative Text ... 8
3. The Grammatical Features of Narrative Text .... 10
4. The Schematic Structure of Narrative Text ... 10
B. Collaborative Strategic Reading (CSR) ... 13
1. Definition of Collaborative Strategic Reading .... 13
2. Purpose of Collaborative Strategic Reading... . 14
3. Procedure of Collaborative Strategic Reading ... 15
C. Teaching Narrative Text by Using Collaborative Strategic Reading (CSR) ... 17
D. Previous Study... ... 18
viii
C. The Population and Sample of Research ... 22
D. Instrument………. 23
E. The Data Collection Technique ... 23
F. The Data Analysis Technique ... 23
G. Statistical Hypotheses……… 25
CHAPTER IV. RESEARCH FINDINGS ... 27
A. Research Findings ... 27
1. Data Description……….. 27
2. The Data Analysis ... 31
B. Interpretation ... 36
CHAPTER V. CONCLUSION AND SUGGESTION ... 38
A. Conclusion ... 38
B. Suggestion ... 38
BIBLIOGRAPHY ... 40
x
[image:10.612.135.530.146.639.2]LIST OF TABLES
Table 2.1 : Purpose of Narrative………. 9
Table 4.1 : Students‟ Pre-test Scores……… 26
Table 4.2 : Students‟ Post-test Scores……….. 28
[image:10.612.162.449.287.535.2]Table 4.3 : Gained Scores of Experimental Class and Controlled Class…………. 29
Table 4.4 : Comparison Scores of Each Student in Experimental Class and …….. 31
xi
Appendix 2 : Normality Test of Pre-test and Post-test ... 44
Appendix 3 : Instrument Uji Validitas ... 45
Appendix 4 : Kisi-kisi Instrument Uji Validitas ... 52
Appendix 5 : Kisi-kisi Instrument of Pre-test and Post –test ... 53
Appendix 6 : The Instrument of Pre-test ... 54
Appendix 7 : The Instrument of Post-test ... 60
Appendix 8 : The Answer Key of Pre-Test and Post-test ... 66
Appendix 9 : Lesson Plan of Experimental and Control Class ... 69
Appendix 10 : Students‟ Exercises Score . ... 89
Appendix 11 : ANATEST Result ... 100
Appendix 12 : The Result of Students‟ Work in CSR ... 111
Appendix 13 : Surat Keterangan Melakukan Penelitian ... 120
Appendix 14 : Surat Pengesahan Proposal Skripsi ... 121
1
CHAPTER 1
INTRODUCTION
This chapter presents background of study, identification of problem, limitation of problem, formulation of problem, purpose of study, and significance of study.
A.
Background of Study
Reading is one of the most important skills for English language learners, especially for students who learn English as a foreign language. As McDonough and Christopher state that “reading is the most important foreign language skill”.1 Reading becomes essential for students in order to enrich their knowledge. It is in line with Grabe and Stoller who state that reading is an essential means for learning new information.2 Thus, reading is essential because it can help students to obtain new information in order to enhance their knowledge from the text that they read. However, in getting the information from the text, the students need a good ability in reading comprehension. According to Snow reading comprehension is a process to get a precise understanding of the writer‟s message through simultaneously extracting and constructing meaning by collaborating reader‟s background knowledge and interaction and involvement in written text.3 In other words, reading comprehension is a process to connect the idea from the text and prior knowledge to get information. Therefore, reading comprehension is very important for students, especially in comprehending the reading texts.
There are several kinds of reading texts, and in KTSP Curriculum of Senior High School which was recommended by the government, one of reading texts that should be learned and taught in the first grade of Senior High School is narrative text. Based on Standard of Competency and Basic Competence (SKKD),
1
Jo McDonough & Christopher Shaw, Materials and Methods in ELT: A Teachers’ Guide, (Oxford: Blackwell Publishers, 1993), p. 89.
2
William Grabe and Fredricka L. Stoller, Reading for Academic Purposes: Guidelines for the ESL/EFL Teacher, Teaching English as A Second or Foreign Language, 3rd Ed. Marianne Celce-Murcia, (Boston: Heinle & Heinle, 2001), p. 188.
3
in reading aspect, the first year students of senior high school have to be able to comprehend narrative text in spoken or written in simple short story.4 Narrative text is a piece of text that tells a story and its purposes to entertain the reader or listener.5 It consists of orientation, complication of problem, a sequence of events, resolution and code.6
However, based on the interview result that was conducted by the writer on Monday January 28nd 2014 with the English teacher in SMA Mathla‟ul Huda Parung Panjang-Bogor, there are some difficulties that are probably faced by the students in comprehending narrative text. For instance, students have difficulty to construct the idea of narrative text; they have difficulty to get the main idea and supporting details of the text. Besides, students‟ problem in reading is the lack of vocabulary mastery in which they will not be able to comprehend a text well if it comes to unfamiliar words. Thus, they got difficulty to understand what the text tells about. Because students could not understand what they have read, they have unable to answer the question of the reading test. Consequently, the students have difficulty to do the exercises. It can be seen of students‟ get low score in reading comprehension test. Based on Minimum Mastery Criterion (KKM) in English subject was required 70 as the minimum score in English subject. Meanwhile, according to teacher‟s explanation, the students in one class gained the average score about 60 in daily test for reading comprehension of narrative text which the role of reading in daily test around 40% of another aspects. It can be concluded that students have low comprehension in narrative text.
The problem above can be caused by some factors; one of the factors is the teacher ability in delivering the subject to the students. Based on writer‟s interview result with the English teacher, in teaching process, the teacher usually gives the passage to the students and asks them to read the full text without guidance them to comprehend the text through an interesting strategies; when the students finished reading the text, the teacher delivers some questions about the
4
Depdiknas. Standar Competence and Basic Competence (KTSP), (Jakarta: 2006), p. 31.
5
Mark and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan, 2003), p. 8.
3
text to them. From this case, the writer thinks that teacher inability to conduct a variation technique in teaching reading which the teacher only delivering the material without any interesting actions in teaching and learning process of reading comprehension. Consequently, students‟ interest in reading low and they got difficulty in comprehending reading text. Therefore, based on the reality, the writer considers that it is necessary to give variation of teaching technique that may help students to get their interest in reading and can help them easily to comprehend reading text, especially in comprehending narrative text.
Nowadays, many variations of techniques are offered in teaching reading. One of the techniques is Collaborative Strategic Reading (CSR). According to Klingner and Vaughn, Collaborative Strategic Reading (CSR) is a technique that have been designed to improve students‟ reading comprehension through small group discussion which students learn four strategies including “Preview”, “Click and Clunk”, “Get the Gist”, and “Wrap up”.7 Here, students are working in groups, and they are taught to activate their prior knowledge, to make prediction, to monitor their comprehension difficulties, to clarify information, to restate important ideas based on the text, to summarize the text, and to form appropriate question about the text.8 In other words, students are given the opportunity to contribute their group by working together. The objective of Collaborative Strategic Reading (CSR) is to facilitate the students in improving their reading comprehension by working together in groups and to better understand the material in their reading tasks. As the result of the application of CSR, students are not only able to have better comprehension of a text but also learn to communicate in a small group. Thus, by involving activities of this technique, students are expected can resolve their problems in comprehending reading text. Collaborative Strategic Reading (CSR) technique had been applied in experimental study that conducted by Dita Andanawati. The research was carried out that the implementing CSR in teaching
7
J. K. Klingner & S, Vaughn,Using Collaborative Strategic Reading, (The Council for Exceptional Children, 1998), p. 32.
reading can help students comprehend English text better.9 Moreover, another research on CSR had been conducted by Dian Novita from Muhammadiyah University Sidoarjo. The result of this study indicates that the use of CSR technique is “effective” to increase the students‟ achievement in teaching reading comprehension.10
Based on explanation above, the writer thinks that Collaborative Strategic Reading (CSR) can be an alternative technique for students when doing reading comprehension in achieving their academic success later. To prove this, the writer will conduct a quasi-experimental research design to get the evidence whether Collaborative Strategic Reading (CSR) can effective on students‟ reading comprehension of narrative text. CSR is supposed to be an interesting alternative technique that will help the students to organize their ideas of a text, so that they can comprehend the text easily. Hence, this study focuses on students‟ reading comprehension achievement, especially in reading narrative text.
Finally, based on the explanation above, the writer entitles this study “The Effectiveness of Using Collaborative Strategic Reading (CSR) on Students’ Reading Comprehension of Narrative Text (Quasy-Experimental Study at the First Grade of SMA Mathla’ul Huda Parung Panjang Bogor).”
B.
Identification of Problem
Based on the background of the study above, there are some problems that can be identified in this research such as:
1. Students got low score in reading comprehension test. 2. Students got difficulties in comprehending narrative text.
3. Students got difficulties in constructing the idea of the narrative text.
4. Students got difficulties in getting the main idea and supporting details of the text
9
Dita Andanawati, “The Use of Collaborative Strategic Reading (CSR) in Reading
Comprehension” , (Skripsi at the First Strata (S1) Degree at UPI, Bandung, 2013), p. 6. 10
5
5. Students lack in vocabulary mastery
C.
Limitation of Problem
The limitation of this study focuses on teaching and learning process of reading comprehension in narrative text at the first grade of SMA Mathla‟ul Huda Parung Panjang-Bogor in academic year 2014-2015. This study intended to measure whether Collaborative Strategic Reading (CSR) is effective on students‟ reading comprehension achievement of narrative text.
D.
Formulation of Problem
Based on the background above, the writer formulates the problem question as follow:
“Was the Collaborative Strategic Reading (CSR) effective on students‟ reading comprehension achievement of narrative text at the first grade students of SMA Mathla‟ul Huda Parung Panjang-Bogor? And “How effective is Collaborative Strategic Reading (CSR) on students‟ reading comprehension of narrative text?”
E.
Purpose of Study
The purpose of study is to find the empirical evidence of Collaborative Strategic Reading‟s effectiveness on students‟ reading comprehension, especially for narrative text at first grade students of SMA Mathla‟ul Huda Parung Panjang-Bogor and to find out how is effective Collaborative Strategic Reading (CSR) on students‟ reading comprehension of narrative text.
F.
Significance of Study
7
CHAPTER II
THEORITICAL FRAMEWORK
In this chapter, the researcher discusses: the understanding of narrative text, the purposes of narrative text, the grammatical features of narrative text, schematic structure of narrative text, definition of collaborative strategic reading, purpose of collaborative strategic reading, procedure of collaborative strategic reading, teaching reading using collaborative strategic reading, previous study, theoretical framework, theoretical hypotheses.
A.
Narrative Text
1.
The Understanding of Narrative Text
Narrative can be defined as a story that is written to entertain people and to tell a story or various experience in different ways.1 It means that narrative is an interesting story to entertain the audience with a set various character, event, and something that can be learned from the story. In addition, Steven stated that a narrative recounts a story, a series of events in a temporal sequence.2 In other words, narrative is a text which communicates the readers or listener about a sequence of events of a story. Meanwhile, Anis Apriliawati defines a narrative as a text that telling something or story in the past event and usually applies past tense.3 It means that, narrative tells a story that happened in the past. Therefore, the correct tense of the text is past tense.
Moreover, Hazel gives explanation about narrative as follows:
a. Narrative is needed to develop our comprehension and expression which it always changes over time.
b. The time in narrative is subjective and elastic, not objective.
c. Narrative construction have two crucial functional elements: those are event selection and even sequencing.
d. Narrative represented of reality from a particular perspective.
1
Sanggam Siahaan and Kisno Shinoda, Generic Text Structure (Yogyakarta: Graha Ilmu, 2008), p. 73.
2
Steven Cohan, Telling Stories. A Theoretical Analysis of Narratin Fiction, (London: Tylor and Francis e-Library, 2001), p. 73.
3
e. Narrative implicates the efficient organization, encoding of memory and planning problem-solving ability.4
In addition, Anderson and Kathy describe several genres of narrative, such as imaginary, factual, or combination of both. They may include fairy stories, mysteries, science, fiction, romance, horror stories, adventure stories, fables, myths, and legends, historical narratives, ballads, slice of life, and personal experience.5
Besides, narrative text has some characteristics that can make these kinds of the text easy to be recognized and to be known. Those are:
a. Narrative usually was completed by using images or interactive elements. b. Narrative is written by the first or the third person.
c. Narrative is written by chronological order.
d. The characters in the narrative are often stereotypical and contrasting. e. Each genres of narrative has its own typical characters, setting and events. f. The most common generic structures of narrative are opening, complication,
and resolution.6
From the explanation above, it can be concluded that narrative is a text that has purpose to entertain the reader. A narrative text consists of a number of characters, events, and time sequence which it has several genres and characteristics. Further, it uses a past tense as a tense.
2.
The Purpose of Narrative Text
There are some purposes of narrative text. According to Aderson and Kathy, the purpose of narrative is “to present a view of the world that entertains or informs the reader or listener.”7
In another book, Aderson and Kathy states that “narrative text can also make the audience think about the issues, teach them a
4
Paul Hazel, Narrative: An Introduction, (Swansea Institute of Higher Education Mount Pleasant, Swansea), p. 7.
5
Mark and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan, 2003), p. 18.
6
The National Strategic I Primary Support for Writing, Fiction, p. 1. 7
9
lesson or excite their emotion.”8
It means that the reader can get the feeling of some issues and get the pleasure from the story.
[image:20.595.110.517.319.585.2]In addition, Betty stated that the purpose of narrative is to entertain and establish camaraderie whether the account is fiction or fact, and specific purpose, is to inform other people and the main idea, fact or event will often stated first.9 Meanwhile, Anis Apriliawati states that the aim of narrative is telling a story to amuse or to entertain the readers.10 In line of this Sanggan states that the social function of narrative is to entertain and to deal with vicarious experience in different way.11 It means that narrative is written as amusing stories to entertain the reader. Futhermore, Clouse states the purposes of narrative are:12
Table 2.1 Purpose of Narrative
Purposes of Narration
Purpose Sample Narration
To entertain An account of your first meeting with your father-in-law, when you mistook him for annoying insurance salesman To express feeling An account of what happened when
your best friend betrayed you
To relate experience An account of the time you got lost in the woods for two days
To inform (to explain what happpens when a person is arrested)
An account of the times you were wrongly arrested for shoplifting
To inform ( to teach a lesson) An account of a time you got in trouble cheating
To persuade (to convince the reader that community service should be required in high school
An account of the community service you performed a high school senior
In sum up, the purpose of narrative text is to amuse and to inform the audience and also the reader can get the feeling of some issue.
8
Mark Anderson and Kathy Anderson Text Types in English 3, (South Yarra: Macmillan, 2003), p. 8.
9
Betty Mattix Dietsch, Reason and Writing Well, (Boston: McGraw-Hill, 2006), p. 124. 10
Anis Apriliawati, op. cit., p. 39. 11
Sanggam Siahaan, op. cit., p. 73.
3.
The Grammatical Features of Narrative Text
Narrative text usually includes the following grammatical features. Here the writer explains the grammatical features of narrative text with the example. They are:
a. Noun that identify the specific characters and place in the story (e.g. farmer, hurter, village, man, goose, egg)
b. Adjective that provides accurate descriptions of the characters and settings (e.g. poor farmer, old man, long gray bears, expensive thing, ordinary egg, golden egg, lazy, arrogant, greedy farmer)
c. Verb that show the actions that occur in the story (e.g. lost, prayed, passed, too pity, gave, help, found, forgotten, laid, too late)
d. Times words that connect events, telling when they occurred (e.g. long time ago, one day, few days later, thereafter).13
4.
Schematic Structure of Narrative Text
An effective narrative text has several significant characteristics, which may use as standard guide. In a traditional narrative the focus of the text is on a series of actions:14
a. Orientation
This is the part in which the narrator tells the audience about who is in the story, when the story is taking place and where the action is happening. It can also call as introductory part of a story. Thus, the reader can figure out what will happen next and who are involved in it.
b. Complication
This is the part of the story where the narrator tells about something that will begin a chain of events. These events will affect one or more of the characters. The complication is the trigger. From this part the story begins. This is the part where the characters totally play their role.
13
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yara: McMillan Education 2003), p. 43.
14
11
c. Sequence of Events
This is where the narrator tells how the characters react to the complication. It includes their feeling and what they do. The events can be told in chronological order (the order in which they happen) or with flashback. The audience is given the narration the complication is sorted out or the problem is solved tor‟s point of view.
d. Resolution
This is the part that can be found in the end of the story. In this part of the narrative where the complication is sorted out or the problem is solved.
e. Coda
In some narrative texts, some narrator includes the part which is called by „coda‟ if there is a moral or message to be learned from the story. That is only the optional part of a story.
The example of schematic structure of narrative text:
King Midas
Long ago there lived a king who was the richest man in the world. His name was Midas. However, he was not happy.
Midas longed to be even richer and richer. He wanted to be richest of all the kings in the world when their wealth was put together.
One day, as Midas sat on his throne thinking of ways to become richer, his servants came to him with an old man. “Your Highness,” said the first servant. “We have found this person wandering around in your orchard.” “It is Silenus, the friend of the God Bacchus,” said the second servant.
Midas had an idea. He welcomes the old man and said, “You shall be my guest for ten days. Please, eat and drink as much as you like.” At the end of ten days Midas took Silenus back to Bacchus. The God was very happy to see his lost friend. Then, Bacchus turned to Midas and said,” I will grant you any wish you make.” Midas could hardly believe his ears. Here was his chance to become richer. He could become the richest of all the kings in the world put together. “My wish is that………..everything I touch will turn into gold!”
ORIENTATION
COMPLICATION
“You wish is granted,” laughed Bacchus,” but will that really make you happy, Midas?”
On his return to his palace Midas tried out his new power. He picked up a stone and it turned to gold.
A servant brought Midas a bow of water so that he could wash his hands. As soon as Midas put his hands into the bowl, the water turned to gold. Next, Midas took a piece of bread. Before he could get is to his mouth, it too had turned to gold. He could eat nothing without it turning to gold. Miserable Midas went for a walk in his garden. His children ran up to him. Without thinking, Midas put his arms around them and instantly they turned into little gold statues. Midas now cried. Midas hurried to Bacchus and pleaded that he took away his golden touch. “Did not I tell you that the golden touch would not bring you happiness?” asked Bacchus.” asked Bacchus.”Keep your gift and don‟t come whingeing to me”. Then, Midas went down on his knees n, with golden tears running down his cheeks, begged for Bacchus to show mercy. “I was wrong to be greedy and to love gold so much,” said Midas
Bacchus felt sorry for Midas and told him how to cure the golden touch. He had to go to River Pactolus and wash in its clear water. This would take away the golden touch. Midas did so. Midas, then, returned to his palace. O the way, he touched a branch of a tree and it did not turn into gold. Midas was so relieved, but in his garden e saw his children, still golden statues. He quickly grabbed a bucket, ran to the river Pactolus and scooped up some water. He took this back to the garden and poured it over his golden children. Immediately, they came alive and were no longer gold. Midas, then, called for a feast to celebrate. He told his servants to get rid of the golden plates as he was sick of sight of gold. Midas enjoyed being able to eat and drink again. No longer did he want to be the richest of the rich.
Midas had found out that all the gold in the world does not brig happiness.15
15
Th. M. Sudarwati & Eudia Grace, Pathway to English for Senior High School Grade X, General Programkurrikulum 2013, (PT Gelora Aksara Pratama:Erlangga: 2013), pp. 245—246. COMPLICATION
13
B.
Collaborative Strategic Reading (CSR)
1.
Definition of Collaborative Strategic Reading (CSR)
Collaborative Strategic Reading (CSR) is one type of comprehension strategy instruction that is designed to improve learners‟ strategy reading abilities through small group discussion which it was proposed and developed by Klingner and Vaughn in 1998.16 According to K. Klingner and Sharon Vaughn said that “Collaborative Strategic Reading is an excellent technique for teaching students reading comprehension and building vocabulary and also working together cooperatively.”17
It means that CSR is a technique that can improve students‟ reading comprehension, increase their vocabulary, and also enhanced cooperative skills during reading activity.
Moreover, Bremer stated that “Collaborative Strategic Reading (CSR) is a reading comprehension practice that combines two instructional element: Modified reciprocal teaching and cooperative learning.”18 In this statement, reciprocal teaching means teacher and students are working together in predicting, clarifying, questioning, summarizing, and the reading materials.19 It means that Collaborative Strategic Reading (CSR) designed as an activity through some strategies by working together.
In sum up, Collaborative Strategic Reading (CSR) is a set of comprehension strategies designed to improve students‟ reading comprehension which the students learn about reading text by using several strategies (preview, click and clunk, get the gist, and wrap up through small group discussion).
2.
Purpose of Collaborative Strategic Reading (CSR)
There are some purposes of Collaborative Strategic Reading (CSR). According to Abidin, “The goal of CSR is to improve reading comprehension and increase
16
Yen Chi, Fan Yen, The Effect of Comprehension Strategy Instruction on EFL Learners’ Reading Comprehension,Asian Social Science, 8 August, 2010, p. 19.
17
Janette K.Klingner and Sharon Vaughn, Using Collaborative Strategic Reading, The Counce For Exceptional Children , July/Aug, 1998, p. 32.
18
Christine D. Bremer, et al., Collaborative Strategic Reading (CSR): Improving Secondary Students’ Reading Comprehension Skills, (Research to Practice Brief, volume 1 , 2002), p. 1.
conceptual learning in ways that maximize students‟ involvement.”20
It means that Collaborative Strategic Reading is designed to help students to be successful and to maximize students‟ contribution in improving reading comprehension. In addition, the aim of CSR is “to enhance reading comprehension skill for students with learning disabilities and students at risk for reading difficulties.”21 It is in line with Klingner who said that “Collaborative Strategic Reading (CSR) was designed to facilitate reading comprehension for students with reading, learning and behavior problems, included in general education classroom”.22
It means that CSR was designed to help the students that have difficulties in reading comprehension.
Furthermore, M. J. Z. Abidin describes the benefit of Collaborative Strategic Reading (CSR) as follow:23
1. Promoting student and academic achievement 2. Increasing student retention
3. Enhancing students satisfaction with their learning experience 4. Helping students develop skills in oral communication
5. Developing students‟ social skills 6. Promoting students‟ self-esteem
7. Helping to promote positive race relation
In sum up, the objective of Collaborative Strategic Reading (CSR) is to facilitate the students in improving their reading comprehension by working together in groups and to better understand the material in their reading tasks.
3.
Procedure of Collaborative Strategic Reading
Collaborative Strategic Reading (CSR) can be implemented in two phases: (a) teaching the strategies, and (b) cooperative learning group activity or students pairing.24
20
M. J. Z Abidin, Collaborative Strategic Reading (CSR) within Cognitive and Metacognitive Sttrategies Prepective, European Journal of Bussines and Management, vol 4 No.1, 2001, p. 62.
21 Ibid.,
22
J.K Klingner, et.al,Collaborative Strategic Reading: “Real-World Lessons from Classromm Teacher, Remedial and Special Education, vol 25, no 5, 2004, p. 292.
23
M. J. Z Abidin op.cit., p. 65. 24
15
a. Phase 1. Teaching the Strategies
In this phase, students are taught four strategies: preview, click and clunk, get the gist, and wrap up. Based on Klingner and Vaughn describe the four strategies as follows:25
1. Preview
The preview strategy is the first strategy to be done in the CSR which students preview the entire passage before they read each section and make prediction what the passage might be about.
2. Click and Clunk
Click and Clunk strategies to be done during reading each section of the passage. Here, students monitor comprehension by identifying clunks, or find out the difficult word and concepts in the passage, and using fix-up strategies when the text does not make sense.
3. Get the Gist
This strategy is practiced during reading also which the students restate the most important idea in a paragraph or section.
4. Wrap up
Wrap-up strategy has done after reading which students summarize what they have learnt from the text and generate questions to check the understanding of the whole passage. In this activity, the students can generate “five W‟s and one H” (who, what, when, where, why and how) questions about the crucial information in the text to help them check their reading comprehension.
b. Phase 2. Cooperative Learning Group Roles
In cooperative groups, each student must have a key role and responsibility for their group success. They also need a preparation in order to work productively and effectively.26 Moreover, during Collaborative Strategic Reading (CSR) process, students are divided into small group that consists of 4-6 students each
25
Ibid, pp. 2—3. 26
group, and perform a different role.27 In this technique, the role is an important aspect of Collaborative Strategic Reading (CSR) because cooperative learning seems to work best when all group members have been assigned in a meaningful task. Thus, students are assigned role in Collaborative Strategic Reading (CSR) lessons that they must fulfill together.
Possible role include following:
a. Leader: Tells the group what to read next and what strategy to use next.
b. Clunk Expert: Uses clunk card to remind the group of the steps to follow when trying to figure out the meaning of their clunk (s). c. Gist Expert: Guides the group toward getting the gist and
determines that the gist contains the most important ideas but no unnecessary details.
d. Announcer: Calls on group members to read a passage or share an idea.
e. Encourager: Give feedback and encourages all group members to participate and assist one another.
f. Timekeeper: Set the time for each portion of CSR.28
Based on the discussion above, it can be concluded that Collaborative Strategic Reading (CSR) is a technique that is designed to help students to have better comprehension of a text and to extent students‟ vocabulary knowledge. There are four strategic; preview, click and clunk, get the gist, and wrap up which these strategies to facilitate the students to gain better comprehension of the text that they have read through working together in small group. Here, all students are actively involved, and everyone has opportunity to contribute as group members to understand the text through CSR. Meanwhile the role of the teacher as the facilitator in CSR activity is connecting each group, clarifying the clunks, and providing assistance during learning reading activity.
27
J.K. Klinger and S. Vaughn Ibid., p. 73.
28
17
C.
Teaching Reading Using Collaborative Strategic Reading
(CSR)
There are some steps in teaching reading by using CSR, but before involving students in Collaborative Strategic Reading (CSR), the teacher introduces the procedure of Collaborative Strategic Reading with the benefits students get. Then, the teacher explains to the students that Collaborative Strategic Reading (CSR) would be helpful to improve their reading comprehension on narrative text. Furthermore, the teacher explains the basic rules in applying CSR in reading narrative text. The following steps in teaching reading narrative text by using Collaborative Strategic Reading (CSR) are:
First, the students divided into small groups which each groups consists of four or
five members. After all students get a group, they have to choose the role as a leader, a clunk expert, a gist expert, an announcer, an encourager, and a timekeeper.
Second, the teacher gives an instruction to practice reading activity using
Collaborative Strategic Reading (CSR) including preview, click and clunk, get the gist, and wrap up.
Third, the teacher controls all group when the students work and help if they
found the problem.
Fourth, the students show up and retell the text in front of the class and other
students give their argument.
Fifth, the teacher discusses the day‟s passage, review clunks, answer question, or share some review ideas after students have developed proficiency applying the strategies through teacher facilitated-activities.
The last, the teacher makes an evaluation to the students, like the students should
D.
Previous Study
The first study using Collaborative Strategic Reading (CSR) technique was done by Anieke Rosalina at the second grade of SMA PGRI 109, Kota Tangerang, Jakarta. In this study, the researcher using quasy-experimental method which divided into two class (experimental class and control class). In experimental class, the researcher teaching reading narrative text by using CSR technique and in control class teaching reading narrative without using CSR technique. There was a significant influence of students‟ reading comprehension achievement of narrative text after giving different treatment. The t-test result showed that students‟ mean score of posttest in experimental class higher than in control class. The result of this study can be concluded that Collaborative Strategic reading (CSR) technique can influence students‟ reading comprehension achievement of narrative text.29
The second study was conducted by Mirwan Saputra at the first grade of SMAN 1 Tulang Bawang Tengah, Lampung. In this study, the research applied one group pretest and posttest design. After being taught through CSR technique, the research draws a major conclusion that there was a significant increase of students‟ reading comprehension achievement. The T-test result showed that the students‟ mean score of posttest in experimental class was higher than pretest. Thus, the research can conclude that CSR is appropriate and effective to be used in increasing students‟ reading comprehension achievement in all level education.30
The third study was conducted by Vaughn & Schumm in 1998. This research was conducted with 26 seventh and eighth graders with low learning abilities who used English as second language. In this study, students learn to use modified reciprocal teaching methods in cooperative learning groups (i.e., brainstorm,
29
Anike Rosalina, The Influence of Collaborative Strategic Reading (CSR) Achievement in Reading Comprehension of Narrative Text, (Skripsi at UIN Syarif Hidayatullah Jakarta: 2014).
30
19
predict, clarify words and pharoses, highlight main idea, summarize main ideas and important detail, and ask and answer the questions. The researchers found that CSR was effective in improving reading comprehension for most of the students with low learning abilities.31
E.
Theoretical Hypotheses
Reading comprehension is one of important skills that should be mastered by EFL (English as Foreign Language) students, especially to comprehend the text. As in KTSP curriculum Senior High School students should have ability to comprehend several kinds of reading text. In fact, some students got difficulty to comprehend the text, especially narrative text, so do in SMA Mathla‟ul Huda Parung Panjang Bogor. They have low achievements in facing text questions, like to construct main idea, supporting details and they low in vocabulary mastery. It can be seen of students‟ get low score in reading comprehension test. Undeniable, there are many factors engage in this problem. One of the factors is inability to conduct variation method and technique in teaching reading materials. Consequently, students‟ interest in reading is low and they have difficulty to comprehend the text.
Using Collaborative Strategic Reading (CSR) as a technique will help students to comprehend the text easily which this technique is designed to improve students reading comprehension through small group discussion. Here, students will be involved through several activities that can make them more active and interested in reading. By arising students‟ interest in comprehending the text through Collaborative Strategic Reading (CSR), students can explore their knowledge and their vocabulary. If students get in used with this technique, the writer assumes that students get better achievement in reading comprehension. Moreover, it can be effective in teaching and learning process of reading comprehension in classroom. Therefore, the writer wants to teach reading comprehension, especially narrative text, by using Collaborative Strategic Reading (CSR).
31
F.
Statistical Hypotheses
In line with the question of the study, the writer formulates two hypotheses that be tested by t-test. According to Creswell, there are two kinds of hypothesis which have to be made before the researchers do their experimental research.32 Hypotheses are formulated to draw a connection between two variables.33 The two hypotheses are null hypothesis (Ho) and alternative hypothesis (Ha) that described as follows:
1.
The Null Hypothesis (Ho)
The writer formulates the null hypothesis (Ho) as follow:
“Using Collaborative Strategic Reading (CSR) technique was not effective on students‟ reading comprehension achievement at the first grade students of SMA Mathla‟ul Huda Parung Panjang Bogor.”
2.
The Alternative Hypothesis (Ha)
This hypothesis is the null hypothesis opposite. It is examined statistically. The writer uses this hypothesis as follows:
“Using Collaborative Strategic Reading (CSR) technique was effective on students‟ reading comprehension achievement at the first grade students of SMA Mathla‟ul Huda Parung Panjang Bogor.”
32
John W. Creswell, Education Research (3rd ed), ( Newe Jersey: Person Prentice Hall, 2008), p. 134
21
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the research design and method, the place and time of the research, the population and sample of the research, the data collection technique, the content of the intervention, the data analysis technique, and the statistical hypotheses.
A.
The Place and Time of The Research
The research was held in SMA Mathla‟ul Huda which is located on Jl. Raya Mohammad Toha No.10, Parung Panjang Bogor 16360. This research was carried out for three weeks, start from January 13th, 2015 to February 3th, 2015 in the even semester 2014/2015.
B.
Method and Design of Research
The researcher used experimental method in this study and its design used A
Quasi Experiment Design specifically. It is because the interactions of selection with other factors are possibilities.1 The purpose of quasi experimental is quite same with true experimental, but this design is usually used in educational research where the setting is in school or classroom.2 Moreover, the subjects in quasi experimental design also not assigned randomly like in true experimental design, but there are experiment class and controlled class that given the different treatment.3 Therefore, in this research, the researcher did not assign the subject randomly, but she gave the same assignment with different treatment for two classes; experiment class and controlled class.Moreover, the researcher implemented Collaborative Strategic Reading (CSR)
technique in the first class and Grammar Translation Method (GTM) is implemented in the second class. This study focuses on giving treatment to1
John W. Creswell. op. cit., p. 310.
2 Daniel Muijs, Doing Quantitative Research in Education, (London: SAGE Publication Ltd, 2004), p. 26.
experimental class by applying Collaborative Strategic Reading (CSR) in teaching reading, and then the research observed the result through classroom observation and test (pre-test and post-test) in order to know whether or not Collaborative Strategic Reading (CSR) is effective on students‟ reading comprehension achievement on narrative text.
C.
The Population and Sample of The Research
The population of this research was the first grade students of SMA Mathla‟ul Huda Parung Panjang-Bogor. There are only two classes of the first grade, therefore the technique of sampling that used by the writer is quota sampling. Quota sampling is a non probability sampling technique that is used when the researcher was unable to take a probability sample but is still able to select subjects oon the basis of characteristics of the population.4
In this research, the population were 70 first grade students in two classes. The writer took X.I as the experimental class that has 35 students and X.II as the controlled class that has 35 students. X.I was chosen as the experimental class because it had lower mean score in pre-test than X.II; X.I was 54.67 and X.II was 57.16 The experimental class was taught reading comprehension through Collaborative Strategic Reading (CSR) technique, while the other was taught through Grammar Translation Method (GTM). The teaching and learning process was carried out for four meetings.
In the last, the writer only got 30 students‟ data as sample in each class. This condition happened because there were some students who did not come in each meeting, either in pre-test, treatment, or post-test. Hence, the writer decided to take only 30 students as sample in each class based on their attendance.
D.
Instrument
The instrument of this study was a test of English which consists of 30 multiple choice questions about narrative texts taken from some books of English
4
23
for First Grade. The 30 items of the tests is tested to the students from the second grade. After test is applied, the researcher measures the instruments‟ validity and reliability used ANATEST. For the ANATEST result, it can be seen on appendices.
E.
The Data Collection Technique
Technique of collecting data in this research used pre-test and post-test that was given to both experimental class and control class. In this research, the researcher gave pre-test to see the students‟ basic capability in reading before using Collaborative Strategic Reading (CSR) technique in reading class. The next test was post-test which will measure the effectiveness of using Collaborative Strategic Reading (CSR) technique on students‟ reading comprehension achievement in a certain period.
F.
The Data Analysis Technique
The gathered data are used to find out the differences of students‟achievement in experimental class and controlled class. In line with this, the writer uses statistic calculation through t-test formula in manual calculation. It is used to examine the significance difference of students‟ reading comprehension achievement between experimental class and controlled class. The formula of t-test as follow:5
Notes:
M1 = Mean of Variable X (experimental class) M2 = Mean of variable Y (controlled class) SE = Standard Error
There are several stages taken to get the calculation of t-test, it can be seen as follow:
5
1. Determining Mean of variable X, with formula:
2. Determining Mean of variable Y, with formula:
3. Determining Standard of Deviation Score of Variable X, with formula:
√
4. Determining Standard of Deviation Score of Variable Y, with formula:
√
5. Determining Standard Error Mean of Variable X, with formula:
√
6. Determining Standard Error Mean of Variable Y, with formula:
√
7. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula:
√
8. Determining to with formula:
25
G.
The Statistical Hypotheses
Before obtaining the result of this research, below would be presented the hypotheses:
Ho : { } Ha : { } Notes:
Ho = Null hypothesis Ha = Alternative hypothesis
μ1 = Students‟ reading comprehension achievement, who were taught through Collaborative Strategic Reading (CSR).
μ2 = Students‟ reading comprehension achievement, who were taught without Collaborative Strategic Reading (CSR)
The writer‟s assumption of those hypotheses are as follow:
1. If to> ttable, the Null Hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It means there was a significant difference of students‟ reading comprehension achievement between students who were taught through Collaborative Strategic Reading (CSR) and students who are taught through Grammar Translation Method (GTM).
26
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
This chapter presents findings of the study. The findings describe into the data description, the data analysis, and the data interpretation.
A.
Research Findings
1. Data DescriptionThe writer will show the general description of students‟ scores in both the experimental class and the control class. The description is divided into some sections: the pre-test scores, the post-test scores, and the gained scores.
[image:37.595.115.507.287.741.2]a. The Pre-test Scores
Table 4.1 reports the students‟ pre-test scores of the experimental class and the control class. There are 30 students in both the experimental class and the controlled class.
Table 4.1
Students’ Pre-test Scores Students The Pre-test Scores of
Experimental Class
The Pre-test Scores of
Controlled Class
1 50 60
2 60 50
3 65 70
4 50 50
5 45 65
6 60 45
7 50 70
8 55 40
9 50 55
10 65 50
27
Students The Pre-test Scores of
Experimental Class
The Pre-test Scores of
Controlled Class
12 50 65
13 55 35
14 60 75
15 50 50
16 45 65
17 35 70
18 75 55
19 65 40
20 70 45
21 45 70
22 55 50
23 35 55
24 60 70
25 55 50
26 50 65
27 55 50
28 55 75
29 75 55
30 55 75
1640 1715
Mean 54.67 57.16
b. The Post-test Scores
[image:39.595.143.481.222.752.2]Table 4.2 reports the students‟ post-test scores of the experimental class and the controlled class. Each class has 30 students as the sample.
Table 4.2
Students’ Post-test Scores Students The Post-test Scores of
Experimental Class
The Post-test Scores of
Controlled Class
1 80 55
2 75 80
3 85 70
4 75 85
5 85 65
6 90 65
7 80 80
8 85 85
9 85 80
10 75 75
11 90 80
12 70 75
13 85 70
14 70 75
15 70 70
16 85 85
17 85 80
18 85 65
19 90 70
20 80 55
21 85 50
22 75 55
29
Students The Post-test Scores of Experimental Class
The Post-test Scores of Controlled Class
24 75 55
25 70 80
26 85 85
27 85 70
28 70 75
29 80 65
30 75 80
2.405 2.140
Mean 80.17 71.33
The data above are the post-test scores of the experimental class and the controlled class. The post-test was given in the last meeting after the treatment. In the post-test, the lowest score of the experimental class is 70 and the controlled class is 50. Meanwhile, the median of the experimental class is 80 and the controlled class is 70. Besides, the highest score of the experimental class is 90 and the controlled class is 85. The mean of the experimental class is 77.67 and the controlled class is 71.33. Therefore, it can be seen that the experimental class has higher significant score than the controlled class. Later, the writer did T-test to know whether post-test score of the experimental class and the controlled class is different.
c. The Gained Scores
[image:40.595.142.481.112.337.2] [image:40.595.145.479.656.752.2]Table 4.3 below reports the gained scores of the experimental class and the controlled class. Both the experimental class and the controlled class have 30 students.
Table 4.3
Gained Scores of Experimental Class and Controlled Class
Students The Gained Scores of
Experimental Class
The Gained Scores of
Controlled Class
1 30 -5
Students The Gained Scores of Experimental Class
The Gained Scores of Controlled Class
3 20 0
4 25 35
5 40 0
6 30 20
7 30 10
8 30 45
9 30 35
10 10 25
11 45 35
12 20 10
13 30 35
14 10 0
15 20 20
16 40 20
17 50 10
18 10 10
19 25 30
20 10 10
21 40 -20
22 20 5
23 45 5
24 15 -15
25 15 30
26 35 20
27 35 20
28 15 0
29 5 10
30 20 5
31
The table data above describes that the gained score for the experimental class is higher than the controlled class. The lowest gained score of the experimental class is 5 and the controlled class is -20, while the highest gained score of the experimental class is 40 and the controlled class is 35. In addition, the mean of gained score in the experimental class is 25.50 and the controlled class is 14.50. 2. The Data Analysis
This section is intended to answer the research question whether Collaborative Strategic Reading (CSR) effective on students‟ reading comprehension achievement at the first grade of SMA Mathla‟ul Huda Parung Panjang Bogor. T-test was used to answer the research question and conducted in both the
[image:42.595.124.503.278.748.2]experimental class and controlled class: Table 4.4
Comparison Scores of Each Student in Experimental Class and Controlled
Class
STUDENTS X Y X-MX Y-MY (X-MX)2 (Y-MY)2
1 30 -5 4.5 -19.5 20.25 380.25
2 15 30 -10.5 10.5 110.25 110.25
3 20 0 -5.5 14.5 30.25 210.25
4 25 35 -0.5 20.5 0.25 420.25
5 40 0 14.5 -14.5 210.25 210.25
6 30 20 4.5 5.5 20.25 30.25
7 30 10 4.5 -4.5 20.25 20.25
8 30 45 4.5 30.5 20.25 930.25
9 30 35 4.5 20.5 20.25 420.25
10 10 25 -15.5 10.5 240.25 110.25
11 45 35 -19.5 20.5 380.25 420.25
12 20 10 -5.5 -4.5 30.25 20.25
13 30 35 4.5 20.5 20.25 420.25
14 10 0 -15.5 -14.5 240.25 210.25
15 20 20 -5.5 5.5 30.25 30.25
16 40 20 14.5 5.5 210.25 30.25
17 50 10 24.5 -4.5 600.25 20.25
18 10 10 -15.5 -4.5 240.25 20.25
19 25 30 -5.5 10.5 0.25 110.25
STUDENTS X Y X-MX Y-MY (X-MX)2 (Y-MY)2 21 40 -20 14.5 -34.5 210.25 1190.25
22 20 5 -5.5 -9.5 30.25 90.25
23 45 5 19.5 -9.5 110.25 90.25
24 15 -15 -10.5 -29.5 110.25 870.25
25 15 30 -10.5 10.5 110.25 110.25
26 35 20 9.5 5.5 90.25 30.25
27 35 20 9.5 5.5 90.25 30.25
28 15 0 -10.5 -14.5 110.25 210.25
29 5 10 -20.5 -4.5 420.25 20.25
30 20 5 -5.5 -9.5 30.25 90.25
765 435 0 0 4267.5 7267.5
Mean 25.5 14.5 0 0 142.25 242.25
The procedures of calculation are as follow:
Firstly, the researcher had to find the mean gained score from the experiment class and the controlled class.
From the experiment class the researcher got:
Mx =
Mx =
Mx= 25.5
The next step is to find out the mean gained score from controlled class:
My
=
My =
My = 14.5
33
After the researcher got the mean gained score of experiment class and controlled class, she will find the deviation of each class, the calculation as follow:
SDx =
√
SDx =
√
SDx = √
SDx = 11.93
This score is showed the deviation of the experiment class. The next step is to find out the deviation of controlled class.
SDy =
√
SDy =
√
SDy = √
SDy = 15.56
After the researcher found the deviation of gained score of each class, experiment class (11.93) and controlled class (15.56), she determines standard error of experiment class as follow:
SEx
=
SEx
=
√
SEx
=
√
SEx
=
SEx = 2.21
The next step is to find out standard error of controlled class.
SEy =
√
SEy =
√
SEy =
√
SEy
=
SEy = 2.89
From the calculation above the researcher got the mean standard error of each class is (2.21) for experiment class and (2.89) for controlled class. Later, the researcher determines the different score of standard error of experiment class and controlled class. The formula is as follow:
SEMX-My
=
√SEMX-My
=
√35
SEMX-My
=
√SEMX-My
=
3.63Next, she calculated the score to the formula of t-test. The formula is as follow:
to
=
to
=
to
=
to = 3.03
Based on the calculation above, it is showed that the result of the t-test from the experiment class and controlled class is 3.03.
After the researcher got the result from t-test, she should find the degree of freedom. It is used to find out the value of the t-test score in the t-table. To get the value of the t-test from the t-table, the researcher used the value of the significant of 5%. The procedure to get the degree of freedom is as follow:
df = (N1 + N2) – 2
df = (30 + 30) – 2
df = 60-2
df = 58
Clearly, it can be seen that the post-test score of experimental class is higher than the score of controlled class. The result of the comparison between tobserve and ttable is 3.03 > 2.002 = tobserve > ttable.
B.
Interpretation
In this section, it will interpret the research findings and draw conclusion. The research was held to answer the question whether the use of Collaborative Strategic Reading (CSR) was effective on students‟ reading comprehension achievement of narrative text at the first grade of SMA Mathla‟ul Huda Parung Panjang Bogor. Based on the analysis of the data, it found that there was a significant difference between students‟ achievement in reading comprehension in experimental class which were given Collaborative Strategic Reading (CSR) and the control class which were not. It could be seen from students‟ pre-test and post-test score. The pre-post-test mean score of students in experimental class was 54.67 and the post-test mean score of students‟ in experimental class was 80.17. Meanwhile, the pre-test score in control class was 57.16, and the post-test mean score in control class was 71.33. It was showed by students‟ reading achievement after given the treatment of using Collaborative Strategic Reading (CSR) were higher than students‟ reading achievement before they were given the treatment.
According to the calculation above, the mean gained score of the experiment class was 25.5. It showed the totality of the result of the gained score of the experiment class. Meanwhile, the mean gained score of controlled class was 1.45. It means that the result of controlled (1.45) was lower than experiment class (25.5). Therefore, the result of mean gained score of experiment class was higher than controlled class, it means there was significant difference between the mean gained score in reading comprehension achievement of each class.
37
means that the value was lower than the result of t-test. Comparing the result of the t-test score with the value degree of significance, the researcher got 3.03 > 2.002, it means t-test was higher than t-tabel.
According to the analysis of the results above, there was a significant difference between the post-test score in the experimental class and controlled class. The results show that the experimental class got higher post-test score that the controlled class which the result reports that the t-test was higher than t-table (3.03 > 2.002). It can be seen that teaching reading comprehension of narrative
38
A.
Conclusion
This research was conducted by using quasi-experimental design which is aimed to find out whether Collaborative Strategic Reading (CSR) is effective on students reading comprehension achievement of narrative text. Based on the statistical calculation as the previous chapter, it can be concluded that there is a significant difference between teaching reading comprehension of narrative text by using Collaborative Strategic Reading (CSR) and without using Collaborative Strategic Reading (CSR). It proved by the result of mean gained score from both classed that showed the experiment class got higher result than the controlled class. It is also proved by the value of t-test (3.03) is higher than t-table (2.002) at the significance level 5%, it means that the Null Hypothesis (H0) is rejected and the Alternative Hypothesis (Ha) is accepted. Hence, Collaborative Strategic Reading (CSR) technique is effective on students‟ reading comprehension of narrative text at the first grade of SMA Mathla‟ul Huda Parung Panjang Bogor.
B. Suggestion
Based on the research, there are some suggestions as to follow:
1. English teacher of Senior High School are suggested to use Collaborative Strategic Reading (CSR) as an alternative strategy in teaching reading comprehension which it have been proven that Collaborative Strategic Reading (CSR) technique can impact effectively in improving students‟ reading comprehension.
2. The teacher should be well prepared the materials that are going to be taught to the students before entering the classroom.
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