THE EFFECT OF APPLYING COLLABORATIVE
STRATEGIC READING (CSR) ON
STUDENTS’
ACHIEVEMENT IN READING NARRATIVE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
VIVIANA MELINA S
Registration Number 2103121049
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
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ABSTRACT
Simanjuntak, Viviana Melina. 2103121049. The Effect of Applying Collaborative Strategic Reading (CSR) on Students’ Achievement in Reading Narrative Text. A Thesis: English Department. Faculty of Languages and Arts, State University of Medan. 2015.
This study deals with the effect of applying Collaborative Strategic Reading (CSR) on Students’ Achievement in Reading Narrative Text. It was conducted by using experimental research design. The population of this study was the grade eight (VIII) students of SMP Negeri 10 Medan with eleven parallel classes. The samples of the study were two classes divided into two groups, experimental and control group which were chosen by using random sampling. Sixty students were taken as the samples. The experimental group was taught by using Collaborative Strategic Reading (CSR), while the control group was taught by using Lecturing Method. The instrument for collecting the data was a multiple choice test. The data of this study were taken from the students’ score of reading test. Kuder Richardson (KR21) formula was applied to obtain the reliability of the test. Based on the calculation, it showed that the reliability of the test was 0.78 categorized as high reliability. There were two data used in this research. They were pre-test and post-test. Then, after analyzing the data, it was found that the value of tobserved was 2.45 with the degree of freedom (df)=58 at the level of significance p(0.05) = 2.00. It means that tobserved is higher than ttable (2.45 > 2.00). The result of this study shows that Collaborative Strategic Reading (CSR) has a significant effect on students’ achievement in reading narrative text. It means that the hypothesis is accepted.
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ACKNOWLEDGEMENT
First of all, the writer would like to express her praises to Almightily
Jesus Christ who has blessed and given the ability to the writer to complete this
thesis as a partial fulfillment for the requirement for the degree of Sarjana
Pendidikan (S-1) at the English Department of Faculty of Languages and Arts,
State University of Medan.
This thesis would not have been possible without the guidance and the
help of several individuals who always contributed and extended their valuable
assistances in the preparation and completion of this thesis. The writer’s special
appreciation goes to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean Faculty of Language and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department and as her Thesis Examiner, Dra. Meisuri, MA., the
Secretary of English Department, Dra. Masitowarni Siregar, M.Ed.,
the Head of English Education Program and Dr. Rahmah, M.Hum., the
Head of English Non-Educational Program, Faculty of Languages and
Arts, State University of Medan.
Drs. Willem Saragih, Dipl. Appl., M. Pd., as her Thesis Supervisor. Dr. Zainuddin, DIP. TEFL. M. Hum., Drs. Muhammad Natsir, M.
Hum., as her Thesis Examiners.
Eis Sri Wahyuni, S. Pd., M. Hum as an Administration Staff of English Department.
The deepest thanks are expressed to her beloved parents, St. T. Simanjuntak and R. Br. Hutabarat for the patience, affection, prayer and everything that have given in order to finish her study. Thanks also
given to her brothers: Franky Parulian Simanjuntak, S.T., Kapt. Inf.
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Andres Willy Simanjuntak, S.H., Mardi Ulises Simanjuntak, Adriana Christine Simanjuntak. And her sisters in law: Chyka
Her best therapists, Dian Werdhyati br. Bangun, S. Pd., Melda Ratna Sari Sibarani, Ingrid Laurensia Simanungkalit, S.Pd., Rizky Atika Sari, S.Pd.,
Abang Randy Adhitya Hutabarat, S.Pd., Bintang Purnama Sari, S.Pd.,
Kak Ledianti S, Yohana, S. Pd for the friendship, helps, laugh ,tears,
having special time and for all the sweet and happy memories.
Her best friends in Senior High School (Foura Girls), Asrida Manullang, S.Si., Debora Manullang, S.H., Lia Susanti Simanjuntak, S.Psi., and also
her beloved friends Erikka Magdalena Panjaitan, SKM., Bona Juandi
Sihombing, S.Pi for their support, love, and care.
The writer’s best colleague’s friends especially for ReAction 2010, PPLT GBKP KABANJAHE 2013, PPWS Community for the sharing, caring,
having stupid laughs, and supporting each other.
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E. The Significances of the Study ... 7
CHAPTER II: REVIEW OF LITERATURE ... 8
A.Theoretical Framework ... 8
1. Student Achievement in Reading ... 8
2. Reading ... 9
3. Reading Comprehension ... 10
a. Process of Reading Comprehension ... 12
b. Level of Reading Comprehension ... 13
c. Assessment of Reading Comprehension ... 14
4. Teaching Reading Based Genre... 15
5. Narrative Text ... 16
6. Method of Language Teaching ... 20
7. Cooperative Learning Strategy ... 21
8. Collaborative Strategic Reading (CSR) ... 21
a. The Definition of CSR ... 21
b. The Purpose of CSR ... 22
c. The Procedure of CSR ... 23
9. The Advantages and Disadvantages of CSR ... 27
10.The Application of CSR on Reading Narrative Text ... 28
B.Conceptual Framework ... 30
C.Hypothesis ... 32
CHAPTER III: RESEARCH METHOD ... 33
A. Research Design ... 33
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C. The Instrument of Collecting Data ... 34
D. The Procedure of the Study ... 36
E. Scoring System ... 39
F. The Validity and Realibility of the Test ... 40
G. Technique for Analyzing Data ... 41
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ... 43
A. Data ... 43
B. Data Analysis ... 46
1. Testing Reliability of the Test ... 47
2. Test for Homogeneity of Variance ... 47
3. Data Analysis by Using T-Test Formula ... 47
C. Testing Hypothesis ... 48
D. Research Findings ... 48
CHAPTER V: CONCLUSION AND SUGGESTION ... 49
A. Conclusion ... 49
B. Suggestion ... 49
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LIST OF TABLES
Tables Page
1.1 Students’ Reading Comprehension Score ... 2
3.1 Research Design ... 33
3.2 Table of Specification ... 35
3.3 Treatment in Experimental Group ... 37
3.4 Lecturing Method in Control Group ... 38
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LIST OF FIGURES
Figures Page
viii
LIST OF APPENDICES
APPENDIX A The Score of Pre Test and Post Test by Students of
Experimental Group ... 53
APPENDIX B The Score of Pre Test and Post Test by Students of Control Group ... 54
APPENDIX C The Score of the Reliability of T-Test ... 55
APPENDIX D Test for Homogeneity of Variance ... 57
APPENDIX E The Calculation of T-Test ... 61
APPENDIX F Precentage Points of The T Distribution ... 64
APPENDIX G Lesson Plan ... 65
APPENDIX H Reading Text ... 104
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CHAPTER I
INTRODUCTION
A. Background of The Study
There are four skills that must be mastered in English. They are speaking,
listening, reading and writing. In learning English, students can be a versatile
learner by mastering every language skills. One of the important skills that should
be mastered by the students is reading. Reading is a process of bringing the
meaning to and getting meaning from printed material and visual information. By
reading, the readers are able to collect, take, and get the information. The
information can be a text and knowledge which have the main role in forming the
meaning.
The essense of reading is comprehension. Reading comprehension is
process of readers combining information from a text and their own prior
knowledge to build meaning. Without comprehending the text, it means the
readers do not understand the text well and the readers are not able to get the
meaning from the text. The readers must have a good comprehension in reading.
Mc. Neil (1992:16) states that reading comprehension is acquiring information
from the context and combining different elements into a new whole. It means that
reading comprehension can be described as consisting of parsing sentence and
understanding the sentence.
Every student absolutely has the prior knowledge before reading the text.
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all students. But, in the fact most of the students still get a lack in activating their
prior knowledge during the reading process, specifically in reading
comprehension. Whereas, the activation of prior knowledge makes up a great
amount of the process of reading comprehension.
Based on the writer’s preliminary observation in SMP Negeri 10 Medan,
most of the students have any problems to comprehend the text. The students can
not find the ideas and the informations icluded in a text. It is proved that not all of
the students were able to achieve the standard score of Minimum Standard
Competence (KKM) of reading comprehension test. The standard score of KKM
was 70. From 30 students, it found that there were 20 students who did not pass
the Minimum Standard Competence (KKM) and the amount were decrease in the
second semester into 16 students. The following table shows the recapitulation of
students score during the final examination in recent year.
Table 1.1. Students’ Reading Comprehension Score Semester
(Year) KKM Score
Number of
students Percentage Mean Score 1st semester
comprehension. The factors are classified into two factors, internal and external
factors. The internal factors come from student themselves. The students have
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come from teacher. The problem is the lack of the teacher skill and method in
teaching reading. The teachers in giving the material still used lecturing method
in teaching reading. The teacher introduced the lesson by giving an example of the
text that related to the subject. After that, explained the topic, asked the student to
read the text, translated it into Indonesian, discussed the content, answered the
question based on the text and then, made a conclusion or summarize of the topic.
This situation makes the students felt that the teaching learning process in reading
a text was monotonous and uninterested. It makes the students are lazy to study
English.
Considering the condition above, the writer offers to use the Collaborative
Strategic Reading (CSR) as a strategy in teaching learning to overcome the
problems. Collaborative Strategic Reading (CSR) is expect to solve the problem
and to bring good improvement in students’ reading achievement. CSR is
excellent strategy for teaching students’ reading comprehension, building
vocabulary and working together cooperatively. Klinger and Vaughn (1998)
pointed out that making the students in a group to comprehend the reading text
collaboratively is a good way in teaching reading. By applying Collaborative
Strategic Reading (CSR), teachers and students work cooperatively on a reading
assignment to promote better comprehension. Collaborative Strategic Reading
(CSR) engages students to work in a small group cooperatively, so they have
opportunity to discuss and share the ideas among the members of the groups as
well as develop their social skills (Johnson&Johnson,1987.,Slavin1995). Work
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The students do not feel bored when they are comprehending the text. It becomes
more simple, easy for the student and makes the students more active in reading.
The goals of Collaborative Strategic Reading (CSR) are to improve
reading comprehension and increase conceptual learning in ways to maximize
students’ participation. Originally, this strategy helps English language learner
become more confident, competent in heterogeneous group. Furthermore,
Collaborative Strategic Reading (CSR) has also proven to be a valuable approach
for the students at varying achievement levels because it provides students with a
more independent way to learn.
Previous researchers have investigated this strategy in order to improve
students’ reading comprehension, for example Renta and Ginting. Renta (2011) in
Improving Students’ Achievement on Reading Comprehension through
Collaborative Strategic Reading had investigated this strategy on eleventh grade
students of SMA Negeri 3 Rantau Utara. Ginting (2010) in The Effect of
Collaborative Strategic Reading (CSR) on the Students’ Reading Comprehension
had also investigated this strategy on tenth grade students’ of SMK Swasta
Teladan Sumatra Utara 2 Medan. Renta and Ginting found that Collaborative
Strategic Reading (CSR) can improve students’ achievement on reading
comprehension especially in the first level of reading comprehension, which is the
literal level.
In this study, the writer reuses this strategy. Here, the writer will research
whether there is a contribution of Collaborative Strategic Reading (CSR) to
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compared with previous researchers as the writer mentioned above, it is very clear
that there are some differences between the study of the writer and the previous
researchers. The differences are genre of text that is used and the sample or
students that will be researched. In this study, the writer uses a narrative text for
second grade of junior high school students. Based on syllabus of Junior High
School, narrative text is used for the second grade of Junior High School students
whether in the first semester and second semester in improving students' reading
comprehension. Renta (2011) had researched the second grade of senior high
school students and only focused on hortatory exposition text. Ginting (2010)
applied this strategy for tenth grade of Vocational School students and focused on
narrative text.
In this case, it is very clear that the levels of comprehension among
students of junior high school, senior high school and vocational school are
different. The previous researchers had successfully conducted a study of senior
high school and vocational school students by using the same strategy but
different genre of the text and it has been proven that there is a contribution of
CSR in improving students' reading comprehension. Hence, the writer wants to
prove whether Collaborative Strategic Reading can provide a significant
improvement especially in reading comprehension of narrative text of second
grade junior high school students.
In this study, the writer chooses narrative text as a genre of the text that
will be researched. Reading a narrative text is a boring activity for the students.
6
feel confused. They have to depend on the dictionary to know the meaning of
words. It seemed to be boring for them. As the result, they stop finding the
meaning in the dictionary and start talking to others. They spend most of their
time to find the meaning of the words than understand what the text talks about. It
becomes a tedious activity for the students. In this case, Collaborative Strategic
Reading (CSR) can help the students to comprehend the text easily, build
vocabulary or unfamiliar word while working cooperatively (Klingner,1998).
Collaborative Strategic Reading (CSR) can be used to help students in
comprehending the narrative text. Collaborative Strategic Reading (CSR) serves
as a way to develop the topic of the text through active students’ prior
knowledge’s students that related to the topic.
In relation to the problem, the writer would like to conduct a research to
find the effect of applying Collaborative Strategic Reading (CSR) on students’
achievement in reading narrative text. This is a reason to use CSR in teaching and
learning process in improving students’ achievement in reading comprehension.
B. The Problem of the Study
Based on the previous discussion in background of the study, the research
problem is formulated as follows :”Is there any significant effect of applying
Collaborative Strategic Reading (CSR) on students’ achievement in reading
narrative text?”
C. The Objective of the Study
The objective of this study is to find out the significant effect of applying
Collaborative Strategic Reading (CSR) on students’ achievement in reading
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D. The Scope of the Study
The study is focused on students’ achievement in reading comprehension
on the narrative text. The writer uses Collaborative Strategic Reading (CSR) as a
strategy of reading comprehension.
E. The Significances of the Study
The study is conducted in order to know about Collaborative Strategic
Reading (CSR) and the findings are expected to have both theoretical and
practical importance to the English teacher, student and the next reseachers.
1. Theoretically, this study is to increase and expand the knowledge for
teaching reading, especially for Junior High School level.
2. Practically, this study is expected to:
a. help the students to increase their achievement in comprehending when
they are reading a text and allow them to involve actively in the learning
process.
b. make students more active in managing their lesson in their teaching
learning process.
c. provide the English teachers to plan and conduct a better and interesting
strategy in learning process.
d. make the teacher know and understand the characteristics of his students,
so he can handle during teaching learning process well.
e. the next researchers as a candidate of the teacher can help to apply a model
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings, the writer concludes that there is a
significant effect of Collaborative Strategic Reading (CSR) in students’
achievement in reading narrative text. This strategy is proved statistically as an
effective strategy because it gives better result than lecturing method. As can be
seen from the calculation of T-test that the t-observed (2.45) is higher than the t-table
(2.00). It means applying Collaborative Strategic Reading (CSR) significantly
affects students’ achievement in reading narrative text.
English teachers in teaching reading lesson could provide students a visual
representation to help students comprehending the reading material and improve
their reading achievement. Therefore, this study proved that teaching reading by
applying Collaborative Strategic Reading (CSR) was more effective than teaching
reading by applying lecturing method.
B. Suggestion
Based on the conclusion above, some suggestions are offered as follows :
1. It is suggested that English teachers apply Collaborative Strategic Reading
(CSR) in teaching reading comprehension because it has been proved that
the strategy gave the better score to students’ achievement.
2. The students is suggested to apply this learning strategy in comprehending
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relate their background knowledge with reading text. Therefore, the
students will find by applying Collaborative Strategic Reading (CSR) is
easier to comprehend the text and get the unfamiliar words.
3. For a better result, the future researcher had better involve more classroom
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