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ACKNOWLEDGEMENT
This thesis is aimed at fulfilling one of the requirements for the degree of Sarjana Pendidikan at the English Department, Faculty of Languages and Arts, State University of Medan.
A great thanks to the heavenly Father, Jesus Christ, for His amazing love, blessing, and strength to the writer in finishing this thesis.
The writer realized that this thesis could not have been accomplished without the guidance; suggestions, comments and encouragement also help from several people. Therefore, the writer would like to extend her special gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Faculty of Languages and Arts, State University of Medan.
4. Rika, S.Pd., M.Hum., the secretary of English Department, Faculty of Languages and Arts, State University of Medan.
5. Dra. Masitowarni Siregar, M. Ed., the Head of Study Program of English Education, Faculty of Languages and Arts, State University of Medan.
6. Drs. Willem Saragih, Dipl. Appl., M.Pd., her consultant who had given valuable suggestions, advice, motivation, guidance and precious time in completing and correcting this thesis.
7. Sariono, S.Pd., the Headmaster of SMA Negeri 2 Tebing Tinggi who helped her conducting research
8. Umar Pasaribu, S.Pd., the teacher of SMA Negeri 2 Tebing Tinggi and all the teachers who had helped the writer collecting the data for her research.
9. Her beloved parents, T.Sijabat and T.Siagian who always give their everlasting love, affection, support, finance, motivation, and prayer.
10.Her lovely brothers, Vito Despianto Sijabat, Novrian Syah Sijabat and her beloved sister, Heni Winarti Sijabat, for their supports and prayers given to the writer as long as she did this thesis
11.Her dear sister, Radema Pangaribuan, S.Pd., for her support to the writer in finishing this thesis.
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13.Her lovely friends, Resti, Mel, Adel, Sherly, Maria, Fivi, Dina, Jessica, Ayu, Yuni, Yusni, Orly, Nurdiana, Rasta, Ellis, Handrian, who always support and love her in the way she is. She would like thanks a lot to students of English Department, Ext A’09 (especially Icha, Cuna, Sheila, Baya, Faisal, Fiza, Ekanov), all friends PPLT SMP N 2 Perbaungan 2012, and to all whose names can not be mentioned one by one. The writer hopes this thesis will be useful for those who read it.
Medan, January 2014 The Writer
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ABSTRACT
Sijabat, Survey. 2013. The Effect of Applying Collaborative Strategic on Students’ Reading Comprehension. A Thesis. Faculty of Languages and Arts. State University of Medan. 2013
TABLE OF CONTENTS
CHAPTER I INTRODUCTION………...………....1
A. The Background of the Study ... 1
B. The Problem of the Study ... 3
C. The Objective of the Study ... 3
D. The Sope of the Study ... 4
E. The Significance of the Study ... 4
CHAPTER II REVIEW OF RELATED LITERATURE ... ... 6
A. Theoretical Framework ... ... 6
1. Reading ... 6
a. The Purpose of Reading ... 7
2. Reading Comprehension ... 8
a. Factors Affecting Reading Comprehension………. ... 9
b. Levels of Comprehension ... 10
1) Literal Comprehension ... 10
2) Interpretive Comprehension ... 11
3) Critical Comprehension ... 11
4) Creative Comprehension... 12
3. Collaborative Strategic Reading ... 12
a. The Implementation of Collaborative Strategic Reading ... 14
b. The Advantages and Disadvantages of CSR ... 17
1) The Advantages of CSR ... 17
2) The Disadvantages of CSR ... 18
4. Genre of the Text ... .18
5. Analytical Exposition Text ... .24
B. Conceptual Framework ... 25
C. Hypothesis ... 27
CHAPTER III RESEARCH METHODOLOGY ... 28
A. Research Design ... 28
B. Population and Sample ... 28
1) Population ... 28
2) Sample ... 29
C. The Instrument for Collecting Data ... 29
D. Procedure of Research ... 29
1. Pre- test ... 30
2. Treatment ... 30
E. ScoringSystem ... 33
F. Validity and Reability of the Test ... 33
1. Validity ... 33
2. Reability ... 34
G. The Technique for Analyzing Data ... 35
H. Statistical Hypothesis ... 36
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING ... 37
A. Data ... 37
B. Data Analysis ... 38
1. Reliability of the Test ... 38
2. Data Analysis by Using t-test ... 39
C. Testing Hypothesis ... 40
D. Research Findings ... 41
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 42
A. Conclusions ... 42
B. Suggestions ... 42
REFERENCES ... 43
LIST OF TABLES
Table 2.1 Reading Activity ... 17
Table 2.2 The Example of Analytical Exposition ... 25
Table 3.1 Research Design ... 28
Table 3.2 The Treatment for Experimental Group... 30
Table 3.3 Teaching Reading for Control Group... 32
LIST OF APPENDICES
APPENDIX A The Score of the Pre-Test and Post-Test
by the Students of Control Group ... 45
APPENDIX B The Score of the Pre-Test and Post-Test by the Students of Experimental Group ... 46
APPENDIX C The Calculation of Reliability... 47
APPENDIX D The Calculation of the T-Test ... 51
APPENDIX E The Percentage Points of The T Distribution ... 54
APPENDIX F Reading Comprehension Test ... 55
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CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is the most important thing in communication and it is used as a tool of communication among the nations in all over the world. As an
international language, English is very important and has many interrelationships with various aspects of life owned by human being.
English has become a global language. Realizing that many reference
materials are written in English and how important this language is, reading becomes one of the most important skills to be acquired during a language course.
Reading is one of four skills that can build our knowledge. By reading we
can know all the things and we are able to understand and to follow the progress of science and technology. Grabe and Stoller (2002:9) state that reading is the
ability to draw meaning from the printed page and interpret this information appropriately. It is an interactive process which transpires between the reader and the text resulting in comprehension. Through reading, the students can increase
their knowledge of new information.
In teaching reading, the teacher should realize that the goal of reading
process is comprehension. Caldwell (2008:177) defines that comprehension is our ability to understand what we read, dependent upon the background knowledge
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Based on the writer’s interview and observation in SMA Negeri 2 Tebing
Tinggi, the writer found that the students’ reading comprehension achievement is
still low. It happened because of some factors. First, the teaching method that the teacher used was translation method. The teacher asks students to underline some
difficult words, then find the meaning of difficult words in Indonesian language. Then, students are asked to translate the meaning of the text, then they are instructed to answer the question. Second, students were not interested in the
material given to them. Besides that, after looking at the students’ English scores for the mid semester of class XI, the writer found that there was only 25% (10
students) who scored 70 point from the total number of students (40 students). In order to solve these reading problems, the teacher should hold the prior
role in changing the old strategy of learning and apply the suitable strategy in teaching reading skill. For this purpose, Collaborative Strategic Reading (CSR) becomes the strategy that will be applied in improving students’ reading
comprehension. Klingner and Vaughn (1998) state that Collaborative Strategic Reading is an excellent strategy for teaching students reading comprehension, for
building vocabulary, and also for working together cooperatively. CSR has never been applied in SMA Negeri 2 Tebing Tinggi before. So, the writer is interested to apply this strategy. With CSR, all students are actively involved, and everyone
has the opportunity to contribute as group members learn from and understand the text.
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Renta (2012). Christine applied CSR on teaching reading comprehension for fifth graders and limited the material to expository text. However, Renta applied CSR
on teaching reading comprehension for grade XII and limited the material to hortatory exposition text. Action researchers showed students’ achievement in
reading comprehension by applying CSR was higher than by applying conventional method. Both of the researchers proved that the students’ reading achievement was improved by applying CSR.
Based on the explanation above, the writer wants to conduct a research to find out whether Collaborative Strategic Reading has significant effect on
students’ reading comprehension.
B. The Problem of the Study
Based on the background of study above, the problem of the study is formulated in the following:
“Does the Collaborative Strategic Reading significantly affect the students’
reading comprehension?”
C. The Objective of the Study
Parallel with research problem, the objective of the study is to find out the
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D. The Scope of Study
There are four levels of reading comprehension; they are literal,
interpretive, critical, and creative reading. In this study, the levels of reading comprehension are limited and focused on literal and interpretative
comprehension. This research focuses on identifying the effect of Collaborative Strategic Reading on the students’ reading comprehension.
E. The Significance of the Study
The research findings are expected to give some benefits theoretically and practically
1. Theoretically
a. This study is expected to enhance the reference for those who are
interested in the further research related to the study
b. This study is expected to enrich the horizon in theories on language learning.
2. Practically, the findings of the study are expected to give a feedback to the: a. Students to overcome the problem in reading and to improve their
reading comprehension after they apply Collaborative Strategic Reading
b. The teachers to improve their skill in reading to conduct a better and an
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c. The readers to explore information in order to expand their knowledge and understanding in improving reading skill and to be the reference for
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the result of the data analysis, the researcher concludes that
Collaborative Strategic Reading (CSR) significantly affects the student’s reading comprehension, since students’ achievement in reading comprehension by applying CSR is higher than taught without applying CSR . Therefore, alternative
hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. This is supported by the data analysis results in which the t-observed (5.92) is higher than the t-table (2.00) at the significant level of 0.05.
B.Suggestions
Based on the conclusion above, the researcher gives some suggestions for those who are interested in teaching reading as follows:
1. English teachers are suggested to use Collaborative Strategic Reading (CSR) in their teaching learning process in order to improve their students’
reading comprehension
2. Students are advised to have more practice in reading and applying reading strategies.
