ABSTRACT
THE IMPLEMENTATION OF COLLABORATIVE STRATEGIC READING TECHNIQUE IN INCREASING STUDENTS’ READING COMPREHENSION
ACHIEVEMENT AT THE FIRST GRADE OF SMAN 1 TULANG BAWANG TENGAH
Mirwan Saputra
The purpose of this study is to find out whether there was a significant increase of students’ reading comprehension achievement after being taught through Collaborative Strategic Reading (CSR) technique. This study was done from the consideration that students still got low scores in reading comprehension test. CSR combines two instructional approaches: reading comprehension strategy instruction and cooperative learning.
This quantitative research applied one group pretest posttest design. The population of this study was the first grade students of SMAN 1 Tulang Bawang Tengah. Two classes were selected in this research, one class was as try out class and the other was assigned as experimental class. Pretest-posttest items were employed to obtain the data. The collected data were analyzed by using Repeated Measure T-Test with Statistically Package for Social Science (SPSS) version 17.0.
I. INTRODUCTION
This chapter discusses certain points: introduction dealing with background of the problems; identification of the problems; limitation of the problems; formulation of the problem; objectives of the research; uses of the research, scope of the research and definition of terms. This following is the elaboration of each section.
1.1 Background of the Problems
English as a subject matter in school covers the four basic language skills: speaking, listening, reading, and writing. In the recent curriculum, School Based Curriculum (Kurikulum Tingkat Satuan Pendidikan/KTSP), reading is seen as an essentially active activity since one of the objectives of reading teaching-learning process for the first grade of Senior High School is ask the students to be able to construct and comprehend meaning of the text. Basically it is the same as comprehension of reading text. All students are expected to be able to understand the main idea of the text, factual information, stated and unstated information in the text as well as understanding the vocabulary in text.
Reading is the process of constructing meaning from written texts and reading
meaning, one would hesitate to call that reading. A goal of every teacher in teaching reading skill should ensure that their students have the ability to comprehend what they have read. Possessing this skill will help them for understanding whatever texts or passages which have been read.
Many factors can affect student success in reading. In general, these factors can be identified, such as teacher, student, environment condition, subject matter, and technique that the teacher used in teaching reading. Based on the researcher’s pre observation in first grade of SMAN 1 Tulang Bawang Tengah, Tulang Bawang Barat through observation and interviewing the
English teacher of first grade, the researcher found that the students’ reading comprehension
achievement was still low. It could be stated that the students had difficulties in
comprehending texts. Referring the fact, the researcher assumed that the most influential factor that affected problems in reading comprehension is the technique that the teacher used in teaching reading. The teaching technique that used mostly by the teacher is focused merely on translation. The use of that conventional technique made teaching reading activity as a passive and boring activity because students were not encouraged to be more active in thinking harder before, during and after reading. However, a good reading comprehension can be built in an active and communicative learning process.
Concerning with the reality above, teachers have been faced with the challenge of
teachers should find an effective way to increase reading comprehension of students. The
teacher should use the effective technique to solve the problem that can active students’ prior
knowledge before and during reading and force them to be more active. The technique that will be used should also be able to help student to relate their existing knowledge, the information from the text and the context of the reading situation.
Referring the case the researcher was interested in finding out the implementation of
Collaborative Strategic Reading (CSR) technique in increasing students’ reading
comprehension achievement. CSR is an instructional approach used to build reading comprehension and vocabulary by teaching students to work cooperatively. CSR teaches students to work collaboratively and learn different viewpoints of reading content from fellow students. By working together students of different reading abilities are given the opportunity to contribute to their group. The students may also strengthen their self-esteem through participation of the discussions. It is important for students to learn from one another. Studies have shown that social development is directly correlated with academic progress. As students work together, they are offered the benefit of understanding a topic on a level more suited to their aptitude of understanding. Students are assigned roles in CSR lessons that they must fulfill together. Role is an important aspect of CSR strategy because cooperative learning seems to work best when all group members have been assigned in a meaningful task. Students are also encouraged to promote a more positive classroom environment as regular education students and special education students socially interact with one another. The goals of CSR are to improve reading comprehension and increase conceptual learning in ways that maximize students' involvement. Theoretically, CSR can
In this study, a further investigation of CSR implementation in reading teaching process was conducted to students in the first grade of SMAN 1 Tulang Bawang Tengah, Tulang Bawang Barat. By using CSR as an instructional technique in teaching reading comprehension, it was
hoped that the students’ reading comprehension achievement in teaching learning process
would increase. Therefore, the title of this research is “The Implementation of Collaborative
Strategic Reading Technique in Increasing Students’ Reading Comprehension Achievement
at the First Grade of SMAN 1 Tulang Bawang Tengah”.
1.2 Identification of the Problems
In reference to the background of the problems previously presented, the problems can be formulated as follows:
1. The students’ reading comprehension achievements are still low. It means that the students are still difficult in finding out the main ideas, finding the specific information, inference, reference, and vocabulary.
2. The teacher still applied the same old teaching strategy and had not tried other various strategies.
1.3 Limitation of the Problems
helping students in building their background knowledge, giving them chance to work together in collaborative groups and encouraging students to be active in learning process.
1.4 Formulation of the Problem
In line with the limitation of the problems described above, the formulation of the problem in general was:
Is there any significant increase of students’ reading comprehension achievement after being
taught through Collaborative Strategic Reading technique?
1.5 Objective of the Research
In relation to the formulation of the problem, the objective of this research was:
To find out whether there was a significant increase of students’ reading comprehension achievement after being taught through Collaborative Strategic Reading technique.
1.6 Uses of the Research
The findings of the research are expected to be beneficial both theoretically and practically. 1.6.1Theoretically,
The results of this research are expected to confirm and support the previous theory about teaching reading using Collaborative Strategic Reading (CSR).
1.6.2 Practically,
a. The teachers: they may apply CSR as one of reading comprehension technique that can
b. The students: the implementation of CSR may help students to increase their reading comprehension achievement by forcing them to activate their prior knowledge and work cooperatively.
c. The school: Hopefully, the results of the research can be used as the consideration policy related to the development of teaching reading English.
1.7 Scope of the Research
This research was focused on Collaborative Strategic Reading (CSR) technique that was used as a technique to help students increase their reading comprehension achievement. The researcher conducted this research in the first grade of SMAN 1 Tulang Bawang Tengah, Tulang Bawang Barat. The sample was selected using simple random sampling since the first grade students in SMAN 1 Tulang Bawang Tengah were not stratified class. Pretest-posttest items were employed to obtain the data that were analyzed to find out whether there was a
significant increase of students’ reading comprehension achievement after being given three
times treatments. The researcher limited reading comprehension in this research only on the
students’ ability in finding out main idea, stated and unstated detail information, reference,
1.8 Definition of Terms
In this research, the writer used some definition of term as stated below:
1. Reading is the meaningful interpretation of printed or written symbol (Nuttal, 1982). 2. Collaborative Strategic Reading (CSR) is a collaborative technique that teaches
students to use comprehension strategies while working cooperatively. Student strategies include previewing the text; giving ongoing feedback by deciding "click" (I get it) or "clunk" (I don't get it) at the end of each paragraph; "getting the gist" of the most important parts of the text; and "wrapping up" key ideas. (Klingner & Vaughn, 1998).
III. RESEARCH METHOD
The researcher compared between the students’ reading comprehension achievement in the
pretest and the students’ reading comprehension achievement in the posttest after being
taught through Collaborative Strategic Reading technique. To answer the research questions, there are seven topics which need to be elaborated here. They are: Research Design, Setting, Population and Sample, Data Collecting Technique, Research Procedures, Scoring System, Analysis Research Instruments, Data Analysis, and Hypothesis Testing.
3.1 Research Design
To gain the objective of the research, the researcher conducted quantitative design with one group pretest posttest design which used one class which got the treatments through
Collaborative Strategic Reading (CSR). The pretest was administered to see the students’ basic ability before treatments. Then, after giving the treatment the researcher administered the posttest. The posttest was administered in order to prove that CSR can be used to improve
students’ reading comprehension.
The design of the research is described as follows:
T1 X T2
T1 : pretest T2 : posttest
X : treatment by using Collaborative Strategic Reading
(Hatch and Farhady, 1982)
3.2 Setting
This research was conducted in SMA Negeri 1 Tulang Bawang Tengah, Tulang Bawang from 21st April to 10th May, 2012.
3.3 Population and Sample
The population and sample that were used in this research were explained as the following:
3.3.1 Population
The population of the research was the first grade students of SMAN 1 Tulang Bawang Tengah. There were 13 classes in this school. In this research, the researcher chose the first grade students to be investigated. There were five classes of the first grade students: X1, X2, X3, X4, and X5 and each class consists of 30-32 students. Their ages ranged from 15-16 years old.
3.3.2 Sample
From the population above, one class was taken as try out class that was X2 and one class was as the experimental class that was given the treatments (teaching reading through
chance to be the sample in order to avoid subjectivity and to guarantee that every class had the same opportunity.
3.4 Data Collecting Techniques
In collecting the data, the writer used the following techniques: 1. Pretest
Pretest is the way to measure students’ ability in the beginning before giving treatment.
The researcher used pretest because it is very important to know students’ ability at the
beginning to compare it with students’ ability after treatment. Pretest was given in order to
know how far the competence of students in reading comprehension before the treatment. The test consisted of 30 items of multiple choice forms with five options. The materials were taken from some of try-out test items. In this research, researcher used the same multiple choices as the pretest and posttest. The good items from try-out test that had been analyzed were given in the pretest and posttest. The contents of the test were presented in the table of specification on page 36. The test was conducted within 60 minutes.
2. Posttest
This test was administered to the students after conducting the treatments. The aim of this
test was to find out the students’ reading comprehension achievement after the three times
3.5 Research Procedures
In conducting this research, the researcher used the following procedure: 1. Planning
Before applying the research procedure, some planning was made in order application run well. The procedure cand be seen as follows:
1. Determining the sample of the research
In determining the experimental class, the writer used the random sampling technique by using a lottery, so that all the first year classes got the same chance to be the sample in order to avoid subjectivity and to guarantee that every class had the same opportunity. Having used the random sampling technique, it was gotten that X1 was chosen as experimental class.
2. Preparing the try out
The test was prepared (called try out test) and given to the students in order to know the quality of the test as an instrument of the research. This test is multiple choices and consists of 45 numbers.
3. Determining the quality of the test
The result of the try out test was analyzed in order to know which items were good to be used in the pretest.
4. Preparing the pretest and posttest
5. Preparing the materials
The materials that were prepared for the students relate to the curriculum that is News item that used in the school and also introduce Collaborative Strategic Reading to the students in the experimental class.
2. Implementation
After planning, the research procedures that had already planned were applied, there were some steps that should be applied, and they are:
1. Conducting try out
The try out was conducted before the pretest at chosen class that was X2. This was intended to measure the validity and reliability of pretest and posttest, to ensure that the data used by the researcher was valid and reliable to be used as a research instrument. Students were administered the test paper, asked to do the best and then asked to hand in their answer sheet. This test is multiple choices and consists of 45 items.
2. Conducting pretest
In the first meeting in X1 (experimental class), the pretest was given. The test papers were given to students, asked them to do the best, and then handed in the test. This test is in form of multiple choices with 30 items taken from the try out test. The pretest was conducted within 60 minutes.
3. Implementing the treatments
The Collaborative Strategic Reading was trained in three meetings and 2x45 minutes was distributed for each meeting for experimental class.
4. Administering posttest
test and then handed in the paper sheet. This test is multiple choices and consists of 30 items with five options.
3. Reporting
The last point to be done in this research procedures was reporting. There are two steps that were done in reporting:
1. Analyzing the data from pretest and posttest
The researcher analyzed the data by using Repeated Measure T-Test because the data was only collected from experimental group. This formula was used to compare the pretest score (mean) and posttest score (mean) to investigate whether there was a significant increase of students’ reading comprehension through Collaborative Strategic Reading technique. Before determining whether there was a significant increase, the raw data was put in the table by putting the highest score on the top. The data was computed through the SPSS version 17.0.
2. Making a report on the findings.
3.6 Scoring System
In scoring students’ result of the test, the researcher used Percentage Score. The ideal highest
score is 100. The score of pretest and posttest were calculated by using formula as follow: PS = R x 100
N Where:
PS : Percentage Score R : the total of right answer N : total item
3.7 Analysis Research Instrument
A good test should meet four criteria: a good validity, reliability, level of difficulty, and discrimination power.
3.7.1 Validity of the Test
Validity refers to the extent to which the test measures what is intended to measure. This means that it relates directly to the purpose of the test (Shohamy, 1985). There are four types of validity, namely face validity, content validity, construct validity, and empirical validity or criterion-related validity. To measure whether the test had a good validity, the researcher used content validity and construct validity. Face validity only concerns with the lay out of the test while the criterion-related validity is concerned with measuring the success in the future, as in replacement test (Hatch and Farhady, 1982). So these two validities were considered to be less needed. Therefore, the two types of validity were used in this research as follows:
A. Content Validity
Content validity is the extent to which the test measures a representative sample of the subject matter content. The focus of the content validity is adequacy of the sample and not simply on the appearance of the test (Hatch and Farhady, 1982). A good test is the test that appropriate with the material that have been taught, and the material is developed from the education goal. In the other word, content validity is the appropriateness of the test
instrument with the goal and the material.
The procedure for determining content validity is to compare the test content with the
reading comprehension i.e. determining main idea, finding the detail information, reference, inference, and understanding vocabulary.
[image:16.595.61.484.286.408.2]Furthermore, the researcher compared the test items with a table of specification. The test is based on 2006 English curriculum, and the syllabus of first years SMA students and represent of the materials that had been taught by the teacher. The content of the test was presented in the table of specification below:
Table 1. Table of Specification
No. Skills of Reading Item Number Percentage of Item
1 Identify the main idea 11., 21., 22., 28., 33., 11,11%
2 Specific information
1., 2., 6., 7., 8., 14., 16., 18., 19., 20., 23., 34., 36., 38., 41., 42., 43., 44.,
40%
3 Reference 3., 5., 15., 17., 27., 31., 35., 37., 45.,
25., 22,22%
4 Inference 10., 12., 29., 32., 39., 11,11% 5 Vocabulary 4., 9., 13., 24., 26., 30., 40., 15,55%
B. Construct Validity
Construct validity is concerned whether the test is actually in line with the theory of what reading comprehension means (Hatch and Farhady, 1982).
To make sure the test reflects the theory in reading comprehension, the researcher examined whether the test questions actually reflected the means of reading comprehension or not.
3.7.2 Reliability of the Test
involves only the test, mean and standard deviation, both of which are normally calculated anyhow as a matter of routine. To measure the coefficient of the reliability between odd and even group, the research used the Pearson Product Moment formula as follows:
Where:
Rxy : coefficient of reliability between the first half and the second half items X : total numbers of odd numbers items
Y : total numbers of even numbers items X2 : square of X
Y2 : square of Y
(Lado, 1997)
To know the coefficient correlation of whole items, the researcher used Spearman Brown’s
Prophecy Formula (Hatch and Farhady, 1982). The formula is as follows:
Where:
rk : the reliability of the test
rl : coefficient of reliability between the first half and the second half items
The criterion of reliability is: 0.90 – 1.00 : high
0.50 – 0.89 : moderate 0.0 – 0.49 : low
Difficulty level relates to how easy or difficult the item is from the point of view of the students who take the test. It is important since the items, which are too easy (that students get right) can tell us nothing about differences within the test population. To see the level difficulty, the researcher used the formula as follow:
Where:
LD : level of difficulty
R : the number of students who answer correctly. N : the total of students following the test
The criteria are:
< 30 = difficult 0.30-0.70 = average >0.70 = easy
(Shohamy, 1985)
3.7.4 Discrimination Power
This index refers to the extent to which the item differentiates between high and low levels students on the test. A good item according to this criterion is one that good students do well on and bad students fail. To see the discrimination index, the writer used the following formula:
Where:
U : the proportion of upper group students who answer correctly L : the proportion of lower group students who answer correctly N : total number of students
The criteria are:
1. If the value is positive discrimination – a large number or more knowledgeable students than poor students get the item correct. If the value is zero, it means that there is no discrimination.
2. If the value is negative, it means that more low students then high level students get the item correct.
3. In general, the higher, the discrimination index, the better. In classroom situation most items should be higher than 0.20 indexes.
(Shohamy, 1985)
3.8 Data Analysis
The researcher examined the students’ scores using the following steps:
1. Scoring the pretest and posttest
2. Tabulating the result of the test and calculating the scores of the pretest and posttest. 3. Drawing conclusion from the tabulated results of the pretest and posttest which
statistically analyzed using Repeated Measure T-Test computed through SPSS version 17.0.
3.9 Hypothesis Testing
H0 : There is no significant increase of students’ reading comprehension achievement after being taught through Collaborative Strategic Reading technique.
H1 : There is a significant increase of students’ reading comprehension
achievement after being taught through Collaborative Strategic Reading technique. The criteria are:
III. RESEARCH METHOD
The researcher compared between the students’ reading comprehension achievement in the
pretest and the students’ reading comprehension achievement in the posttest after being
taught through Collaborative Strategic Reading technique. To answer the research questions, there are seven topics which need to be elaborated here. They are: Research Design, Setting, Population and Sample, Data Collecting Technique, Research Procedures, Scoring System, Analysis Research Instruments, Data Analysis, and Hypothesis Testing.
3.1 Research Design
To gain the objective of the research, the researcher conducted quantitative design with one group pretest posttest design which used one class which got the treatments through
Collaborative Strategic Reading (CSR). The pretest was administered to see the students’ basic ability before treatments. Then, after giving the treatment the researcher administered the posttest. The posttest was administered in order to prove that CSR can be used to improve
students’ reading comprehension.
The design of the research is described as follows:
T1 X T2
Where:
X : treatment by using Collaborative Strategic Reading
(Hatch and Farhady, 1982)
3.2 Setting
This research was conducted in SMA Negeri 1 Tulang Bawang Tengah, Tulang Bawang from 21st April to 10th May, 2012.
3.3 Population and Sample
The population and sample that were used in this research were explained as the following:
3.3.1 Population
The population of the research was the first grade students of SMAN 1 Tulang Bawang Tengah. There were 13 classes in this school. In this research, the researcher chose the first grade students to be investigated. There were five classes of the first grade students: X1, X2, X3, X4, and X5 and each class consists of 30-32 students. Their ages ranged from 15-16 years old.
3.3.2 Sample
From the population above, one class was taken as try out class that was X2 and one class was as the experimental class that was given the treatments (teaching reading through
3.4 Data Collecting Techniques
In collecting the data, the writer used the following techniques: 1. Pretest
Pretest is the way to measure students’ ability in the beginning before giving treatment.
The researcher used pretest because it is very important to know students’ ability at the
beginning to compare it with students’ ability after treatment. Pretest was given in order to
know how far the competence of students in reading comprehension before the treatment. The test consisted of 30 items of multiple choice forms with five options. The materials were taken from some of try-out test items. In this research, researcher used the same multiple choices as the pretest and posttest. The good items from try-out test that had been analyzed were given in the pretest and posttest. The contents of the test were presented in the table of specification on page 36. The test was conducted within 60 minutes.
2. Posttest
This test was administered to the students after conducting the treatments. The aim of this
test was to find out the students’ reading comprehension achievement after the three times
treatments. The posttest was given in the last meeting. The test papers were administered to the students in the experimental class, and they were asked to do the test and then handed in the paper sheet. This test was multiple choices and consists of 30 items with five options. The posttest was conducted within 60 minutes.
3.5 Research Procedures
1. Planning
Before applying the research procedure, some planning was made in order application run well. The procedure cand be seen as follows:
1. Determining the sample of the research
In determining the experimental class, the writer used the random sampling technique by using a lottery, so that all the first year classes got the same chance to be the sample in order to avoid subjectivity and to guarantee that every class had the same opportunity. Having used the random sampling technique, it was gotten that X1 was chosen as experimental class.
2. Preparing the try out
The test was prepared (called try out test) and given to the students in order to know the quality of the test as an instrument of the research. This test is multiple choices and consists of 45 numbers.
3. Determining the quality of the test
The result of the try out test was analyzed in order to know which items were good to be used in the pretest.
4. Preparing the pretest and posttest
The materials that were prepared for the students relate to the curriculum that is News item that used in the school and also introduce Collaborative Strategic Reading to the students in the experimental class.
2. Implementation
After planning, the research procedures that had already planned were applied, there were some steps that should be applied, and they are:
1. Conducting try out
The try out was conducted before the pretest at chosen class that was X2. This was intended to measure the validity and reliability of pretest and posttest, to ensure that the data used by the researcher was valid and reliable to be used as a research instrument. Students were administered the test paper, asked to do the best and then asked to hand in their answer sheet. This test is multiple choices and consists of 45 items.
2. Conducting pretest
In the first meeting in X1 (experimental class), the pretest was given. The test papers were given to students, asked them to do the best, and then handed in the test. This test is in form of multiple choices with 30 items taken from the try out test. The pretest was conducted within 60 minutes.
3. Implementing the treatments
The Collaborative Strategic Reading was trained in three meetings and 2x45 minutes was distributed for each meeting for experimental class.
4. Administering posttest
test and then handed in the paper sheet. This test is multiple choices and consists of 30 items with five options.
3. Reporting
The last point to be done in this research procedures was reporting. There are two steps that were done in reporting:
1. Analyzing the data from pretest and posttest
The researcher analyzed the data by using Repeated Measure T-Test because the data was only collected from experimental group. This formula was used to compare the pretest score (mean) and posttest score (mean) to investigate whether there was a
significant increase of students’ reading comprehension through Collaborative
Strategic Reading technique. Before determining whether there was a significant increase, the raw data was put in the table by putting the highest score on the top. The data was computed through the SPSS version 17.0.
2. Making a report on the findings.
3.6 Scoring System
In scoring students’ result of the test, the researcher used Percentage Score. The ideal highest
score is 100. The score of pretest and posttest were calculated by using formula as follow: PS = R x 100
N Where:
PS : Percentage Score R : the total of right answer N : total item
3.7 Analysis Research Instrument
A good test should meet four criteria: a good validity, reliability, level of difficulty, and discrimination power.
3.7.1 Validity of the Test
Validity refers to the extent to which the test measures what is intended to measure. This means that it relates directly to the purpose of the test (Shohamy, 1985). There are four types of validity, namely face validity, content validity, construct validity, and empirical validity or criterion-related validity. To measure whether the test had a good validity, the researcher used content validity and construct validity. Face validity only concerns with the lay out of the test while the criterion-related validity is concerned with measuring the success in the future, as in replacement test (Hatch and Farhady, 1982). So these two validities were considered to be less needed. Therefore, the two types of validity were used in this research as follows:
A. Content Validity
Content validity is the extent to which the test measures a representative sample of the subject matter content. The focus of the content validity is adequacy of the sample and not simply on the appearance of the test (Hatch and Farhady, 1982). A good test is the test that appropriate with the material that have been taught, and the material is developed from the education goal. In the other word, content validity is the appropriateness of the test
instrument with the goal and the material.
reading comprehension i.e. determining main idea, finding the detail information, reference, inference, and understanding vocabulary.
[image:28.595.61.484.286.408.2]Furthermore, the researcher compared the test items with a table of specification. The test is based on 2006 English curriculum, and the syllabus of first years SMA students and represent of the materials that had been taught by the teacher. The content of the test was presented in the table of specification below:
Table 1. Table of Specification
No. Skills of Reading Item Number Percentage of Item
1 Identify the main idea 11., 21., 22., 28., 33., 11,11%
2 Specific information
1., 2., 6., 7., 8., 14., 16., 18., 19., 20., 23., 34., 36., 38., 41., 42., 43., 44.,
40%
3 Reference 3., 5., 15., 17., 27., 31., 35., 37., 45.,
25., 22,22%
4 Inference 10., 12., 29., 32., 39., 11,11% 5 Vocabulary 4., 9., 13., 24., 26., 30., 40., 15,55%
B. Construct Validity
Construct validity is concerned whether the test is actually in line with the theory of what reading comprehension means (Hatch and Farhady, 1982).
To make sure the test reflects the theory in reading comprehension, the researcher examined whether the test questions actually reflected the means of reading comprehension or not.
3.7.2 Reliability of the Test
involves only the test, mean and standard deviation, both of which are normally calculated anyhow as a matter of routine. To measure the coefficient of the reliability between odd and even group, the research used the Pearson Product Moment formula as follows:
Where:
Rxy : coefficient of reliability between the first half and the second half items X : total numbers of odd numbers items
Y : total numbers of even numbers items X2 : square of X
Y2 : square of Y
(Lado, 1997)
To know the coefficient correlation of whole items, the researcher used Spearman Brown’s
Prophecy Formula (Hatch and Farhady, 1982). The formula is as follows:
Where:
rk : the reliability of the test
rl : coefficient of reliability between the first half and the second half items
The criterion of reliability is: 0.90 – 1.00 : high
0.50 – 0.89 : moderate 0.0 – 0.49 : low
Difficulty level relates to how easy or difficult the item is from the point of view of the students who take the test. It is important since the items, which are too easy (that students get right) can tell us nothing about differences within the test population. To see the level difficulty, the researcher used the formula as follow:
Where:
LD : level of difficulty
R : the number of students who answer correctly. N : the total of students following the test
The criteria are:
< 30 = difficult 0.30-0.70 = average >0.70 = easy
(Shohamy, 1985)
3.7.4 Discrimination Power
This index refers to the extent to which the item differentiates between high and low levels students on the test. A good item according to this criterion is one that good students do well on and bad students fail. To see the discrimination index, the writer used the following formula:
Where:
U : the proportion of upper group students who answer correctly L : the proportion of lower group students who answer correctly N : total number of students
The criteria are:
1. If the value is positive discrimination – a large number or more knowledgeable students than poor students get the item correct. If the value is zero, it means that there is no discrimination.
2. If the value is negative, it means that more low students then high level students get the item correct.
3. In general, the higher, the discrimination index, the better. In classroom situation most items should be higher than 0.20 indexes.
(Shohamy, 1985)
3.8 Data Analysis
The researcher examined the students’ scores using the following steps:
1. Scoring the pretest and posttest
2. Tabulating the result of the test and calculating the scores of the pretest and posttest. 3. Drawing conclusion from the tabulated results of the pretest and posttest which
statistically analyzed using Repeated Measure T-Test computed through SPSS version 17.0.
3.9 Hypothesis Testing
H0 : There is no significant increase of students’ reading comprehension achievement after being taught through Collaborative Strategic Reading technique.
H1 : There is a significant increase of students’ reading comprehension
achievement after being taught through Collaborative Strategic Reading technique. The criteria are:
V. CONCLUSION AND SUGGESTIONS
5.1 Conclusion
Based on the result of the data analysis, the researcher draws a major conclusion as follow:
There was a significant increase of students’ reading comprehension achievement after being
taught through Collaborative Strategic Reading technique. This could be seen from the T-test
results which showed that the students’ mean score of posttest in experimental class (68.20)
was higher than pretest (56.40) with the gained score was 11.80. The T-test revealed that the result was significant in which significance was determined by p < 0.05, p = .000. Thus, hypothesis was accepted.
Furthermore, the researcher also draws the following supporting conclusions: 1. CSR is appropriate and effective to be used in increasing students’ reading
comprehension achievement in all level of education, since it have been prove that it is not only appropriate and effective in the level of elementary and junior high school but also in the level of senior high school.
2. The modification is needed to overcome the problem of time consuming by using only two roles of students (clunk expert and gist expert) while the others roles (leader and announcer) was done by teacher in order teacher can manage the time more efficiently.
5.2 Suggestions
1. English teachers of Senior High are suggested to use CSR as an alternative strategy in teaching reading comprehension since it have been proven that CSR can impact
effectively in increasing students’ reading comprehension. But it is needed modification in
implementing this technique especially the use of the roles of students to overcome the problem of time consuming.
THE IMPLEMENTATION OF COLLABORATIVE STRATEGIC READING TECHNIQUE IN INCREASING STUDENTS’ READING COMPREHENSION
ACHIEVEMENT AT THE FIRST GRADE OF SMAN 1 TULANG BAWANG TENGAH
(A Script)
MIRWAN SAPUTRA
ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ART EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY
THE IMPLEMENTATION OF COLLABORATIVE STRATEGIC READING TECHNIQUE IN INCREASING STUDENTS’ READING COMPREHENSION
ACHIEVEMENT AT THE FIRST GRADE OF SMAN 1 TULANG BAWANG TENGAH
Mirwan Saputra
A Script
Submitted in a Partial Fulfillment of the Requirements for S-1 Degree
in
The Language and Art Department of Teacher Training and Education Faculty
ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ART EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY
CURRICULUM VITAE
The writer’s name is Mirwan Saputra. He was born in Panaragan on May 12th, 1989. He is the fifth son of the seven children of a couple M. Ali and Jamiah.
He began his study at SDN 1 Panaragan in 1996. After graduated from SDN 1 Panaragan in 2002, he continued studying in SMP Karya Bhakti Panaragan and completed the three-year study program in 2005. He then decided to continue his study at SMA Negeri 1 Tulang Bawang Tengah and finished in 2008.
LIST OF GRAPH
Page
TABLE OF CONTENTS
Page
ABSTRACT ……… ADMISSION ………..………. APPROVAL ………..……….. CURRICULUM VITAE ……… DEDICATION ………... MOTTO ……….. ACKNOWLEDGEMENT ………. TABLE OF CONTENTS ………... LIST OF TABLES …..……….. LIST OF GRAPH ………... LIST OF APPENDICES ………..
I. INTRODUCTION ……….
1.1 Background of the Problem ………... 1.2 Identification of the Problems ………... 1.3 Limitation of the problem ……….. 1.4 Formulation of the Problem ……….. 1.5 Objective of the Research ……….. 1.6 Uses of the Research ………. 1.7 Scope of the Research ………... 1.8 Definition of Terms ………...
II. THEORETICAL FOUNDATION …...……….. 2.1 Review of Previous Research……….. 2.2 Review of Related Literature ………... 2.2.1 Concept of Reading Comprehension ……… 2.2.2 Concept of Teaching Reading ……… 2.2.3 Reading Aspects………..……..…….... 2.2.4 Concept of Collaborative Strategic Reading (CSR)……..…….... 2.2.5 Procedure of Teaching Reading Comprehension through
Collaborative Strategic Reading………. 2.2.6 Theoretical Assumption ………... 2.2.7 Hypothesis ……….…...
III. RESEARCH METHOD ……….
3.2 Setting ……… 3.3 Population and Sample ……….. 3.4 Data Collecting Technique ……… 3.5 Research Procedures ……….. 3.6 Scoring System ……….. 3.7 Analysis Research Instrument ….………. 3.7.1 Validity of the Test ………... 3.7.2 Reliability of the Test ……… 3.7.3 Level of Difficulty ………. 3.7.4 Discrimination Power ……… 3.8 Data Analysis ………. 3.9 Hypothesis Testing ………
IV. RESULTS AND DISCUSSIONS …...……….. 4.1 Result of The Research .………
4.1.1 Result of Try Out Test ………... 4.1.2 Result of Pre Test ……….. 4.1.3 Result of Post Test ……… 4.1.4 Result of Aspects of Reading Comprehension Achievement ….. 4.1.5 The Increase of Students’ Comprehension Achievement ………. 4.1.6 Hypothesis Test ……… 4.2 Discussion ……….
V. CONCLUSION AND SUGGESTIONS ………... 5.1 Conclusions ……….. 5.2 Suggestions ………...
LIST OF APPENDICES
APPENDICES Page
1. Research Schedule ………. 2. Reliability Analysis of Upper Group Tryout Test ………. 3. Reliability Analysis of Lower Group Tryout Test ………. 4. Reliability Analysis of Tryout Test ………... 5. Difficulty Level and Discrimination Power of Tryout Test ………….. 6. The Reliability Computation of the Data Collecting Instrument ……... 7. The Result of Students Score of Pre Test in Experimental Class …….. 8. Distribution of Students Score of Pre Test ……… 9. The Result of Students Score of Post Test in Experimental Class …… 10. Distribution of Students Score of Post Test ……… 11. Students' Score of Pre Test and Post Test in Experimental Class … 12. Analysis of the Results of Pretest ……….. 13. Analysis of the Results of Posttest ……….. 14. The Analysis of Hypothesis ……… 15. Lesson Plan 1 ……….. 16. Lesson Plan 2 ……….. 17. Lesson Plan 3 ……….. 18. Try Out Test ……… 19. Pre Test ……… 20. Post Test ………... 21. CSR Learning Log ………...
22.Surat Izin Penelitian ………
23.Surat Keterangan Pelaksanaan Penelitian ………..
REFERENCES
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http://www.readingmatrix.com/articles/alyousef/article.pdf. Armbruster, B.B. & Osborn, J. 2001. Put Reading First: Center of the
Improvement of Early Reading Achivement (CIREA). C. Ralf Adler, RMC Research Corporation: National Institute for Literacy (NIFL).
(http://www.nifl.gove/partnershipforreading/publications/reading_first1text.html,
January 4 2012).
Dallman & Roger, L. 1982. Teaching of Reading. Washington: CBS College Publishing.
Depdiknas. 2006. Materi Sosialisasi dan Pelatihan Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Diknas.
Doddy, A. & Sugeng, A. 2008. Developing English Competencies: X. Jakarta: Setia Purnama Invest.
Klingner, J. K., & Vaughn, S. 1998. Using Collaborative Strategic Reading. Teaching Exceptional Children. TESOL Quarterly.
Klingner, J. K., Vaughn, S., Hughes, M. T., & Arguelles, M. E. 1999. Sustaining research based practices in reading: A 3-year follow-up. Remedial and Special Education. TESOL Quarterly.
Klingner, J. K., & Vaughn, S. 2000. The Helping Behaviors of the Fifth Graders during Collaborative Strategic Reading. TESOL Quarterly.
Hatch, E., & Farhady, H. 1982. Research Design and Statistic fo Aplied Linguistic. London: New Bury House Production, Inc.
Henning, G. 1987. A Guide to Language Testing. Cambridge, Massachusetts: Newbury House Publisher.
Lado, R. 1997. Language Testing: The Construction and Use of Foreign Language Test. London: Longman Group.
Using Collaborative Strategic Readind (CSR) at the Second Year students of SMP N 1 Punggur. Unpublished manuscript.Bandar Lampung: The University of Lampung. Nuttal, C. 1982. Teaching Reading Skills in a foreign Language. London:
Heinemann Educational Books.
Priyana, J. & Renitasari, V.2008. Interlanguage: English for senior High School X. Jakarta: Grasindo.
Richard, T. 1986. How to Be a More Successful Reader. New York: Heinle and Heinle.
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Shohami. E. 1985. A Practical Hanbook in Language Teaching for Second Language. Tel Aviv: University.
Simanjuntak, E.G. 1988. Developing Reading Skills for English Foreign Language Students. Jakarta: P2LPTK.
Smith, F. 1982. Understanding Reading 2nd Edition. New York: Holt Renehart and Winston.
Standish, L. G. 2005. The Effect of the Collaborative Strategic Reading and
Direct Instruction in Persuasion on Sixt-Grade students’ Writing and Attitudes.
(http://drum.umd.edu/dspace/bitstream/1903/2700/1/umi-uumd-2628.pdf. December
23 2011).
Suparman, U. 2005. Understanding and Developing Reading Comprehension. Bandar Lampung: Unila Press.
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(http://www.thejakartapost.com/news/2004/12/20/tornado-wrecks-havoc-semarang.html, accessed on February 21 2012).
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LIST OF TABLES
Table Page
1. Table Specification of Try Out Test ...…………..………...
2. Distribution of Students Score of Pre Test ………...
3. Distribution of Students Score of Post Test ……….
4. Determining Main Idea Achievement ………
5. Finding Specific Information Achievement ……….
6. Reference Achievement ………...
7. Inference Achievement ………
8. Vocabulary Achievement ………
9. The Students’ Result of Reading Comprehension Aspects ……….
10. The Increase of Pre Test and Post Test Scores.……….….
11. The Analysis of the Hypothesis ………
41 49 50 52 53 55 56 57 58 59 60
MOTTO
“You have to endure caterpillars if you want to see butterflies.”
ADMISSION
1. Examination Committee
Chairperson : H. M. U. Suparman, M.A., Ph.D.
Examiner : Budi Kadaryanto, S.Pd., M.A.
Secretary : Dra. Edhita Gloria Simanjuntak
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
DEDICATION
This script is sincerely dedicated to: My beloved Mama and Papa, Jamiah and M. Ali
(For their endless love, pray and support)
My beloved siblings, Nurmala Suri, Yendra Ahmad, Agus Wanto, Feri Susanti, OksaMita Julia, and Zul Karnain
(For their help and spirit to always do the best)
My beloved sister and brother, Apridayati, S.Pd. and Warsit, S.Pd., M.H.,
and all Sunardi’s family
(For being my second home and giving me great support and sincere care) My beloved family at the third home of tarbiyah with Ustadz Santo
(For sincere advice, support, help, and togetherness)
My beloved family of UKMF FPPI FKIP UNILA, DPM FKIP UNILA, BIROHMAH UNILA. PANSUS XIII FKIP UNILA
(For useful experience, great motivation, and happiness) My supporting partners of NURUL FIKRI Bandar Lampung
APPROVAL
Research Tittle : THE IMPLEMENTATION OF COLLABORATIVE STRATEGIC READING TECHNIQUE IN INCREASING STUDENTS’ READING COMPREHENSION
ACHIEVEMENT AT THE FIRST GRADE OF SMAN I TULANG BAWANG TENGAH
Student’s Name : Mirwan Saputra
Student’s Number : 0813042037
Study Program : English Education
Department : Language and Art Education Faculty : Teacher Training and Education
Advisor Committee
Advisor I Co-Advisor
H. M. U. Suparman, M.A., Ph.D. Dra. Edhita Gloria S. NIP 19570608 198603 1 001 NIP 19480123 197703 2 003
The Chairperson of
Language and Art Education Department
ACKNOWLEDGEMENTS
Alhamdulillaahirobbil’alamiin, praise is for Allah SWT, The Almighty God, for blessing the
writer with health and determination to finish this script. Then, shalawat and salaam is for our Prophet Muhammad SAW, his family, his followers, and all Moslems. This script, entitled
“The Implementation of Collaborative Strategic Reading Technique in Increasing Students’
Reading Comprehension Achievement at the First Grade of SMAN 1 Tulang Bawng
Tengah”, is presented to the Language and Arts Education Study Program of Teacher
Training and Education Faculty of Lampung University as a partial fulfillment of the requirements for S-1 degree.
It is important to be known that this script would never have come into existence without any supports, encouragement, and assistance from several helpful people. Here are the writer would like to address his gratitude and respect to:
1. H. M. U. Ujang Suparman, M.A., Ph.D. as the writer’s first advisor, for his willingness to give assistances, ideas and encouragements within his time during the script writing process.
2. Dra. Edhita Gloria Simanjuntak as the writer’s second advisor, for her kindness in guiding the writer finishing this script.
3. Budi Kadaryanto, S.Pd., M.A. as the writer’s examiner, for his encouragements, contributions, and suggestions during the seminar until script examination.
4. Prof. Dr. Cucu Sutarsyah, M.A. as the Head of English Education Study Program and
the writer’s academic advisor along the writer’s college years.
5. Drs. Imam Rejana, M.Si. as the Chairperson of Language and Art Education Department.
6. Dr. H. Bujang Rahman, M.Si. as the Dean of Teacher Training and Education Faculty.
7. Sirdin Effendi, S.Pd. as the headmaster of SMAN 1 Tulang Bawang Tengah, Joni Raharjo, S.Pd. as the vice headmaster of SMAN 1 Tulang Bawang Tengah and Wahyuning Eri Trina, S.Pd. as the English teacher of the first grade of SMAN 1 Tulang Bawang Tengah for their kindness toward the writer to carry out the research. 8. All of students in class X 1 academic year of 2011-2012 of SMAN 1 Tulang Bawang
Tengah.
9. My Mama and Papa, Jamiah and M. Ali, thank you for your love, support, and pray all of this time. May Allah give you His never ending blessings.
11. My beloved sister and brother, Apridayati, S.Pd. and Warsit, S.Pd., M.H., and all
Sunardi’s family, thank you for being my second home and giving me great support
and sincere care.
12. My teachers, lecturers and murabbi for sharing knowledge, experience, and spirit all of this time.
13. My family of UKMF FPPI FKIP UNILA, DPM FKIP UNILA, BIROHMAH UNILA. PANSUS XIII FKIP UNILA, thank you for useful experience, great motivation, and happiness.
14. My supporting partners in NURUL FIKRI Bandar Lampung, thank you for assistances, support and suggestions.
15. My ridiculous friends of English Department 2008 (Edight), thank you for assistances, support and suggestions.
16. Anyone who can’t be mentioned directly who has contributed in completing this script.
Last but not least, the writer truly realizes that this research report has not been perfect yet. Thus, constructive input is accordingly expected to make the paper in the future. Hopefully, this script would give a positive contribution for educational development and for those who want to carry out further research.
Bandar Lampung, November 1st 2012
