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THE EFFECT OF TEACHING STRATEGIES

AND CRITICAL THINKING ON STUDENTS’ ACHIEVEMENT

IN READING COMPREHENSION

A THESIS

Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By:

RYAN PRAYUDA SIREGAR Registration Number: 809111041

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE SCHOOL

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THE EFFECT OF TEACHING STRATEGIES

AND CRITICAL THINKING ON STUDENTS’ ACHIEVEMENT

IN READING COMPREHENSION

A THESIS

Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By:

RYAN PRAYUDA SIREGAR Registration Number: 809111041

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE SCHOOL

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ABSTRACT

Ryan Prayuda Siregar. The Effect of Teaching Strategies and Critical Thinking on Students’ Achievement in Reading Comprehension. A Thesis. English Applied Linguistics Study Program. State University of Medan. 2014.

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ABSTRAK

Ryan Prayuda Siregar. Pengaruh Strategi Pembelajaran dan Kemampuan Berpikir Kritis terhadap Hasil Belajar Siswa dalam Pemahaman Membaca. Tesis. Program Studi Linguistik Terapan Bahasa Inggris. Universitas Negeri Medan. 2014

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ACKNOWLEDGEMENTS

Bismillahirrahmanirrahim,

Alhamdulillahi rabbil ‘alamin, the writer expresses his highest gratitude to

Allah SWT for the blessing, love, opportunity, health, and mercy to complete this

thesis.

This thesis would not have been possible without the guidance and the

help of several individuals who in one way or another contributed and extended

their valuable assistance in the preparation and completion of this study.

First and foremost, his utmost gratitude is directed to Prof. Dr. Berlin

Sibarani, M.Pd, his first adviser, for his detailed and constructive comments,

encouragement, guidance and patience in the process of finishing this thesis.

He is deeply grateful to Dr. Didik Santoso, M.Pd, his second adviser, for

his valuable comments, and for his support throughout this thesis. His respect and

admiration to him cannot be adequately expressed in words.

A lot of thanks are directed to Prof. Dr. Busmin Gurning, M.Pd. and Dr.

Sri Minda Murni, MS., Head and Secretary of English Applied Linguistics Study

Program, for completing the administrative requirements.

He is deeply indebted to Prof. Dr. Busmin Gurning, M.Pd., Prof. Dr. Lince

Sihombing, M.Pd., and Dr. I Wayan Dirgayasa Tangkas, M.Hum., his reviewers

and examiners, for their valuable suggestions to improve this thesis. In addition,

his greatest gratitude is delivered to all lecturers at the English Applied

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His sincere thanks also goes to Syuratti Astuti Rahayu Manalu, S.Pd., SH.,

MH., Headmaster of SMA Kartika I-1 Medan, for the permission to conduct the

research and for assisting him in collecting the data.

He would like to express his deepest admiration to his lovely parents,

Saparuddin Siregar, Warsini, Drs. A. B. Ch. Manalu, M.Pd., and Dra. Rosnah

Siregar, S.H., M.Si, his beloved sisters and brothers Lilian Adelyne Siregar,

Chairunnikmah Siregar, Syuratty Astuti Rahayu Manalu, S.H., S.Pd., M.H.,

Kartika Manalu, M.Pd., Freddy Simanjuntak, SH., M.H., Sofyanto, M.Pd., Boy

Utomo Manalu S.TI., Bob Rahmat Manalu, S.Pd., and Riza Ramadhan Manalu,

who always support him to finish this thesis.

Finally, he is deeply grateful to his beloved wife, Salistri Annisa Manalu,

S.Pd., M.Hum., who always keeps praying, supporting and encouraging him to

finish this thesis.

Medan, July 2014

The Writer,

Ryan Prayuda Siregar

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TABLE OF CONTENTS

ABSTRACT ... i

ACKNOWLEDGEMENTS ... iii

TABLE OF CONTENTS ... v

LIST OF TABLES ... viii

LIST OF FIGURES ... x

LIST OF APPENDICES ... xi

CHAPTER I: INTRODUCTION ... 1

1.1 The Background of the Study ... 1

1.2 The Problems of the Study ... 7

1.3 The Scope of the Study ... 7

1.4 The Objectives of the Study ... 8

1.5 The Significance of the Study ... 8

CHAPTER II: REVIEW OF LITERATURE ... 9

2.1 Theoretical Framework ... 9

2.1.1 Reading Comprehension ... 9

2.1.2 Levels of Reading Comprehension ... 12

2.1.3 Teaching Strategies ... 13

2.1.4 Collaborative Strategic Reading (CSR) ... 14

2.1.4.1 Definition of CSR ... 14

2.1.4.2 Principle of CSR ... 15

2.1.4.3 Procedure of CSR ... 15

2.1.4.4 Strengths and Weaknesses of CSR ... 18

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2.1.5.1 Definition of TSI ... 20

2.1.5.2 Principle of TSI ... 20

2.1.5.3 Procedure of TSI... 21

2.1.5.4 Strengths and Weaknesses of TSI ... 26

2.1.6 Critical Thinking... 27

2.1.7 Relevant Studies ... 30

2.2 Conceptual Framework ... 33

2.2.1 The difference between students’ achievement in reading comprehension taught by using CSR and taught by using TSI ... 33

2.2.2 The difference between students’ achievement in reading comprehension with high critical thinking and low critical thinking ... 35

2.2.3 The interaction between teaching strategies and critical thinking skill on students’ achievement in reading comprehension ... 37

2.3 Hypotheses ... 40

CHAPTER III: RESEARCH METHODOLOGY ... 41

3.1 Research Design ... 41

3.2 Population and Sample ... 42

3.2.1 Population ... 42

3.2.2 Sample ... 42

3.3 Technique for Collecting Data ... 43

3.4 Instrument of Data Collection ... 43

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3.4.2 Critical Thinking Test ... 44

3.5 Instrument Validation ... 45

3.5.1 Validity of Reading Comprehension Test ... 47

3.5.2 Reliability of Reading Comprehension Test ... 47

3.5.3 Validity of Critical Thinking Test ... 48

3.5.4 Reliability of Critical Thinking Test... 49

3.6 Procedure of Research ... 50

3.7 Control of Treatment ... 51

3.7.1 Internal Validity ... 51

3.7.2 External Validity... 53

3.8 Technique of Data Analysis ... 54

3.9 Statistical Hypotheses ... 54

CHAPTER IV: DATA AND DATA ANALYSIS ... 55

4.1 Description of the Research Data ... 55

4.2 Requirements of Data Analysis ... 66

4.3 Testing Hypotheses ... 67

4.4 Research Findings ... 75

4.5 Discussion ... 76

4.6 Limitation of Research ... 83

CHAPTER V: CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS ... 85

5.1 Conclusions ... 85

5.2 Implications ... 85

5.3 Suggestions ... 87

REFERENCES ... 88

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LIST OF TABLES

Table Page

2.1 Six Strategies of Transactional Strategies Instruction ... 23

3.1 Factorial Design 2x2 ... 41

3.2 The Specification Table of Reading Comprehension Test Items ... 44

3.3 The Specification Table of Students’ Critical Thinking ... 45

3.4 The Scenario of CSR and TSI ... 50

4.1 The Data on Students’ Achievement in Reading Comprehension of Students SMA Kartika I-1 Medan Taught by Using Collaborative Strategic Reading ... 55

4.2 Table 4.2 The Data on Students’ Achievement in Reading Comprehension of Students SMA Kartika I-1 Medan Taught by Using Transactional Strategies Instruction ... 56

4.3 The Data on Students’ Achievement in Reading Comprehension of Students SMA Kartika I-1 Medan with High Critical Thinking ... 58

4.4 The Data on Students’ Achievement in Reading Comprehension of Students SMA Kartika I-1 Medan with Low Critical Thinking ... 59

4.5 The Data on Students’ Achievement in Reading Comprehension of Students SMA Kartika I-1 Medan Taught by Using Collaborative Strategic Reading with High Critical Thinking ... 61

4.6 The Data on Students’ Achievement in Reading Comprehension of Students SMA Kartika I-1 Medan Taught by Using Collaborative Strategic Reading with Low Critical Thinking ... 62

4.7 The Data on Students’ Achievement in Reading Comprehension of Students SMA Kartika I-1 Medan Taught by Using Taught by Using Collaborative Strategic Reading with High Critical Thinking ... 63

4.8 The Data on Students’ Achievement in Reading Comprehension of Students SMA Kartika I-1 Medan Taught by Using Taught by Using Transactional Strategies Instruction with Low Critical Thinking ... 65

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LIST OF FIGURES

Figure Page

4.1 Histogram on Students’ Achievement in Reading Comprehension Taught

By Using CSR ... 56

4.2 Histogram on Students’ Achievement in Reading Comprehension

Taught by Using TSI ... 57 4.3 Histogram on Students’ Achievement in Reading Comprehension of

Students with High Critical Thinking ... 58

4.4 Histogram on Students’ Achievement in Reading Comprehension of

Students with Low Critical Thinking ... 60

4.5 Histogram on Students’ Achievement in Reading Comprehension of

Students Taught by Using CSR with High Critical Thinking ... 61

4.6 Histogram on Students’ Achievement in Reading Comprehension of

Students Taught by Using CSR with Low Critical Thinking ... 62

4.7 Histogram on Students’ Achievement in Reading Comprehension of

Students Taught by Using TSI with High Critical Thinking ... 64

4.8 Histogram on Students’ Achievement in Reading Comprehension

of Students Taught by Using TSI with Low Critical Thinking ... 65

4.9 The Effect of Teaching Strategy on Students’ Achievement

in Reading Comprehension ... 69 4.10 The Effect of Critical Thinking on Students’ Achievement

in Reading Comprehension ... 70 4.11 The Effect of Interaction between Teaching Strategy and

Critical Thinking on Students’ Achievement in

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LIST OF APPENDICES

Appendices

Appendix 1. Lesson Plan for CSR and TSI ... 93

Appendix 2. Reading Comprehension Test ... 97

Appendix 3. Critical Thinking Test ... 109

Appendix 4. The Computation of Validity Test ... 116

Appendix 5. The Computation of Test Item Reliability... 117

Appendix 6. Discrimination Index and Difficulty Index ... 118

Appendix 7. Description of Students’ Score ... 119

Appendix 8. The Computation of Normality Test ... 120

Appendix 9. The Computation of Homogeneity Test ... 124

Appendix 10. The Computation of Variance Analysis Test ... 125

Appendix 11. The Computation of Schefee Test ... 126

Appendix 12. The Validity and Reliability of Critical Thinking Test ... 127

Appendix 13. The Computation of Factor Analysis ... 128

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CHAPTER I

INTRODUCTION

1.1The Background of the Study

Reading is an interactive process between a reader and a text. During the

reading process, a reader is engaged in a great deal of mental activity; automatic

or conscious. In the process, the reader interacts dynamically with the text as s/he

tries to elicit the meaning. It can be carried out through systemic knowledge

(buttom-up processing) and schematic knowledge (top-down processing). In the

buttom-up process, the reader begins with the printed words, recognizes graphic

stimuli, decodes them to sound, recognizes words and decodes meaning. On the

other hand, top-down process is based upon the schema theory. The reader

activates her or his schemata to acquire knowledge or to interpret the text.

It seems that comprehending a text is not easy to do. Most students get

difficulties when they are assigned to comprehend a text. National Assessment of

Educational Progress reported in 2003 that the reading ability of America’s fourth,

eighth, and twelfth graders has not been improved in thirty years. Approximately

one in four students is struggling to read and comprehend the textbooks and

subject matter materials as they enter the middle or high schools. The students in

Indonesia also get difficulties in reading comprehension. Balitbang Depdiknas

(2013) reported that students in Indonesia only master 30% of reading materials

and they get difficulty to answer the essay tests which requires comprehension. It

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Pendidikan) that students are expected to be competent in comprehending short

functional text, dialogue, and monologue text in form of description, narration,

procedure, recount, news item, report, exposition, spoof, review and explanation

(BSNP, 2006).

The problem faced by the students in reading comprehension is influenced

by many factors. One of the factors is that the students have low motivation in

learning, negative attitude in a certain subject, minimum reading activity at home,

low vocabulary mastey, low critical thinking skill, gender differences and social

economic background that affect their reading achievement. Another factor is that

the teachers have low professional development and use inappropriate teaching

strategies and media. They frequently used the handout book and gave reading

exercise contained on it. Reading comprehension is also taught by the teachers

through a traditional way which is known as teacher-centered learning. This

traditional approach often represents an exercise in one way communication that

places students in a passive role. It will ultimately minimize the students’ ability

to develop their skills in reading comprehension. Reading a passage will be

difficult for students because they only get the knowledge from their teacher.

Students are not actively involved in reading process. Reading activity only

covers reading the text and answers the questions given that individually done by

the students. Consequently, students feel bored and were not interested with the

materials in reading comprehension tasks. Therefore, their reading comprehension

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Those are several causes of reading comprehension problem faced by

students when they are trying to get the meaning of a text. Actually, this problem

can be decreased by applying a certain strategy in teaching reading. Grabe (1991)

in Alyousef reveals the importance of using reading strategies in order to read

more efficiently. Reading comprehension strategies have several strengths for

students. The strategies will motivate the students’ thinking and develop their

mental abilities; provide them with a good ability to deal with the daily and fast

enlarging amounts of data; enable them to visualize the difference between what

can be done and what must be done; and help them get rid of the doubts through

choosing from a number of responses and possibilities available (Rose et al, 2000;

Baron 1987 in Al-Khateeb and Idrees 2010).

Teachers can apply several reading comprehension strategies in order to

help the students comprehend a text successfully. Some of them are Collaborative

Strategic Reading (CSR) and Transactional Strategies Instruction (TSI). Sousa

(2005) describes that CSR is particularly effective in classrooms where students

have many different reading abilities and learning capabilities. CSR uses direct

teaching and collaborative power of cooperative learning groups to accomplish

two phases designed to improve reading comprehension, they are teacher-led

activities and cooperative learning groups (Klingner, Vaughn, and Schumm in

Sousa, 2005). The first phase, teacher-led activities, consists of four activities –

preview the reading, click and clunks, get the gist, and wrap-up. In the reading

preview, the students preview the entire reading passage in order to get as much as

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students’ understanding while they are reading. Clicks are parts of the reading that

make sense for the students and clunks are parts or words that do not make sense

for students. Students can clarify the parts or words that they do not understand by

rereading the sentences while looking for keywords that can help extract meaning

from the context, rereading previous and following sentences to get additional

context clues, looking for prefixes or suffixes in the word that could help with

meaning, and breaking the word apart to see if smaller words are present that

provide meaning. The third activities in phase one is get the gist. In this activity,

the students are asked to state in their own words the most important person, place

or thing in the passage. Then, they should explain the important idea about that

person, place or thing. The last activity in the first phase of CSR is wrap-up. It is a

closure activity that allows students to review in their mind what has been learned

to ensure that it makes sense and has meaning.

The second phase of CSR is cooperative learning groups. This phase puts

the students into cooperative learning groups to practice CSR in an interactive

environment. True cooperative learning groups are usually made up of about five

students of mixed ability levels who learn and perform certain roles in the group

to ensure completion of the learning task (Johnson and Johnson, 1989 in Sousa,

2005). The roles rotate among group members so that every student gets the

opportunity to be the leader and use the various skills needed to perform each

task.

Another strategy that is applicable in teaching reading is Transactional

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students as they apply strategies while interacting with text and learning content.

Through teacher explanation, modeling, and supported practice, students learn to

use repertoires of comprehension strategies. A central goal of instruction is the

self-regulated use of the strategies. The term transactional itself is used to

emphasize that (1) meaning is determined through the interaction of prior

knowledge and information conveyed through print; (2) one person’s reaction is

influenced by what other group members do, think, and say; and (3) the meaning

that emerges is the product of the group’s interactions.

The implementation of TSI consists of three phases – explanation and

modeling, practice and coaching, and transfer of responsibility (Casteel, Isom, & Jordan, 2000). In the explanation and modeling phase, the teacher will make

posters or displays for each of the strategies such as predicting, questioning and

answering, visualizing, seeking clarification, responding to text based on prior

knowledge, and summarizing. Then the teacher posts them on the wall where

students can easily see them. The teacher selects a strategy to teach. Then, the

teacher defines and explains the selected strategy to students and models its usage.

After that, he or she emphasizes why the strategy is helpful and explains when it

might be most appropriate to use it.

The second phase is practice and coaching. In this phase, the teacher

provides students with opportunities for guided practice and feedback. The teacher

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practice in implementing the strategies as well as in selecting which strategy to

use at different times.

The last phase in TSI is transferring of responsibility. Once students have

become proficient strategy users, then they can use various strategies while

reading, monitoring their understanding, and discussing the meaning of text in

small reading groups. They assume responsibility for selecting and implementing

strategies. The teacher continues to coach students as they use various strategies

as they work in their groups.

As stated in the explanation above, there are many variables that influence

reading comprehension. Another variable that influences reading comprehension

is critical thinking. Reading is more than just saying what is on the page; it is

thinking. Students need to have a critical thinking during reading. Critical

thinking requires them to identify, analyze, assess, and evaluate information in an

attempt to understand and construct meaning of a text. It is concluded that critical

thinking is the process which is used by the students or readers to comprehend and

to construct a meaning of a certain text.

Based on the explanation above, this study aims to see the effect of

teaching strategies and critical thinking on students’ achievement in reading

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1.2 The Problems of the Study

The research problems are formulated as follows:

1. Is the students’ achievement in reading comprehension taught by using

Collaborative Strategic Reading (CSR) higher than that taught by using

Transactional Strategies Instruction (TSI)?

2. Is the reading comprehension achievement of students with high critical

thinking higher than that of students with low critical thinking?

3. Is there any interaction between teaching strategies and critical thinking to

students’ achievement in reading comprehension?

1.3 The Scope of the Study

There are many applicable strategies in teaching reading comprehension.

In this study, the researcher will focus on the using of Collaborative Strategic

Reading (CSR) and Transactional Strategies Instruction (TSI).

Besides using the appropriate strategy, the success of students’ in

comprehending a text is also influenced by several variables, one of them is

critical thinking. This study is limited on the effect of teaching strategies and

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1.4 The Objectives of the Study

The objectives of the study are to find out whether:

1. The students’ achievement in reading comprehension taught by using

Collaborative Strategic Reading (CSR) is higher than that taught by using

Transactional Strategies Instruction (TSI).

2. The reading comprehension achievement of students with high critical

thinking is higher than that of students with low critical thinking.

3. There is an interaction between teaching strategies and critical thinking to

students’ achievement in reading comprehension.

1.5 The Significances of the Study

The findings of this study are expected to be useful theoretically and

practically. Theoretically, the findings of this study can give additional

information to theories related to Collaborative Strategic Reading (CSR) and

Transactional Strategies Instruction (TSI) in teaching reading. Therefore, the

findings of this study are expected to be useful the researchers who want to do a

research on the implementation of reading strategies in teaching reading

comprehension

Practically, the findings of this study are expected to be useful for English

teachers at schools and at universities in teaching reading comprehension. The

English teachers can use the findings of this study as a reference in implementing

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CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

5.1 Conclusions

Based on the research findings and discussions stated before, it is

concluded that:

1. The students’ achievement in reading comprehension taught by using

Collaborative Strategic Reading (CSR) is higher than that taught by using

Transactional Strategies Instruction (TSI).

2. The reading comprehension achievement of students with high critical

thinking is higher than that of students with low critical thinking.

3. There is an interaction between teaching strategies and critical thinking to

students’ achievement in reading comprehension. It can be said that

students’ achievement in reading comprehension is influenced by teaching

strategy and critical thinking. High critical thinking students taught by

using CSR get higher achievement in reading comprehension. Meanwhile,

low critical thinking students get higher achievement in reading

comprehension if they are taught by using TSI.

5.2 Implications

The first finding shows that students’ achievement in reading

comprehension taught by using CSR is higher than that taught by using TSI. This

result implies to the English teacher’s choice of teaching strategies. It is better for

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students more active and become independent learners. CSR improves students'

reading comprehension achievement because in CSR all students are actively

involved, and everyone has the opportunity to contribute as group members learn

from and understand the text.

The second finding shows that reading comprehension achievement of

students with high critical thinkingis higher than that of students with low critical

thinking. It gives implication to the teachers that they should consider students’

critical thinking as one of the factors that influences students’ learning

achievement.

The third finding shows that there is significant interaction between

teaching strategies and critical thinking on students’ achievement in reading

comprehension. It implies that teaching strategies and critical thinking are

variables that give significant influence on students’ learning achievement. Thus,

it is needed to relate the teaching strategies to students’ critical thinking.

Furthermore, this research found that by applying CSR, students are accustomed

to actively involved in class discussion and become independent learners. It can

be assumed that CSR is more applicable in improving students’ achievement in

reading comprehension. But, TSI still can be used in teaching reading. Students

with low critical thinking are better taught by TSI because in this strategy teachers

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5.3 Suggestions

In connection with the conclusions and implications, there are some

suggestions given as follows:

1. Teachers are recommended to apply CSR to the high critical thinking

students and to apply TSI to the low critical thinking students, to improve

their achievement in reading comprehension.

2. Students are recommended to apply CSR and TSI since these strategies are

effective in improving the achievement in reading comprehension.

3. Other researchers could use the findings of this study as the reference to do

in-depth research related to improving reading comprehension

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