THE EFFECT OF USING COLLABORATIVE STRATEGIC READING ON STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT.

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THE EFFECT OF USING COLLABORATIVE STRATEGIC

READING ON STUDENTS’ ACHIEVEMENT IN READING

NARRATIVE TEXT

A THESIS

Submitted to the English Department, Faculty of Language and Arts, State University of Medan in Partial Fulfillment of the Requirement

for the Degree of Sarjana Pendidikan

By:

SORAYA GRABIELLA DINAMIKA

Registration Number: 2103321042

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ACKNOWLEDGEMENTS

This thesis is submitted to the English Department, Faculty of Languages and Arts, State University of Medan as a partial fulfillment of the requirements for taking the degree of Sarjana Pendidikan.

During the process of completing this thesis the researcher has worked with a great number of people, through their guidance, suggestions, and comments for which the researcher would like to extend her sincere gratitude and special thanks to:

 Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.  Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Dra.

Masitowarni Siregar, M.Ed., Head of English Education Study Program and her Thesis Consultant.

 Drs. Bachtiar, M.Pd., Dr. Sri Minda Murni, M.S., Drs.Lidiman S.M Sinaga, M.Hum., her Thesis Examiners.

 All Lecturers who have taught her in this English Department,for giving knowledge, advices and amazing study experiences.

 Susianto, S.Pd.,M.Si., the Principal of SMA Negeri 1 Binjai and the the English Teacher for giving permission and helping the writer to do this research.

 Dra. Yarmen Dinamika and Agustina, S.H., her beloved parents, Nazwa and Naycilla, her lovable nephews, her special one Muhammad Faisal Situmorang and her big family who always supported the writer to be hard working to finish her study in Faculty of Languages and Arts, State University of Medan.

 Her beloved friends,the students of English Department, Misida, Nova, Rizka, Rafiqa, Puput, Dika and also the other students in Extension A, B, C 2010 for always be there when she needed their support and motivation. Her beloved close friends Eren, Sri, Adek, Putri, Yuli and all people who cannot be mentioned one by one, she says thank you.

Last but not least, the researcher resizes that her thesis still has some weakness and mistakes. Thus, she would be grateful to accept any suggestion and correction from anyone for the better writing.

Medan, August 2014 The Researcher,

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ABSTRACT

Dinamika, Soraya Grabiella. 2103321042. The Effect of Using Collaborative Strategic Reading on Students’ Achievement in Reading Narrative Text. A Thesis. English Department. Faculty of Languages and Arts. States University of Medan. 2014.

The objective of this study was to investigate whether Collaborative Strategic Reading significantly affected on students’ achievement in reading narrative text. This study was an experimental research design. The population of this study was grade X students of SMA Negeri 1 Binjai with the total number of students was 40 as samples and all of the students was taken by using purposive sampling. The students were divided into two groups, namely experimental and control group. The experimental group was taught by using Collaborative Strategic Reading, while the control group was taught by using three-phase technique. The instrument of collecting data was multiple choice tests which then divided into pre-test and post-test. To obtain the result of the reliability of the test, the researcher used the Kuder Richardson formula (KR-21). The result of the calculation showed that the reliability of the test was 0.62, which means that the reliability of the test is high. The data were analyzed by using t-test formula. The result of the analysis showed that tvalue is higher than ttable(3.93 > 1.686) at the

level of significance 0.05 with the degree of freedom (df) 38. It means that there is a significant effect of using Collaborative Strategic Reading on the students’ achievement in reading narrative text.

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LIST OF TABLES

Table 2.1 The Example of Narrative Text ...14

Table 2.2 CSR in Three-Phase Activities of Reading...18

Table 2.3 Group Roles Activity ...22

Table 3.1 Research Design...29

Table 3.2 Table of Specification ...31

Table 3.3 Treatment for Experimental Group...32

Table 3.4 Treatment for Control Group ...34

Table 4.1 The Tests Score of Experimental Group...40

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LIST OF FIGURES

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LIST OF APPENDICES

Appendix A The Tests Score of Experimental Group ...51

Appendix B The Tests Score of Control Group...57

Appendix C The Result of Try Out...58

Appendix D The Calculation of Reliability of the Test ...59

Appendix E The Mean Score of Experimental Group...60

Appendix F The Mean Score of Control Group ...61

Appendix G The Calculation of T-test for Experimental Group ...62

Appendix HThe Calculation of T-test for Control Group ...63

Appendix I T-table Distribution...64

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CHAPTER I

INTRODUCTION

A. Background of The Study

English is an international language. In this globalization era, people are

faced by the challenges of using English in the daily life due to the fact that

English is an international language. In Indonesia, English is regarded as a foreign

language and taught formally from elementary school up to the university level.

There are four skills that will be learned in learning English; they are listening,

speaking, reading and writing. Since those four skills of English are generally

taught to the students from the primary level of education up to higher level of

education, it implies that the students are able to comprehend a reading text as

well as possible since reading is the prior skill that has been taught from the

primary level of education.

In learning English, reading is one of the skills which has an important role

such as giving information to readers. According to Patel and Jain (2008:113),

reading is an active process which consists of recognition and comprehension

skill. This important skill in life with which one can update his knowledge is an

important tool for academic success. Although reading is a very important

competence for students but they still find it difficult to comprehend reading texts.

The teacher usually orients students with English books, and asks the students to

read the texts and answer the questions. These ineffective strategies have less

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become passive learners and they cannot improve their reading comprehension

ability.

Based on the writer’s teaching experiences and through the interview with

the English teacher, it was found that the students still had low comprehension

level of reading narrative texts. There were some reasons for such a case, such as

the lack of students’ interest in reading the text, the lack of students’ knowledge

about the narrative text and the ineffective technique which was applied by the

teacher. From the fact above, the writer had decided to use a strategy which would

help the students to achieve much in reading narrative texts.

With the purpose to improve the students’ achievement in reading

comprehension, Collaborative Strategic Reading (CSR) is applied. In CSR

students are expected to work in groups and responsible for the task given by the

teacher to each group. As Vaughn (2007:139) states that with CSR, students learn

how to use comprehension strategies that support their understanding of

expository text. CSR is very useful for students to enhance their reading

comprehension ability because in this situation, students are working in groups

and they are taught to activate their prior knowledge, make prediction, monitor

their comprehension difficulties, clarify information, restate important ideas

based on the text, summarize the text, and form appropriate questions about the

text. The group work is organized around cooperative learning principles with

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Fitri (2010:13), investigated the effectiveness of Collaborative Strategic

Reading (CSR) towards the students’ reading comprehension achievement by

using quasi experimental research design with 56 intact students of PGSD

Suryalaya, West Java, Indonesia. The results showed that means score between

CSR and conventional reading activities are significantly different. It means that

the CSR is effective to improve students’ reading comprehension achievement.

Indah (2012:9), has ever made an experimental research to find out

whether the use of Collaborative Strategy Reading (CSR) has a significant effect

on students’ reading comprehension. The implementation of CSR was responded

positively by the students of Madrasah Aliyah Negeri MAN 1 Makassar in

teaching reading comprehension. The improvement of students’ proficiency in

reading had significant correlation with the students’ attitudes. It meant that this

strategy could improve the students’ reading proficiency and it could beapplied in

teaching reading comprehension.

Therefore, the writer expected that CSR will help the students to widen

their knowledge and enhance their interest in learning reading. In other words,

Collaborative Strategic Reading will enable students to be good readers who can

comprehend the text easily.

B. The Problem of Study

As related to the background of study above, the problem of study is

formulated as follows: “Is there any significant effect of using Collaborative

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C. The Objective of Study

The objective of this study is to find out whether the use of collaborative

strategic reading has effects on students’achievement in reading narrative text.

D. The Scope of Study

There are some genres which commonly taught in high school, namely

recount, narrative, procedure, descriptive, report, and exposition. This study is

limited only on reading narrative text by using collaborative strategic reading,

since this strategy is expected to be suitable for it.

E. The Significance of Study

The findings of this research are expected to be useful for:

1. English teachers who are expected to improve their English teaching

quality in teaching learning process.

2. The students who are expected to learn more about reading skills and

get motivation in improving their reading skill.

3. The researchers who may apply the same strategy in conducting further

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

After analyzed the data, it was found that Collaborative Strategic Reading

(CSR) affected students’ reading comprehension. Based on the calculation of

t-test which showed that ttable at level significance of 0.05 with (df) 38, or

3.93>1.686 at level significance of 0.05 with (df) 38. The students could improve

their ability in comprehending the text when they were taught by using

Collaborative Strategic Reading (CSR).

Due to the research finding of this study, it is obtained that the students

who are taught reading narrative text by using Collaborative Strategic Reading

(CSR) have higher achievement than the students who are taught by using

three-phase technique.It means that the hypothesis states that Collaborative Strategic

Reading (CSR) gives significant effect on the students’ reading achievement in

reading narrative text is accepted.

B. Suggestions

Since teaching reading comprehension by using Collaborative Strategic

Reading (CSR) has a significant effect to improve students’ achievement in

reading narrative text, it is suggested that:

1. English teachers to apply the Collaborative Strategic Reading (CSR) in

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2. Students follow the steps on Collaborative Strategic Reading (CSR) to

improve their achievement in reading comprehension particularly in

reading narrative text.

3. Other researchers who may apply Collaborative Strategic Reading (CSR)

for further research. It is suggested for them to manage the sufficient time

when applying the cooperative learning group in Collaborative Strategic

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THE EFFECT OF USING COLLABORATIVE STRATEGIC READING ON STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT.