STRATEGIC READING (CSR) TECHNIQUE ON THE STUDENTS' READING COMPREHENSION TO THE EIGHT GRADE OF JUNIOR HIGH SCHOOL 2 METRO IN ACADEMIC YEAR. STRATEGIC READING (CSR) TECHNIQUE ON THE STUDENT'S READING COMPREHENSION AT GRADE EIGHT OF JUNIOR HIGH SCHOOL 2 METRO IN THE ACADEMIC YEAR 2016/2017.
INTRODUCTION
- Background of study
- Problem identifications
- Problem limitation
- Objective and Benefits of study
This research aims to discuss the impact of using collaborative strategic reading (csr) technique on students' reading comprehension. To know if there is any positive and significant impact of using the cooperative strategic reading technique towards the reading comprehension of students in the eighth grade of Junior 2 Metro High School.
REVIEW OF THE RELATED THEORIES
Theoretical review
- The concept of reading comprehension
- Collaborative Strategic Reading (CSR)
They state that "Collaborative Strategic Reading (CSR) is an excellent teaching technique for teaching students". Tell students about the benefits of learning to read using Collaborative Strategic Reading (CSR) and explain to them that Collaborative Strategic Reading (CSR) is useful for them to develop their reading comprehension of descriptive text.
RESEARCH METHODOLOGY
- Research Design
- Population and Sampling Technique
- Population
- Sample
- Sampling Technique
- The Operational Definition of Variable
- Data Collecting Method
- Test
- Documentation
- Research Instrument
- Data Analysis Technique
The dependent variable of this research is the reading comprehension of students in the eighth grade of Junior 2 Metro High School in the academic year 2016/2017. The Effectiveness of the Collaborative Strategic Reading Technique and Reading Comprehension of the Eighth Graders of 2 Metro Middle School in the Academic Year 2016/2017. To investigate whether there is any positive and significant impact of collaborative strategic reading technique on reading comprehension in the eighth grade of Junior High School 2 Metro in the academic year.
The table above shows that the mean of the X1 pretest and X2 posttest scores was 14.133, and the standard deviation was 5.631 with a mean standard error of 1.028, observed t 13.748 with a degree of freedom of 29 to a confidence interval of the difference of 95%. There is a positive and significant influence of the collaborative strategic reading technique on the reading comprehension of students in the eighth grade of lower secondary school 2 Metro in the academic year 2016/2017. Cahyono, Yudi Bambang, “Teaching EFL Reading in an Indonesian Context: The State of the Art” in TEFLIN, (Malang: Universitas Negeri Malang), Vol.
Mahdieh Naseri, "The relationship between reading self-efficacy beliefs, the use of reading strategies, and the level of reading comprehension of the Iranian EFL learner" in World Journal of Education, (Iran: Sistan and Balouchestan University), Vol. Reading comprehension of students in the eighth grade of Junior High School 2 Metro in academic year. The influence of the use of Collaborative Strategic Reading (CSR) technique on the reading comprehension of the eighth grade students of Junior High School 2 Metro in academic year.
RESULT OF THE RESEARCH
Result of the Research
- The History of Junior High School 2 Metro
- The Condition of Teacher and Employee of Junior High School 2
- The Organization Structure of Junior High School 2 Metro
- The Student Quantity of Junior High School 2 Metro
- Infrastructure
Junior High School 2 Metro, which first existed in 1976, was a branch school of SMPN 1 Metro, headed by Mr. Soewardi, B.Sc. A year passed and in 1977, SMPN 1 Metro Filial changed to Junior High School 2 Metro finally based on the Decree of the Minister of Education of the Republic of Indonesia number 0364/C/1977 dated August 25, 1977 and the Decree of the Ministry of Education and Culture of Lampung Province Number : 930/ ME.
2 Metro Junior High School has professional teachers and officials from different universities and also from different levels of education. This is due to the better quality of graduates of Junior High School 2 Metro, who have to attribute special skills in various fields. The number of students of 2 Metro Secondary School is 656 people who can be identified as follows;.
Junior 2 Metro High School has a permanent infrastructure which was divided into several rooms to support the learning process.
Pre-test Result
Based on the above data, it can be concluded that the highest score was 76 and the lowest score was 36. The standard score of English in Metro Junior High School 2 was 75, so the students who passed the test were the students who got the score more than 75, there were only 5 students or 17%.
Post-test Result
Based on the above data, it can be found that the highest score was 92 and the lowest score was 64. Based on the above frequency distribution table, we can conclude that 30 students can be divided as a research sample. The table above shows that the students who scored more than 75 passed the test, 22 of them or 73%.
Hypothesis Testing
Preparation of the table in order to prove whether there is an influence of the Using Collaborative Strategic Reading technique on the students' reading comprehension in eighth grades in Ungdomsskole 2 Metro. The list of pretest scores and posttest scores for eighth grade students' reading comprehension at Junior High School 2 Metro. To know the critical value of t-test (ttable), the author first counted df, df is degree of freedom.
In addition, the writer has shown the data in the table below which was analyzed by t-test in SPSS. The table above showed that the total pre-test or pre-treatment sample was 30 with a minimum of 36 and a maximum of 76, the pre-test mean was 64.67 with a standard deviation of 8.980. While the total post-test or post-treatment sample was 30 with a minimum of 64 and a maximum of 92, its post-test mean was 78.80 with a standard deviation of 6.573. From the above value, it can be concluded that there is a positive and significant impact of the use of the collaborative strategic reading technique on the reading comprehension of students in the eighth grade of Junior High School 2 Metro in the academic year 2016/2017.
Interpretation
It means that there was a positive and significant impact of the Collaborative Strategic Reading technique on the reading comprehension of students in the eighth grade of Junior 2 Metro High School in the academic year 2016/2017.
Discussion
The result indicated that the students' ability to understand the reading text improved after being taught using Collaborative Strategic Reading technique. It was proven by the pre-test mean score improving from 64.67 before treatment to 78.80 after treatment.
Limitation
Siswa menyalin dengan tulisan tangan yang rapi beberapa teks deskriptif tentang orang, hewan, dan benda, sangat pendek dan sederhana. Siswa membaca referensi dari berbagai sumber, termasuk buku teks, untuk mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif tentang orang, binatang, dan benda. Tugas menganalisis dan memproduksi teks deskriptif tentang orang, hewan, benda nyata di lingkungan sekitar. penilaian yang ditujukan untuk memberikan umpan balik yang lebih cepat).
Secara bersama-sama, siswa meniru contoh-contoh yang ada untuk membuat teks deskriptif yang sangat pendek dan sederhana tentang orang, hewan, dan benda. Siswa membandingkan fungsi sosial, struktur teks (termasuk gagasan utama dan informasi rinci) dan unsur kebahasaan dari berbagai teks deskriptif tentang orang, binatang, dan benda yang dikumpulkan dari berbagai sumber yang disebutkan di atas. Siswa membuat beberapa teks deskriptif yang sangat pendek dan sederhana tentang orang, binatang, benda yang terjadi di rumah, di kelas, di sekolah dan dalam kehidupan siswa.
Siswa mendiskusikan kesulitan yang mereka alami dalam membuat teks deskriptif tentang orang, binatang, benda dan menuliskannya dalam buku harian belajar sederhana dalam bahasa Indonesia. Materi utama : Teks deskriptif pendek dan sederhana tentang orang, binatang dan benda Komitmen waktu : 6 x 40 menit. Sebutkan perbuatan-perbuatan dari atau yang berkaitan dengan orang, binatang, benda, yang semuanya itu sesuai dengan fungsi sosial yang ingin dicapai.
CONCLUSION AND SUGGESTION
Conclusion
According to the standard value of English in 2 Metro Middle School, the students who passed the test were students who scored up to 75.00. There he listed only 5 students or 17% who passed the test and 25 students or 83% failed it. The result showed that 22 students or 73% passed the test and 8 students or 27% failed the test.
The result of data analysis on the influence of using the Collaborative Strategic Reading Technique on the students' reading comprehension in the eighth grade at Ungdomsskole 2 Metro in the academic year 2016/2017 was as follows: "observed" = 13,748 and "table" for the 5% level was 1,699, "table" for the 1% the level was 2,462. It can be proven that there is a positive and significant influence by using the Collaborative Strategic Reading Technique on the students' reading comprehension in the 8th grades at Ungdomsskole 2 Metro in the academic year 2016/2017.
Suggestion
Tingkat kelengkapan dan koherensi saat menyebutkan dan menanyakan tentang deskripsi orang, binatang, benda dalam teks deskriptif. Tanggung jawab, kerjasama, ketentraman dan percaya diri yang menyertai tindakan menyebutkan dan menanyakan tentang deskripsi orang, binatang, benda dalam teks deskriptif. Siswa membaca dengan lebih cermat semua teks deskriptif yang dikumpulkan tentang orang, hewan, dan benda, mengenali dan menyebutkan: nama orang, hewan, benda. objek yang dijelaskan - tindakan orang,.
Mengamati tindakan siswa menggunakan bahasa Inggris untuk menyebutkan nama orang, hewan, benda dan menanyakan deskripsi, ketika ada kesempatan, di dalam dan di luar kelas. Orang, hewan, benda di sekitar dan relevan. dengan kehidupan siswa, dengan memberikan contoh perilaku jujur, disiplin, percaya diri, kerjasama dan tanggung jawab. umpan balik) dari guru dan teman tentang fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam teks deskriptif yang mereka hasilkan. Siswa terampil menganalisis dan menangkap makna dalam teks deskriptif lisan dan tulis sederhana tentang orang, binatang dan benda untuk melakukan komunikasi transaksional dan fungsional dengan guru dan teman, menggunakan ungkapan dengan struktur teks yang runtut, unsur kebahasaan yang benar dan sesuai konteks, jujur, disiplin, percaya diri, bertanggung jawab, peduli, kooperatif dan cinta damai.
Bersama guru, siswa mengamati fungsi sosial, struktur, dan unsur kebahasaan teks deskriptif sederhana yang diberikan oleh guru. Dengan bimbingan guru, siswa mempertanyakan tujuan, struktur, dan unsur kebahasaan yang digunakan dalam teks deskriptif. Siswa mendengarkan penjelasan guru tentang tujuan, struktur dan unsur kebahasaan yang terdapat dalam teks deskriptif sederhana.
Saat belajar, siswa mendengarkan dan memberikan penjelasan ketika mereka kesulitan menemukan ide pokok, informasi spesifik, dan informasi rinci dari teks deskriptif sederhana. Siswa mendengarkan penjelasan teman sekelas mereka saat mereka berlatih menemukan gagasan utama, informasi spesifik, dan informasi rinci dari teks deskriptif.
