The aim of this research is to show that the use of COLLABORATIVE STRATEGIC READING (CSR) materials can have an effect on the students. In addition, an analysis was performed regarding the influence of the use of Collaborative Strategic Reading (CSR) on the reading ability of the students in drawing conclusions, using Chi-Square formulation. The finding of the study indicates that there is a significant influence of the use of Collaborative Strategic Reading (CSR) on the reading ability of the students in drawing conclusions and alternative hypotheses are accepted.
Background of the study
Moreover, the teacher is concerned about the students' final result without guiding them in their reading process. Considering all the explanations, evidence and data, the researcher will examine whether there is a positive and significant influence of collaborative strategic reading technique on the students' reading skills to draw conclusions. The influence of the use of collaborative strategic reading technique on the students' reading ability to conclude at the eleventh grade of SMK Ganesha Sekampung in the academic year of.
Problem Identification
On the contrary, the remaining amount over 68.75% of other students are categorized in the low category. Students have difficulties to determine the idea of mind in the reading paragraph because the teacher has not yet used the cooperative strategic reading technique in the teaching process, especially to teach reading.
Problem Limitation
Problem Formulation
Objectives and Benefit of the Study
To motivate the students to study English, especially their reading skills, especially in drawing conclusions.
Prior Research
Another preliminary research by Hifdotul Hayat titled “Using Collaborative Strategic Reading (CSR) in Teaching Reading Comprehension of Narrative Text”. Based on the findings of the research, it was found that students who are taught using the Collaborative Strategic Reading (CSR) method have improved in teaching reading comprehension of narrative text than students who are taught without using the Collaborative Strategic Reading (CSR) method. . Like the previous researches above, the researcher conducts this research titled "The Effect of Using Collaborative Strategic Reading (CSR) Technique on the Reading Skills of Students in the Eleventh Grade of SMK GANESHA Sekampung in the academic year Quite different, this research is conducted to know if there are positive and significant the effects of using the Collaborative Strategic Reading (CSR) method on students' reading skills.
Theoretical Review
The Concept of Reading
It can be concluded that intensive reading is reading concern in the essential grammatical point of the text. This means that the readers have to find some questions that may appear in the text to know what the author means in the reading text. The good reader constantly reads beyond what is literally written in the text.16 This means that the reader must have a prediction about the text, determine the passage of the text.
The concept of CSR
That is, the clicking and tapping strategy is to observe the student's reading comprehension during the reading activity by identifying difficult words and ideas in the text. This means that students need to summarize the key information they get from the text. In cooperative learning groups, students should work together less on the same task, since each student has one.
Theoretical Framework and Paradigm 1. Theoretical Framework
Paradigm
Based on the above figure, it can be described that the application of Collaborative Strategic Reading (CSR) Technique is possible to influence the students' reading skills to draw conclusions.
Hypothesis Formulation
Formulation Hypothesis
The alternative hypothesis is the one we want to be true.40 There is a significant impact of using Collaborative Strategic Reading (CSR) on students' reading skills in eleventh graders. The null hypothesis is the opposite of the alternative hypothesis.41 There is no significant effect of using the Collaborative Strategic Reading (CSR) method on the reading skills of students in the eleventh grade of SMK Ganesha Sekampung.
Statistical Hypothesis
RESEARCH METHOD RESEARCH METHOD
The Operational Definition of Variables
- Independent Variable
The independent variable is assumed or the possible cause.47 It is the variable which is selected, manipulated and measured by the researcher. The researcher uses several ways to measure the impact of using the Collaborative Strategic Reading Method (CSR) on students' reading skills. The researcher had a partner to be an observer during the teaching reading text using the Collaborative Strategic Reading Method (CSR) to recognize students' participation in the teaching and learning process.
Population, Sample and Sampling Technique 1. Population
- Sample
- Sampling technique
- Observation
- Documentation
In pre-test the researcher gives 50 multiple choice questions and in post-test the researcher also gives 50 questions. Finally, the researcher gives the post-test with the same tests (multiple choice). In the post-test, the researcher gives the students 50 questions, each of the questions has a point of 2 for each answer where and who the students can answer well, they got a total score of 100. The researcher used the documentation to get detailed information about the teaching of Collaborative Strategic Reading (CSR) method at eighth grade of SMK Ganesha Sekampung.
Research Instrument
- Instrument Blueprint
- Instrument Calibration
Content validity refers to whether or not the content of the manifest variable is fair to measure the concept of talent the writer is trying to measure.57. The researcher used content validity so that the instrument has a good quality and the instrument is suitable for the focus of the research. Therefore, the researcher used content validity based on the syllabus and materials in the eighth grade of SMK Ganesha Sekampung in the academic year.
Data Analysis Technique
Therefore, the researcher used content validity based on the syllabus and materials in the eighth grade of SMK Ganesha Sekampung in academic year 2019/2020. Another way to explore the influence of using CSR on students' reading ability can also use this formula.
Description of Data 1. Research Setting
- Research Data
- DKW 70
There are several employers in SMK Ganesha Sekampung who have been Civil Government (PNS) and Non Civil Government (Non PNS). The researcher conducted on Monday, November 25, 2019, the pre-test was done to know the students understanding before the treatment. The pre-test used in this research is in the form of an inference essay test.
The result of students' literacy in drawing conclusion Pre-Test in eleventh grade of SMK Ganesha Sekampung. The diagram of frequency distribution of students' reading skills by conclusion result in pretest. Post Test was employed in the last program of this research after giving some treatments and exercises to the students.
The test used in the current research was of the same type as the previous test, but with a different title and is more developed. Students' reading proficiency score in making inferences Post-test in the eleventh grade of SMK Ganesha Sekampung. Therefore, it showed that the post test result after using the cooperative strategic reading technique can fulfill the students.
The graph of frequency distribution of the students' reading ability in making conclusion scores in post-test.
Hypothesis Testing
Then know the critical value of chi square the researcher first counted df, it was degree of freedom. In this study, the students completed all tests individually and in groups. It means alternative hypothesis (Ha) that explains "there is a positive and significant influence of using strategic collaboration technique on the students' reading ability in drawing conclusions".
To examine whether there is a positive and significant influence of the use of collaborative strategic reading technique on student reading ability in drawing conclusions in the eleventh grade of SM Ganesha Sekampung in academic year 2019/2020. First, the researcher prepared the table and put the data into the t-test formula as below to get "t_observation". The Score Pre-test and Post-test Result of the students' reading ability in drawing conclusions.
To know the critical value of t-test (t_table), the author first warned df , df is degree of freedom.
Interpretation
Discussion
Limitation
CONCLUSION
Suggestion
Explaining Reading A Resource for Teaching Concepts, Skills, and Strategies, Second Edition, New York: The Guildford Press, 2009.
APPENDICES
The aims of the learning process At the end of the lesson, students can
Narrative is types of text that are appropriate to tell the past activity or event that shows a problematic experience and decision to amuse and entertain the readers. Types of narrative texts are short stories, legends, fairy tales and other texts that contain conflict and resolution.
Method of learning : Lexical method 4. Steps of learning
If the narrative text is shown, the student will identify the main idea of one of the paragraphs. The question is still based on the paragraph but here leans on the character one of the person. There are many moments that will be explained in the text. Here the student will identify one of the problems that is happening.
If shown the narrative text, the student will identify the implied meaning of the story above. The question is still based on the paragraph but leans here on the background of the story. The question is still based on the paragraph, but leans here to give the antonym or synonym of the word there.
The question is still based on the paragraph, but here it relies on how the student understands the overall structure of the narrative by asking the reorientation side. It will still be asked based on the text, then the student will identify the main idea of the paragraph. 34;How dare you attack the king of the jungle?” Tiger looked at him in surprise.
And when I'm out, I'll help you out of the well." The goat did as he was told and the fox got on his back and looked out of the well.
Method of learning : Lexical method, group discussion
Steps of learning No
The question is still based on the paragraph, but leans here on how people there solve one of the problems that arise. When the second narrative text is shown, the student identifies the main idea or gives the title of the text as close to the text as possible. For the next time you should all sacrifice animals and crops to the gods.' Then he jumped into the crater of the volcano.
Kesuma jumped into the crater of the volcano and surprisingly the earthquakes and eruption stopped immediately. Some of the thieves hid in large jars and the boss pretended to be a merchant who wanted to sell the jars to Ali Baba. Ali Baba, who was a kind man, invited the thief boss to have lunch together.
The door B. The key C. The giant D. The job E. The guide Read the following text to answer questions number 26 to 29. The lion was then tickled by the thought that the mouse could help him. The little mouse went to him and soon gnawed away the ropes that bounded the king of beasts.
A story from the farmyard Two roosters fought fiercely for the king of the farmyard. Suddenly he sprang into the air, 'aha.: then he walked to the edge of the river. Then the crocodiles lined up from one edge of the river to the other.
