The effect of using a collaborative reading strategy (CSR) on students' reading comprehension through a pop-up book story. The aim of this research was to investigate the effect of using a cooperative reading strategy (CSR) on students' reading comprehension assisted by a pop-up book story. The experimental group was taught using Collaborative Strategic Reading (CSR) with the help of a pop-up book story.
It means that there was a significant effect of applying Collaborative Strategy Reading (CSR) on the students' reading comprehension, supported by pop-up book stories. First of all, the researcher would like to thank Almighty Allah SWT for the blessing and kindness, so finally completed this research. In writing this study titled “The Effect of Applying Collaborative Strategy Readings (CSR) on Student Reading Comprehension Supported by Pop-up Book Stories,” the researcher realizes that she has received many constructive suggestions and comments.
Elfrianto Nasution, S.Pd, M.Pd, as FKIP Dean of the University of Muhammadiyah Sumatera Utara. Mandra Saragih, S.Pd, M.Hum, as Head of Department of English Education FKIP of University of Muhammadiyah Sumatera Utara and Pirman Ginting, S.Pd, M.Hum as Secretary of Department of English Education FKIP of University of Muhammadiyah Sumatera Utara . Fatimah Sari Siregar, S.Pd, M.Hum as Supervisor who had provided valuable thoughts, advice, guidance, comments, support, suggestions and motivation to the researcher to complete this study.
Dede Noviandi, S.Pd as Principal of SMP Cerdas Murni and Nurhidayah, S.Pd as English Teacher of SMP Cerdas Murni provided guidance, knowledge, support, suggestions, advice and permission to go for classroom observation.
INTRODUCTION
- Background of Study
- Identification of Problem
- The Scope and Limitation
- The Formulation of The Problem
- The Objectives of The Study
- The Significance of The Study
By doing the traditional method, the teacher gave the basic knowledge, asked the students to read the text, answered the questions from the text and the teacher corrected the answer. This made the students feel bored and the teacher cannot give certain motivations to the students. Through CSR, the teacher controls the content of the material and the sequence of information received by the students in order to maintain the focus of the students on the lesson objectives.
This media is expected to motivate English students as well as through the pop-up book story will help students easily understand the meaning of the text. This would facilitate students in understanding the text and make students more active in the learning process. Therefore, in this study the researcher tried to apply the effect of applying Cooperative Reading Strategy (CSR) on students' reading comprehension aided by pop-up book storytelling.
The formulation of the study was formulated as follows: "Is there any significant effect of the use of collaborative reading strategy (CSR) on students' reading comprehension with the help of a pop-up book story?" of reading comprehension on students' reading comprehension, which is helped by a pop-up book story.
REVIEW OF LITERATURE
Theoretical Framework
- Collaborative Strategy Reading
- Purpose of Collaborative Strategy Readinng
- Procedure of Collaborative Strategy Reading
- The Students‟ Rules
- The Teachers‟ Rules
- The Advantages and Disadvantages of Collaborative Strategy
- Pop Up Book Story
- The Advantages and Disadvantages Popup Book Story
- Reading
- Purpose of Reading
- Factors Affecting Reading
- Macro and Micro for Reading
- Reading Comprehension
- Teaching and Reading Comprehension
- Technique in Teaching Reading Comprehension
- Factor Affecting Reading Comprehension
Relevant Study
They conducted the research in 1998 with 26 seventh and eighth graders with low learning abilities who used English as a second language. In this study, students learn to use modified reciprocal teaching methods in cooperative learning groups (i.e., brainstorming, predicting, explaining words and phrases, highlighting main idea, summarizing main ideas and important detail, and asking and answering the questions). CSR was found to be effective in improving reading comprehension for most of the students with low learning abilities.
In a later study, fifth graders were taught to implement CSR by trained classroom teachers during English as a Second Language (ESL) science classes. It was shown that students significantly increased their vocabulary from pre-test. Furthermore, students in the CSR groups spent more time engaging in academically related strategic discussions and helped each other while using CSR.
The purpose of the research is to investigate the impact of CSR on Taiwanese EFL students' reading comprehension. The questionnaire and standardized reading pre-test, post-test and interviews were used for the collection. The research findings showed that the statistical results confirm that CSR was more effective than the traditional teacher-led reading approach, which focuses on teaching vocabulary and grammar in improving students.
The findings showed that CSR had a positive effect on the reading comprehension of students in Taiwanese universities, especially regarding the comprehension questions of getting the main idea and finding supporting details. Sixty-two students from two intact classrooms were divided into a control group that received traditional teacher-led reading instruction for fifteen weeks and an experimental group that received CSR instruction combined with a storytelling strategy for fifteen weeks. They consist of an English learning background questionnaire, reading comprehension pre- and post-tests, five post-tests administered after reading the stories, a post-test of reading stories that the students had never read in class, and a student questionnaire. „ attitude to the intervention.
It was reported that a modified CSR approach was effective in promoting her sixth graders' overall reading comprehension and understanding of the meaning of the stories, and that it increased their motivation to learn English.
Conceptual Framework
Hypothesis
METHOD OF RESEARCH
- Location and Time
- Population and Sample
- Population
- Sample
- Research Design
- Instrument of Collecting Data
- Technique of Collecting Data
- Technique of Analysis Data
- Statistical Hypothesis
The experimental group will be taught by applying collaborative strategy reading assisted by pop-up book storytelling. The design will be applied to investigate the effect of cooperative reading strategy assisted by pop-up book story media on students' reading comprehension of narrative text. Each correct answer will be scored 1 for multiple choice and incorrect answer will be scored 0.
After the lesson, the post-test will be given to the experimental group to see the result whether the strategy and media give effect or not. Giving treatment to the experimental group by applying the cooperative reading strategy assisted by the pop-up book story. After collecting data from the test, the data will be analyzed using the test.
In this research the statistical hypothesis will be used to describe whether the hypothesis will be accepted or rejected. Ho: "There was no significant effect of applying the shared reading strategy assisted by the pop-up book story on students' reading comprehension." (The hypothesis will be rejected). Ha: There was a significant effect of the implementation of the shared reading strategy supported by the pop-up book story on students' reading comprehension.” (The hypothesis will be accepted).
The following were the results of the students in the pre-test and post-test of the experimental group. From the above determination, it was revealed that the effect of the application of Cooperative Reading Strategy (CSR) on students' reading comprehension assisted by the popup book story was 49% and by other factors. The mean of the pre-test increases after the application of the Cooperative Strategy Reading (CSR) assisted by the popup book story from 61.25 to 84.375.
This means that there was a significant effect of Cooperative Reading Strategy (CSR) on students' reading comprehension aided by the pop-up book story. Based on the result of the data analysis, it can be concluded that the Cooperative Strategy Reading (CSR) assisted by the popup book story significantly affected the students' reading comprehension. Students can be interesting in learning English, especially in reading comprehension, because with the cooperative reading strategy (CSR) helped by the story of the pop-up book.
DATA COLLECTION AND DATA ANALYSIS
Data Collection
This was the result of the pre-post-test in experimental groups in tables h.1.
Data Analysis
After finding the value 𝑎 and 𝑏, enter the value and the finding as in the following.
Discussion and Finding
It is proved by the result of pretest before treatment was 1960 and posttest after treatment was 2700 and it was found that 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 >𝑡𝑡𝑎𝑏𝒙 5.𝒙. Based on the conclusion, the research findings contribute valuable suggestions to those interested in teaching narrative writing. English teachers should use Collaborative Strategy Reading (CSR) assisted by pop-up book story in teaching reading comprehension because it is easy for students to understand the text.
Teacher must be able to choose suitable teaching techniques that can motivate the students to achieve satisfactory results of his study. Collaborative strategy reading (CSR) within cognitive and metacognitive strategies perspective.” International Journal of Humanities and Social Sciences. The use of pop-up pictures through EEG strategy to improve Vocabulary mastery of the First Graders in Elementary School.
Istianatussa'diyah (2016). Use the pop-up storybook to improve speaking skills on retelling text. Dissertation (Online). The Use of Augmented Reality Pop-up Book to Increase Motivation in English Language Learning for National Primary.
CONCLUSION AND SUGGESTIONS
Conclusion
Suggestions
