THE USE OF COLLABORATIVE STRATEGIC READING (CSR)

TO TEACH STUDENTS READING COMPREHENSION OF

NARRATIVE TEXT
(An Experimental Research of the Second Grade Students of SMP
Negeri 10 Salatiga in the Academic Year of 2017/2018)

GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan (S.Pd)

State Institute for Islamic Studies (IAIN) of Salatiga

Written by:

AFIF KONIREZA PUTRA

11313132

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2017
i
ii
iii
 MOTTO

“Allah Ta’ala is sufficient for us, and the best of Guardians”

-QS. Ali – Imran : 173-

“Success doesn’t come from what you do occasionally, it

comes from what you do consistently”

-Marie Forleo-

“Be stronger and never give up, because success is a series

of mistakes”

-Afif Konireza Putra (The Researcher)-

iv
 DEDICATION

This graduating paper is dedicated to:

 Allah Ta’ala, our first place to pray and ask helps in every single time. He

is my beloved problem solver in every situation.

 My beloved father, Mr. Joko Purnomo, and mother Mrs. Arni Supriyanti

who always give me motivation, prays, and support in finishing this

graduating paper and always help my life through their praying.

 My beloved brother, Elvano Koni Bagaswara who always support and

give me so much positive energy in my life.

 Thanks for My Honorable consultant Mr. Ruwandi, S.Pd., M.A who

always guide me and correcting this graduating paper.

 To my beloved big family of Bany Moch. Yasir, and Bani Moh. Tobin

who always give me support in finishing this paper.

 To my beloved friends (Samsul, Joko, Fiqy, Abdillah, Sunna, and Novita)

thanks for help and sweet memories in my life.

 All my friends (Indy, Devi, Devye, Nia, Nabila) thanks for sharing each

other and care to support the researcher.

 To all my beloved friends especially TBI E Class, and TBI 2013 IAIN

Salatiga who becomes the part of my life who cannot be mentioned one by

one.

v
 vi Institute for Islamic Studies (IAIN) of
1. All of lecturers and staffs of State
vii
 ABSTRACT
Konireza Putra, Afif. 2017. The Use of Collaborative Strategic Reading to Teach
Students’ Reading Comprehension of Narrative Text (An
Experimental Research of the Second Grade Students of SMP
Negeri 10 Salatiga in the Academic Year 2017 / 2018). Graduating
Paper. English Education Department. Teacher Training and
Education Faculty. State Institute for Islamic Studies (IAIN) of
Salatiga. Consultant: Ruwandi, S.Pd., MA.
Key Words: Reading, Reading Comprehension, Collaborative Strategic Reading
(CSR), Narrative Text.

The objectives of the research were: (1) To find out the profile of students reading
comprehension score in narrative text of the second grade students of SMPN 10
Salatiga in the academic year of 2017 / 2018 before they are taught by using
Collaborative Strategic Reading (CSR). (2) To find out the profile of students
reading comprehension score in narrative text of the second grade students of
SMPN 10 Salatiga in the academic year of 2017 / 2018 after they are taught by
using Collaborative Strategic Reading (CSR). (3) To find out how far is the
effectiveness of students reading comprehension in narrative text of the second
grade students of SMPN 10 Salatiga in the academic year of 2017 / 2018 after
they are taught by using Collaborative Strategic Reading (CSR). This was
quantitative research by experimental method. The technique of data collection
method was test and documentation. The researcher found that. (1) The profile of
students reading comprehension score in narrative text before they are taught by
using Collaborative Strategic Reading was 54.6. (2) The profile of students
reading comprehension score in narrative text after they are taught by using
Collaborative Strategic Reading was 74.7. (3) There was an effectiveness of
students reading comprehension in narrative text because the T-test of this
research is 14.418 higher than T-table 2.048; and the sig (2-tailed) is 0.000 which
is lower than 0.05. For that reason, it can be concluded that alternative hypothesis
(Ha) was accepted and null hypothesis (Ho) was rejected.

viii
 TABLE OF CONTENTS

DECLARATION ................................................................................................... i

ATTENTIVE CONSELOR NOTES ................................................................... ii

PAGE OF CERTIFICATION .............................................................................. iii

MOTTO ............................................................................................................... iv

DEDICATION ...................................................................................................... v

ACKNOWLEDGEMENT ................................................................................... vi

ABSTRACT ....................................................................................................... viii

TABLE OF CONTENTS ..................................................................................... ix

LIST OF TABLES .............................................................................................. xii

CHAPTER I : INTRODUCTION

A. Background of the Study ............................................................................. 1

B. Statement of the Problem ............................................................................ 4

C. Objectives of the Study................................................................................ 4

D. Significance of the Study ............................................................................ 5

E. Limitation of the Study ................................................................................ 6

F. Definition of Keywords ............................................................................... 6

G. Hypothesis ................................................................................................... 7

H. Organization of the Study............................................................................ 8

CHAPTER II : THEORETICAL FRAMEWORK

A. Previous Studies .......................................................................................... 9

B. Reading ...................................................................................................... 11

1. Definition of Reading ............................................................................ 11

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 2. Process of Reading ................................................................................ 12

3. The Purpose of Reading ........................................................................ 14

4. The Purpose of Teaching Reading......................................................... 15

5. Principles of Reading ............................................................................ 16

6. The Term of Reading Comprehension .................................................. 17

C. Collaborative Strategic Reading ............................................................. 20

1. CSR Reading Comprehension Steps ..................................................... 21

2. Cooperative Group Process ................................................................... 24

3. Teacher’s Role ....................................................................................... 24

D. Narrative Text ......................................................................................... 25

1. Definition of Narrative Text .................................................................. 25

2. Generic Structure of Narrative Text ...................................................... 26

E. Evaluation ................................................................................................ 27

F. Rubric ...................................................................................................... 28

G. School Benchmark (KKM) ..................................................................... 30

H. Hypothesis............................................................................................... 30

CHAPTER III : RESEARCH METHODOLOGY

A. Research Setting...................................................................................... 32

1. Research Time and Setting.................................................................. 32

2. School Profile ...................................................................................... 32

3. List of Teacher .................................................................................... 33

B. Research Paradigm and Research Method .............................................. 34

C. Population and Sample ............................................................................ 35

D. Data Collection Method .......................................................................... 37

x
 E. Research Instrument ................................................................................ 38

F. Research Design ...................................................................................... 39

G. Evaluation Rubric and Passing Grade ..................................................... 39

H. Data Analysis .......................................................................................... 40

I. Statistical Hypothesis .............................................................................. 42

CHAPTER IV : ANALYSIS AND DISCUSSION

A. Data Presentation .................................................................................. 43

1. Pre-Test Score ................................................................................... 43

2. Post-Test Score ................................................................................. 45

B. Data Analysis ........................................................................................ 46

1. Normality of Pre-Test and Post-Test ................................................ 47

2. Data Analysis of Pre-Test and Post-Test .......................................... 47

C. Discussion ............................................................................................. 49

1. Analysis before Treatment ................................................................ 49

2. Analysis after Treatment ................................................................... 49

3. Difference between Pre-test and Post-test ........................................ 49

CHAPTER V : CLOSURE AND SUGGESTION

A. Conclusion ............................................................................................ 51

B. Suggestion ............................................................................................ 52

BIBLIOGRAPHY

CURRICULUM VITAE

STATEMENT OF ORIGINALITY

APPENDIXES

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 LIST OF THE TABLES

A. Table 2.1 (The Rubric of Reading Comprehension) ............................... 28

B. Table 2.2 (Teacher’s List of SMP Negeri 10 Salatiga) ........................... 33

C. Table 2.3 (Research Design) ................................................................... 39

D. Table 2.4 (Passing Grade of Student’s Reading Comprehension) .......... 40

E. Table 2.5 (Student’s Pre-Test Score)....................................................... 43

F. Table 2.6 (Student’s Post-Test Score) ..................................................... 45

G. Table 2.7 (Normality Pre-test and Post-test)........................................... 47

H. Table 2.8 (Paired Samples Statistics)...................................................... 48

I. Table 2.9 (Paired Samples Test) ............................................................... 48

xii
 CHAPTER I

INTRODUCTION

This chapter presents the background of study, research question, objective

of study, limitation of study, benefit of study, definition of key terms, and

paper organization.

A. Background of the Study

In English Language there are four basic skills that students must master,

one of those skills is reading. Reading is one of integrated skill in English, with

reading we can get a new information and probably we can also transfer that

information to others by reading some kind of text, by reading we can also

know about how is our comprehension skill toward text. According to

Mikulecky (2011:5) defined that reading is a complex conscious and

unconscious mental process in which the reader uses a variety of strategies to

reconstruct the meaning that author is assumed to have intended, based on data

from the text and from the readers prior knowledge. In real life reading is often

part of series activities and everyone could be ever done it, including locating

texts and presenting material orally and in writing, even if in a class activities

that involve speaking and writing are well motivated.

We know that reading is one of the most principal of the four skills in a

second language, particularly in English as a second language or foreign

language. Actually, we should have a good skills in comprehending the text

especially for academic institution. According to Grabe and Stoller (2002:18)

they defined that comprehension as processing words, forming a representation

of general ideas and integrating it into a new understanding. In other word, a

successful reader is a reader who can successfully extracts the useful

knowledge from a text and constructs it into a new understanding of their own.

Moreover, if we consider the study of English as a foreign language around the

world, the situation in which most English learners find themselves that

reading is the main reason why student learn the language. Without reading

ability and good comprehension, second language readers cannot be completed

the knowledge and transfer the information from the text.

Furthermore, in learning English reading is taught as one of the four

language skills that must be mastered by the students of junior high school.

Every Indonesian student has to get reading lesson in their English class.

Reading is also one of the competences of English that is considered as their

final examination. It also means that reading is a skill that must to be mastered

by everyone. However, sometimes the problems arise from the students,

especially in their reading comprehension ability. For example, if students have

excellent decoding skills, but they are not fully able to understand what they

are reading, then they are simply word calling and not truly reading. Actually,

they read the whole of texts but they cannot expose or reconstruct what contain

of that text is. As Prado and Plourde (2005) said that comprehension is a

process that involves thinking, teaching, past experiences, and knowledge. In

other words, reading comprehension is not a single step or easily acquired skill.

It is a very complex process that teachers find difficult to teach.

Based on the explanation above, the teacher of SMPN 10 Salatiga is also

said that the problems of the students in comprehending text is because their
lacks in vocabulary mastery and their reading comprehension ability. Another

factor of difficulty is they are weak in grammar and vocabularies. They have to

translate the text into Indonesia first to understand the text and it takes much

time. However, in the activities they search difficult words in the dictionary

helps them to get more vocabularies and gain the information from the text. In

fact, some of students feel bored when they are reading the text. Moreover,

Kligner and Vaughn (1996) stated that Collaborative Strategic Reading (CSR)

was effective in improving reading comprehension of most students with

learning disabilities, as their first study toward 26 seventh – eight grade with

learning disabilities who used English as a second language.

Based on the background above, the researcher underlines in the uses of

Collaborative Strategic Reading by organizing experimental research. It may

help the students to understand and comprehend the text easily. For that reason

above, the researcher conducts a research entitled “THE USE OF

COLLABORATIVE STRATEGIC READING (CSR) TO TEACH

STUDENTS READING COMPREHENSION OF NARRATIVE TEXT

(An Experimental Research of the Second Grade Students of SMP Negeri

10 Salatiga in the Academic Year of 2017/2018)”.

B. Problem Questions

Regarding to the research background, the proposed problem questions are

as follows:

1. What is the profile of students’ reading comprehension score of narrative text

of the second grade students of SMPN 10 Salatiga in the academic year of

2017 / 2018 before they are taught by using Collaborative Strategic Reading

(CSR) ?

2. What is the profile of students’ reading comprehension score of narrative text

of the second grade students of SMPN 10 Salatiga in the academic year of

2017 / 2018after they are taught by using Collaborative Strategic Reading

(CSR) ?

3. How far is the effectiveness of students reading comprehension of narrative

text of the second grade students of SMPN 10 Salatiga in the academic year of

2017 / 2018 after they are taught by using Collaborative Strategic Reading

(CSR) ?

C. Objectives of the Study

In relation to the problem of the study, the objectives of the study are:

1. To find out the profile of students reading comprehension score of narrative

text of the second grade students of SMPN 10 Salatiga in the academic year of

2017 / 2018 before they are taught by using Collaborative Strategic Reading

(CSR).
2. To find out the profile of students reading comprehension score of narrative

text of the second grade students of SMPN 10 Salatiga in the academic year of

2017 / 2018 after they are taught by using Collaborative Strategic Reading

(CSR).

3. To find out how far is the effectiveness of students reading comprehension of

narrative text of the second grade students of SMPN 10 Salatiga in the

academic year of 2017 / 2018 after they are taught by using Collaborative

Strategic Reading (CSR).

D. Significances of the Study

1. Theoretical

The findings of the study can be used as a reference to researchers who want to

improve student’s reading comprehension in comprehending narrative text by

using collaborative strategic reading (CSR).

2. Practical

a. Student

The result of the study can recommend for a better solution for student who has

a problem in comprehending narrative text by using collaborative strategic

reading (CSR).

b. For the teachers

The result of the study can be used as a consideration in applying collaborative

strategic reading (CSR) in their classroom in teaching student’s reading

comprehension.
E. Limitation of the Study

In this research, the writer focuses on the uses of collaborative strategic

reading (CSR) in teaching reading comprehension of the second year’s students

of SMPN 10 Salatiga in the academic year 2017/2018. In addition, in teaching

student’s reading comprehension the writer uses Collaborative Strategic

Reading (CSR) which is a set of instructional strategies designed to help

students with diverse abilities acquire and practice comprehension strategies

for use with text (Kligner and Vaughn 1996). In CSR there are 4 reading

comprehension steps that are applied before, during, and after reading. Those

steps are : (1) preview the text, (2) click and clunk, (3) get the gist, and (4)

wrap up.

F. Definition of Keywords

1. Reading

There are four skills that the learners need in language learning. One of

them is reading. According to Grellet (1999) reading is assigning meaning and

extracting information from written texts. It means reading requires some

abilities to extract information from a text and to construct new understanding.

2. Reading Comprehension

According to Grabe and Stoller (2002) they defined that comprehension as

processing words, forming a representation of general ideas and integrating it

into a new understanding. So, a successful reader is a reader who can

successfully extracts the useful knowledge and information from a text and

constructs it into a new understanding based on their own words.

3. Collaborative Strategic Reading (CSR)

Collaborative Strategic Reading (CSR) is a set of instructional strategies

designed to help students with diverse abilities acquire and practice

comprehension strategies for use with text (Kligner and Vaughn 1996).

Furthermore, CSR consists of four reading comprehension steps that are

applied before, during, and after reading. CSR strategies are: (1) preview the

text, (2) click and clunk, (3) get the gist, and (4) wrap up (Kligner and Vaughn

1999).

4. Narrative text

A kind of text that contains fiction or nonfiction story, fairytale, folklore

(Iwuk 2007:80). Actually, narrative text is a story with complication events

then it tries to find out the resolutions to solve the problems. Narrative text has

three generic structures; orientation, complication, and resolution.

G. Hypothesis

This research was conducted to answer the question how far the

effectiveness after students are taught by using collaborative strategic reading

(CSR). For this problem the researcher puts hypothesis (Ha) if “there is an

effectiveness after students are taught by using collaborative strategic reading

(CSR) toward their reading comprehension in comprehending narrative text”.

H. Organization of the Study

The researcher organized this research paper dividing into five chapters, in

order to make the reader understand the content of the paper are:

Chapter I is Introduction. In this chapter the writer presents background of

the study, statement of the problem, objectives of the study, significance of the

study, limitation of the problem, review of previous research, definition of

keywords, hypothesis, and the organization research.

Chapter II is theoretical framework, which contains the previous studies,

theories reading and collaborative strategic reading (CSR) that related and

support the research.

Chapter III is research methodology. This chapter explains setting of

research, research method, subject of the research, technique of collecting data,

technique of data analysis.

Chapter IV is data analysis that consist the result of the analysis of

collected data. As the last chapter of this graduating paper.

Chapter V is closure, which contained of conclusion of the research’s

finding it consist contents all of data analysis an gives some suggestion of the

problems discussed. The last part is reference and appendix.

 CHAPTER II

THEORETICAL FRAMEWORK

This chapter discusses about the theoretical framework of study. It concerns

on the field theoretically related with study conducted. Based on the concentration

of this research, this chapter focuses on the discussion of previous studies about

Collaborative Strategic Reading, reading, reading comprehension, Collaborative

Strategic Reading strategy, and also narrative text.

A. PREVIOUS STUDIES

The previous studies done by Karabuga and Kaya in 2013 entitled “The

Effectiveness of CSR on EFL Students’ Reading Comprehension”. The subject of

the research was 40 students of Kahramanmaras Sutcu Imam University. There

were 21 students in experimental group and 19 students in control group. In

experimental group the researchers use Collaborative Strategic Reading (CSR)

and for the control group the researchers use lecturing strategy. The background

of this research was that students often felt bored when they were reading the text,

then they said that they just knew some vocabularies. For that reason, they felt

difficult to understand and comprehending of the text. They needed a different

strategy to understand and to comprehend the text, and the researchers chose

Collaborative Strategic Reading. The researchers carried out a quantitative

research to find out the improvement after using Collaborative Strategic Reading

on EFL students’ reading comprehension. Firstly, the researchers were conducted

pre-test for the both of group (experimental group and control group). The mean
of pre-test in experimental group was 68.47 and the mean of pre-test in control

group was 67.47. Secondly, the researchers were conducted post-test for the both

of group (experimental and control group). The mean of post-test in experimental

group was 76.09 and the mean of post-test in control group was 69.05. It can be

concluded that collaborative strategic reading has affected positively towards

students’ reading comprehension and improve their score.

Another studies was conducted by Fatameh Khomairi in 2015 entitled

“Collaborative Strategic Reading and Critical Reading Ability of Intermediate

Iranian Learners”. The subject of this research was 40 students of Mazandaran

University. There were 20 students in experimental group and 20 students in

control group. In experimental group the researcher use Collaborative Strategic

Reading (CSR) and for the control group the researcher use the traditional teacher

directed instruction. The background of this research was that the traditional

teacher directed instruction was dominant in a classroom. However, the students’

involvement was small and their unfamiliarity with the traditional instruction

type. The students needed a strategy that give more freedom and more

involvement in the class and the researcher chose Collaborative Strategic Reading

to solve their problem. The researcher carried out a quantitative research in

improving their critical reading ability. Firstly, the researcher was conducted pre-

test for the both of group (experimental and control). The mean of pre-test in

experimental group was 64.58 and the mean of pre-test in control group was

63.42. The T-test was 0.295 and the sig (2-tailed) was 0.770 which is > 0.5.

Therefore, there was no significant between two groups. Secondly, the researcher

was conducted post-test for the both group (experimental and control). The mean
 of post-test in experimental group was 73.50 and the mean of post-test in control

group was 66.84. The T-test was 2.151 and the sig (2-tailed) was 0.38 which is <

0.5. Therefore, there was a significant difference between experimental group and

control group. It also indicates that CSR was found to be an effective strategy to

help the students to improve their ability in critical reading.

From those findings, we know that there was a significant of using

Collaborative Strategic Reading towards their critical reading and their

comprehension. The researcher of the current study also agree with those findings

which are stated that there was an effectiveness of using Collaborative strategic

Reading towards their comprehension. Things that make those researches

different are mostly the participants and the method. Therefore, this current

research conduct a little bit different research but still in line.

B. READING

1. Definition of Reading

In English Language there are four basic skills that students must master, one

of those skills is reading. Reading is one of integrated skills in English, with

reading we can get a new information and probably the reader can also transfer

that information to others by reading some kind of text, by reading the reader can

also know about how is our comprehension skill toward text. According to

Mikulecky (2011:5) defined that reading is a complex conscious and unconscious

mental process in which the reader uses a variety of strategies to reconstruct the

meaning that author is assumed to have intended, based on data from the text and

from the readers prior knowledge. Actually, many experts have defined reading
 with different meaning, but above all basically reading is the process of receiving

and transferring some information through the medium of print / text.

In other opinion, reading is not passive, but rather than active, and in fact an

interactive, process has been recognized for sometimes in first or native language

reading Carrell (1996;1). It means that reading is by far most important of the four

skills in a second language. Certainly, if the reader consider the study of English

as a foreign language around the world, the situation in which most English

learners find themselves that reading is the main reason why student learn the

language. Without reading proficiency, second language readers cannot perform

and the information of the text cannot be transferred.

2. Process of Reading

According to Brown (2004: 185) in literate societies most “normal” children

learn to read by age five or six even earlier. With exception of a small number of

people with learning disabilities reading skill that is taken for granted. It can say

that human life learns to read of written text starting in early age. Similarly with

Brown, Grellet (1999:7) states that reading is constant process of guessing, and

what one brings to the text is important more than what one find is it. This is why,

from the beginning, the student should be taught to use what they know to

understand unknown element. In order hand, Brown (2004:186) states reading is

like listening one cannot see the process of reading nor can observe a specific

product of reading.

However, Dechant (1982 : 28) states that there are two process of in reading

called a sensory and a preceptual process. Firstly, reading begins as the sensory
process in which the eyes bring stimuli to the reader. The eyes process printed

word and allow the reader to identify the words and recognize the words. After

that, it continues to the preceptual process that the reading is more than simply

recognizing the printed words, yet, it is a preceptual, conceptual and thinking

process in this process the readers have to be aware of word meanings and relate

to the word to its context. So, the processes happen in a sequentially occasion.

Furthermore, Howard (1980:40) states reading is commonly referred to as

process, but when you study what happens when people learn to read you quickly

discover that reading involves many process simultaneously. Among the most

relevant process involved in learning how to read are psychological, physical,

intellectual, cultural, linguistic, and educational. It can say that reading requires

knowledge of interrelated and independent skills. He also asserted (1980:42) the

process of reading there are three growth areas almost simultaneously.

Firstly, the growth area of word recognition incorporates several essential

skills which cause some confusion and conflict for the new reader whose

knowledge of the language has been aural-oral and who is trying very hard to

make the connection between the spoken sounds of the language and its printed

forms, which do not always make sense.

Secondly, the growth area in reading process is the meanings skill. The

meanings skills involve comprehending and recalling the literally stated fact and

information.

The last one of third major growth areas in reading process is study skill. It is

that set of interrelated thinking skill that assist the reader to perceive the

organization of non fictional reading material and to note how the information
 presented fits together. Taken together the skills in word recognition, meanings,

and study skills constitute the skill dimension of reading process.

3. The Purpose of Reading

According to Mahmud (1982:103-104) there are at least five main purposes

for comprehensive reading. All these purpose require necessary skills in order to

be accomplished efficiently. These purposes include:

a. Reading for Specific Information

Reading for specific information is a common form of reading used to

discover specific or limited information. Reading for this purpose involves

looking for specific information and finding it quickly. Looking up a word in the

number in the telephone books is the example of reading for specific information.

b. Reading for Application

Reading for application is used to accomplish a specific task. This type of

reading may consist of reading a cake recipe or following instruction to make or

fix something.

c. Reading for Pleasure and Entertainment

Individuals read for many pleasurable reasons. This includes reading popular

magazines, newspapers, novels, and other similar material. It is a slower form of

reading, which allows the reader to envision the scenery and contemplate the

background and characters with enjoyment and appreciation. This form of reading

calls for total involvement of the reader.

 d. Reading for Ideas

This type of reading requires paying special attention to main ideas, concepts

and the nature of the presented information. The reader skims through major

topics, headings, illustration, and conclusion in order to obtain a general idea of

the content. Reading is enhanced through familiarity with the overall field of

study, related topics, facts, and discussion.

e. Reading for Understanding

Reading for understanding requires comprehension of the relationship

between the information introduced and overall knowledge of the subject. It

requires understanding the relationship of topics to sentences, paragraphs, and the

main idea.

4. The Purpose of Teaching reading

There are many reasons why getting students to read English text are

important part of the teacher’s job according to Harmer (1998:68):

a. Many of them want to be able to read text in English either for their careers,

for study purposes or simply for pleasure.

b. Reading is useful for other purposes too: any exposure to English (provided

student understands it more or less) is a good thing for language students. At

the very least, some of the language sticks their minds as part of process of

language acquisition and, if the reading text is especially interesting and

engaging, acquisition is likely to be even more successful.

c. Reading text also provides good models for English writing. When we teach
 the skill of writing, the teacher will need to show students models of what we

are encouraging them to do.

d. Reading text also provides opportunities to study language: vocabulary,

grammar, punctuation, and the way we construct sentence, paragraphs, and

texts.

e. Good reading text can introduce interesting topics, stimulate discussion,

excite imaginative responses and be the springboard for well-rounded,

fascinating lesson.

There are other purpose develop reading skill based on Grellet (1999:5) said

that in real life, our reading purpose constantly vary and therefore, when devising

exercise, the teacher should vary the question and the activities according to the

type of text studied and the purpose in reading it. When working on a page of

classified ads, for instance, it would be highly artificial to propose exercises

requiring the detailed comprehension of every single advertisement. This would

only discourage the students and prevent them from developing reading strategies

adapted to the true purpose of their reading.

5. Principles of Reading

Based on the opinion from Harmer (1998:70) there are some principles behind

the teaching of reading:

1. Reading is not passive skill. Reading is an incredibly active occupation. To do

it successfully, we have to understand what the words mean.

 2. Students need to be engaged with what they are reading. As with everything

else in lessons, student who are not engaged with the reading text, not actively

interested in what they are doing, are less likely to benefit.

3. Students should be encouraged to respond to the content of a reading text, not

just to the language. It is important to study reading texts for the way they use

language, the number of paragraphs they contain and how many times they use

relative clauses.

4. Prediction is a major factor in reading. When the reader read texts in our own

language, the reader frequently have a good idea of the content before we

actually read.

5. Match the task to the topic. Once a decision has been taken about what reading

text the students are going to read, we need to choose good reading tasks, the

right kind of questions, engaging and useful puzzle, etc.

6. Good teachers are exploit reading texts to the full. They integrate the reading

text into interesting class sequences, using the topic for discussion and further

tasks, using the language for study a later activation.

6. The Term of Reading Comprehension

Reading comprehension is the ability to understand what we read where words

have context and texts have meaning. Reading comprehension skills allow us to

read proficiently, learn effectively and to conceptualize. The process of

comprehension begins before the reader start to ‘read’ and continues even after

the ‘reading is finished. Good readers use pre-reading strategies like previewing

the text and use post-reading strategies like summarizing in addition to the many

strategies they use to make meaning during reading’ itself.

 Furthermore, according to the opinion from Grabe & Stoller (2002) define that

comprehension as processing words, forming a representation of general main

ideas and integrating it into a new understanding. It suggests that comprehension

is achieved when a reader successfully extracts the useful knowledge from a text

and constructs it into a new understanding of their own. Moreover, Day and Park

(2005) also propose several types of comprehension, as follows.

1. Literal comprehension is to have a straightforward understanding meaning

of a text, such as vocabularies and facts, which is not explicated in that text.

2. Inferential comprehension is to conclude information from a text and build

new information which is not explicitly stated in text.

3. Reorganization is rearranging information from various parts of a text in

order to get new information.

4. Predictive comprehension is integrating reader’s understanding of a text and

their own knowledge about that text in order to determine what might happen

next or after it is finished.

5. Evaluative comprehension is like inferential comprehension. The difference

is that evaluative comprehension requires readers’ comprehensive judgment

about some aspects in a text and ability to redevelop an understanding by

using related issues.

6. Appreciative or personal comprehension is reading in order to gain an

emotional or other value response from a text, and it demands reader to

respond a text also with their feelings.

From the definitions above, reading comprehension refers to the understanding of

what has been read. Comprehension is a thinking process that depends not only on

the comprehension skills but also on the readers’ experience and background

knowledge.

In other opinion, Grabe said (2009:14) that comprehension occurs when

the reader extracts and integrates various information from the text and combines

with what is already known. It has a similarity with his opinion above that

comprehension is forming a representation of general main ideas and integrating it

into a new understanding. Furthermore, to continue the explanation above

especially in reading of printed text, the reader is also need to comprehend of the

text clearly. It also stated by Rayner (2001:31) that reading comprehension as the

level understanding of a text/message this understanding comes from the

interaction between the words that are written and show the reader trigger

knowledge outside the text/message.

In this section, Lawin (2003: 2) points out that reading comprehension is

complicated in understanding the meaning of the conceptual text. Perhaps, there

will be many possibilities emerges in the mind of the readers. This can be caused

by the reader perspective in comprehending the information because they have

own way to transfer the information into their mind. Besides, there are many

elements of reading should have in the reading comprehension. Comprehension in

the reading may seem complicated to be defined because this skill can be inferred

as the particular understanding of reading. However, this can be implied with

some elements which bring to detail understanding of comprehension in the

reading.
 The list below is the elements of comprehension stated by Davis

(1972:663). Davis’s initial experiments led him to conclude that the large number

of operational skills that had been suggested as the elements of comprehension

process could be reduced to five that were experimentally as follows :

1. Knowledge of word meaning

2. Reasoning in the reading

3. Concentration on literal sense meaning

4. Following the structure of a passage

5. Recognizing the mood and literary techniques of the writer

Related to the explanation above, the elements of comprehension should be

completed in reading process. It can be the measurements or indication of

comprehension is issued or not. Such as knowledge of word meaning, if a student

reads a text or information, he or she has to know the meaning of every single

word and the knowledge of the words in that context (passage). The reasoning in

the reading is one of indications in the comprehending the text.

C. COLLABORATIVE STRATEGIC READING

Collaborative Strategic Reading (CSR) is a set of instructional strategies

designed to help students with diverse abilities acquire and practice

comprehension strategies for use with informational text (Klingner and Vaughn

1996). CSR was adapted from reciprocal teaching, an instructional activity that

involves a dialogue between teacher and students. In reciprocal teaching, teacher

and students take turns assuming an instructional role in leading this dialogue

(Palincsar 1986). Reciprocal teaching includes four components: previewing text

 to obtain a sense of what will be learned when fully immersed in reading,

generating questions for oneself about what the text is attempting to convey,

clarifying unclear information, and summarizing main points. Based on (Klingner

and Vaughn 1996) CSR consists of four comprehension strategies that students

applied before, during, and after reading in small cooperative groups. These CSR

strategies are: (1) preview (before reading), (2) click and clunk (during reading),

(3) get the gist (during reading), and (4) wrap up (after reading).

1. CSR Reading Comprehension Steps

Based on the opinion from Kligner and Vaughn (1999) these are four steps

comprehension strategy that students applied in Collaborative Strategic Reading

and also the definition for each strategies.

Before reading:

a. Preview

Preview is a strategy to activate students’ prior knowledge, to facilitate their

predictions about what they will read, and to generate interest. Preview consists of

two activities: (a) brainstorming and (b) making predictions.

Students preview the whole passage before reading its sections. Previewing the

text activates prior knowledge, stimulates students’ interest about the topic, and

facilitates making predictions. During this step, students look at headings, key

words, pictures, and charts in a short period of time. The teacher asks students

some questions to engage them in a classroom discussion about what they learned
 from the previews. Also, the teacher encourages students to predict what they

think they will learn from reading.

During reading:

b. Click and clunk (I get it - I do not get it)

Click and clunk is a strategy to teaches students and to monitor what they

are reading and to think about information in the text that they know and such

kind of information that is causing difficulties within them. When the students

understand what they read everything “Click” along smoothly, but when the

students cannot understand several sentence from the text it called “Clunk”. When

students get clunk, they may use the following fix-up strategies to figure out what

the clunk means :

1. Reread the sentence with the clunk and the sentences before after clunk then

lookin for clues.

2. Reread the sentence without the word that makes clunk while they are

reading. Think about what would make sense.

3. Look for a prefix and suffix in the word.

4. Break the word apart and look for smaller words.

5. Use a picture.

6. Ask for help.

c. Get the gist

Get the gist is a strategy to help students identify main ideas during reading.

To get the gist they can summarize or restate the most important idea. In this step,

do not include the supporting details, but state the gist by using their own words

as the following clues below :

1. Decide who or what the paragraph is mostly talk about ( the topic ).

2. Name the most important idea about the topic.

Basically, in this step students can learn to identify the most important idea(s)

in the text during reading. This strategy is also teaches students to use their own

words to explain the main ideas of each paragraph using their own words even

one or two sentence in order to check out for their understanding.

After reading:

d. Wrap up

Wrap up is a strategy that teaches students to generate questions and to review

the important ideas from the text they have read. Wrap up is like “Preview” at the

beginning of this step, but different because it is at the end of reading the text. The

purpose of “Wrap up” is to give students an opportunity to review what they have

read with understanding and remembering what they have learned. Above all, the

essential of this step is to make students to create their high order thinking

questions and write down the most important information in the text that they

have read.
2. Cooperative Group Process

Based on (Sharon Vaughn 1999) stated that in the cooperative group the

students are going to work in small cooperative groups to apply CSR strategies.

Each of group had a better reader and that poorer readers were distributed across

the groups if it possible. Thus, they will be assigned roles to perform while using

CSR strategies. Teachers train their students to apply the four comprehension

strategies of CSR in every step of it. Here the possible roles included of each

member in the group :

1. Leader : Helps the group to implement the assignment by focusing on the

four strategies and enuring that each member has opportunities to

participate.

2. Clunk Expert : Reminds the students of the steps to follow for figuring out a

word.

3. Gist Expert : Reminds the students of the steps to follow to figure out the

main idea.

4. Announcer : Calls on members to read or share an idea and represents the

group when the teacher calls the groups back for reporting to the class as a

whole.

3. Teacher’s Role

Basically, the teacher’s role is to guide when they work in group and provide

the model the instruction of the CSR that allow each student to see the strategy
 work. It means that the teacher should give an overview of how collaborative

group work and teaches students the roles and responsibilities of each member of

the group. This overview can be include as follows :

1. Telling students about the topic

2. Connecting the topic to previous lesson

3. Teaching proper nouns

Providing instruction about the number of pages to read, the amount of time for

students to work in their groups, and the activity that must be completed when the

time is up.

D. NARRATIVE TEXT

1. Definition of Narrative Text

Narrative text is a genre of functional text. Genre is specific style that used

in written, art, film or music. Genre is as a staged, goal oriented, purposeful

activity in which speakers engage as members of four culture. Narrative text is a

text which contains an imaginative story. Narrative text contains fiction, non –

fiction, fairy tales, and folklore. The purpose of narrative text is to entertain and

attract the attention of the reader. However, narrative text can also be used to

teach, inform and change the readers thought or behavior, based on the statement

(Iwuk, 2007 ; 80).

Narrative can be real story, a fantasy, or combination of both. Which

includes narrative text are a fairy tale, mystery, scientific fiction, horror,
 adventure, fables, myths, legends, historical stories, ballads, and personal

experience.

2. Generic Structure of Narrative Text

Actually, for this structure, the reader or students know the part of story in the

text. From the generic structure of narrative text are following :

a. Orientation

It introduces the main characters, setting and time. The opening paragraph

introduces characters / participants of the story and sets the scene (it answers the

questions who, when, what and where). This part of the story is critical for the

reader to connect or feel involved with the story. In the orientation, students can

know is/are the main character and where the story was took place. The time

period in narrative is not specific and the reader cannot know the date or year

happened.

b. Complication

In this paragraph show the problem that occurs between the characters. It is about

the problems which involve the main characters in the story developed.

c. Resolution

Resolution is ending of paragraph which the problem is dissolved. It is about how

the problems which involve in the story are solved. In this part, the main

characters find ways to solve the problems.

3. Characteristic of Narrative Text

There are some characters of narrative text which differ this text with others. The

specific characteristic of this text is contain imaginative story of the writer.

The language features in narrative text are :

1. Specific characters

2. Using time words, connective conjunction such as then, before, after that, a

few moments later, etc, and temporal conjunctions such as; once upon a time,

one day, long time ago, many years ago, etc.

3. Past Tense, simple past tense, past perfect, past continuous, past perfect

continuous, or past future continuous.

E. EVALUATION

Evaluation is a qualitative judgment that uses measurement result from test

and assessment information to assign grade Miller (2008:2). Measurement,

assessment and evaluation they are certainly connected. Test collect measurement

data that are part of the assessment process used to evaluate students’

achievement. Good tests strength the assessment process, and well planned

assessment procedure increase the likelihood of valid and reliable measure that

can be used to make sounds evaluation decision about student. To evaluate the

students there are formative and summative evaluation. Formative evaluation is to

diagnose student’ competencies and student’ cognitive, affective and

psychomotor. Similar with Brown (2000:6) states formative evaluation is

evaluating students in process of forming their competencies and skill with goal of

helping them to continue that growth process. Formative evaluation is used before

and during learning process it can said that formative evaluation teacher evaluate
 student in during learning process. And then, summative evaluation is used to

evaluate student achievement and overall quality of the instructional process

according to Willy (2008:6). In addition Brown stated summative evaluation is to

measure or summarize what a student has grasped and typically occurs at the end

of course or unit instruction. Summative evaluation is takes place after learning

process. in short, summative evaluation is every single unit or course there is test

to measure and evaluate student it called as summative evaluation.

F. RUBRIC

Based on Eisner (2009) at Marija, et al., (2014 : 4) rubric is important because

as a tool that can be used to assist student students by providing a comprehensive

frame work. It can be significantly reduce the time that teacher need in order to

assess the student’s work. It can be concluded that to evaluate student’s reading

comprehension using a rubric will help teacher to assist students. There is a rubric

for evaluate reading comprehension as below:

Table 2.1

The rubric of reading comprehension

Component Score Criteria

Answer are mostly correct demonstrate excellent

4 comprehension. Opinion option are always fully
justified.
Interpretation Answer are often correct and demonstrate good
3
comprehension. Opinion are adequately justified.

2 Answer are occasionally correct and demonstrate

an incomplete comprehension of the topic.
 Opinion are sometimes justified.

Answer do not reflect accurate comprehension of

1
the topic(s). Opinion are unjustified.

Answer are mostly complete, extensive, and

4
include many details.

Answers are usually complete include several

Detail 3
detail

2 Answers contain some details.

1 Answer lack the required detail or are incomplete.

Answer mostly include supporting evidence from

4 the text/lesson when necessary. Quotations or
paraphrase are often included in answer.

Answer usually include supporting evidence from

3 the text/lesson when necessary. Quotations or
Use of Information paraphrase are sometimes included in answer.

Answer include occasional supporting occasional

2
supporting evidence from the text when necessary

Answer do not included supporting evidence from

1
the text when necessary.

Answer are very easy to understand. They are

4
clear and consistent.

3 Answer are always easy to understand.

Clarify
Answer are sometimes can’t be understood, but
2
need to more to the point.

1 Answer the difficult to understand

Convention spelling and grammar is mostly

4
correct.

Mechanics 3 Convention spelling and grammar usually error.

Work contained several spelling and grammar

2
errors
 1 Work contains many spelling and grammar error.

G. SCHOOL BENCHMARK ( KKM )

Evaluating student in learning process need school benchmark (KKM) as

the standard minimum score. Based on Hadi (2014) school benchmark (KKM)

or they called it too as cut of score showing that school benchmark (KKM). So,

it is important that school should be having school benchmark as the standard

minimum score. However, every single school has different school benchmark,

it depends on their regional and student’ background. Aziz (2014:6) KKM is

established by subject teacher in each school before the school year begins and

also teacher consider three aspects: complexity (level of difficulty), facilities

(schools and teaching materials) and student intake (student’ competence and

background knowledge of the subjects). For that reason every school has

difference standard minimum score / school benchmark.

H. HYPOTHESIS

According to Creswell (2012: 111) Hypothesis are statements in quantitative

research in which the investigator makes a prediction or a conjecture about the

outcome of a relationship among attributes or characteristics. Based on the

problem statement of research presented by researcher, the research are stated as

follows :
1. If there is an effectiveness of students’ reading comprehension of narrative text

after they are taught by using Collaborative Strategic Reading. It means that

Collaborative Strategic Reading is effective to use and it is an alternative

hypothesis (Ha).

2. If there is no effectiveness of students’ reading comprehension of narrative text

after students are taught by using Collaborative Strategic Reading. It means that

Collaborative Strategic Reading is not effective to use and it is null hypothesis

(Ho).
 CHAPTER III

RESEARCH METHODOLOGY

This chapter contains the methodology of the research including research

design, research schedule, data collecting, the technique of data analysis, and

the last is school profiles.

A. RESEARCH SETTING

1. Research Time and Setting

The research will conducted in 14 August 2017 until 21 August 2017. It

will be conducted in SMP Negeri 10 Salatiga which is located on Jalan

Argoboga Salatiga.

2. School Profile

Name of School : SMP Negeri 10 Salatiga

Status : State School

Address : Jl. Argoboga

Established : 1995

Kelurahan : Randuacir

Kecamatan : Argomulyo

Kabupaten / Kota : Salatiga

Postal Code : 50735

Phone Number : (0298) 328173

Email : smpn10_sl3@yahoo.co.id

Website : https://smpn10salatiga.sch.id
3. List of Teacher

Table 2.2

Teacher’s List of SMP Negeri 10 Salatiga

No Nama Mata Pelajaran

1 YK IPA
2 AJ IPA
2
3 KI IPA
4
ccccc SB IPA
5 IA IPA
6 NK IPA
7 SN IPS
8 MN IPS
9 GS IPS
10 TE IPS
11 WN IPS
12 AM Agama Islam
13 VU Agama Islam
14 RN Agama Katholik
15 AW Agama Budha
16 JM Agama Kristen
17 QA Matematika
18 RK Matematika
19 IY Matematika
20 SR Matematika
21 RH Bahasa Inggris
22 MH Bahasa Inggris
23 EN Bahasa Inggris
24 FY Bahasa Inggris
25 SY Bahasa Indonesia
26 SL Bahasa Indonesia
27 UK Bahasa Indonesia
 28 NH Bahasa Indonesia
29 TM PKN
30 HT PKN
31 AW Seni Budaya
32 YN Seni Budaya
33 SD Penjaskes
34 PY Penjaskes
35 BW TIK
36 SI Bahasa Jawa
37 PW Bahasa Jawa
38 TH Keterampilan
39 NW Keterampilan
40 MD BK
41 WT BK
42 ES BK

B. RESEARCH PARADIGM AND RESEARCH METHOD

Research method is very useful in order to collect, analyze, and interpret data

using quantitative research. For that reason, to get the result the researcher will

use an experimental of quantitative. A quantitative study consistent with formula,

numbers, and analyzed with statistical procedure. Kasiram (2010 : 211) he stated

that quantitative research is a process of finding out a knowledge that used the

numeric data as an instrument to analyze explanation that we will know. In this

research, the researcher want to know the effectiveness of using Collaborative

Strategic Reading (CSR) strategy in comprehending narrative text of the second

grade students of SMPN 10 Salatiga in the academic year of 2017/2018.

Furthermore, based on Cresswell (2012:21) states that experimental research

is kind of procedures in quantitative research in which with investigator

 determines whether an activity or materials make a difference in result participant.

For this type research, researcher will use One-group pre-test-post-test design

research to get the result and to know the effectiveness after using Collaborative

Strategic Reading toward student’s reading comprehension. Prasetyo (2005 : 161)

states that One-group pre-test-post-test design is a one experiment group that

measured the dependent variable (pre-test), then giving a stimulus to measure the

dependent variable (post-test) without any comparing group.

In this research, the researcher will choose one class to be experimented. That

class is going to be given a treatment by using Collaborative Strategic Reading

(CSR) strategy. Firstly, the researcher will give pre-test for that class, after that,

the researcher will calculate their score to find out the mean. Furthermore, the

researcher will give treatment to that class. Then, the researcher will give post test

to the class that the researcher chosen before, to see the effectiveness after using

Collaborative Strategic reading. After post-test conducted, the writer will also

analyze the data.

C. POPULATION AND SAMPLE

a. Population

Based on Priyono (2016: 104) he states that population is all members of the

research subject that want to research. Furthermore, Cresswell (2012:142) a

population is a group of individuals who have same characteristic. The researcher

will take population in the second grade students of SMP Negeri 10 Salatiga in the

academic year 2017/2018 which is consist of 8 classes and 240 Students.

b. Sample

Arikunto (2010 : 174) he stated that the definition of sample is the part of the

number and the characteristic of population which is going to be learn and take

the conclusion. In this research, the writer is going to use cluster random sampling

which is belongs to probability sampling. In other words, the writer use this form

to get some participants randomly based on the population. The total of sample of

this research is 29 students from VIII B.

c. Sampling Technique

Sampling technique is a technique to take a sample from the population itself

Prasetyo (2005 : 119). There are two types of sampling technique that can

researcher use. They are probability sampling has four types including (simple

random sampling, systematic random sampling, stratified random sampling, and

cluster random sampling). And the second non probability sampling has two types

they are Convenience Sampling and Snowball sampling. In this research,

researcher choose cluster random sampling because it is simple. According to

Priyono (2016: 107) definition of cluster random sampling if the researcher don’t

have the name list of member population but have the complete data of the group.

In addition, cresswell (2012:145) the researcher chooses a sample in two or more

stages because either the researchers cannot easily identify the population or the

population is extremely large. In this case, the researcher has selected 1 class to

teach reading comprehension. The class is VIII B that will be taught by using

Collaborative Strategic Reading.

D. DATA COLLECTION METHOD

In this research, to collect the data the researcher use 2 methods. Those

method are :

1. Test

To know the result of Collaborative Strategic Reading is it effective or not,

the researcher used test to get the result. Brown (2004) stated that test is a

method of measuring a person’s ability, knowledge, or performance in a given

domain. To get the result test is needed. In experimental research there are two

kinds of tests. Those tests are :

a. Pre-test

Based on Cresswell (2012 : 297) a pre-test provides a measure on some

attribute or characteristic that you asses for participants in an experiment before

they receive treatment. Before giving treatment the writer giving pre-test for all

of participant. In this research, before teaching reading by using collaborative

strategic reading in experimental class, the researcher will held a pre-test, and

the students must be done the pre-test that given by the researcher.

b. Post-test

According to Cresswell (2012 : 297) a post-test is measure on some attribute

or characteristic that is assessed for participants in experiment after treatment.

Post-test will be held after treatment. The writer will be giving post-test after

treatment done. After an experimental class taught by using collaborative

 strategic reading, the students must through the post-test the given by the

researcher

2. Documentation

Documentation was taken during the researcher’s research. The researcher

will use some related documents to the object, such as : school profile, students

name list and the process during research.

E. RESEARCH INSTRUMENT

Research instrument use to collect the data. In this research the researcher use

test of research instrument.

1. Test

Test that the researcher use is written test. Written test use to know how far

students’ reading comprehension before and after applying Collaborative Strategic

Reading (CSR). For this research, the researcher use 20 questions of multiple

choices and 5 questions of essay. The test is about student’s reading

comprehension in narrative text the material based on the syllabus. Students

should be answering each question carefully to get the maximum score. The

maximum score of the test is 100. The formula is bellow:

2. Non-Test

For the non-test, the researcher use documentation as a research instrument.

The documentation that the researcher use is photos during research.

F. RESEARCH DESIGN

Research design is helpful the researcher to make the research not waste

time. So, researcher design the research as bellow to make time more efficient

and the most important is to find out difference before and after teaching reading

by using Collaborative Strategic Reading.

Table 2.3

Research Design

No Experiment Class

1 Giving Pre Test

2 Calculate the result

3 Analyze the result

4 Treatment by CSR

5 Giving Post test

6 Calculate the result

7 Analyze the result

8 Concluding the result

G. EVALUATION RUBRIC AND PASSING GRADE

To evaluate student there is need a rubric to help the researcher to evaluate

student during research. Based on the researcher’s observation, school

benchmark at SMP Negeri 10 Salatiga their standard school is 75. So, the

passing grade of reading comprehension as follows:

 Table 2.4

Passing Grade of Student’s Reading Comprehension

Classification Score Rating Category

Excellent 90-100 A If the students answer almost the

questions correctly

Good 70-89 B If the students answer the

questions with less errors

Good Enough 50-69 C If the students answer the

questions with enough errors

Bad < 49 D If the students answer almost the

questions wrongly

H. DATA ANALYSIS

In this research, to analyze the data, the researcher will use inferential

statistic. The technique that used to test the difference of mean score before

and after treatment is t – test, it is to check the affectivity of the treatment. By t

– test the researcher will know the differences mean of before and after

treatment.

1. To find out the average score of pre-test and post-test, the researcher will

use this formula below :

a. Pre-test of experiment class

X1

Note :
 X1 : Mean of students’ pre-test score in the experimental class
∑x1 : Total score of pre-test in the experimental class
N : Amount of students who involve in the test

b. Post-test of experiment class

X2

Note :

X2 = Mean of students’ post-test score in the experimental class.

ΣX2 = Total of students’ post-test score in the experimental class.

N = Total number of respondent (students).

2. To find out the deviation standard that will be processed in T-test

calculation, the researcher will use this formula below :

SD =

Note :

SD : Deviation Standard
D : the difference between pre-test and post-test result
N : Amount of students who involve in the test
3. To find out the effectiveness between x and y by calculate t hitung (uji-

t),the researcher uses this formula, in order to analyze the effectiveness of

the method used in the learning process the researcher will use this

formula below :

To =
 Note :

To : T-test
SD : Deviation Standard (SD for one sample t test )
D : Difference score between pre-test and post-test result
N : Amount of students who involve in the test

I. STATISTICAL HYPOTHESIS

Before conducting the result of hypothesis, there are statistical research

hyphothesis as follows:

Ha : {µ1≠µ2}

H0 : { µ1=µ2}

1. If there is an effectiveness of student’s reading score after they are taught by

Collaborative Strategic Reading. It means that Collaborative Strategic Reading is

effective in teaching reading comprehension and it is an alternative hypothesis

(Ha).

2. If there is no effectiveness of student’s reading score after they are taught by

Collaborative Strategic Reading. It means that Collaborative Strategic Reading is

not effective in teaching reading comprehension and it is null hypothesis (Ho).

 CHAPTER IV

ANALYSIS AND DISCUSSION

A. Data Presentation

a. Pre-Test

There are 2 kinds of tests that conducted by the researcher during research.

In the first time researcher conducted the pre-test before giving treatment. Pre-

Test will be held to evaluate the student’s reading comprehension before

Collaborative Strategic Reading was implemented.

Table 2.5

Student’s Pre-Test Score

No Name Score
1 APS 62
2 AA 56

3 AR 68

4 AAY 56

5 AD 54

6 AF 56

7 AE 60

8 AY 60

9 BL 58

10 BD 62

11 CH 64

12 DY 60

13 DS 52
 14 ES 62

15 EF 40

16 EY 60

17 HD 58

18 IR 52

19 IG 56

20 ID 64

21 JD 54

22 LP 48

23 MD 48

24 NF 46

24 OR 52

26 OS 58

27 RA 60

28 SB 0

29 TP 60

Total 1586
Mean 54,6

The table above figured out the scores of student’s reading comprehension

before giving a treatment. The average score of student’s pre-test is 54.6. Based

on the evaluation criteria the average score is good enough. The highest score is

68 and the lowest score is 46.

b. Post test

Post-test was given after collaborative strategic reading implemented to teach

student’ reading comprehension.

Table 2.6

Student’s Post-Test Score

No Name Score
1 APS 80

2 AA 70

3 AR 80

4 AAY 78

5 AD 76

6 AF 82

7 AE 78

8 AY 84

9 BL 74

10 BD 80

11 CH 90

12 DY 86

13 DS 72

14 ES 84

15 EF 62

16 EY 82

17 HD 78

18 IR 80

19 IG 82

20 ID 60

21 JD 84
 22 LP 68

23 MD 78

24 NF 72

24 OR 80

26 OS 82

27 RA 60

28 SB 0

29 TP 86

Total 2168

Mean 74.7

The table figured out the average score of post-test of the students which is

74.7. There were 29 students. The average of score increased that was from 54.6

to 74.7. Based on the evaluation criteria classified as good.

B. Data Analysis

The researcher was used Kolmogorov-Smirnov formula to test the normality,

then use pair samples statistics and pair samples test to calculate the significant

of the test. Based on the normality formula, the test can be concluded as normal

if the sig table > 0.05. The result of both test as the table below :
a. Normality of pre-test and post-test

Table 2.7
Normality Test

One-Sample Kolmogorov-Smirnov Test

Pre Post
N 29 29
Normal Parametersa Mean 54.6896 74.7586
Std. Deviation 1.23751E1 1.62605E1
Most Extreme Differences Absolute .229 .234
Positive .175 .210
Negative -.229 -.234
Kolmogorov-Smirnov Z 1.233 1.261
Asymp. Sig. (2-tailed) .096 .083
a. Test distribution is Normal.

From the table above figured out that the sig of table both of pre-test and

post-test are > 0.05. The result of pre-test is 0.096 which means higher than 0.05

and also the post-test is 0.083 which means higher than 0.05. So, it can be

concluded that the pre-test and post-test of group distributed are normal.

b. Data analysis of pre-test and post-test

To know the significant difference before giving Collaborative Strategic

Reading (pre-test score) and after giving Collaborative Strategic Reading (post-

test score) to teach reading comprehension. The researcher calculate by using

Pair Sample T-test.

Ha is accepted : sig (2-tailed) < 0.05

Ho is rejected : sig (2-tailed) > 0.05

 Table 2.8
Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Pre 54.6896 29 12.37509 2.29800
Post 74.7586 29 16.26050 3.01950
Table 2.9
Paired Samples Test

Paired Differences
95% Confidence
Std. Interval of the
Std. Error Difference Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair Pre - - - - -
7.75359 1.43981 28 .000
1 Post 2.07586E1 23.70793 17.80931 14.418

T table df 28 = 2.048

The table 2.8 above show that the mean of student’s pre-test is 54.6.

Furthermore, after giving treatment using collaborative strategic reading (CSR)

the mean of students has increased. In other word, the student’s post-test is 74.7.

So, it can be concluded that the mean of student’s post-test score is higher than

student’s pre-test score.

Based on the table 2.9 it shows that the result of sig (2-tailed) is 0.000 which

is means < 0.05. Then, T-test of the table above is 14.418 which is > T-table

2.048. It can be concluded that Ha is accepted. In other word, there is

significance difference of student’s reading score before they are taught by using

Collaborative Strategic Reading and after they are taught by using Collaborative

Strategic Reading. It also means that Collaborative Strategic Reading is effective

to use in the reading class in order to comprehend the text.

C. Discussion

To answer the research questions, the researcher has made the following table

below for easier analysis :

1. Analysis before treatment

 Pre-Test

Based on the table 2.5 above the mean of student’s pre-test is 54.68 from 29

students that following the test. Furthermore, the result of normality test from

pre-test is 0.096 which means higher than 0.05. So, it can be concluded that pre-

test group distributed is normal.

2. Analysis after treatment

 Post-Test

According to the table 2.6 above the mean of student’s post-test has

increased from 54.68 to 74.75 because the researcher has given a treatment

using collaborative strategic reading (CSR) toward 29 students. In addition, the

result of normality test from post-test is 0.083 which means higher than 0.05.

For that reason, it can be concluded that post-test group distributed is normal.

3. Difference between student’s pre-test and post-test

According to the table 2.8 above show that the mean of student’s pre-test is

54.68. Furthermore, after giving treatment using collaborative strategic reading

(CSR) the mean of students has increased. In other word, the student’s post-test

is 74.75. So, it can be concluded that the mean of student’s test got increased

and the post-test score is higher than student’s pre-test score.

Furthermore, based on the table 2.9 shows us that the result of sig (2-tailed)

is 0.000 which is means < 0.05. Then, T-test of the table above is 14.418 which
is > T-table 2.048. The researcher can conclude that null hypothesis H0 was

rejected and alternative hypothesis Ha was accepted. In other word, there is

significance difference of student’s reading score before they are taught by

using Collaborative Strategic Reading and after they are taught by using

Collaborative Strategic Reading. It also means that Collaborative Strategic

Reading is effective to use in the reading class in order to comprehend the text.

Based on the researcher observing, another difference of students who are

taught by using Collaborative Strategic Reading they were enjoy, enthusiasm,

and decrease their bore feeling in English class especially while they are

reading. Based on (Klingner and Vaughn 1996) the main goal of collaborative

strategic reading is to help the students to comprehend the text easily and also

teach them in working cooperatively. It is very contrast while the researcher

was observing student’s pre-test work before they got a treatment from the

researcher. They look a little bit bored because they have to read most of

question with a text by themselves and working individually.

Shortly, collaborative strategic reading has given positive effect for the

students in learning activity especially in their reading comprehension. They are

not only get a good skill in comprehending the text, but also their motivation

and working cooperatively. In this case, collaborative strategic reading is

effective to use in the class.

 CHAPTER V

CLOSURE

A. Conclusion

The researcher was concluded this research which is entitled “The Use of

Collaborative Strategic Reading to Teach Students’ Reading Comprehension of

Narrative Text of The Second Grade Students of SMP Negeri 10 Salatiga in the

academic year of 2017 / 2018 were made after conducting the research,

presenting data, and analyzing data. There are some conclusions based on the

researcher analyzing data as follows,

1. The profile of students’ reading comprehension before they are taught by using
Collaborative Strategic Reading (CSR) was 54.68.

2. The profile of students’ reading comprehension before they are taught by using

Collaborative Strategic Reading (CSR) was 74.75.

3. There was an effectiveness of students reading comprehension in narrative text of

the second grade students of SMP Negeri 10 Salatiga after using Collaborative

Strategic Reading (CSR) because the T-test was 14.418 higher than T-table

2.048, and also the result of sig (2-tailed) is 0.000 which is means lower than

0.05 It can be concluded that alternative hypothesis (Ha) is accepted.

B. Suggestion

Based on the research findings, there are some suggestions for the teacher, the

students and other researcher.

1. For the teacher

a. The researcher suggest to the teacher to implement collaborative strategic

reading to teach student’ reading comprehension because it helps the students

to strengthen their comprehension

b. The researcher is also suggest to the teacher to implement collaborative

strategic reading in English teaching because it will make the student closer

each other.

c. The researcher is also suggest to the teacher to implement collaborative

strategic reading in English teaching because it can increase student’s

teamwork when they are working cooperatively.

2. For the students

a. The researcher suggest to student to use collaborative strategic reading because

it can increase their reading comprehension.

b. The researcher suggest to student to use collaborative strategic reading to make

the students closer each other and working cooperatively as well as

collaborative strategic reading goal.

c. Student should be more pay attention in English class especially when the

teacher explain the material.

3. For the other researcher

a. The researcher should prepare the research well.

b. The researcher should be manage the time.

 BIBLIOGRAPHY

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 CURRICULUM VITAE

Full Name : Afif Konireza Putra

Nickname : Afif

Date of Birth : July, 9th 1995

Place of Birth : Semarang

Address : Jalan Jenderal Sudirman 383. A, RT 02 / RW 12,

Kelurahan Ledok, Kecamatan Argomulyo, Kota Salatiga.

Phone Number : 083838220148

Faculty : Teacher Training and Education Faculty

Education :

2001 - 2007 : Elementary School (SD Negeri Tlogosari Kulon 05) Semarang

2007 - 2010 : Junior High School (SMP Negeri 15) Semarang

2010 – 2013 : Senior High School (SMA Institut Indonesia) Semarang

2013 – 2017 : English Education Department of Teacher Training and Education

Faculty of State Institute for Islamic Studies (IAIN) of Salatiga

APPENDIXES
Student’s Pre-Test Situation
Student’s Post-Test Situation
The Researcher with the Students of VIII B
The Researcher with the English Teacher of SMPN 10 Salatiga
Student’s Pre-Test
Student’s Post-Test
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Sekolah : SMP N 10 Salatiga

Kelas/Semester : VIII ( Delapan ) / 2
Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana
berbentuk recount, dan narrative untuk berinteraksi dengan
lingkungan sekitar
Kompetensi Dasar : 11.3 Merespon makna dan langkah retorika dalam esei
pendek sederhana secara akurat, lancar dan berterima yang
berkaitan dengan lingkungan sekitar dalam teks berbentuk
recount dan narrative
Jenis teks : Narrative
Tema : Fable and Folktale
Aspek/Skill : Membaca
Alokasi Waktu : 2 x 40 menit ( 1x pertemuan )
1. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat merespon makna dalam:
a. Menjawab pertanyaan berdasarkan informasi dalam bacaan
b. Menulis jawaban singkat atas suatu pernyataan
 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )

Tekun ( diligence )

2. Materi Pembelajaran
a. Developing Skills (halaman 92)
 Bacaan naratif “The Prince and His Best Friends” dan daftar
pertanyaan
3. Metode Pembelajaran: Collaborative Strategic Reading
4. Langkah-langkah Kegiatan
A.Kegiatan Pendahuluan : 10 menit
( Preview )
Apersepsi :
 Guru membka kelas dan memeriksa kehadiran siswa
 Guru menyampaikan tujuan pembelajaran kepada siswa
 Guru menstimulus ingatan siswa dengan menayakan terkait materi
yang sudah dibeikan pada pertemuan sebelumnya
( Click and Clunk )
 Guru memberikan kesempatan kepada siswa untuk
mengidentifikasi masalah yang mengacu pada tujuan pembelajaran
 Guru menjelaskan kepada siswa tentang manfaat mempelajari
narrative text
B. Kegiatan Inti
Eksplorasi : 10 menit
 Guru membagi sekaligus mengatur siwa untuk berkelompok sesuai
dengan kelompoknya. Masing – masing kelompok terdiri dari 4 orang
siswa
 Siswa melihat gambar yang ditampilkan melalui slide power point
terkait tentang narrative text
 Siswa diberikan clue atau arahan tentang gambar yang ditampilkan
tersebut
Elaborasi : 40 menit
( Get the Gist )
 Siswa dengan bimbingan guru berdiskusi dalam menentukan alur kerja
yang sesuai untuk pembelajaran menggunakan Collaborative Strategic
Reading
 Guru memberikan soal latihan yang kemudian siswa diskusikan
sekaligus kerjakan dengan kelompok masing - masing
 Siswa bersama kelompoknya masing – masing mulai memahami soal
latihan berupa teks bacaan yang telah guru berikan.
 Siswa dalam kelompok diberikan kesempatan oleh guru untuk
mempresentasikan pekerjaan dan hasil diskusi mereka
Konfirmasi 15 menit
( Wrap up )
 Guru memberikan umpan balik berupa koreksi dan masukan kepada
siswa
 Guru menanggapi pertanyaan dan memberika penjelasan apabila masih
terdapat misunderstanding
 Guru dan siswa bersama – sama menyimpulkan pembelajaran yang
telah dilaksanakan
 C. Kegiatan Penutup : 5 mennit
 Mengulas kembali pelajaran pada pertemuan ini
 Guru memberikan kesempatan kepada siswa untuk bertanya tentang
pelajaran yang telah diberikan
 Guru menutup kegiatan pembelajaran
5. Alat bahan
a. Laptop
b. LCD
c. Slide power point & gambar-gambar yang relevan
6. Sumber belajar
a. Buku pegangan ”English in Focus for Grade VIII Junior High School”
b. Internet
7. Penilaian
1. Indikator, teknik, dan bentuk
Indikator Pencapaian Teknik Bentuk
Instrumen/ Soal
Kompetensi Penilaian Instrumen
 Mengidentifikasi Tes Tulis Jawaban Choose the best option, a,b,c or d
berbagai informasi singkat
dalam teks fungsional Answer the following questions
 Mengidentifikasi
tujuan komunikatif teks
Give a complete answer !
fungsional
 Mengindentifikasi ciri
kebahasaan teks
fungsional

2. Instrumen penilaian :
Read the text about “The Prince and His Best Friends” and answer the following
questions below. (copied on page 92, Workbook)
 The Prince and His Best Friends

Once upon a time, there lived a kind young prince named Jonathan. He
was also loved, and adored by his people. His two friends were Peter Piper, the
servant of the palace and Franklin Greedy, the son of an Aristocrat.

One day, The Prince, Peter Piper, and Franklin Greedy were walking
through the forest. Suddenly, a group of bandits attacked the three boys near an
old house. They entered the old house and blockaded the gate and doors. The
three boys were trapped inside the house.

Franklin was very terrified and asked the Prince to surrender immediately,
but Peter was not afraid. He urged and supported the Prince not to give up. The
Prince decided not to surrender because he realized that he would become a
hostage for the bandits to ask for ransom to his father, but Franklin was scared and
wanted to make a deal, it made Peter suspicious about Franklin’s behavior. So, he
quietly made up a plan for him and the prince to escape.

Early dawn, Franklin opened the front gate and unlocked the doors. The
bandits entered the house in search of the Prince. When they came to the room
where the Prince was supposed to be sleeping, no one was there. Suddenly, they
heard a horse running outside and saw over the window that Peter Piper and the
Prince were riding away on one of the bandit’s horses.

It turns out, Peter Piper sneaked out of the house and waited in the yard,
while the Prince was hiding behind the house. The bandits were very angry at
Franklin and took him with them while the Prince and Peter went safely going
back to the Capital.

B. Answer the questions below with a complete sentence !

1. Who were Prince Jonathan’s friends ?
2. What happened when the Prince and his two friends were walking in the forest
?
3. Why did Franklin try to ask the Prince to surrender ?
4. What did Peter Piper do when Franklin tried to persuade the Prince to surrender
?
5. Mention the orientation, complication, and resolution of the story above ?
 a. Pedoman Penilaian Rubrik Penilaian
1. Untuk tiap nomor, Uraian Skor
tiap jawaban benar
Isi benar, tata bahasa benar 3
diberi skor 3
2. Jumlah skor maksimal Isi benar, tata bahasa kurang tepat 2
Part B = 15 Isi dan tata bahasa kurang tepat 1
3. Total skor maksimal Tidak menjawab 0
= 35
4. Nilai Siswa =

Mengetahui; Salatiga, 21 Agustus 2017

Guru Mapel Bahasa Inggris Mahasiswa peneliti

Efendhi Nugraha, S.Pd Afif Konireza Putra

 Penilaian

Materi Indikator Pencapaian Alokasi Sumber

Kompetensi Kegiatan Pembelajaran
Pembelajaran Kompetensi Waktu Belajar
Dasar Teknik Bentuk Contoh
Instrumen Instrumen

11.1 Membaca nyaring

bermakna teks 1. Teks Essai 1. Tanya jawab  Membaca nyaring dan Tes Membaca Read the story 4 x 40 1.Buku teks
fungsional dan essai berbentuk mengembangkan bermakna teks essai lisan nyaring aloud. menit yang relevan
pendek sederhana narrative / kosakata berbentuk narrative /
berbentuk recount dan 2. Buku cerita
recount berdasarkan gambar recount
narrative dengan / cerita popular bahasa
ucapan, tekanan dan 2. Ciri  Mengidentifikasi
kebahasaan 2. Tanya jawab Inggris
intonasi yang berterima berbagai makna teks
yang berkaitan dengan Teks Essai menggali informasi narrative / recount 3. Gambar -
Pilihan Choose the right
lingkungan sekitar dalam cerita gambar
berbentuk berdasarkan gambar Tes ganda answer based
terkait cerita
narrative / tulis on the text.
3. Mendengarkan teks
11.2 Merespon makna dalam 4. Rekaman
recount narrative / recount
teks tulis fungsional yang dibaca guru cerita
3. Tujuan
pendek sederhana secara 5. Tape
komunikatif 4. Membaca nyaring
akurat, lancar dan recorder
teks essai teks narrative /
berterima yang berkaitan  Mengidentifikasi
narratif / recount dengan 6. CD
dengan lingkungan tujuan komunikatif
recount ucapan dan intonasi
sekitar teks narrative / 7. VCD player
4. Langkah yang benar
5. Menjawab berbagai recount
retorika
narrative / pertanyaan tentang Complete the
recount informasi dalam teks following
Isian
5. Spelling, yang di baca sentences using
 Mengidentifikasi Tes singkat
6. Menentukan tujuan the information
langkah retorika dan
 stress, komunikatif teks ciri kebahasaan teks Tulis from the text.
intonation narrative / recount narrative / recount
yang di baca
Answer the
7. Menentukan langkah
retorika dari teks following
narrative / recount questions based
yang di baca on the text.
Pertanyaan
8. Menentukan ciri
kebahasaan teks Tes tertulis
narrative / recount Tulis
yang di baca
9. Membaca teks
narrative / recount
lainnya

1. Mencermati teks
fungsional pendek
terkait materi
11.3 Merespon makna dan 2. Menyebutkan jenis
langkah retorika dalam esei teks fungsional yang
pendek sederhana secara dicermati
akurat, lancar dan 3. Membaca nyaring
berterima yang berkaitan teks fungsional terkait
materi
dengan lingkungan sekitar
dalam teks berbentuk 4. Menjawab
pertanyaan tentang  Mengidentifikasi
recount dan nararative
informasi yang berbagai informasi Choose the best
terdapat dalam teks dalam teks fungsional PG
option, a,b,c or
5. Menyebutkan ciri-ciri
 teks fungsional yang d
dibaca
 Mengidentifikasi Tes Jawaban 1. Buku teks
6. Membaca teks tujuan komunikatif tulis singkat Answer the yang
1.Teks fungsional
fungsional pendek teks fungsional relevan
: lainnya dari berbagai following 4 x 40
2. Contoh
- undangan sumber questions menit teks
 Mengindentifikasi ciri
- pengumuman Tes Jawaban fungsional
kebahasaan teks
- pesan fungsional tulis singkat Give short 3. Gambar
answers ! terkait
- iklan materi dan
topik
2.Tujuan Tes 4. Benda
komunikatif tulis sekitar

3.Ciri kebahasaan

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )

Tekun ( diligence )