CHAPTER I

INTRODUCTION

This chapter consists of background of the research, problem statement,

objectives, significance and scope of the research.

A. Background

Reading skill as one of four skills language has a very important role in

human life. People apply reading in their social life like reading books, magazines,

dictionaries, maps, and letters to get knowledge and idea for their life. People get

knowledge and information through reading. So as students, when they read they will

also obtain knowledge from printed information. More than that, reading activity

helps them to enrich their knowledge. According to Umar Anas (2007), by reading,

the human can get much inspiration to support their life. They must focus on the

passages to get understood information of the the text. The must be active in their

reading to prior knowledge and try to link it to the new knowledge they have as the

consequence of building comprehension .

According to Carrel L Patricia (1998) , to turn “learning to read” into “

reading to learn”. Reading is a main activity in most language classes through out the

world, not only as a main source of information, but also as a means of consolodate

and expanding one’s knowledge of language. This skill, once develop is the one that

can be most easily maintain at a high level by the students themselves without further

help from the teacher. Through it they can also increase their knowledge and

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understanding of the culture of the speakers of the language. So, the real aim of most

second language reading classes.

According Oakhill (1993), identified three main theoretical approaches to

reading comprehension problem. The first, he argues that comprehension problems

arise because of difficulties at the single-word level; the second, he posits that poor

comprehenders have difficulty in the syntactic and semantic analysis of text; and the

third is that poor comprehenders have difficulties with higher order comprehension

skills: making inferences from text, integrating ideas in it, and monitoring their own

comprehension. Later on, Rahman (2007), found reading difficulties comprise in

adequate vocabulary, lexical inefficiency, structural complexity, language in

accessibility, poor reading skills, lack of schemata, and students’ lack of interest.

According to Chastain (1976:309), the students are required to comprehend

English reading text. They are not required to understand each individual part of the

sentence or paragraph, but they should understand the message the writer is trying to

convey. Furthermore, Oberholzer (2005) said that understanding what we are

reading is far more important to us than knowing the mechanical skill of reading.

Without understanding, reading will serve no purpose. It means that understanding

text is the most important aspect in reading, not only to understand but also the

students should comprehend the text that they read. Moreover, Townend (2003) says

that comprehend means that the students should fully understand all of the aspects of

the text.
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In fact, Indonesian students may get difficulties in comprehending English

reading text because English is not their first language. For example, the students find

some difficulties when the teacher asks them about some information that do not

purely mention in the text but still in the context. Indonesian students had lack of

vocabulary and it made them find difficulties in understanding the text. Another

difficulty that is faced by the students is in finding the main idea of the text. The

students should master those aspects so they can comprehend the text and answer the

questions which are served well.

The difficulties in comprehending English reading text should be known and

solve by the students and the teacher, because comprehending reading text is the

important skill and as an achievement indicator in reading that should be achievedby

the students. If the students find difficulties in comprehending the text, it will affect

their study. As Oberholzer (2005) stated that “difficulty with reading can have an

increasingly negative effect on the students’ school work and tertiary education, as

reading requirements become greater and more extensive.”

Based on the Curriculum 2013, the types of text English in Indonesia is a

foreign language, most students at any levels of education find it difficult to read

English texts. Many research results indicated that the ability of Indonesian students

to read English texts is very low. Most senior high school graduates are not able to

read English with complete comprehension. So, the students need help in reading

comprehension. For students, reading is a key to improve learning out come in many

fields of study. Reading is an inseparable part of any English course.

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Based on the observation in second grade of Junior High school 3

Minasatene. The student's English scores are still low, after the student's scores are

summed then the average score is 69, while the KKM in English subject is 75, out of

30 students in the VIII A, 20% got B from 75-89 and 60% of students got C score

with the range of score 60-74, while other students get scores below the average. It

means that the students' English achievement is categorized low. The researcher

assumes the basic factor of this problem comes from that students’ difficulties in

comprehending text are cause by students’ lack of requisite knowledge, abilities, and

mood to read and comprehend the material. In addition, limited vocabularies

knowledge, teaching method, students’ motivation, and lack of background

knowledge of the topic can be the problem why the text is difficult to be

comprehend.

To solve this problem, the researcher is intend to use collaborative strategic

reading (CSR) to enhance the reading comprehension of the students. This technique

is first use by Klinger and Vaughn in 1998, Collaborative Strategic Reading (CSR) is

a combination of Reciprocal Teaching and Cooperative Learning. In engineering, the

teacher guides students to read understanding texts and students also work

cooperatively in a team of five students. There are four steps, the first is a preview,

namely the strategic use to dig up information before reading the text, then the second

is Click and Clunk, which is for information in the text when they read the text. Then

the third one is Get the Gist to get the point, in this case the students will participate
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in winning the main reading they have read, then the last is the Wrap Up, in this

participant the students will make questions and discuss what they have learn.

There some reasons why Collaborative Strategic Reading ( CSR ) may be

usefully and effectively. According to Elizabeth A Swanson (2010) in Klingner and

Vaughn (2001), in her articel CSR is a fully developed, feasible intervention, with

evidence of its efficacy establish through quasi-experimental research studies. Built

on a foundation of reciprocal teaching (Palincsar & Brown, 1984) and many features

associate with effective instruction (e.g., collaborative group work, interactive

dialogue, procedural strategies), CSR addresses three prevailing educational

challenges: (a) how to teach text comprehension strategies that improve students’

reading comprehension, (b) how to adequately include struggling readers in text-

related learning using grade-level text, and (c) how to provide opportunities for

English language learners to interact effectively with peers and enhance their

achievement.

According to Klingner and Vaughn (1998: 36-37), and Bremer, et.al. (2002:

4) states that the basic steps for implementing CSR in teaching cooperative learning

groups are the introduction of an entire class where the teacher introduces the topic,

teaches key words, and gives instructions; cooperative group activities during

preview,click and clunk, get the point, and complete. Where each group member

plays the assigned role and fills in the log of CSR learning during the activity; and the

every group should do the strategy. Where a teacher discuss the day's reading,
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reviews clunks, answers questions, or shares some review ideas. In addition, during

cooperative group activities, the teacher needs to assist students in using strategies so

that students are able to improve their reading comprehension.

Based on the consideration, the researcher intended to conduct a research

entitled “The Use of Collaborative Strategic Reading (CSR) to Improve Student’s

Reading Comprehension”.

B. Problem Statement

Referring to the problem above the researcher formulated a research question

as follows:

Does the use of Collaborative Strategic Reading (CSR) improve the reading

comprehension of the students’ or not.

C. Objectives of Research

Based on the problem statement above, the researcher stated the objective of

the research, that is whetherthe use of :

Whether the method of collaborative strategic reading (CSR) significantly improves

the students’ reading comprehension.

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D. Significance of the Research

The research provided information and suggestion which can be helpful in

establishing the importance of reading comprehension. Moreover, the research

provided contribution and recommendation to break the crucial problem face by

teacher in teaching reading. It was also expected to know about the teaching method

which the teacher used in teaching reading and give a meaningful contribution in

developing their English reading comprehension.

E. Scope of the Research

The scope of this research was view from three different aspects: discipline,

content, and activity. By discipline, this research was under the study of Apply

Linguistics. By content, this research was limited to the implementation in teaching

reading comprehension text Collaborative Strategic Reading. By activity, this

research involved a group work of students.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of previous related studies, some pertinent ideas,

resume, conceptual framework and hypotheses.

A. Previous Related Studies

The importance of reading comprehension has been stated by many scholars

in many previous researches in English language teaching that supports and to be

references of this study. The previous studies that have implemented CSR with

positive results in classroom from elementary through junior high school are as noted

below

The researcher was conducted by Indah Fadhila Rahman (2015) from UIN

Alauddin Makassar showed that the use of CSR in her researched aimed to find out:

(1) the students’ attitude toward CSR in teaching-reading comprehension and (2) the

role of CSR and its affect on students’ reading comprehension. This study was

experimental design which involved two groups: experimental and control groups.

The research was conducted at Madrasah Aliyah Negeri MAN 1 Makassar, South

Sulawesi with 40 students as respondents. The instruments of data collection were

pre-test, treatment, post-test, and questionnaire. The reading test was administered to

both groups. The scores were assessed by two assessors. The data were analyzed and

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interpreted by means of SPSS 14.0. The study reveals that the implementation of

CSR has a significant effect on students’ reading proficiency in terms of content of

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the text: preview, click and clunk, get the gist and wrap up. The results of students’

reading score from pre-test to post-test demonstrate a significant difference. It is

found that sig. (2-tailed) is 0.000 lower than 0.05. The comparison of the students’

reading proficiency outcome between the two groups (8.592>2.024) shows that the

improvement is significant. The finding signifies that CSR is positively responded by

the experimental class. The implementation of CSR increases students’ reading

proficiency.

Another research was conducted by Denissa Femy Primula (2016) from

Indonesia University of Education, investigated the effectiveness of CSR as reading

strategy to improve students’ reading comprehension and to find out the students’

responses toward CSR. The participant of the study was one class of eighth grade of

Junior High Schools in Bandung consist of 33 students. The research method used

was quasi-experimental with one group pre-test – post-testdesign to collect the data.

The data of the study were gathered through pre-test, post-test, and questionnaire.

Thus, it can be conclude that CSR is low effective to increase students’ reading

comprehension. Moreover, the findings from the questionnaire showed the positive

and the negative response toward CSR. The positive responses of CSR include

helping students understand the text easily, getting the students involved in learning

activity, and helping them to improve English ability. The negative response of CSR

include CSR made the students bored since they had to read based on the steps of

CSR and it is considered as complicated strategy.

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In addition, the researcher was conducted by Tut Wuri.H (2018) from

Alauddin State Islamic University of Makassar showed that the effectiveness of

Collaborative Reading Strategy in teaching reading with two research objectives: to

find out whether using Collaborative Reading Strategy is effective or not for

developing students’ reading comprehension and to describe the influence of

Collaborative Reading Strategy in teaching students’ reading comprehension. This

research was conducted at SMK Mutiara Ilmu Makassar in Academic Year

2017/2018. In this research, the population was students in the eleventh grade. The

number of population was 40 students. In taking the sample, Class XI RPL 1 and XI

RPL 2 were chosen by using purposive sampling technique. There were 20 students

in Class XI RPL 1 and 20 students in XI RPL 2. Quasi experimental design was

applied in this research with two group pre-test and post-test design. Class XI RPL 1

was chosen as controlled class by using conventional method (speech method) and

Class XI RPL 2 was chosen as experimental class that taught by using Collaborative

Reading Strategy. The instrument used to collect data was reading test, especially

multiple choice as a representation of reading and some vocabularies to make a

matching in the translation of the words.

From the research above, it can be concluded there is a significant difference

of the reading achievement of the students who are taught through Collaborative

Strategic Reading. Related to the findings above, the researcher is curious of knowing
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whether the implementation of Collaborative Strategic Reading enhances the

students’ reading comprehension.

B. Some Pertinent Ideas

1. The concept of Reading Comprehension

a. Definition of Reading

Reading is as a process whereby one looks at and understands what has been

written ( William,1984). It is like based on Rohani stated in her book entitled

Anthropology of Poetry for Young People defines Reading is a highly personal

activity that is mainly done silently, alone. There is a clear understanding that reading

is something related to the activity of acquiring information and it is done either

silently or aloud (Rohani Ariffin, 1992:1).

In relation to this study Stallfter (1969) comments that reading is a

complicated procedure. Readers read to get information from the printed pages. They

should be able to pronounce and comprehend the printed words, signs, letters, and

symbols by assigning meaning to them. In addition, Hossein Karami (2008) state that

reading is an integral part of academic affairs and it is equally important outside

academic contexts. Apart from the essential linguistic requirements of the reading

process vocabulary and grammar.

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Based on the definition above, Reading is one of the language skills. By

reading, the reader will know what they are read and are challenged to respond to the

ideas of the author. In order to make messages or information that comes from the

author be comprehend easily by the reader, then use spelling, punctuation, and correct

choice of words.

b. Definition of Reading Comprehension

Comprehension involves recalling information from text, extracting

themes, engaging in higher order thinking skills, constructing a mental picture of text,

and understanding text structure (van den Broek & Kremer, 2000) cited in Ness

(2011). It means that comprehension is a complex process. The importance of

constructing meaning from text is ied researchers to conclude that “the most

important thing about reading is comprehension” (Block, Gambrell, & Pressley,

2002, cited in Ness, 2011) and that comprehension is the ultimate goal of

proficient literacy (Pressley, 2006) cited in Ness (2011). Whereas reading

comprehension is a complex skill which involves, thinking, teaching, past experience

and knowledge (Prado and Plourde, 2005) cited in Harvey (2014).

According to Best, Rowe, and McNamara (2005), reading comprehension is

an important skill needed for all areas of school. Subject, other than reading or

literature, where comprehension skills are significantly important include science,

social studies and math. In the area of science, reasearch indicates that many students

lack prior knowledge and reading strategies to generate inferences; thus, the students

lack the spesific reading strategies to generate inferences that aid in the understanding
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of science texts. Reading comprehension is a skill that is critical in the educational

success of all individuals. Without adequte reading comprehension skills, students

can struggle in many subject areas.

Many factors’ affect a students ability to comprehend text. These include ; (a)

motivation/ purpose/goals; (b) vocabulary/ word knowledge/ background knwoledge;

(c) automaticity of decoding; (d) fluent reading; (e) understanding and use of the

strategie employed by effective readers; (f) the nature of the text itself; (g) the type

or genre of the text ; (h) the amount of reading done. One of the best predictors of

students ability to comprehend print is his or her ability to decode print. If a student is

not fluent in word recognition, he/she is thinking about the sounds of the individual

letters and letter combinations rather than using that energy to make sense of the text

being read. In contrast, because a fluent reader dedicates little capacity to word

recognition, most of his/ her capacity is available for comprehension (Pressley 2002,

292).

According to Van den Broek & Espin (2012), comprehension depends not

only on characteristics of the reader, such as prior knowledge and working memory,

but also on language processes, such as basic reading skills, decoding, vocabulary,

sensitivity to text structure, inference, and motivation. Moreover, Yovanoff (2005),

comprehension also requires effective use of strategic processes, such as

metacognitive and comprehension monitoring. As readers mature in their

comprehension skills, they are able to progress efficiently from the stage of learning

to read to the ultimate goal of reading to learn.

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Some researchers believe that readers are required to employ a posteriori

knowledge in examining the text and form new ideas while reading for

comprehension. According to Guterman (2003), the more knowledge a person brings

to his or her reading, the more he or she will understand the text. Some other

researchers maintain that for a successful reading comprehension exercise the reader

needs to be active, evaluate the text, can foresee the events in the text, be able to read

for better understanding and finding in consistencies, assess his/her comprehension;

he/she also need to be able to use his/her prior knowledge and monitor his

comprehension (e.g., Lau & Chan, 2003)

It involves intentional thinking, during which meaning is constructed through

interactions between text and reader (Comprehension Strategies 137). Reading is

comprehension. Comprehension is what reading is all about. Decoding without

comprehension is simply word barking—being able to articulate the word correctly

without understanding its meaning. Effective comprehend not only make sense of the

text they are reading, they can also use the information it contains. The researcher

assumed that in teaching reading there are many aspects of comprehension that can be

considered by the teacher as a goal, such as determining main idea, finding detailed

information, referencing, differencing, and mastering vocabulary. Teaching reading

finally does not end in having the inferrence only but it can go wider to the area of

understanding the language, critical awareness toward the content and many more.

Thus, appropriate technique in teaching reading is really needed to ensure that the

students will get whole aim of the text when doing reading.
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According to Serra and Oller (2003:35), also in relation to the core area of

teaching reading, affirm that the strategies that are activated in the course of reading

can work as procedures that regulate reading itself. As such, these requisites require

the presence of objectives to be achieved, an assessment of results, and the

subsequent change, if necessary, of the learning activity. The integration of reading

strategies in the student's field of competence will allow him to advance towards the

self-regulation of his own reading activity.

The rationale for the explicit teaching of comprehension skills is that

comprehension can be improved by teaching students to use specific cognitive

strategies or to reason strategically when they encounter barriers to understanding

what they are reading explicit or formal instruction in the application of

comprehension strategies have been shown to be highly effective in enhancing

understanding (National Reading Panel, 2002). Good readers use comprehension

strategies to facilitate the construction of meaning. These strategies include

previewing, self-questioning, making connections, visualizing, knowing how words

work, monitoring, summarizing, and evaluating. Researchers believe that using such

strategies helps students become metacognitive readers (McLaughlin & Allen, 2002).

Some people intuitively become strategic readers. All readers, no matter what their

skill levels, benefit greatly from direct instructions in how to interact with a text and

process information.
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Finally, Reading comprehension can be define as the ability to process text,

understand its meaning, and to integrate with what the reader already

knows.Moreover, in the process of reading the reader not only needs to comprehend

the direct meaning of what he/she is reading, but students also needs to understand

the implied meaning of the text. Fundamental skills required in efficient reading

comprehension are ability to understand meaning of a word from discourse context,

ability to follow organization of passage and to identify antecedents and references in

it, ability to draw inferences from a passage about its contents, ability to identify the

main thought of a passage, ability to answer questions answered in a passage.

c. The Component of Reading

There are five components of reading comprehension according The National

Reading Panel Report (National Institute of Child Health and Human Development

[NICHD], 2000), they are :

1. Phonemic Awarness

Phonemic awareness is commonly defined as the understanding that spoken

words are made up of separate units of sound that are blended together when words

are pronounced. However, it can also be thought of as skill at hearing and producing

the separate sounds in words, dividing or segmenting words into their component

sounds, blending separate sounds into words, and recognizing words that sound alike

or different. It is defined by reading experts as the ability to “focus on and manipulate

phonemes in spoken words” (NICHD, 2000).

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2. Phonics

Phonics is as a set of rules that specify the relationship between letters in the

spelling of words and the sounds of spoken language. For the English language, these

relationships are predictable, but not completely consistent. However, they are

consistent enough to be very useful to young children in helping them learn to decode

unfamiliar words.

3. Fluency

Fluency is understand to mean rapid word recognition that freed up space in

the reader’s working memory for use in comprehending the message of the text. That

is, fluent readers need to put less effort into word recognition and therefore have more

available for comprehension.

4. Vocabulary

The term vocabulary refers to words we need to know to communicate with

others. Vocabulary is important in word recognition. Young readers use the

pronunciations and meanings of words in their oral vocabulary to help them

recognize words they see in print. When children sound out an unfamiliar word, they

use the trial pronunciation they have created to search their oral vocabulary. If they

find a match and it makes sense in the sentence, they resume reading. If the word is

not in their oral vocabulary, they will have a difficult time recognizing that word in

print even if they are able to produce an accurate pronunciation by decoding.

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5. Comprehension

Comprehension involves constructing meaning that is reasonable and accurate

by connecting what has been read to what the reader already knows and thinking

about all of this information until it is understood. Comprehension is the final goal of

reading instruction. While fluent decoding is an essential component of skilled

reading,it should be considered a prerequisite to strong comprehension rather than an

end in itself.

d. Levels of Comprehension

Richards and Schmidt (2010:656) in Hussein defi ne the four levels of reading

comprehension,they are :

1. Literal Comprehension

Literal Comprehension refers to the idea and facts that are directly stated on

the printed pages in facts. Ideas and facts are usually clearly stated that one could go

back in passages and underline the information desired. The literature level of

comprehension is fundamental to other reading skill at of any levels because a

reading must first understand what the author said before he can draw an inference or

make evaluation. Reading in order to understand, remember, or recall the information

explicitly contained in a passage.

2. Inferential Comprehension

Inferential comprehension is reading in order to find information which is

notexplicitly stated in a passage, using reader’s experience and intuition, and by

inferring (inferencing).
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3. Critical Comprehension

Critical comprehension is higher level than the other two categories because it

involves evaluation, truthfulness of what is read. To be able to make judgment, a

reader must be able to collect, interpret, apply, analyse, and synthesize the

information. Reading in order to compare information in a passage with the reader’s

own knowledge and values.

4. Appreciative Level

Appreciative level is reading in order to gain an emotional or other kind of

valued response from passage.

In this research, the researcher chose literal comprehension as a research

point. The researcher preferred this level because it is the lowest level of

comprehension and the researcher consider also the condition of the students’ ability

which is known that they lack comprehension. Another reason is that the target

comprehension that the students need on the second grade of Junior High School is

still in the literal comprehension. In this case, the students have to able to answer the

main idea, specific detail and specific information.

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2. The Concept of Collaborative Strategy Reading

a. Definition of Collaborative Strategic Reading

Collaborative Strategic Reading (CSR) is one type of comprehension strategy

instruction that is designed to improve learners‟ strategy reading abilities through

smallgroup discussion which it was proposed and developed by Klingner and

Vaughnin (1998.16). According to K. Klingner and Sharon Vaughn said that

“Collaborative Strategic Reading is an excellent technique for teaching students

reading comprehension and building vocabulary and also working together

cooperatively”. It means that CSR is a technique that can improve students’ reading

comprehension, increase their vocabulary, and also enhance cooperative skills during

reading activity.

Collaborative Strategic Reading (CSR) is strategy can help the students to

understand the concepts of a reading text to enhance their’ comprehension. It is

supported by Klingner and Vaughn (1998: 34) who state that the goals of CSR are to

improve reading comprehension and increase conceptual learning in ways that

maximize students’ involvement. In other words, the contribution of the

Collaborative Strategic Reading (CSR) to reading is producing better

comprehension of the students.

The use of CSR strategies in reading comprehension in line with the

strategies for improving comprehension. Suggested by Moreillon (2007: 19) in

which the background knowledge of the students is activated, then, they make
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prediction about what they are going to learn. These activities can be seen in the first

strategy of CSR – preview stage. According to Abidin (2012: 194) the goals of

previewing in CSR strategy are to activate the students’ background knowledge

about the topic and to help the students make prediction about what they will learn.

Briefly, the activities in the previewing stage are activating background knowledge

of the students and making prediction.

Moreover, CSR strategy teaches the students how they monitor their

reading comprehension. This strategy is provided in the second stage of CSR

strategy – click and clunk strategy. As Bremer, et.al (2002: 33) and Abidin (2012:

194) mentioned that click and clunk is a strategy that teaches students to

monitor their understanding during reading, and to use fix-up strategies when they

realize their failure to understand text. In brief, click and clunk strategy is used to

monitor the understanding about the text, then use fix-up strategy if there are

difficulties in understanding the text.

b. Procedure of Collaborative Strategic Reading

Students work in small cooperative groups to apply CSR strategy. Thus, they

assigned roles to performed while using CSR strategies. Teachers train their students

to apply the four comprehension strategies of CSR through model in the classroom

activities from the beginning of the year. Students may used cue cards to remind them

about the strategies and their roles. When they feel confident implementing CSR

strategies and roles, they may stop using cue cards. These roles may include :
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1. Students roles

Once students have developed the CSR strategy demonstration skills and

understand their roles, they are ready to apply CSR strategy in cooperative groups.

The teacher assigns each student a role in a group. Roles depend on the number of

students in the groups. According to Sharon and Meaghan (2006), Group roles and

responsibilities in CSR there are:

a) Group Leader: Group leaders serveas teachers, facilitators, and overall group

managers. Just like schools and classroom, groups with effective group

leaders are much more likely to function well. Specially, group leaders :

 Guide students through previewing.

 Assist students with the wrap-up strategy.

 Remind students to stay on task and ensure tht students are engaged in

learning.

 Either designate a reader or lead the group in reading aloud .

 Designate the section of passages that will be used for “clunking” and

“gisting”.

b) Clunk Expert: The clunk expert is the student in the group who checks to be

sure students have written their clunks and then works with students to resolve

clunks. The clunk expert :

 Is familiar with clunk-solving practices.

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 Make sure clunks and their resolutions are entered in to the learning

log.

 Checks to be sure all students know and understand clunks.

c) Gist Expert: The gist expert is the student in the group who is most familiar

with how to effectively construct the main idea of a passege and assists

students in composing and writing the gist. The gist expert :

 Help students decide the key idea in a gist.

 Help students use only the most important fact related to the gist.

 Assures that the gist for the section has been written down.

d) Announcer/moderator : Calls on the group members to read or share ideas

during the activity.

e) The Note-Taker/Timekeeper : The note-taker/timekeeper ensures that the

learning logs are completed by the group or individuals (depending upon

assignment) and that the material to be read is completed within the time

allocated. The note-taker/timekeeper:

 Has materials for taking notes,including learning log and pen

 Considers the amount of time availeble and the next that the has to be

read and keeps the group moving at a fast and effecient pace.
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CSR LEARNING LOG

Predict : what do you think you

Brainstorm: what do you already will learn by reading this text ?
know about this text?

Clunk : Please list your Clunk !

The Gist ( main idea) : write the Gist of the section you read !

Make questions: Make questions about Review : Write something

main idea . important you learned.

Figure 2.1. Adapted from Promoting reading comprehension, content learning, and

English acquisition through collaborative strategic reading (CSR), by Klingner, J. K.

& Vaughn, S. 1991, p. 745

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2. Teachers Roles

The teacher presents and teaches students the CSR strategy and cooperative

grouping from the beginning of the year. When students develop the skills and

implement CSR strategies in cooperative groups, the teacher should circulate among

the groups to facilitate cooperative learning, provide assistance and support when

needed, and clarify any misconceptions.

Figure 2.2. The diagram below shows the basic steps of CSR:

c. Teaching the Strategies

In CSR, students learn four techniques: preview, click and clunk, get the gist,

and wrap up. Preview is used before reading the entire text for the lesson, and wrap

up is used after reading the entire text for the lesson. The other two strategies click

and clunk and get the gist are used multiple times while reading the text in each

paragraph.

1) Preview

Preview is a strategy used to activate students’ prior knowledge in order to

facilitate their predictions about what they will read, and to generate interest. A
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teacher introduces previewing to students by asking them to think about the previews

they have seen at the movies or reading text. The teacher prompts students to tell

what they learn from previews by asking questions such as, “do you learn who is

going to be in the movie?” or “do you learn in what historical period the movie will

take place?”. The teacher then asks them to skim information such as headings,

pictures, and words that are bolded or underlined to determine (a) what they know

about the topic and (b) what they think they will learn by reading the text.

2) Click and clunk

Click and Clunk is a strategy that teaches students to monitor their

understanding during reading, and to use fix-up strategies when they realize their

failure to understand text. The teacher describes a click as something that “you really

get. You know it just click.” After students understand, the teacher explains “A clunk

is like when you run into a brick wall. You just really don’t understand a word the

author is using. That’s a clunk.” Then, the teacher reads a short piece aloud and asks

students to listen carefully for clunks. The teacher asks students to write down their

clunks and then teaches fix-up strategies to figure out the clunks. The teacher can use

“clunk cards” as reminders of fix-up strategies.

3) Get the gist

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

One way to identify the main idea is to answer the following questions: (a) “who or

what is it about?” and (b) “what is most important about the “who or what?” . In

addition, students are taught to limit their response to ten words or less, so their gist
 28

conveys the most important idea(s), but not unnecessary details. Get the gist can be

taught by focusing on one paragraph at a time. While students read the paragraph, the

teacher asks them to identify the most important person, place, or thing. Then, the

teacher asks students to tell what is the most important about the person, place, or

thing. Finally, the teacher teaches students to put it all together in a sentence

containing ten words or less.

4) Wrap up

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

important ideas in the text they have read. The teacher initially teaches students to

wrap up by telling students to pretend they are teachers and to think of questions they

would ask on a test. The teacher suggests the following question starters: who, what,

when, where, why, and how. The teacher also encourages students to generate some

questions that require an answer involving higher-lever thinking skills, rather than

literal recall. Finally, the teacher asks students to write down the most important ideas

from the day’s reading assignment.

The students are able to apply CSR’s reading comprehension strategies and

help each other while working in their cooperative groups, the teacher’s role is to

circulate among groups and provide ongoing assistance. Teachers help by actively

listening to students' discussions and providing feedback, clarifying difficult words,

model strategy usage, encouraging students to participate, and providing positive

reinforcement. The focus of students’ work should be on learning the material and

helping their classmates learn it as well, not merely going through the steps of a given
 29

strategy. Also, teachers should regularly conduct whole-class previews and wrap ups

to introduce new material, facilitate follow up activities, and reinforce learning.

d. Material for CSR

The following materials may be helpful as we assist students to use both

cooperative learning techniques and comprehension strategies. Cue cards or sheets

can be effective reminders of cooperative learning roles.

1) Cue cards

Outline the procedures to be followed in cooperative learning groups and

provide structure and support for students while they are learning CSR. Each role

comes with a corresponding cue sheet that explains the steps to be followed to fullfill

that role. Cue sheets seem to help students stay focused and on task, and increase

their confidence, cue card like a CRS learning log sheet. Students should discontinue

use of the cue sheets when they feel secure in carrying out their roles.

2) CSR learning logs

Enable students to keep track of learning "as it happens" and provide a spring

board for follow-up activities. Logs furnish an additional way for all students to

participate actively in their groups. Logs can be used for recording ideas while

applying every strategy, or only used for some of the strategies (e.g., for writing

down clunks and key ideas).

 30

3) Reading materials

In CSR is design primarily to be used with narrative text found in social

studies and other content area textbooks. Narrative can be defined as a story that

is written to entertain people and to tell a story or various experience in

different ways. It means that narrative is an interesting story to entertain the

audience with a set various character, event, and something that can be learned

from the story. Researcher should select reading material with well-formed,

interesting passages that are conducive to strategy application. Such material is

characterized by some steps which are providing clues that help students predict what

they will be learning, having one main idea in a paragraph, and providing context that

helps students connect information.

4) Time.

A timer is optional. Kitchen timers that students set by themselves can help

groups to remain on task and not get excessively bogged down with any one strategy

or step in the CSR process. For example, the timekeeper might say, We have 10

minutes to write down everything we already know about the topic. Then the

timekeeper would set the timer for 10 minutes. An alternative is for the teacher to set

one timer and direct students in their groups to carry out the strategies for a set period

of time.
 31

C. Resume

Based on some expert definitions above, it could be concluded that reading

could be define simply as the ability to derive understanding from reading text.

Reading comprehension is a complex process in which the readers use their mental

contact to obtain the meaning from writing material. It means that the reader must be

able to recognize the meaning of print words. We could interpreted that reading

comprehension in the capability to comprehend or to acquires the idea of the passage.

However in this research, the researcher used Collaborative Strategic Reading (CSR)

in learning process to improve students’ reading comprehension, developed

cooperative skills, and enhanced students’ overall performance and achievement in

any subject.

D. Theoretical Framewok

Based on the explanation above, the researcher proposed scanning techniques

in expanding the students’ reading comprehension. So, the researcher expected that

by giving them treatment, they could got the better achievement. The theoretical

framework of this research described as follows:

INPUT PROCESS OUTPUT

Implementation of
The improvement
Reading Material CSR (preview, click
of students reading
and clunk, get the comprehension
gist, and wrap up)

Figure 2.3 Theoretical Framework

 32

 INPUT refers to the medium applied y in the class room. The medium

or media is text in this case; the students are gives some reading

materials in narrative text.

 PROCESS refers to the implementation or presentation of the input in

the classroom. In this case, the students teach to use the input

variables.

 OUTPUT refers to the student’s improvement in Reading

Comprehension.

E. Hypothesis

The hypothesis in this research was formulated as follows:

(H0) : The use of Collaborative Strategic Reading is not effective to improve

students’ reading comprehension.

(H1) : The use of Collaborative Strategic Reading is effective to improve

students’ reading comprehension.

 CHAPTER III

RESEARCH METHOD

This chapter consists of research design, variables and operational definition,

population and sample, instrument of the research, procedure of collecting data, and

technique of data analysis.

A. Research Design and Variable

1. Research Design

This research used experimental research by using pre-experimental method

with one group pre-test and post-test design. Before the treatments, students were

given pretest. The pre-test was administered to find out the prior knowledge of the

students, while post-test was administered to find out the effect of the treatment on

the students’ reading comprehension. The scores of the students’ pre-test and post-

test were compared to determined the students’ enhancement on English reading

comprehension by applying Collaborative Strategic Reading. The research design

was formulated as follows :

Figure 3.1 Research design

O1 X O2
Figure.3.1 (adapted from Gay, 2006:265)

Notation:

O1 : Pretest

X : Treatment

O2 : posttest

33
 34

B. Variable of the Research and Operational Definition

1. Variable of the Research

The variables of this research are as follows:

a. Independent variable: Collaborative Strategic Reading

b. Dependent variable: students’ achievement in reading comprehension

2. Operational Definition

a. Collaborative Strategic Reading (CSR)

Collaborative Strategic Reading is an interactive method in teaching reading

comprehension where the students work in small group by applaying four

comprehension strategies priview, click and clunk, get the gist, and wrap up. It

provides sample opportunity for student discussions which, in turn, promote social

interactions among class members.

b. Reading Compehension

Reading comprehension is understanding what the students have read. The

students experiences and their prior knowledge have influence in their success in

comprehending. Comprehension process involves the understanding of vocabulary,

seeing the relationship between words and concept, organizing idea, the author's

purpose.
 35

C. Population and Sample

1. Population

The population of the research was the second grade students of SMPN 3

Minasatene. There were 4 class and each class consisted of 30 students, so the total

of population was 120 students.

2. Sample

In this research the researcher applied random sampling technique by choosing

one class as the sample. The sample was class VIIIA by the total of the sample were

30 students. The sample of this research was taken based on lottery.

D. Instrument of the Study

The instrument of this research is a reading comprehension test which was

given in the pre-test and the post-test. The test consisted of 20 items for

comprehension test. The tests consist of multiple choice .The test was used to

measure the students’ ability on literal reading comprehension.

E. Procedure of Collecting Data

In collecting the data, the researcher used 2 steps as follows:

1. Pre-test

The pre-testwas used to check the prior knowledge of the students in reading

before treatment. The pre-test was given to the students by using the following

procedures :

1) The researcher explained about test to the students

2) The researcher distributed reading text to the students

 36

3) The students was given 40 minutes to read and answer the question on the

text.

4) After that, the researher collected the students’ task.

2. Post-test

In this step, the students was given the test with the same questions as in the

pre-test. The purpose of this test was to know the improvement of the students’

comprehension after the treatment was gave.

F. Treatment

The treatment was administered for four meetings. Each meeting ran for 2x40

minutes and gave treatment after the pre-test and before the post-test . In this

research, the treatment followed the procedures below :

 First meeting (16th July 2019)

After giving pre-test, the researcher presented the material about Narrative text,

after that the researcher administered treatment by describing the process of

Collaborative Strategic Reading on giving overview of each of the strategies.

 Second meeting ( 17th July 2019)

The researcher divided the students into groups and each group consists of 5

students. Then, researcher introduced the topic, through the key vocabulary,

and gave instructions to the whole class. The students were trained to do

CSR’s plan in cooperative group activity during preview , click and clunk, get

the gist, and wrap up. Firstly, the students “reviewed” through brainstorming
 37

on the CSR learning log and made prediction about what they would read.

Then, they did “Click and Clunk” for what they don’t understand from the

reading. After that, the students did “Get the Gist” to determined the main

idea by looked for the most important idea, person, thing and place that can

gave them specific clue from reading. The last, the researcher taught students

did “Wrap Up” to generate questions and reviewed important ideas in the text

they have read. Each group member played an assign role and fills out a CSR

learning log during the activity.

 The third meeting (18th July 2019)

The researcher instructed to the whole group to do CSR plan through

Previewing, Click and Clunk, Take the Gist, and Wrap Up in their group

without further instruction from the researcher. Each group was given reading

material and CSR learning log and they answered the question from CSR

learning log. After that, they share and discussed that day’s reading passage,

reviewed clunk, answered question, and reviewed ideas.

 The last meeting (19th July 2019)

The students were given the same treatment produces but different reading

material order to make them more proficient in applied the strategies within

group and peers to enhance their reading comprehension achievement. After

giving treatment, the students were given the post-test by asked them to read
 38

and answered question based on reading text. It aimed to found the student’s

achievement on reading comprehension as the result of the treatment.

G. Technique of Data Analysis

The technique of data analysis are as follows :

1. Scoring the students’ correct answer of pre-test and post-test by using this

formula :

Score: The correct answer X 100

Total number of item
(Dirjen Pendidikan Dasar dan Menengah,2005:1)

2. Classifying the students score into the following criteria :

No. Classification Score

1. Very Good 86 – 100
2. Good 71 – 85
3. Average 56 – 70
4. Poor 41 – 55
5. Very Poor 0 – 40

Table 4.1.(Depdikbud, 2015 )

3. Finding the mean score of the students’ pre-test and post-test by using

SPSS21 application.

4. Calculating the standar deviation of students’ pre-test and post-test, the

researcher applied SPSS21 application.

 39

5. Finding whether there is significant difference between mean score of the pre-

test and post-test of students’ reading comprehension by using SPSS21

application.

6. Testing of hypothesis by using independent samples t-test on SPSS analysis st

the significance level ɑ = 0.05. If t value bigger than ɑ, it means H0 will be

accepted and H1 will be rejected, and if t value is smaller than ɑ, it means H0

will rejected and H1 will be accepted.

 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter deals with research findings and discussion. The findings of this

research consisted of the description of the research result through pre-test and post-

test. The discussion provide further explanation about the findings.

A. Research Findings

This research begun on July 15th, 2019 until July 19th, 2019. It was

conducted in VIII A Class of SMP Negeri 3 Minasatene. The findings of this

research dealed with the increase of students’ reading comprehension after doing

some treatments. The increase of students’ reading comprehension is showed by

seeing the result of students’ pre-test and post-test score. The data analyzed by

using SPSS 21 application.

1. Result of Pre-Test

The researcher administered a pre-test on Monday, 15th July 2019 in the

first meeting of the research. It was administered to find the students’ reading

comprehension score before treatment session. The result of pre-test score can

be seen on appendix E and F. The students’ scores of the pre-test is classified into

some criteria. They are presented in the table below:

40
 41

Table 4.2 (Frequency and Percentage of the Students’ Pre-test Score)

Interval
No. Category Frequency Percentage
Score
1 Very Good 86-100 - -
2 Good 71-85 2 6.67%
3 Average 56-70 3 10%
4 Poor 41-55 7 23.33%
5 Very poor 0-40 18 60%
Total 30 100%
Table 4.2 shows the students’ reading comprehension score before

the treatment session in pre-test. The pre-test result shows that there was no

student got a very good score from 30 students , 2 students (6.67%) got good

scores, 3 students (10%) got average scores, 7 students (23.33%) got poor

scores , and 18 students (60%) got very poor scores.

2. Result of Post-Test

The researcher conducted a post-test on Friday, 19th July 2019 in the last

meeting of the research. It was conducted to found the students’ reading

comprehension score after treatment session. The result of students’ post-test

score can be seen in appendix F. The students’ scores of the post-test is

classified into some criteria. They are presented in the table below :
 42

Table 4.3 (Frequency and Percentage of the Students’ Post-test Score)

Interval
No. Category Frequency Percentage
Score
1 Very Good 86-100 1 3.33%
2 Good 71-85 9 30%
3 Average 56-70 19 63.33%
4 Poor 41-55 1 3.33%
5 Very poor 0-40 - -
Total 30 100%

Table 4.3 shows the students’ reading comprehension score after the

treatment session in post-test. The post-test result shows that there was an

increase of students' reading comprehension score. There was 1 out of 30

(3.33%) student got a very good score, 9 students (30%) got good scores, 19

students (63.33%) got average scores, and 1 students (3.33%) got very poor

scores.

The researcher administered post-test in order to see whether the

students’ score increased or not. In pre-test result shows that the highest score

is 75 and the lowest score is 15, while in post-test, the highest score is 90

and the lowest score is 55. We can see that there is a difference between

students’ score in pre-test and post-test. It means that the students’ score in

post-test increased.

3. Result of pre-test and post-test

In calculating the students mean score, the standard deviation and

significance of the difference between pre-test and post-test the researcher

used paired of SPSS 21 from windows. The output is presented as below :

 43

a. Mean Score and Standard Deviation Score

Table 4.4(Mean Score and Standard Deviation of Students’ in the Pre-test and
the Post-test)

Paired Samples Statistics

Mean N Std. Deviation Std. Error
Mean
Pair 1 Pre Test 39.50 30 17.288 3.156
Post Test 70.33 30 8.087 1.477

From the table above, the researcher found that the mean score of the

students’ in pre-test was 39,50 and the standard deviation was 17.288, while

in the post-test, the mean score increased to 70.33 and the standard deviation

was 8.087.

b. T-test result

Table 4.5 (Paired Samples Test)

Paired Samples Test

Paired Differences

95% Confidence
Interval of the
Difference
Std. Std. Error Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)

PPre Test - Post

a Test
i -30.833 16.299 2.976 -36.920 -24.747 -10.361 29 .000
r
1
 44

Table 4.5 above shows the result of the T-test of the students’ reading

comprehension score both pre-test and post-test. This result used to test the

research hypotheses. In hypotheses testing, if the significance value (2-tailed)

of the test is bigger than the significance level, then the null hypothesis

accepted. If the significance value (2-tailed) is smaller than the significant

level, then we should reject the null hypotheses. From the table above, the

significant (2-tailed) value is 0.00 and level of significant is 0.05. We can see

that the significant ( 2-tailed ) value (0.00) was smaller than the level of

significant (0.05). Based on the result hypotheses result, it can be concluded

that the null hypotheses (Ho) is rejected and the alternative hypotheses of this

research (Ha) is accepted. Therefore, it can be conclude that the there was a

significance difference of student’s score between pre-test ad post-test.

 45

B. Discussion

The discussion deals with argument and further interpretation of the research

findings in reading comprehension both pretest and posttest result of experimental

class. After that, the researcher presents the description of data gained from the

treatment based on the students’ interest in learning reading comprehension by

Collaborative Strategic Reading.

From the result of data analysis in the previous section above, it can be

interpreted that there is a significant difference between the pre-test (O1) and the

post-test (O2). From the hypothesis testing with SPSS 21 version above, the

researcher got the result from the pre-test and the post-test that the students’ the post-

test had higher score than pre-test, in which the mean score of the post-test was

(70.33) while in the pre-test only (39.50). So, the score from hypothesis testing was

smaller than 0.05 which was 0.00<0.05. It means the null hypothesis (Ho) was

rejected and the alternative hypothesis (H1) of this research is accepted because

Collaborative Strategic Reading improves students’ reading comprehension. It can be

seen in table 4.1. It shows that the use of Collaborative Strategic Reading is

significantly effective in improving students’ achievement in reading comprehension

 46

The research about Collaborative Strategic Reading (CSR) with the different

result between previous study with my research. The research conducted by Ellya

Dwie Puspita (2012) from Sebelas Maret Surakarta University showed that the use of

CSR can improve students’ reading comprehension and can identify the classroom

situation when Collaborative Strategic Reading (CSR) is implemented in the teaching

and learning process. There are two kinds of data in her research they are qualitative

and quantitative data. The subjects of her research were the eighth grade students,

especially for VIII B students at SMP Negeri 1 Ngadirojo, Surakarta . This class

consists of 31 students; 15 female and 16 male.

On the other hand this research aimed the objective of the research was to

examining whether or not the Collaborative Strategic Reading (CSR) to improve

students’ reading comprehension. This research used experimental research by using

pre-experimental method with one group pre-test and post-test. The population was

the second grade students of SMPN 3 Minasatene , there were 4 class and each class

consisted of 30 students. This research applied random sampling technique by

choosing one class as the sample was VIII A the sample of this research was taken

based on lottery.

There were two difficulties that researcher found when she conducted the

research. The first problem is the lack of students’ vocabulary so that it’s difficult for

the students to answer the test. When facing this problem, the researcher suggested to
 47

the students to brought a dictionary to easier them in learning and doing the test. The

second problem that researcher found is that the lack of the time in conducted the

treatment session. This problem made the students did not concern when doing the

test of CSR learning log. By this problem, the researcher should do an active,

innovative, effective, and interesting learning process so that the students did not fell

under pressure during the learning process. It also made the students think that

learning is fun and really save the time.

Two factors are supposed to influence the effectivenes of Collaborative

Strategic Reading in the classroom. First, Collaborative Strategic Reading (CSR) is a

combination of Reciprocal Teaching and Cooperative Learning. According to

Palincsar & Brown (1984), CSR teaches students how to monitor their

comprehension and also how to use procedures for clarifying understanding when

difficulties arise. In this phase as with reciprocal teaching, students learn about main

idea, reviews clunk, and shares some review ideas that assist them in reflecting on

narrative text while reading and guiding group responses to narrative text after

reading. Moreover, when students do the test in the CSR learning log, students can do

the part like : (a) generating one’s own questions, (b) summarizing parts of the text,

(c) clarifying word meanings and confusing text passages, (d) predicting what might

come next in the text, and (e) group presentation.

Second, Collaborative Strategic Reading (CSR) offered a strategy that could

help the students to understand a reading text easier and also more fun. CSR was

found and developed by Klinger and Vaughn (1987). According to Klinger (1998:12)
 48

“Collaborative Strategic Reading (CSR) combines the essential reading

comprehension strategies that have been demonstrated to be effective in improving

students’ understanding of text with cooperative learning groups or paired”. Using

CSR helped the students to understand a reading text and also made them fun in

joining class activities because they worked in a group discussion. The students’

motivation was also increased. They were more active in joining group discussion

and also paid more attention to the researcher’s explanation. Not only the students

were more capable in comprehending a text but also they were more enthusiastic in

joining class activities.

46
 CHAPTER V

CONCLUSION AND SUGGESTION

Based on the result of the research and the discussion in the previous chapters,

this chapter presents the conclusion and suggestion.

A. Conclusion

Based on the finding and discussion of this research, there is a significant

difference of the student’s reading comprehension before and after the researcher

taught by using Collaborative Strategy Reading to improve students’ reading

comprehension of the second grade students of SMPN 3 Minasatene in academic year

2019/2020. According to the based on the result of the data analyze in the previous

chapter, the researcher concludes that alternative hypothesis is accepted and null

hypothesis is rejected. It means that there is significant different between the

students’ score in the pre-test and the post-test after the treatment had been given. The

different score before and after applying Collaborative Strategic Reading (CSR) also

showed that Collaborative Strategic Reading is effective to improved students’

reading comprehension, but in reality the students have to read more reading text in

order to have more knowledge.

49
 50

B. Suggestion

Considering the conclusion above, the researcher further put forward some

suggestions, as follows:

1. The teacher is not the source of knowledge, one of their functions is as the

facilitator for their students to get the knowledge. Therefore, the teacher

should give the students opportunities to find the knowledge through teaching

them the strategy.

2. There are so many strategies, models or approaches in teaching English

especially in reading that was developed by the expert. Therefore, the teacher

should leave the conventional strategies in teaching. As the researcher saw

when applying CSR approach, the students enjoyed to work in collaborative.

They did not feel boredom because this approach allowed other strategies

work together so the student did not just read and answer the questions but

they themselves try to find the answer and share with other students or group.

3. The researcher also recommends for future research to investigate the

appropriateness of the technique for the students’ learning style.

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