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Skripsi Fix
Skripsi Fix
INTRODUCTION
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
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
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
accessibility, poor reading skills, lack of schemata, and students’ lack of interest.
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
reading is far more important to us than knowing the mechanical skill of reading.
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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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
solve by the students and the teacher, because comprehending reading text is the
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
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
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
knowledge of the topic can be the problem why the text is difficult to be
comprehend.
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
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.
Vaughn (2001), in her articel CSR is a fully developed, feasible intervention, with
on a foundation of reciprocal teaching (Palincsar & Brown, 1984) and many features
challenges: (a) how to teach text comprehension strategies that improve students’
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
Reading Comprehension”.
B. Problem Statement
as follows:
Does the use of Collaborative Strategic Reading (CSR) improve the reading
C. Objectives of Research
Based on the problem statement above, the researcher stated the objective of
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
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
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
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
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the text: preview, click and clunk, get the gist and wrap up. The results of students’
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
proficiency.
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
find out whether using Collaborative Reading Strategy is effective or not for
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
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
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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a. Definition of Reading
Reading is as a process whereby one looks at and understands what has been
activity that is mainly done silently, alone. There is a clear understanding that reading
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
academic contexts. Apart from the essential linguistic requirements of the reading
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.
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
constructing meaning from text is ied researchers to conclude that “the most
2002, cited in Ness, 2011) and that comprehension is the ultimate goal of
an important skill needed for all areas of school. Subject, other than reading or
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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Many factors’ affect a students ability to comprehend text. These include ; (a)
(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,
comprehension skills, they are able to progress efficiently from the stage of learning
knowledge in examining the text and form new ideas while reading for
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
he/she also need to be able to use his/her prior knowledge and monitor his
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
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
strategies in the student's field of competence will allow him to advance towards the
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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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
it, ability to draw inferences from a passage about its contents, ability to identify the
Reading Panel Report (National Institute of Child Health and Human Development
1. Phonemic Awarness
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
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
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
4. Vocabulary
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
5. Comprehension
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
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
reading must first understand what the author said before he can draw an inference or
2. Inferential Comprehension
inferring (inferencing).
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3. Critical Comprehension
Critical comprehension is higher level than the other two categories because it
reader must be able to collect, interpret, apply, analyse, and synthesize the
4. Appreciative Level
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
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.
supported by Klingner and Vaughn (1998: 34) who state that the goals of CSR are to
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
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
Moreover, CSR strategy teaches the students how they monitor their
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
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
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 :
Remind students to stay on task and ensure tht students are engaged in
learning.
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
Make sure clunks and their resolutions are entered in to the learning
log.
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
Help students use only the most important fact related to the gist.
Assures that the gist for the section has been written down.
assignment) and that the material to be read is completed within the time
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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The Gist ( main idea) : write the Gist of the section you read !
Figure 2.1. Adapted from Promoting reading comprehension, content learning, and
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
Figure 2.2. The diagram below shows the basic steps of CSR:
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
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.
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
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
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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
4) Wrap up
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
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
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
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strategy. Also, teachers should regularly conduct whole-class previews and wrap ups
1) Cue cards
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.
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
3) Reading materials
studies and other content area textbooks. Narrative can be defined as a story that
audience with a set various character, event, and something that can be learned
from the story. Researcher should select reading material with well-formed,
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
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.
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C. Resume
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
However in this research, the researcher used Collaborative Strategic Reading (CSR)
any subject.
D. Theoretical Framewok
in expanding the students’ reading comprehension. So, the researcher expected that
by giving them treatment, they could got the better achievement. The theoretical
Implementation of
The improvement
Reading Material CSR (preview, click
of students reading
and clunk, get the comprehension
gist, and wrap up)
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
the classroom. In this case, the students teach to use the input
variables.
Comprehension.
E. Hypothesis
RESEARCH METHOD
population and sample, instrument of the research, procedure of collecting data, and
1. Research Design
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-
O1 X O2
Figure.3.1 (adapted from Gay, 2006:265)
Notation:
O1 : Pretest
X : Treatment
O2 : posttest
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2. Operational Definition
comprehension strategies priview, click and clunk, get the gist, and wrap up. It
provides sample opportunity for student discussions which, in turn, promote social
b. Reading Compehension
students experiences and their prior knowledge have influence in their success in
seeing the relationship between words and concept, organizing idea, the author's
purpose.
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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
2. Sample
one class as the sample. The sample was class VIIIA by the total of the sample were
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
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 :
3) The students was given 40 minutes to read and answer the question on the
text.
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’
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
After giving pre-test, the researcher presented the material about Narrative text,
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
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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
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,
The students were given the same treatment produces but different reading
material order to make them more proficient in applied the strategies within
giving treatment, the students were given the post-test by asked them to read
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and answered question based on reading text. It aimed to found the student’s
1. Scoring the students’ correct answer of pre-test and post-test by using this
formula :
3. Finding the mean score of the students’ pre-test and post-test by using
SPSS21 application.
5. Finding whether there is significant difference between mean score of the pre-
application.
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-
A. Research Findings
This research begun on July 15th, 2019 until July 19th, 2019. It was
research dealed with the increase of students’ reading comprehension after doing
seeing the result of students’ pre-test and post-test score. The data analyzed by
1. Result of Pre-Test
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
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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
2. Result of Post-Test
The researcher conducted a post-test on Friday, 19th July 2019 in the last
classified into some criteria. They are presented in the table below :
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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
(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.
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.
Table 4.4(Mean Score and Standard Deviation of Students’ in the Pre-test and
the Post-test)
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
Paired Differences
95% Confidence
Interval of the
Difference
Std. Std. Error Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)
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
of the test is bigger than the significance level, then the null hypothesis
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
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
B. Discussion
The discussion deals with argument and further interpretation of the research
class. After that, the researcher presents the description of data gained from the
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
seen in table 4.1. It shows that the use of Collaborative Strategic Reading is
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
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
On the other hand this research aimed the objective of the research was to
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
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
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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
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
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)
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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
Based on the result of the research and the discussion in the previous chapters,
A. Conclusion
difference of the student’s reading comprehension before and after the researcher
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
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
reading comprehension, but in reality the students have to read more reading text in
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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
especially in reading that was developed by the expert. Therefore, the teacher
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.
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