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YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS
UNIVERSITAS MURIA KUDUS
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Kampus Gondangmanis Bae Kudus Po. Box 53 Telp/Fax. 0291-4438229
RESEARCH PROPOSAL
Name : Nor Ismah Azzu Haeroh
NIM/Semester : 2008-32-311
Skripsi Title :Using Collaborative Strategic Reading to ImproveReading Comprehension of Narrative Text of theEighth Grade Students of SMP 1 JATI KUDUS inAcademic Year 2011/2012
INTRODUCTION
1.1 Background of the Study
Nowadays teaching English becomes important part with the existence of
the globalization era. It is caused by all people in the world use English for
communication both in the spoken and written. Based on the fact above, English
becomes one foreign language, which has to be mastered by all people in the
world. That is why English has to be taught in all levels of education in Indonesia.
English is one of subject in Junior High School. Concerning the
Curriculum Level of Unit of Education (KTSP), teaching English in SMP is
expected to reach functional level because the students are prepared to solve the
daily problem. It means that the students have to able to communicate by spoken
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and written language. The language competence includes the ability to understand
and to produce spoken or written text. It is realized in four language skills;
listening, speaking, reading, and writing.
As one of the language skills, reading skill is important for the students to
be mastered besides listening, speaking, and writing because it is an essential
factor that influences one activity in communication. Reading is a process of
decoding message in which the students need their own experience ideas or the
way the writer communicates with the readers by way of the written or printed
word. (2010. www.if.la.org). The fundamental goal of reading activity is
knowing enough science concepts and knowing the language (Kustaryo, 1988:1).
These goals are expected to students in having a competence of comprehending
and understanding the text because without the ability to read well for personal
fulfillment, student will be lost the message of the reading passage. In reading the
students are expected to have a competence of comprehending and understanding
the text.
In our curriculum especially English, the materials of learning are focused
on the text type or genre. The students of Junior High School must competence to
comprehend many short functional texts and monolog also essay in the form of
procedure, description, recount, narrative, and report. The students also must
know about purpose, generic structure, and language feature of each text.
Narrative text is one of text type which is taught to the students of the
eight grade class. Narrative is a text that has a social function to amuse, entertain
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and to deal with actual and vicarious experience in different ways. Most of the
students love such text since it contains many interesting stories such legends,
fable, short stories, etc. Meanwhile, the generic structure is the plot or limitation
steps of ideas in the text. In narrative, the generic structure is orientation,
complication, resolution, and reorientation. Narrative have indicator to improve
imagination of the students, so the students can be creative to think something.
Based on interview with the one of English teacher of SMP 1 Jati Kudus,
the eighth grade students of SMP 1 Jati Kudus still find many difficulties in
reading. The students have difficulties to comprehend the text because they must
competence to comprehend some type of texts or genres. The students also must
know about the purpose, the generic structure, and the language feature of each
text. Every text has their own characteristic which can be distinguish of each other
and it often makes the students are confused to understand and decide the kind of
the text.
Another factor which make reading comprehension seems difficult, based
on the writers observation is in reading lesson, when the students were asked to
read and did reading task, they have no indication that they knew what they were
doing. When the teacher asked question, some of students gave irrelevant answer.
It means that while they reading, they do not know what actually they do. Many
times they also do not like reading because they never have experienced and the
students feel bored in reading class. Based on average score of students in reading
text are 6, 5, even though the KKM should be have score 7, 5. It is still poor at
reading comprehension skill and it becomes a problem that should be solved.
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Based on the explanation above the writer is interested to conduct the
research entitle Using Collaborative Strategic Reading to Improve Reading
Comprehension of Narrative Text of the Eighth Grade Students of SMP 1 Jati
Kudus in Academic Year 2011/2012.
1.2 Statement of the Problem
Based on the background of the study above, the writer determines the
statements of the problem as follows:
Is there any significant difference between the reading comprehension of
narrative text of the eighth students of SMP 1 Jati Kudus in academic year
2011/2012 before and after being taught by using Collaborative Strategic
Reading?
1.3 Objectives of the Study
F rom the statements of the problem above, the objective of the study as
follows:
To find out whether or not there is significant difference between the reading
comprehension of narrative text of the eighth students of SMP 1 Jati Kudus in
academic year 2011/2012 before and after being taught by using
Collaborative Strategic Reading.
1.4 Significance of the Study
The writer hopes that the result of this research will have some benefits for
the teacher, for the students and for the readers as follows:
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1. F or the teacher
It gives knowledge in education, especially in teaching reading.
2. F or the students
It gives explanation about strategies to improve reading comprehension.
3. F or the reader
The reader will get information, experiences, and knowledge, which is useful
for developments of education in Indonesia.
1.5 Scope of the Research
In this research the scope of the study is focused to find out whether or not
there is significant difference between the reading comprehension of narrative text
of the students of SMP 1 Jati Kudus in academic year 2011/2012 before and after
being taught by using Collaborative Strategic Reading. The writer chooses the
eighth grade students of SMP 1 Jati Kudus in academic year 2011/2012 as the
subject of the research.
1.6 Definition of the Term
Based on the title, there are four terms need to be defined; collaborative
strategic reading, reading comprehension, narrative text, and the eighth grade
students of SMP 1 Jati Kudus in academic year 2011/2012.
1. Collaborative Strategic Reading is a method of teaching reading
comprehension which combines cooperative learning and reading
comprehension strategy and also working together cooperatively.
Collaborative Strategic Reading can be implemented in two phases, they are
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teaching the strategies and cooperative learning group activity or student
pairing. Strategies of CSR are Preview , Click and Clunk , Get the Gist and
Warp up which are done before, during and after reading.
2. Reading comprehension is the ability to understand the meaning in simple
interpersonal and transactional written discourse, formally or informally.
3. Narrative text is one of text type with the purpose to amuse, entertain and to
deal with actual and vicarious experience in different ways.
4. The eighth grade students of SMP 1 Jati Kudus in academic year 2011/2012
are the students who are studying in SMP 1 Jati kudus especially in the tenth
grade.
REVIEW OF RELATED LITERATURE
2.1 Definition of Reading
Reading is an activity to read something written. According to Rumelhart
(cited in Mukhroji: 2009) reading is a process of understanding written language.
Reading is a process of decoding message in which the students need their own
experience ideas or the way the writer communicates with the readers by way of
the written or printed word (2010. www.if.la.org).
2.1.1 Purpose of Reading
Generally, reading has the following purpose (Grabe&Stoller, 2002: 13)
1. Reading to search for simple information and reading to skim
Reading to search information is a common purpose of reading. It is used
so often in reading tasks that is probably best seen as a type of reading ability.
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In reading to search, we typically scan the text for particular bits of
information or specific what we are searching for. This skill means that we do
not have to read every word and line. F or example, we usually search through
telephone directory to find key information, either and address or a telephone
number.
2. Reading to learn from text
Reading to learn is usually carried out a reading rate somewhat slower
that general reading comprehension. It is primarily due to re-reading and
reflection strategy to help remember information. F urthermore, it makes
stronger demands than general comprehension to connect text information
with background knowledge e.g. connecting a character, events or concept, or
connecting possible cause to know events (Garabe and Stoller, 2002:11-15).
Reading to learn typically occurs in academic and professional context in
which somebody has to learn a considerable amount of information from a
text. Reading to learn from texts requires abilities to:
a. Remember mind ideas as well as number of details that elaborate the
mind and supporting ideas in the text,
b. Recognize and build rhetorical frames that organize the information in
the text.
3.
Reading to integrate information, write, and criticize text
Reading to integrate information requires decision about the relative
importance of complementary, mutually supporting or conflicting information
and key likely restructuring of a rhetorical frame to accommodate information
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from multiple sources. These skills inevitable require critical evaluation of the
information being read so that the reader can decide what information to
integrate and how integrate it for readers goals. In this respect, both reading
to write and reading citizen text may be task variants of reading to integrate
information. Both require abilities to compose, select, and criticize
information from a text. Both purposes represent common academic task that
call upon the reading abilities needed to integrate information.
4. Reading for general comprehension
General reading comprehension is actually more complex than
commonly assumed. Reading for general comprehension, when accomplished
by a skilled fluent reader, requires vary rapid and automatic processing of
words, strong skills in forming general meaning represent of main ideas, and
efficient coordination of many processes under very limited time constraints.
In second language context, however, the difficulties that the students have to
become fluent readers of longer texts under time constrains reveal the
complexities of reading for general comprehension (Grabe and Stoller, 2002:
11-15). Because of it demands for processing efficiency, reading for general
understanding may, at times, event be more difficult to master than reading to
learn, ability that is often assumed to be more difficult extension of general
comprehension abilities.
Comprehension, on the other hand, is frequently mentioned in cognitive
and educational psychology. Recently, reading classes have focused on the
information being communicated by texts that is what reading and its
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purposes. By reading comprehension, the students look at the text and try to
understand its meaning, this ability to quickly identify the authors
organization i.e. subject, main ideas and supports is essential to grasping the
overall picture the students are trying to get across. Its primarily a matter of
developing appropriate, efficient comprehension (Brown, 2001:306).
2.1.2 Models of Reading
Reading models have been developed to describe the ways readers use
language information to construct meaning. This ways readers use language
information to construct the meaning. This issue has led to the development of
three models of reading: Bottom Up, Top Down, and Interactive (Vacca, et al.,
1987:10).
a. Bottom-Up Models of reading assumes that the process of translating print
into meaning begins with the print. The process is initiated by decoding
graphic symbols into sounds. Therefore, the reader first identifies feature
of letters; links these feature together to recognize letter; combine letters to
recognize spelling patterns to recognize words; and then proceeds to
sentence, paragraph, and text level processing.
b. Top-Down Models of Reading assumes that the process of translating print
into meaning begins with the readers prior knowledge. The process is
initiated by making predictions or educated guesses about the meaning of
dome units of print. Readers decode graphic symbols into sounds to check
out hypotheses about meaning.
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c. Interactive Models of reading is a model of reading to assume that the
process of translating print to meaning involve both prior knowledge and
print. The process is initiated by making prediction about the meaning
and/or decoding graphic symbols. The reader formulates hypotheses based
upon the interaction of information from semantic, syntactic, and graph
phonemic sources of information.
2.2 Reading Comprehension
The fundamental goal of reading activity is knowing enough science
concepts and knowing the language (Kustaryo, 1988:1). These goals are expected
in having a competence of comprehending and understanding.
There are some opinions about reading comprehension. According to
Smith and Harrison (1980:205), reading comprehension is evaluating and
understanding the information between the reader and writer. The other opinion
about reading comprehension, Davis (1946), says,
Reading comprehension includes at least 5 ability of mental independentthat appear in., they are (1) knowing the word, (2) ability to give reason of thetext, (3) ability to follow rule of the text, (4) ability to identify literary componentswhich are used in the text, (5) answering the explicit question which are written inconclusion and implication.
Zorn (1980:70) states that the simple definition about reading
comprehension. He says that reading comprehension is one of the elements of
reading, which is invisible. It is regarded as the invisible elements because it
cannot be attributed to certain activities, which can be seen, studied and
understood.
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Reading with comprehension means understanding what has been read. It
is an active thinking process that depends not only on comprehension skills but
also on the students experiences and prior knowledge. Reading comprehension
itself is a process of making sense of written ideas through meaningful
interpretation and interaction with the language (Heilman, 1981:242).
Grabe and Stoller (2002: 11) state that people read for general
comprehension (whether for information or for pleasure). Here we might read a
novel, a short story, a newspaper article, or a report of some type to understand
the information of the text, to be entertained and or a report of some type to
understand the information of the text, to be entertained and or to use the
information for a particular purpose.
Based on the statement above, the writer concludes that reading
comprehension is a process which contains of list comprehension questions in
order to measure and evaluate how far the students have comprehending the text.
Comprehension question can be divided into oral and written test. The writer
chooses to use written test in order to make the answer easier to analyze.
2.2.1 Level of Comprehension
By knowing the level of comprehension, it is expected to be able to find
the weakness of the readers, and it will help both the teacher and learners to
minimize them. There are four levels of comprehensions (Butt et al, 1984:177).
1. Literal reading
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Reading for literal comprehension, which involves acquiring information that
is directly stated in a section, is important and a prerequisite for higher-level
understanding. At this level, readers are able to comprehend what the author
has said.
2. Interpreting reading
Interpreting reading involving reading between the lines or making inferences
is the process of deriving ideas, which are implied, rather than directly stated.
At this level, the reader is able to understand what the author meant.
3. Critical reading
Critical reading is evaluating written material, comparing the ideas discovered
in the material, and drawing conclusion about the accuracy and
appropriateness. Critical reading depends upon literal comprehension and
interpretative comprehension.
4. Creative reading
Creative reading involves going beyond the material presented by authors. It
requires readers to think as they read, just as critical reading does and it
requires them to use their imagination.
2.3 Collaborative Strategic Reading
Bridging the gap between students learning styles and teachers teaching
styles will be a powerful means to guide students toward successful learning.
Then, teaching students learning strategies should not to be neglected.
Reading is about understanding written text. Readers typically make use of
their background knowledge, grammatical knowledge, vocabulary, experience
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with the text and other strategies to help them understand the written texts.
Besides, when comprehension breaks down, especially in a foreign or second
language, the students need to improve their comprehension. This is a condition
where the importance of reading strategies comes in so as to facilitate the reading
process and give the students a clear sense of what they are reading.
Strategic reading for comprehension is defined as the ability of the reader
to use a wide variety of reading strategy to accomplish a purpose for teaching.
Collaborative Strategic Reading is one of strategies which could be implemented
on teaching reading.
Klingner and Vaugn (1998) found that Collaborative Strategic reading is a
method of teaching reading comprehension strategies originally designed for
teacher-led small groups of students in special education whose first language is
not English. Klingner and Vaugn stated that CSR is a great help for students with
learning disability because in this strategy, students easier to contribute to their
groups and feel successful, and they get the help that they need in their reading.
Klingner and Vaugn (1996) originally designed CSR by combining
modified reciprocal teaching with cooperative learning. In reciprocal teaching,
teacher and students take turns leading a dialogue concerning key features of the
text through summarizing, questioning, clarifying, and predicting . In cooperative
learning, students work together cooperatively. CSR combine both of them and it
has improved reading comprehension, increase vocabularies, enhanced
cooperative skills, and enriched content area learning.
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Students learn strategies as part CSRs plan for strategic reading and also
work together in cooperative groups. These reading strategies are Preview, Click
and Clunk, Get the Gist and Warp up and they are applied before, while, and after
reading process.
2.3.1 Implementation of CSR
Collaborative Strategic reading can be implemented in two phases, they
are teaching the strategies and cooperative learning group activity or student
pairing. The implementation steps described below were developed though a
series of research studies (Klingner and Vaugn, 1998, 1999; Vaugn et al., 2000;
Vaugn, Klingner, and Bryant, 2001).
Klingner and Vaugn (1998) explain the implementation steps of CSR as
follow:
1. Teaching the Strategies (Phase 1)
Students learn four strategies as part of CSRs plan for strategic reading:
Preview, Click and Clunk, Get the Gist, and Wrap up . Preview is used before
reading the entire text for the lesson. The two strategies click and clunk and get
the gist are used multiple times while reading the text and the last strategy is used
after reading the entire text for the lesson.
a. Preview
Preview is a strategy to activate students prior knowledge, to
facilitate their predictions about what they will read, and to generate
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interest. Preview consists of two activities: brainstorming and making
predictions.
A teacher introduces previewing to students by asking them to
think about the previews they have seen at the movies. 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
who is going to be in the movie will take place? Then the teacher 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.
b. 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 clicks. After students
understand, the teacher explains a clunk: A clunk is like when you run
into a brick well. You just really dont understand a word the author is
using. Thats 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.
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c. 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 who or what? in addition, students are taught to limit their response
to ten words or less, so that their gist conveys the most important idea, 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 most important about the person, place, or thing. Then the
teacher asks them to identify the most important about person, place, or
thing. F inally, the teacher teaches students to put it all together in a
sentence containing ten words or less.
d. Wrap Up
Wrap up is a strategy that teaches students to generate questions
and to review important ideas in the text they have read. Wrap up consist
of two activities: (a) generating questions, and (b) reviewing.
A 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
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generate some questions that require an answer involving higher-level
thinking skills, rather than literal recall. F inally, the teacher asks students
to write down the most important ideas from the days reading assignment.
2. Cooperative Learning Group or Student Pairing (Phase 2)
The students are ready to apply CSR after they have learned the four
strategies and have developed proficiency applying them in their peer-led
cooperative learning groups.
Procedures for using in groups are outline below:
a. Set the Stage
The teacher assigns students to groups. Each group should include
about four students of varying ability. Then, the teacher assigns roles to
students. Roles should rotate on a variety of roles. Possible rules include
the following:
1. Leader: Tells the group what to read next and what strategy to use
next.
2. Clunk Expert: Uses clunk cards to remind the group of the steps to
follow when trying to figure out the meaning of their clunks.
3. Gist Expert: Guides the group toward getting the gist and determines
that the gist contains the most important ideas but no necessary details.
4. A
nnouncer: Calls on group members to read a passage or share an
idea.
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b. Materials
The following materials maybe helpful as a teacher assist students to use
CSR and cooperative learning techniques (Klingner, Vaugn, Dimino,
Schumm, & Bryant, 2001).
1. R eading materials
When selecting reading materials for CSR, it is recommended to use
reading materials at students instructional level, which generally
refers to students being able to decode about 80% of the word
correctly, have themes and clues or pictures for predicting.
2 . Clunk cards
Clunk cards contain fix-up strategies. F ix-up strategies included in the
clunk cards are:
(a) Reread the sentences with the clunk and look for key ideas to help
you figure out the world- think about what makes sense
(b) Reread the sentences before and after the clunk looking for clues
(c) Look for a prefix or suffix in the word that might help
(d) Break the word apart and look for smaller words that you know.
3 . Cue cards
Cue cards outline the procedures to be followed in a cooperative
learning group. They remind students of each step of CSR for each
role. Each role comes with a corresponding cue card that explains the
steps to be followed to fulfill that role.
4 . Learning log
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CSR learning log enable students to keep track of learning as it
happens and provide a springboard for follow-up activities. Logs
serve two roles:
(a) Written documentation of learning, assuring the individual
accountability that facilitates cooperative learning
(b) Study guides for students
5 . T imer (optional)
Timers that students set by them selves can help groups to remain on
task.
6 . S core card (optional)
The scorekeeper in a group follows a cue card to find out when to
award points, and records these points on a score card.
c. Process
The basic steps to apply CSR in a cooperative learning group are as
follows:
Step 1 : Whole class introduction
The teacher introduces the topic, teaches key vocabulary, and
provides introductions.
Step 2 : Cooperative group activity during preview, click and cluck, get
the gist, and wrap up .
Each group member plays an assigned role and fills out a CSR
learning log during the activity.
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Step 3 : Whole class wrap up strategy
A teacher discusses the days reading passage, reviews clunks,
answers questions, or shares some review ideas.
d. Role of the teacher
During the cooperative group activity, the teachers role is to
circulate among the groups, clarifying clunks, modeling strategy usage,
modeling cooperative learning techniques, redirecting students to remain
on-task, and providing assistance.
2.4 Narrative Text
Based on Gerot and Wignell (1995: 204), narrative is a kind of text has a
social function to relate on amusing or unusual experience in entertainment way.
Mongot (2009: 31) says that the social function of narrative text is to amuse or to
entertain the reader or listener. In other words, narrative is text type tells a story.
Generic structure is the plot or limitation steps of ideas in the text Gerot
and Wignell (1995:204) stated that there are some analyzes of narrative text
structure as follow:
a. Orientation : set the scene and introduces the participants.
b. Evaluation : a stepping back to evaluate the plight
c. Complication : a crisis arises
d. Resolution : the crisis is resolved for the better or for worse
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e. Re-orientation : Optional
The example of narrative text as follows:
Snow White and Seven Dwarfs
OrientationOnce upon a time, there lived a little girl named
Snow White. She lived with her Aunt and uncle because her parents were died.
Major Complication
One day she heard her uncle and aunt talkingabout leaving snow white in the castle because they
both wanted to go to America and they didnt haveenough money to take snow white.
Resolution I
Snow white did not want her uncle and aunt to dothis so she decided it would be best if she ran away.The next morning she ran away from home when her aunt and uncle were having breakfast. She ran awayinto the woods.
Complication 2 She was tired and hungry.
Resolution 2Then she saw this little cottage. She knocked but
no one answered so she went inside and fell asleep.
Complication 3
Meanwhile, the seven dwarfs were coming homefrom work. They went inside. There they found snowwhite sleeping. Then snow white woke up. She sawthe dwarfs. Then dwarfs said , What is your name?snow white said, my name is snow white
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ResolutionDoc said , if you with, you may live here with
us snow white said, Oh could I? Thank you thensnow white told the dwarfs the whole story and snowwhite and seven dwarfs lived happily ever after.
Narrative text has complete language features, retrieved from
http://peperonity.com/go/sites/mview/narrative/14809960 , language features of
narrative text:
a. Usually begins with a description of time as follows.
Once upon a time, once, one day one afternoon, and others, does not state
specific time.
b. Specific participant
Existing characters in the story is certain is, not of general nature. F or
example: Cinderella, the king, the farmer, jack.
c. Use of the adjective (adjective) to clarify the noun (noun)
E.g.: use for the following expressions: a beautiful lady, an old man, a
poor widow, etc.
d. Use the past tense sentence patterns
Sentences pattern used were simple past because it tells the events that
happen in the past, but does not close the possibility of using other forms
such as simple present tense is used in a direct line.
e. Time conjunction
Time conjunction is used to connect with one another groove to trace and
easy to follow. Conjunction is often used is: when, then, suddenly, next.
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f. Action verbs
There are verbs that show an activity (activity can be seen), for example:
run, sleep, walk, cut.
g. Direct and indirect speech / sentence of direct and indirect
To make the story feel more alive, this is used sentence patterns to be
visible expression of the speaker (to show the real word of the speakers).
2.5 Teaching English in SMP 1 Jati Kudus
In SMP 1 Jati Kudus, English is a lesson that includes in teaching program
which has to be followed by all the students. So, all the students of SMP 1 Jati
Kudus get English lesson.
Based on KTSP, every school has to applied the new curriculum with the
aims to give competence or skill to the student in learning English.
In SMP 1 Jati Kudus, the English teachers use the curriculum as a
reference. The important of curriculum in SMP 1 Jati Kudus are the students get
ability to understanding and make a text. So, the students are able to learn English
well and easily.
2.5.1 Purpose of Teaching English in SMP 1 Jati Kudus
The purpose of teaching English for Junior High School level based on
KTSP is develop communication competition in speaking, writing, listening, and
reading to achieve efficiency information level, to possess awareness about
essence and importance in English to increase nation competition in global society
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and to develop pupils comprehension about the interrelatedness of language and
culture.
In SMP 1 Jati Kudus, the purpose of teaching English is the students are
able to communicate both spoken and written which realize in 4 language skills;
speaking, listening, reading, and writing, even for increasing students
comprehension towards the real of globalization and information in this century.
2.5.2 Material of Teaching English in SMP 1 Jati Kudus
The materials for the eight grade student of the first semester are
descriptive and recount. Meanwhile, in the second semester consist of 2 themes
that have to be taught these are Narrative and Recount.
In this research, the writer would like to research the reading
comprehension of Narrative text of the eight grade students of SMP 1 Jati Kudus
in Academic Year 2011/2012 taught by using Collaborative Strategic Reading.
2.5.3 Method of Teaching English in SMP 1 Jati Kudus
Teaching is showing or helping someone to learn how to do something
giving instruction, guiding in the study of something, providing with knowledge,
causing to know or to understand. Teacher needs a method to succeed the teaching
learning process. So, the students can absorb the material given well, and finally,
the purpose of teaching can be reached.
According to Brown, (2001: 16) method is a generalized set of classroom
specifications for accomplishing linguistic objectives. Method tends to be
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concerned primarily with teacher and students role and behaviors and secondarily
with such features as linguistic and subject matter objectives, sequencing, and
materials. And method can be explained in the technique. In other words, the way
to implement method specifically it is called technique.
In teaching English subject, the teacher of SMP 1 Jati Kudus uses Three
Passes Technique. The teacher gives students explanation, do exercise and discuss
the material. The technique is also applied in reading lesson but in the teaching
learning process, the students are still low in average reading comprehension. So,
the writer want to know how effective CSR to improve students reading
comprehension.
2.6 Previous Study
In doing this research, the writer found some previous research that can be
based of consideration for this research. There are some researchers that use CSR
to do research,
1. F itri Annisa (2010) retrieved from her skripsi entitles The Effectiveness of
Collaborative Strategic Reading (CSR) on the Reading Comprehension
Achievement of the F ourth Semester Students of PGSD IAILM Suryalaya-
Jawa barat, said that according to the result of research findings, it can be
concluded that collaborative strategic reading (CSR) given to the
experimental group is proved to be effective in increasing students`
reading comprehension achievement. It is known from the data gained
through pretest and posttest was analyzed statistically by using
independent t -test. T- test analysis in pretest reveal that t -value for df 54 is
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3.180 is greater than t-table (2.0105) at the level of significance of 0.05 for
a two tailed test ( t -value: 3.180 > t-table: 2.0105). This indicates that the
subjects of experimental and control groups have significantly different
before the experiment in their pretest scores of reading comprehension
test.
2. Atni Pratiwi (2010) in TE F LIN 2010 Journal UPI Bandung entitled The
Application of Collaborative Reading Strategic (CSR) in Improving
Reading Comprehension Using Expository Texts of The Second Year
Students at SMAN 2 Bangkinang have a data that this classroom action
research, the background of this case is the students understanding of the
expository text is quite low, more than 50% students get mark between 45-
50 or below the criteria of the successful action (KKM) namely 60.
Because of this reason the researcher tries to use Collaborative to improve
reading comprehension of the students. F rom this research it is known that
the students average score in pre-test was 48, 33. The application of CSR
in Cycle I was not success because the average score of post-test, 55,2 was
still below the minimum criteria of successful action 60. Thus, the research
was continued to Cycle II and it was success. As the result, the average
score of observation found, 78, 45 % was bigger than the successful
criteria, 70 % and the average score of post-test found, 71,05 was bigger
than the minimum criteria of successful action 60 and the average score of
pre test 48,33. F urther more, from observed of t-test it was found that t
(3,13) was bigger than t-table (2.00) in the level of significance 5%. The
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students reading comprehension ability was significantly improved after
applying CSR.
2.7 Theoretical Framework
Reading is one of the branch English skills which should be mastered by
students. Neil Anderson as cited by Nunan (2003:68) states that reading is a fluent
process of readers combining information from text and their own background
knowledge to build a meaning.
Basically the goal of reading is comprehension. Comprehension is the
process of using prior knowledge and thinking processes to construct meanings
from written text. General reading comprehension is actually more complex than
commonly assumed. Reading for general comprehension is, in its most obvious
sense, the ability to understand information in a text and interpret it appropriately
(Grabe and Stoller, 2002:17).
Collaborative Strategic Reading (CSR) is a set of four strategies
struggling readers can use to decode and comprehend as they read content area
text. Researchers Janette K. Klingner, Sharon Vaughn, and Jeanne Schumm
developed CSR for struggling upper elementary and middle school readers with
learning disabilities by adapting reciprocal reading and cooperative learning
strategies. CSR can be used by content area teachers in inclusion settings as well
as by reading teachers.
Narrative text is one of genre. The purpose of this text is to amuse,
entertain and to deal with actual and vicarious experience in different ways. The
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generic structure is orientation, complication, resolution, and reorientation. This
text uses past tense.
2.6 Hypothesis
Appropriate to statement of problem, the writer formulates the hypothesis
as follow:
There is significant difference between the reading comprehension of the
eighth students of SMP 1 JATI KUDUS in academic year 2011/2012 before and
after being taught by using Collaborative Strategic Reading.
METHOD OF THE RESEARCH
3.1 Design of the Research
Design of the research is plan for gathering and analyzing the research
finding in order that the researcher does the research effective and efficiently.
Arikunto (1993:41), research design is a design made by researcher as the
guidance in carrying out the research.
The design of this research is a quasi experimental research. This research
uses one group of pre-test and post test, because it is done by one group only
without other group. There are three steps in one-group pretest-posttest design of
experimental (Ali: 1984:136):
1. The writer held a pretest to find out the reading comprehension of
narrative text of the students before taught by using CSR.. The pretest is
formulated as T1.
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2. The writer applied the experimental treatment to the subjects. The students
will be taught by using CSR. The experiment is formulated as X.
3. The writer conclude a posttest to measure the reading comprehension of
narrative text of the students after taught by using CSR. The posttest is
formulated as T2.
It is formulated by Ali (1984: 136) as follows:
T1 : pre-test
T2 : post-test
X : being taught by using genre based approach (treatment)
In this design, there are two observations. The first is done before
experiment (T1) which is called pre test and the second on is taken after
experiment (T2) which is called post test, the distinction between pre test and post
test is considered as the effect of treatment or experiment.
The researcher conducts the experimental research for eight grade
students of SMP 1 JATI KUDUS in academic year 2011/2012. The treatment is
given in four times and two tests, the first test is pretest which is aimed to know
the students reading comprehension before being taught by using CSR and the
post-test is held to find the students reading comprehension after being taught by
using CSR.
T1 X T2
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There are two variables; independent variable and dependent variable.
An independent variable is the conditions influencing the appearance of an
indication or called treatment variable. In this research the independent variable is
called X variable is the using of Collaborative Strategic Reading (CSR). While the
dependent variable is called Y variable is the implementation of an experiment
and also called effect variable. In this research Y variable is the students reading
comprehension.
3.2 Population and Sample
According to Ali (1984: 54) says that the population of the research is the
subject unit of entire group to research. While sample is part of population which
representative of population in a research. In other words, it means that population
of the research refers to the large or total group which a sample derived and a
small proportion of population namely sample which can represent the population.
In this research, the population is the eight grade students of SMP 1 JATI
KUDUS in academic year 2011/2012. In the eighth grade consist of eight classes
are VIII A (30 students), VIII B (29 students), VIII C (36 students), VIII D (36
students), VIII E (34 students), VIII F (36 students), VIII G (35 students), VIII H
(32 students). The number of population 268 students.
Next, after determining the population, the writer obtained a sample in this
research. The technique of sampling is used in this research is cluster random
sampling technique. Ali (1984: 67) stated that in cluster sampling it means that the
sample in cluster sampling is taken from a cluster not individual. Randomly, by
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lottery the writer takes one class as sample is VIII H (32 students) which uses on
group pre-test design because this research is aimed to find out the differences the
mean between the post-test and pre-test after treatment has been done. F or
deciding the class in this research, the writer did these steps below:
1. Writing the name of classes in a piece in a piece of paper.
2. Rolling the paper and putting it in a glass.
3. Shaking it until one piece of paper falling down.
4. Taking the rolling and then the writer gets VIII H (32 students) as the
sample.
3.3 Instrument of the Research
This research uses multiple choice test as the test as the instrument to
measure student in reading comprehension. In conducting posttest, the students
have to answer 40 items. Each item scored one (1) point for the right answer and
zero (0) for the wrong answer. However, before the test items are being tested to
the students, the writer must measure the validity and the reliability of the test to
get the accurate data.
A good test should conclude the important component, they are:
a. Validity
According to Ali (1984:101), he says, the validity of the test is extent
to which it measures what is supposed to measure. Validity if the test
must refer to the appropriateness of the test items.
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b. Reliability
Reliability of the test shows the stability of the scores when the test is
used. A test cannot be measured anything well unless it measures
consistently. Reliability is a general quality of stability of score
regardless of what the test measure. According to Arikunto (1993:83),
reliability shows a meaning that an instrument is reliable if it can be
enough to believe quite well.
The reliability of the try out test was calculated by the formula as
stated by Arikunto (1993:144-148) as follows:
r xy =
Notes: r xy = The correlation of the X variable and Y variable
N = The number of respondents
x = The sum of scores
y = The sum of scores
xy = The sum of the result of X and Y scores for each students
x2
= The sum of X scores of X square
y2
= The sum of Y scores of Y square
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3.5 Data Collection
The data of this research are the reading comprehension of narrative text of
ot the eight grade students of SMP 1 Jati Kudus in academic year 2011/2012
before and after taught by using CSR. In collecting data, the researcher uses the
following steps :
1. Asking permission to the Dean of the F aculty of Teacher Training and
education of Muria Kudus University.
2. Asking permission to Mr. Marjono, S.Pd as the head master of SMP 1
Jati Kudus to do research.
3. Making lesson plan and exercise to the students
4. Consulting lesson plan and exercise items to the advisor
5. Giving pre-test to explore the data of writing ability of students before
being taught by using Collaborative Strategic Reading.
6. Teaching narrative text by using Collaborative Strategic Reading to
explore the response to the students.
7. Doing post-test to find out the data result of writing ability after being
taught by using Collaborative Strategic Reading.
8. The writer collecting the test sheets that have been done by the student
as the data to be analyzed them.
3.5 Data Analysis
In this research, the data needed is the reading comprehension of the
eighth grade students of SMP 1 Jati Kudus in the academic year 2011/2012 before
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and after being taught by using Collaborative Strategic Reading. To analyze the
data, the rsearcher uses the T-test technique as follows:
t0 =
Note:
t : the t-value from correlated means
: Mean of differences
D : The differences between paired scores
: The sum of the squired differences scores
N : The number of sample
F ormula to compute the mean difference:
Note
: The mean of the differences scores
D : the difference between the paired scores
N : The number of sample
To analyze the data, it is needed to count mean and standard deviation. In
counting the mean and the standard deviation, the researcher uses the formula by
Ali (1982:181-182) as follows:
a. F ormula of calculating mean
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=
Notes: = mean
f = frequency
x = middle score of the internal class
N = number of sample
b. F ormula of calculating the standard deviation
SD = Notes: S = Standard Deviation
i = Internal width
f = F requency
x = coding
N = Number of sample
To determine there is a significant difference between the reading
comprehension of narrative text of the VIII students of SMP 1 Jati Kudus in
Academic Year 2011/2012, before and after being taught by using Collaborative
Strategic Reading, or not.
To examine, if there is a difference between the independent variable (X)
and the dependent variable (Y), the hypothesis testing is done by the statistics
hypothesis as follows:
Ho: BCSR = ACSR
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