8/3/2019 Dibuat Dg Pnuh Cinta

1/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

2/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

3/36

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.

8/3/2019 Dibuat Dg Pnuh Cinta

4/36

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:

8/3/2019 Dibuat Dg Pnuh Cinta

5/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

6/36

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.

8/3/2019 Dibuat Dg Pnuh Cinta

7/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

8/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

9/36

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.

8/3/2019 Dibuat Dg Pnuh Cinta

10/36

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.

8/3/2019 Dibuat Dg Pnuh Cinta

11/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

12/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

13/36

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.

8/3/2019 Dibuat Dg Pnuh Cinta

14/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

15/36

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.

8/3/2019 Dibuat Dg Pnuh Cinta

16/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

17/36

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.

8/3/2019 Dibuat Dg Pnuh Cinta

18/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

19/36

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.

8/3/2019 Dibuat Dg Pnuh Cinta

20/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

21/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

22/36

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.

8/3/2019 Dibuat Dg Pnuh Cinta

23/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

24/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

25/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

26/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

27/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

28/36

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.

8/3/2019 Dibuat Dg Pnuh Cinta

29/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

30/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

31/36

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.

8/3/2019 Dibuat Dg Pnuh Cinta

32/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

33/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

34/36

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

8/3/2019 Dibuat Dg Pnuh Cinta

35/36

=

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

8/3/2019 Dibuat Dg Pnuh Cinta

36/36