Improving the Eighth Year Student’s Reading Comprehension of Narrative Text by Using Collaborative Strategic Reading (CSR) at MTsN Aryojeding Tulungagung

Anita Listia, Astianti, (2012) Improving the Eighth Year Student’s Reading Comprehension of Narrative Text by Using Collaborative Strategic Reading (CSR) at MTsN Aryojeding Tulungagung. [ Skripsi ]

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Abstract

Key words: Improving, Reading Comprehension, Collaborative Strategic Reading (CSR), Reading is one of the four English skills that must be taught to the students of Junior High School. It has important role in teaching learning English and it is usually taught in integration with three other language skills (listening, speaking, and writing). The aim of teaching reading comprehension is to enable students to read, understand texts, and materials written in English. To be more specific, they are expected to have skills in the levels of literal, inferential, and evaluative reading comprehension. Yet, the result of the teaching reading comprehension at MTsN Aryojeding , Rejotangan Tulungagung especially 8th years grade did not anymore reach the passing grade (75) and classical mastery (75%) officially stated by school. On the preliminary study conducted at MTsN Aryojeding, Rejotangan, Tulungagung it was found that:1) the students are lack of motivation: they are often looks feels bored to read and shy to answer or afraid to make mistake. 2) The students are lack of vocabulary and structure, they always open the dictionary if they find the difficult words, so it needs much time and their grammar weakness is influenced by their L1. 3) The students has no cooperative skills, they are shy and afraid to share their problem in reading with their teacher and friends. 4)The students had low ability in comprehending English text. So based on the problems above, the study was intended to improve student’s ability in comprehending English text by using Collaborative Strategic Reading (CSR). The strategy has four phases; preview, click and clunk, get the gist, and wrap up. The students has special roles; a leader, a clunk expert, an announcer , an encourager, and a reporter. CSR is an effective strategy for teaching reading comprehension since during teaching learning the teacher make some small heterogeneous groups or pairs in order that they can cooperate each other. The objective of the study is to improve the student’s ability in reading comprehension. The study is Classroom Action Research (CAR) using a collaborative design. The procedures of the study consist of five steps, namely: preliminary study, planning, implementing the plan, observing the action, and reflecting on the action. The study is conducted in two cycles in which each cycle is ended by the administration of reading comprehension test to evaluate the student’s achievement in reading comprehension. The study was conducted at MTsN Aryojeding located in JL. raya Blitar Rejotangan Tulungagung. It was applied in the 2nd semester of the academic year 2011-2012. The subjects of the study were the 8th year students (VIII G) comprising 42 students. The data of the study were obtained from the following research instrument: field notes, observation sheet, test, and interview. As qualitative data of the study, the observation sheet, field notes, and interview were used to describe the process of the implementation was used to evaluate the student’s achievement in reading comprehension. Conversely, as quantitative data, the result of test in each cycle was used to evaluate the student’s achievement in reading comprehension of narrative text. The result of the study showed that the implementation of the Collaborative Strategic Reading (CSR) improved the student’s reading comprehension (literal, inferential, and evaluative). It also motivated students to be more active and cooperate with their friends in following instruction. The improvement was indicated by the increasing of the student’s mean scores or reading comprehension test administered at the end of each cycle.

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