IMPROVING THE ELEVENTH GRADE IMPROVING THE ELEVENTH GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AND THEIR PARTICIPATION COMPREHENSION ACHIEVEMENT AND THEI IN TEACHING COLLABORATIVE STRATEGIC READING TEACHING LEARNING PROCESS THROUGH COLLABORATIVE STRATEGIC READING (CSR) AT MADRASAH IN THE 2010/2011 ACADEMIC YEAR AT MADRASAH ALIYAH NEGERI SRONO IN THE 2010/2011 ACADEMIC YEAR

Abstract

This classroom action research was intended to improve the eleventh grade students’ reading comprehension achievement by using Collaborative Strategic Reading (CSR). Students of class IPS 1 at MA Negeri Srono were chosen as the subjects of the research due to their problems in understanding the text because of lack of vocabulary, they tend to break sentences into meaningless parts. The students also lack motivation and concentration in reading the text. This might be caused by the less appropriate strategy of teaching reading used by the English teacher. Therefore, CSR was chosen as the strategy to overcome the students’ problem in comprehending the text. It was because CSR is an appropriate strategy that allow students to construct meaning from the text by using four steps, namely, preview, click and clunk, get the gist, and wrap-up. In addition CSR involves the learning interaction among the students and could be effective to improve their reading comprehension. This classroom action research was conducted in two cycles, in which each cycle covered the stages including: stage of planning, implementing, observation, and reflection. Then, each cycle was conducted in two meetings. The data about the students’ reading comprehension achievement were collected through reading comprehension test. Meanwhile, the data about the students’ participation in teaching learning process of reading was collected through observation, by using observation checklist. The mean score of the reading comprehension test in cycle 1 was 67.79. In addition, there were 19 or 61.29% of 31 students having reading comprehension achievement score ≥70. It means that the targeted percentage of the students gaining the score at least 70 could not be achieved because the percentage of the students who got the score ≤70 was ≥75%. Besides, based on the classroom observation done in the first cycle, it was found that there were 64.52% (20 students) who were actively participated in reading comprehension teaching learning process using CSR in the first meeting of cycle I. Meanwhile, there were 67.74% (21 students) who were actively participated in reading comprehension teaching learning process using CSR in the second meeting of cycle I. It means that the targeted percentage of the students’ participation through CSR could not be achieved since the criteria the of the students who were actively participated was ≥75%. Therefore, the actions were continued to the second cycle by revising the teaching technique on the way students read and applied the strategy in doing reading. In cycle II the students read the text silently and applied the steps of CSR (click and clunk and get the gist) into some stages. The researcher also explained and modelled the steps of CSR by guiding them directly through some instructions based on their each role. The mean score of reading comprehension achievement test in cycle II (M=72.67) was improved than the one in cycle I (M=67.90). The percentage of the students who got score ≥70 in cycle II was also improved (77.42%) than in cycle I (61,29%). Besides, the students’ participation in reading comprehension in teaching learning process improved from 64.52% (20 students) in the first meeting and 67.74% (21 students) in the second meeting of the first cycle up to 77.42% (25 students) in meeting 1 and 87.10% (27 students) in meeting 2 of the second cycle.