| dc.description.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. | en_US |
