The Effect of Using Collaborative Strategic Reading (Csr) on the Tenth Grade Students’ Reading Comprehension Achievement at SMK Negeri 4 Jember

Abstract

Reading is one of the ways for gaining information, open our mind and knowledge and also comprehending words and sentence pattern. In fact, reading comprehension is not an easy task. The teacher must find the effective strategy to help the students. One of the strategies that can be used is Collaborative Strategies Reading (CSR), and it is the main concern of this research. This research was conducted to find the effect of using Collaborative Strategic Reading (CSR) on the tenth grade students’ reading comprehension achievement at SMK Negeri 4 Jember in the 2016/2017 academic year. The design of this research was a quasi-experimental reseach. The school was chosen purposively as the research area since the English teacher of SMK Negeri 4 Jember has never applied it. The data of this research were gained by conducting the posttest using a narrative test reading comprehension. In this research, the result of the ANOVA formula for homogeneity analysis showed that the reseach population was homogeneous since F value was 0.248 which was lower than that of the F table which was 1.9062. So, the researcher determined the experimental group and control group by lottery. Based on the lottery, the class chosen for the experimental group was X Accounting 3 and X Accounting 1 as the control group. The researcher administered the try out test to one of the classes that was not chosen as the experimental or control groups. There were some important points in constructing the test item, such as the difficulty level, validity and reliability. After teaching both groups with different methods, the researcher administered the reading posttest. The posttest was in the form of multiple choice. There were 25 test items with 2 different texts in the posttest. In this posttest, the students from both groups were required to find out the information in the form of word, sentence, paragraph, and text comprehension. The first text contained 12 test items and the second text contained 13 test items. To gain the data of this research, the researcher analyzed the scores obtained by the research respondents in the posttest by using Independent sample T-Test of SPSS. The result showed that the value of significant (2-tailed) was 0.026 in the significant lefel of 5%. It means that the value of significance (2-tailed) was less than 0.05 (0.026 < 0.05). It showed that the null hyphothesis (H0) which was formulated “There is no significant effect of using Collaborative Strategic Reading (CSR) on the tenth grade students’ reading comprehension achievement at SMK N 4 Jember” was rejected. Then, the alternative hypothesis (Ha) which was formulated “There is a significant effect of using Collaborative Strategic Reading (CSR) on the tenth grade students’ reading comprehension achievement at SMK N 4 Jember” was accepted. Based on the result of the research, since Collaborative Strategic Reading (CSR) can be used to comprehend the text, the English teacher is suggested to apply this strategy in teaching reading, not only in narrative texts but also in expository text. Futhermore, it is suggested to other researchers who want to conduct the other researches about Collaborative Strategic Reading (CSR) should pay attention to the main problem such as time allocation.