The Influence of Implementing Collaborative Strategic Reading (CSR) on Senior High School Students’ Reading Comprehension Achievement

Abstract

This quasi-experimental research was administered to investigate the effect of implementing Collaborative Strategic Reading (henceforth CSR) on the students’ reading comprehension achievement of the senior high school students, especially on the genre of analytical exposition text. This research was conducted in SMA Negeri 2 Tanggul. All the students of the 11th grade of science were included as the population of this research. However, the research participants (the experimental and the control groups) were selected based on the results of the homogeneity test. Based on the results of the homogeneity test, the population was homogeneous. Therefore, the experimental and the control groups were chosen by using lottery method of sampling. As the result, 36 students of XI MIPA 3 and 35 students of XI MIPA 4 were chosen as the participants of this research. The students in the experimental group were taught analytical exposition text by using Collaborative Strategic Reading (CSR) while the students in the control group were taught analytical exposition text by using Chair-Mate. After the treatments were carried out, the researcher administered a reading comprehension test as post-test to measure the students’ reading comprehension achievement, especially on analytical exposition text. The post test results were analyzed by using Independent sample t-test in the SPSS computing system to find the mean difference between two groups. Based on the data analysis, there was a significant difference between reading comprehension level of the experimental group and control group. It also revealed that the significant value was 0.042 which was lower than the p-value. Again, this data proved that there was a significant difference between the experimental and the control groups. Therefore, the alternative hypothesis which was formulated as: “There is a significant effect of implementing Collaborative Strategic Reading (CSR) on the senior high school students’ reading comprehension achievement” was accepted. Lastly, since it was proved that there was a significant effect of using Collaborative Strategic Reading in teaching reading, especially on the genre of analytical exposition text, the English teachers should consider the use of CSR as a variation of his teaching techniques in the classroom to help the students collaborate well and make an interesting learning situation as well as the benefit of implementing CSR, especially in using Clunk Cards and do Wrap Up in this strategy. Furthermore, the finding of this research hopefully will be useful for other researchers who want to conduct a further research related to CSR either in a different skill, area or design. Dealing with the interesting activities above, the future researchers are also advised to conduct the research in a longer time so that the result might be different.