THE USE OF COLLABORATIVE STRATEGIC READING: CHANGING ...€¦ · Collaborative Strategic Reading...

THE USE OF COLLABORATIVE STRATEGIC READING:

CHANGING STUDENTS’ READING COMPREHENSION

AND MOTIVATION

(An Experimental Research at the Eighth Grade of SMPN 1 Barat

in the Academic Year of 2014/2015)

THESIS

By:

IRMA RAHMAWATI

K2211046

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2015

i



AND MOTIVATION



THESIS

By:

IRMA RAHMAWATI

K2211046




SURAKARTA

2015

iii



AND MOTIVATION



By:

IRMA RAHMAWATI

K2211046

A Thesis

Submitted to Teacher Training and Education Faculty

of Sebelas Maret University to Fulfill One of the Requirements

for Getting Undergraduate Degree of Education in English




SURAKARTA

October 2015

vi

MOTTO

“For indeed, with hardship (will be) ease.

Indeed, with hardship (will be) ease.”

(Qur’an, 94: 5-6)

“Allah does not charge a soul except (with that within) its capacity. …”

(Qur’an, 2: 286)

“Remember, today is the tomorrow you worried about yesterday.”

(Dale Carnegie)

“Bukan bantal yang membuatmu tidur nyaman,

namun hati yang tentram dan jiwa yang memaafkan.”

(@yusibnuyasin)

“Life is a scenario of battles;

Fight and fight! Survive and keep alive!”

(the writer)

vii

DEDICATION

This thesis is whole-heartedly dedicated to those

who transmit positive energy so I can keep working

and transforming for a better life:

• My beloved parents, Suprapto and

Kuntiwati.

• My brothers and sisters, also my cute nieces

• My lovely partner in cream

• The A-Team EED UNS 2011

With love,

Imung

viii

ABSTRACT

Irma Rahmawati. K2211046. THE USE OF COLLABORATIVE

STRATEGIC READING: CHANGING STUDENTS’ READING COMPREHENSION AND MOTIVATION (An Experimental Research at the

Eighth Grade of SMPN 1 Barat in the Academic Year of 2014/2015). Thesis.

Surakarta: Teacher Training and Education Faculty, Sebelas Maret University

Surakarta, October 2015.

The objective of this research is to identify: (1) whether there is significant

difference in reading comprehension achievement between students taught using

Collaborative Strategic Reading (CSR) and direct instruction method; (2) which

method, CSR or direct instruction method, is more effective to be applied in

teaching reading; and (3) which group, control group or experimental group, has

higher motivation.

This research is a quasi experimental research with pos-test only and

control group design which is conducted at SMPN 1 Barat in the academic year of

2014/2015. This research uses mixed methods approach which applies concurrent

nested strategy with the quantitative data as the priority. The population is the

eighth grade students of SMPN 1 Barat. The number of the total population is 273

students coming from eight classes. The sampling method used in this research is

cluster random sampling. From the population, two classes are taken randomly as

the sample. The samples are class VIII C as the experimental group which

consists of 33 students, and class VIII F as the control group which consists of 33

students. The research instruments used to collect the data in this research are test

and questionnaire. The techniques of the data analysis used are descriptive and

inferential statistics and the data are analyzed by using t-test formula.

The finding of the research shows the following: (1) there is a significant

difference in reading comprehension between the students taught using

Collaborative Strategic Reading (CSR) and the students taught using direct

instruction method at the eighth grade of SMP Negeri 1 Barat in the academic

year of 2014/2015 with the t-value or to= 4.432 ; (2) CSR is more effective to be

applied in teaching reading than direct instruction method, since the mean score of

the experimental group (65.455) is higher than the mean score of the control

group (55.545); and (3) the students taught using CSR have higher motivation

than the students taught using direct instruction method, since the mean score of

the experimental group (151.667) is higher than the mean score of the control

group (142.848).

Key words: CSR, direct instruction, reading comprehension, motivation

ix

ACKNOWLEDGMENT

Praise be to Allah SWT who has given His blessing to the writer so that

she can finish the thesis as a partial requirement for achieving the undergraduate

degree of education in Teacher Training and Education Faculty.

The writer realizes that the accomplishment of this thesis required the

helps from several parties. Therefore, in this occasion the writer would like to

express her deepest gratitude and appreciation to the following:

1. Prof. Dr. Joko Nurkamto, M.Pd., the Dean of Teacher Training and

Education Faculty.

2. Teguh Sarosa, S.S., M.Hum., as the Head of English Education

Department and as the writer’s academic consultant, who has given the

writer permission to write the thesis and has given the writer guidance and

help during her study.

3. Dr. Abdul Asib, M.Pd. as the first consultant and Drs. Siswantoro,

M.Hum. as the second consultant who have given their guidance, advice,

encouragement, and patience during the writing process of the thesis.

4. Suyitno, S.Pd., MM.Pd., the Headmaster of SMP Negeri 1 Barat who gave

the writer permission and facilitated her in conducting the research in the

institution.

5. Anik Yuliastuti, S.Pd. and Yuliastuti, S.Pd., the English teachers of SMP

Negeri 1 Barat who helped the writer in collecting the data.

6. Students of Class VIII A, VIII C, and VIII F of SMP Negeri 1 Barat as the

respondents of the research.

7. The writer’s beloved parents who have given their love and support to the

writer in finishing the thesis.

8. Anggoro Bayu, Gunasih, and Koman Hanifah Nur Najibah who have

given their love, help, and support to the writer during the process of

arranging the thesis.

9. All of the writer’s friends in English Education Department, especially

Class A year of 2011.

x

10. Family of Griya Widoro Asri 1 and Wisma Putri Kyoung Kim.

11. Teachers, families, friends and acquaintances who have helped and

supported the writer in finishing the thesis.

12. Additional ‘thanks to’: to Soloraya motorcycle-thief chain, thanks for

stealing the beloved Jupe and giving the writer another great lesson of life;

thanks for giving the writer another big challenge during the process of

finishing the thesis.

The writer also realizes that this thesis is still far from being perfect, so

that she expects comments and suggestions for improvement. Hopefully, this

thesis will be useful for the readers.

Surakarta, October 2015

Irma Rahmawati

K2211046

xi

TABLE OF CONTENTS

TITLE ............................................................................................................ i

PRONOUNCEMENT ..................................................................................... ii

SUBMISSION ................................................................................................ iii

APPROVAL OF CONSULTANTS ................................................................ iv

LEGALIZATION ........................................................................................... v

MOTTO ......................................................................................................... vi

DEDICATION ............................................................................................... vii

ABSTRACT ................................................................................................... viii

ACKNOWLEDGEMENT .............................................................................. ix

TABLE OF CONTENTS ................................................................................ xi

LIST OF TABLES .......................................................................................... xvi

LIST OF FIGURES ........................................................................................ xvii

LIST OF APPENDICES ................................................................................. xviii

CHAPTER I INTRODUCTION

A. Background of the Research ......................................... 1

B. Problem Identification .................................................. 5

C. Problem Limitation ....................................................... 6

D. Problem Statements ...................................................... 6

E. Research Objectives ...................................................... 6

F. Benefits of the Research .............................................. 7

CHAPTER II REVIEW OF THEORIES

A. Theoretical Description ................................................. 8

1. Reading Comprehension ........................................ 8

a. Definition of Reading Comprehension ............ 8

b. Level of Comprehension ................................. 9

xii

c. Comprehension Skills ..................................... 10

2. Teaching Reading .................................................. 12

a. Approach and Principles in Teaching Reading 12

b. Teacher’s Role in Teaching Reading ............... 14

3. Motivation ............................................................. 15

a. Definition of Motivation ................................. 15

b. Motivation in Learning .................................... 16

c. Aspects Affecting Students’ Motivation .......... 18

4. Cooperative Learning ............................................. 22

5. Collaborative Strategic Reading (CSR) .................. 24

a. Definition of CSR ........................................... 24

b. The Procedure of CSR ..................................... 25

c. Materials in CSR ............................................. 27

d. The Advantages of CSR .................................. 28

e. The Disadvantages of CSR .............................. 29

6. Direct Instruction Method ...................................... 31

a. Definition of Direct Instruction Method .......... 31

b. The Procedure of Direct Instruction Method .... 31

c. The Advantages of Direct Instruction Method . 34

d. The Disadvantages of Direct Instruction

Method............................................................ 34

7. Teaching Material: Narrative Text ......................... 35

B. Review of Related Research ......................................... 36

C. Rationale ...................................................................... 38

1. The Difference between CSR and Direct

Instruction Method ................................................. 38

2. The Difference of Reading Comprehension

Achievement between the Students Taught Using

CSR and Direct Instruction Method ....................... 39

xiii

3. The Difference of Motivation between the Students

Taught Using CSR and Direct Instruction Method . 40

D. Hypotheses ................................................................... 43

CHAPTER III RESEARCH METHOD

A. The Place and Time of the Research ............................. 44

1. Place ...................................................................... 44

2. Time ...................................................................... 45

B. Subject of the Research ................................................. 45

1. Population .............................................................. 45

2. Sample ................................................................... 45

3. Sampling ................................................................ 46

C. The Design of Experimental Research .......................... 46

D. Technique of Collecting the Data .................................. 47

1. Test ........................................................................ 47

2. Questionnaire ......................................................... 48

3. Try-Out of the Test Instrument and the

Questionnaire ......................................................... 48

a. The Validity of the Test Items ......................... 48

b. The Reliability of the Test Items ..................... 49

c. The Validity of the Questionnaire Items .......... 50

d. The Reliability of the Questionnaire Items ...... 51

E. Technique of the Data Analysis .................................... 51

1. Mean, Mode, Median, and Standard Deviation ....... 52

a. Mean ............................................................... 52

b. Mode............................................................... 52

c. Median ............................................................ 53

d. Standard Deviation .......................................... 53

2. Normality Test ....................................................... 54

3. Homogeneity Test .................................................. 54

xiv

4. T-test ..................................................................... 55

5. Statistical Hypotheses ............................................ 55

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. The Description of the Data .......................................... 57

1. Score of Reading Comprehension Test ................... 57

a. The Experimental Group ................................. 57

b. The Control Group .......................................... 59

2. Score of Questionnaire for Motivation ................... 60

a. The Experimental Group ................................. 60

b. The Control Group .......................................... 61

B. Prerequisite Testing for Reading Comprehension Test

Result ........................................................................... 63

1. The Result of Normality Test ................................. 63

2. The Result of Homogeneity Test ............................ 64

C. Hypotheses Testing ....................................................... 64

1. First Hypothesis ..................................................... 64

2. Second Hypothesis ................................................. 65

3. Third Hypothesis ................................................... 66

D. Discussion .................................................................... 66

1. There is a Significant Difference of Effectiveness

between Collaborative Strategic Reading (CSR) and

Direct Instruction Method ....................................... 67

2. CSR is More Effective to be Applied in Teaching

Reading than Direct Instruction Method .................. 68

3. The Students Taught Using CSR Have Higher

Motivation than The Students Taught Using Direct

Instruction Method .................................................. 70

xv

CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION

A. Conclusion .................................................................... 72

B. Implication ................................................................... 72

C. Suggestion .................................................................... 74

BIBLIOGRAPHY........................................................................................... 76

APPENDICES ................................................................................................ 81

xvi

LIST OF TABLES

Table 3.1 The Schedule of the Research ....................................................... 45

Table 4.1 The Frequency Distribution of Reading Comprehension Score of

the Experimental Group ................................................................ 58

Table 4.2 The Frequency Distribution of Reading Comprehension Score of

the Control Group ........................................................................ 59

Table 4.3 The Frequency Distribution of Motivation Score of the

Experimental Group...................................................................... 60

Table 4.4 The Frequency Distribution of Motivation Score of the Control

Group ........................................................................................... 62

Table 4.5 The Result of Normality Test of the Experimental and Control

Group .......................................................................................... 63

xvii

LIST OF FIGURES

Figure 2.1 CSR’s Plan for Strategic Reading ................................................ 26

Figure 2.2 Clunk Cards .................................................................................. 28

Figure 2.3 CSR Learning Log ........................................................................ 30

Figure 2.4 Phase of a Direct Instruction Lesson ............................................. 32

Figure 2.5 The Rationale of CSR, Reading Comprehension Indicators, and

Motivation .................................................................................... 41

Figure 2.6 The Rationale of Direct Instruction Method, Reading

Comprehension Indicators, and Motivation ................................... 42

Figure 3.1 The Research Design .................................................................... 47

Figure 4.1 The Histogram of the Frequency Distribution of Reading

Comprehension Score of the Experimental Group ......................... 58

Figure 4.2 The Polygon of the Frequency Distribution of Reading

Comprehension Score of the Experimental Group ......................... 58

Figure 4.3 The Histogram of the Frequency Distribution of Reading

Comprehension Score of the Control Group .................................. 59

Figure 4.4 The Polygon of the Frequency Distribution of Reading

Comprehension Score of the Control Group .................................. 60

Figure 4.5 The Histogram of the Frequency Distribution of Motivation Score

of the Experimental Group ............................................................ 61

Figure 4.6 The Polygon of the Frequency Distribution of Motivation Score

of the Experimental Group ............................................................ 61

Figure 4.7 The Histogram of the Frequency Distribution of Motivation Score

of the Control Group ..................................................................... 62

Figure 4.8 The Polygon of the Frequency Distribution of Motivation Score

of the Control Group ..................................................................... 62

xviii

LIST OF APPENDICES

Appendix 1: Schedule of the Research ........................................................ 82

Appendix 2: Research Instruments

Appendix 2.1 Syllabus ............................................................................... 83

Appendix 2.2 Lesson Plan for Experimental Group (CSR) ........................ 94

Appendix 2.3 Lesson Plan for Control Group (Direct Instruction Method) . 115

Appendix 2.4 Reading Comprehension Test (Try-out) ............................... 134

Appendix 2.5 Questionnaire for Motivation (Try-out) ................................ 144

Appendix 2.6 Reading Comprehension Test .............................................. 148

Appendix 2.7 Questionnaire for Motivation ............................................... 156

Appendix 3: Result of Instrument Try Out

Appendix 3.1 Validity of Reading Comprehension Test Items ................... 160

Appendix 3.2 Reliability of Reading Comprehension Test Items ............... 169

Appendix 3.3 Validity of Questionnaire for Motivation Items .................... 174

Appendix 3.4 Reliability of Questionnaire for Motivation Items ................ 191

Appendix 4: Result of the Research

Appendix 4.1 The Score of Post-test .......................................................... 207

Appendix 4.2 Descriptive Statistics of Reading Comprehension Test Score of

the Experimental Group ....................................................... 208

Appendix 4.3 Descriptive Statistics of Reading Comprehension Test Score of

the Control Group ................................................................ 211

Appendix 4.4 Descriptive Statistics of Questionnaire for Motivation Score of

the Experimental Group ....................................................... 214

Appendix 4.5 Descriptive Statistics of Questionnaire for Motivation Score of

the Control Group ................................................................ 217

Appendix 4.6 Normality Test of Reading Comprehension Test Score ........ 220

Appendix 4.7 Homogeneity Test of Reading Comprehension Test Score ... 224

xix

Appendix 4.8 The Computation of T-test for Reading Comprehension Test

Score of Experimental and Control Group ........................... 227

Appendix 4.9 Normality Test of Questionnaire for Motivation Score ......... 229

Appendix 4.10 Homogeneity Test of Questionnaire for Motivation Score ... 233

Appendix 4.11 The Computation of T-test for Questionnaire for Motivation

Score of Experimental and Control Group ........................... 236

Appendix 5: Data of the Students and Students’ Answer Sheet

Appendix 5.1 Data of the Students ............................................................. 238

Appendix 5.2 Students’ Learning Logs ...................................................... 239

Appendix 5.3 Students’ Answer Sheets ..................................................... 243

Appendix 6: Table of Significant Level

Appendix 6.1 r Product Moment Table ...................................................... 255

Appendix 6.2 Standard Normal Distribution Table .................................... 256

Appendix 6.3 Liliefors Table ..................................................................... 257

Appendix 6.4 Chi-square Table ................................................................. 258

Appendix 6.5 t-Distribution Table ............................................................. 259

Appendix 7: Photographs ............................................................................. 260

Appendix 8: Permission Letter and Letter of Conducting Research from

School ........................................................................................ 264

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