This research is aimed at improving students' reading comprehension and identifying the classroom situation when collaborative strategic reading is implemented in the teaching and learning process.
1. perpustakaan.uns.ac.id digilib.uns.ac.id IMPROVING STUDENTS’ READING COMPREHENSION USING COLLABORATIVE STRATEGIC READING (CSR) (A Classroom Action Research Study at the Eighth Grade Students of SMP Negeri 1 Ngadirojo in the Academic Year of 2011/2012). Arranged By: ELYYA DWIE PUSPITA K2208075 Thesis Submitted to the Teacher Training and Education Faculty of Sebelas Maret University to Fulfill One of the Requirements for Getting the Undergraduate Degree of Education in English ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2012 commit to user i
2. perpustakaan.uns.ac.id digilib.uns.ac.id PRONOUNCEMENT I write this thesis by myself, entitled “Improving Students‟ Reading Comprehension Using Collaborative Strategic Reading (CSR) (A Classroom Action Research Study at the Eighth Grade Students of SMP Negeri 1 Ngadirojo in the Academic Year of 2011/2012). It is not plagiarism. In this thesis, the others‟ works and opinions have been listed on the bibliography. I will accept the academic punishment, if this pronouncement is proven wrong. Surakarta, July 2012 The Writer commit to user ii
3. perpustakaan.uns.ac.id digilib.uns.ac.id IMPROVING STUDENTS’ READING COMPREHENSION USING COLLABORATIVE STRATEGIC READING (CSR) (A Classroom Action Research Study at the Eighth Grade Students of SMP Negeri 1 Ngadirojo in the Academic Year of 2011/2012). Arranged By: ELYYA DWIE PUSPITA K2208075 Thesis Submitted to the Teacher Training and Education Faculty of Sebelas Maret University to Fulfill One of the Requirements for Getting the Undergraduate Degree of Education in English ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2012 commit to user iii
4. perpustakaan.uns.ac.id digilib.uns.ac.id commit to user iv
5. perpustakaan.uns.ac.id digilib.uns.ac.id commit to user v
6. perpustakaan.uns.ac.id digilib.uns.ac.id MOTTO “Never measure the height of a mountain until you have reached the top, then you will see how low it was.” (Dag Hammarskjold) “Never give up reaching your dream and getting what should be yours.” (The Writer) The more you want to protect someone, you will be more hurt, the more you want to get something; you will be more lost it. If you want to get something, you have to lose the other things. You must lose something t o get something. Just like this, you will achieve your aim. (The Writer) commit to user vi
7. perpustakaan.uns.ac.id digilib.uns.ac.id DEDICATION With deep love, this thesis is dedicated to: My mother, who always prays all the time for her success My dad, who always supports and encourages her, My brother, who always cares about her My dearest soulmate “Ag” commit to user vii
8. perpustakaan.uns.ac.id digilib.uns.ac.id ABSTRACT Elyya Dwie Puspita. IMPROVING STUDENTS’ READING COMPREHENSION USING COLLABORATIVE STRATEGIC READING (CSR) (A Classroom Action Research Study at the Eighth Grade Students of SMP Negeri 1 Ngadirojo in the Academic Year of 2011/2012). A Thesis, Teacher Training and Education Faculty of Sebelas Maret University Surakarta. July 2012. This research is aimed at: (1) finding whether or not Collaborative Strategic Reading (CSR) can improve students‟ reading comprehension, and (2) identifying the classroom situation when Collaborative Strategic Reading (CSR) is implemented in the teaching and learning process. The method used in this research was a collaborative action research with an English teacher (teacher SL). The research was conducted in two cycles at the VIII B grade students of SMP Negeri 1 Ngadirojo from March 16th to May 2nd 2012. There are two kinds of data: qualitative and quantitative data. The qualitative data were collected by using observation, questionnaire, interview, diary, and document. Then, the quantitative data were collected using test (pre-test and post-test). Qualitative data were analyzed using 5 stages suggested by Burns (1999: 157- 159) as follows: assembling the data; coding the data; comparing the data; building interpretation; and reporting the outcomes. The quantitative data were analyzed using descriptive statistics. The research findings show that the use of Collaborative Strategic Reading which consists of strategy: preview, click and clunk, get the gist and wrap up could improve students‟ reading comprehension and classroom situation of English class. The improvement of students‟ reading comprehension includes: (1) Students are able to infer the meaning of certain word (vocabulary); (2) Students are able to identify the main idea of the text; (3) Students are able to find implicit information of the text; (4) Students are able to find the explicit information from the text; (5) Students are able to determine references. Besides, the improvement of students‟ reading comprehension can be seen from the improvement of the mean score of pre-test, first post-test and second post-test, that is 41.08, 53.76, and 72.90. The improvement of classroom situation during teaching learning process occurred include: (1) Almost all students give more attention when teaching learning process conducted; (2) Students‟ behavior change as a whole. They do not do the useless activity during the lesson; (3) Mostly, the students are more active during teaching learning process occur. They are not shy and afraid again to ask if they have difficulty; (4) They are more responsible to do the task the teacher instructed to them. Collaborative Strategic Reading (CSR) can be applied in teaching learning process. Hopefully, by implementing Collaborative Strategic Reading, the students can improve their comprehension in reading the English text. The researcher hopes that what the researcher has done will inspire the English teachers to conduct Collaborative commit StrategictoReading user in their classroom. viii
9. perpustakaan.uns.ac.id digilib.uns.ac.id ABSTRAK Elyya Dwie Puspita. PENINGKATAN PEMAHAMAN MEMBACA SISWA MENGGUNAKAN COLLABORATIVE STRATEGIC READING (CSR) (Penelitian Tindakan Kelas Pada Siswa Kelas Delapan SMP Negeri 1 Ngadirojo Tahun Ajaran 2011/2012). Skripsi, Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta. Juli 2012. Tujuan diadakannya penelitian ini adalah: (1) mendeskripsikan tentang sejauh mana Collaborative Strategic Reading (CSR) dapat meningkatkan kemampuan pemahaman membaca siswa, dan (2) mengidentifikasi keadaan kelas ketika Collaborative Strategic Reading diterapkan pada proses belajar mengajar. Metode yang digunakan pada penelitian ini adalah collaborative action research, yang mana peneliti bekerjasama dengan guru Bahasa Inggris (guru SL). Penelitian ini telah dilaksanakan dengan menggunakan dua siklus pada siswa kelas VIII B SMP Negeri 1 Ngadirojo mulai tanggal 16 Maret hingga tanggal 2 Mei 2012. Dalam penelitian ini, ada dua jenis data: kualitatif dan kuantitatif data. Data kualitatif diperoleh dengan melakukan observasi, memberikan kuesioner, wawancara, diary, dan dokumen. Kemudian, data kuantitatif diperoleh dengan mengadakan tes (pre-tes dan pos-tes). Data kualitatif dianalisis menggunakan 5 tahap analisis dari Burns (1999: 157-159), yaitu sebagai berikut: assembling the data; coding the data; comparing the data; building interpretation; dan reporting the outcomes. Data kuantitatif dianalisis dengan menggunakan descriptive statistics. Hasil penelitian menunjukkan bahwa Collaborative Strategic Reading yang terdiri dari strategi preview, click and clunk, get the gist dan wrap up dapat meningkatkan pemahaman membaca siswa serta memberi dampak perubahan yang lebih baik pada situasi kelas ketika proses belajar mengajar berlangsung. Peningkatan pemahaman membaca siswa meliputi: (1) siswa mampu menentukan makna kata (kosakata); (2) siswa mampu megidentifikasi ide pokok sebuah teks; (2) siswa mampu menemukan informasi tersirat dalam sebuah teks; (3) siswa mampu menemukan informasi tersurat dalam sebuah teks; (4); dan (5) siswa mampu menentukan references dalam teks. Peningkatan pemahaman membaca siswa dapat dilihat dari peningkatan nilai rata- rata pada pre-tes, pos-tes 1, dan post-tes 2, yaitu 41.08, 53.76, dan 72.90. Selain itu, peningkatan juga terlihat dari perubahan yang lebih baik pada situasi kelas ketika proses belajar mengajar berlangsung yang meliputi: (1) hampir seluruh siswa memberikan perhatian yang lebih saat proses belajar mengajar berlangsung; (2) kebiasaan siswa menjadi lebih baik. Mereka tidak lagi melakukan kegitan diluar kegiatan akademik ; (3) siswa lebih aktif selama proses belajar mengajar berlangsung. Mereka tidak lagi merasa malu dan takut untuk bertanya ketika mereka mengalami kesulitan; dan (4) Siswa lebih bertanggung jawab untuk mengerjakan tugas-tugas yang guru perintahkan kepada mereka. commit to user ix
10. perpustakaan.uns.ac.id digilib.uns.ac.id Collaborative Strategic Reading dapat diterapkan pada kegiatan belajar mengajar. Melalui penerapan Collaborative Strategic Reading, diharapkan siswa mampu meningkatkan pemahamannya dalam membaca teks, khususnya teks Bahasa Inggris. Peneliti sangat berharap bahwa apa yang telah dilakukan peneliti mampu menginspirasi guru Bahasa Inggris untuk menggunakan Collaborative Strategic Reading dalam pembelajaran. commit to user x
11. perpustakaan.uns.ac.id digilib.uns.ac.id ACKNOWLEDGEMENT Alhamdulillahirabbil‟alamin. Praise to Allah SWT who has given His blessing to the writer so that she can complete the writing of this thesis. In this occasion, the writer would like to express her deepest gratitude and appreciation to the following: 1. Prof. Dr. rer. nat. Sajidan, M.Si., the Vice Dean of Teacher Training and Education Faculty of Sebelas Maret University, for his approval of this thesis. 2. Dr. Muhammad Rohmadi, M.Hum., the Head of the Art and Language Education, and Endang Setyaningsih, S.Pd. M.Hum, the Head of English Department of Teacher Training and Education Faculty, for their advice and their approval of this thesis. 3. Dr. Sujoko M.A. as the first consultant and Dewi Sri Wahyuni, M.Pd. as the second consultant for the patience in providing carefull guidance, helpful correction, indefatigable suggestion and encouragement to the best result of the thesis. 4. Parman, S.Pd., M. Pd. the headmaster of SMP Negeri 1 Ngadirojo for facilitating the writer in collecting the data. 5. Sri Lestariningsih, S.Pd, the English teacher of SMP Negeri 1 Ngadirojo who has helped the writer to do the research. 6. The VIII B students of SMP Negeri 1 Ngadirojo who have participated well during the research. 7. The writer‟s beloved family ”Bp. Suyanto, Ibu Siti Hamidah, Mas Eko Fitrianto” for their supports, caring, prayer, and helps. 8. The writer‟s dearest niece “Azkia Zahra”, for showing her how to be patient 9. The writer‟s soulmate who has given the greatest motivation for her to finish the writing of this thesis and his patience to accept many kinds of evaluation from her. 10. Someone who has initial RMP for all your goodness in helping me during these four years. commit to user xi
12. perpustakaan.uns.ac.id digilib.uns.ac.id 11. The writer‟s beloved friends Rista, Titik, Riska, Pipit, Tiwik for the unforgettable moments. 10. The writer‟s friends in English Department of year 2008 for their never ending friendship. The writer realizes that this thesis is still far from being perfect. She hopes and accepts every comment and suggestion. Hopefully, this thesis will be useful for the readers. Surakarta, July 2012 The Writer commit to user xii
13. perpustakaan.uns.ac.id digilib.uns.ac.id TABLE OF CONTENTS TITLE ................................................................................................................................... i PRONOUNCEMENT........................................................................................................... ii SUBMISSION....................................................................................................................... iii THE APPROVAL OF THE CONSULTANTS..................................................................... iv THE APPROVAL OF THE EXAMINERS.......................................................................... v MOTTO................................................................................................................................. vi DEDICATION....................................................................................................................... vii ABSTRACT.......................................................................................................................... viii ABSTRAK............................................................................................................................. ix ACKNOWLEDGEMENT..................................................................................................... xi TABLE OF CONTENTS...................................................................................................... xiii LIST OF TABLES................................................................................................................. xvi LIST OF FIGURES............................................................................................................... xviii LIST OF APPENDICES....................................................................................................... xix CHAPTER I INTRODUCTION....................................................................................... 1 A. Backgroud of the Study........................................................................ 1 B. Problem Statements.............................................................................. 6 C. The Objectives of the Study................................................................. 6 D. The Benefits of the Study..................................................................... 6 CHAPTER II LITERATURE REVIEW............................................................................... 8 A. Review on Reading Comprehension...................................................... 8 1. The Nature of Reading..................................................................... 8 2. The Purpose of Reading................................................................... 9 3. Models of Reading........................................................................... 10 4. The Nature of Reading Comprehension........................................... 11 5. The Levels of Reading Comprehension........................................... 12 6. Skills in Reading Comprehension.................................................... 13 7. The Strategies for Reading Comprehension.................................... 15 commit 8. Factor Influencing to user Comprehension Ability..................................... 15 xiii
14. perpustakaan.uns.ac.id digilib.uns.ac.id 9. The Causes of Difficulty in Comprehension.................................... 17 10. Teaching Reading............................................................................ 19 B. Review on Collaborative Strategic Reading (CSR)................................ 20 1. The Nature of Collaborative Strategic Reading (CSR)..................... 20 2. Strategies of Implementing CSR....................................................... 21 3. Process of Implementing CSR........................................................... 26 4. The Role of the Students in CSR....................................................... 26 5. The Role of the Teacher in CSR........................................................ 27 6. The role of the Materials in CSR....................................................... 27 C. Collaborative Strategic Reading (CSR) and Reading Comprehension... 30 D. Advantages and Disadvantages of Collaborative Strategic Reading 31 (CSR)....................................................................................................... E. Rationale.................................................................................................. 33 F. Hypothesis............................................................................................... 36 CHAPTER III RESEARCH METHOD................................................................................ 37 A. Context of the Research......................................................................... 37 1. Place and Time of the Research....................................................... 37 2. Subject of the Research.................................................................... 37 B. Research Method.................................................................................... 37 1. The Nature of Action Research........................................................ 37 2. The Features of Action Research..................................................... 38 3. The Models of Action Research....................................................... 39 4. Techniques of Collecting the Data................................................... 42 5. Techniques of Analyzing the Data................................................... 43 CHAPTER IV RESEARCH FINDING AND DISCUSSION.............................................. 46 A. Introduction............................................................................................ 46 1. Students‟ Reading Comprehension.................................................. 47 2. Reading Classroom Situation........................................................... 48 3. The Causes of Reading Comprehension Problems............... 48 B. Research Implementation....................................................................... 52 commit to user 1. Cycle 1............................................................................................... 53 xiv
15. perpustakaan.uns.ac.id digilib.uns.ac.id a. Identifying the Problems............................................................. 53 b. Planning the Action..................................................................... 54 c. Implementing the Action............................................................. 57 d. Observing the Action................................................................... 65 e. Reflecting the Action................................................................... 75 f. Revising the Plan......................................................................... 80 2. Cycle 2............................................................................................... 81 a. Identifying the Problems............................................................. 81 b. Planning the Action..................................................................... 82 c. Implementing the Action............................................................. 86 d. Observing the Action................................................................... 96 e. Reflecting the Action................................................................... 107 C. Research Findings and Discussion......................................................... 117 1. Research 117 Findings.............................................................................. 2. Research 121 Discussion.......................................................................... a. The Improvement of Students‟ Reading Comprehension........... 121 b. The Improvement of Classroom Situation................................... 123 CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION............................... 128 A. Conclusion............................................................................................... 128 B. Implication............................................................................................... 130 C. Suggestion............................................................................................... 131 BIBLIOGRAPHY................................................................................................................. 132 APPENDICES....................................................................................................................... 135 commit to user xv
16. perpustakaan.uns.ac.id digilib.uns.ac.id LIST OF TABLES Table 3.1 : The Schedule of the Research...................................................... 37 Table 4.1 : The Result of Previous Condition................................................ 47 Table 4.2 : The Result of Pre-Test Score....................................................... 47 Table 4.3 : The Result of Pre-Test Viewed from Students‟ Reading 48 Comprehension............................................................................ Table 4.4 : The Overview of the Implementation of the Research................ 52 Table 4.5 : Pre-Test Score.............................................................................. 75 Table 4.6 : Post Test Score of Cycle 1........................................................... 75 Table 4.7 : Pre-Test Score Viewed from Students‟ Reading 76 Comprehension............................................................................ Table 4.8 : Post-Test Score of Cycle 1 Viewed from Students‟ Reading 76 Comprehension........................................................................... Table 4.9 The Improvement of Students‟ Mean Score From Pre-Test to 77 Post-Test 1 Viewed from Students‟ Reading Comprehension............................................................................ Table 4.10 : The Changes of Class Situation Before and After Action 79 Research in Cycle 1...................................................................... Table 4.11 : Unsolved Problems in Cycle 1 Viewed from Students‟ Reading 81 Comprehension and the Proposed Solutions................................ Table 4.12 : Unsolved Problems in Cycle 1 Viewed from Classroom 82 Situations and the Proposed Solutions......................................... Table 4.13 : Post Test Score of Cycle 1........................................................... 108 Table 4.14 : Post Test Score of Cycle 2........................................................... 108 Table 4.15 Post Test Score of Cycle 1 Viewed from Students‟ Reading 109 Comprehension............................................................................ Table 4.16 : Post Test Score of Cycle 2 Viewed from Students‟ Reading 109 Comprehension............................................................................ Table 4.17 The Improvement of Students‟ Mean Score From Post-Test 1 110 to Post-Test commit to user from Students‟ Reading 2 Viewed xvi
17. perpustakaan.uns.ac.id digilib.uns.ac.id Comprehension............................................................................ Table 4.18 : The Changes of Class Situation Before and After Action 115 Research in Cycle 2...................................................................... Table 4.19 : The Research Findings................................................................. 118 Table 4.20 : The Improvement of Students‟ Score.......................................... 120 commit to user xvii
18. perpustakaan.uns.ac.id digilib.uns.ac.id LIST OF FIGURES Figure 2.1 : Procedure of CSR...................................................... 25 Figure 2.2 : The Sample of Cue Sheet.......................................... 28 Figure 2.3 : The Sample of CSR Learning Log............................ 29 Figure 3.1 : An Illustration of Action Research Spiral................. 39 commit to user xviii
19. perpustakaan.uns.ac.id digilib.uns.ac.id LIST OF APPENDICES Appendix 1 : Research Schedule................................... 135 Appendix 2 : List of Students‟ Names................................ 136 Appendix 3 : Pre Research Observation................................................................ 137 Appendix 4 : Result of Questionnaires and Transcript of Interview (Pre- 140 Research)......................................................................................... Appendix 5 : Syllabus of Reading for VIII Grade of Junior High School............ 164 Appendix 6 : Lesson Plan of Cycle 1 and Cycle 2................................................ 169 Appendix 7 : Field Notes of Cycle 1 and Cycle 2................................................. 238 Appendix 8 : The Researcher Diary of Action Research.................................... 290 Appendix 9 : Result of Questionnaires and Transcript of Interview (After 306 Research)......................................................................................... Appendix10 : Blueprints of Reading Comprehension and Reading Test 326 Instruments of Pre-test, Post-Test 1, and Post-Test 2................... Appendix 11 : List of Students‟ Reading Score...................................................... 343 Appendix 12 : Students Reading Score for Each Indicator of Pre-Test, Post-Test 344 1, and Post-Test 2............................................................................. Appendix 13 : Cue Leader Sheet and Students‟ Clunk Card................................... 347 Appendix 14 : Photographs..................................................................................... 349 Appendix 15 : The Result of Students‟ Group Work in Students‟ CSR Learning 353 Log in the End of Cycle 1 and in the End of Cycle 2............................................................................................... Appendix 16 : Legalization..................................................................................... 371 commit to user xix
20. perpustakaan.uns.ac.id digilib.uns.ac.id CHAPTER 1 INTRODUCTION A. Background of the Study There are four skills that the students of senior and junior high school in Indonesia have to learn. There are listening, speaking, reading and writing. Reading is regarded as a decoding skill that is, interpreting codes in to ideas. Wallace (1992: 4) states that reading is interpreting which means reacting to a written text as a piece of communication; in other words, we assume that reading is interpretative part of written communication. Written communication indicates both a writer and a reader. A writer puts his ideas onto the page and the reader tries to understand the author‟s meaning and thinks about what he has read. According to Bond and Wagner (1963: 5) reading is a process through which the reader tries to share an author‟s point of view, idea, and experiences in order to communicate with the author. From reading, the reader can get clear and vivid meaning from written material only to the extent that the reader has clear and vivid concepts to associate with the written symbols. The fact is reading becomes a significant skill considering the need of understanding English written texts. The national curriculum supports this view by concerning reading as the most primary portions in national examination of junior high school. It is in lines with Permendiknas No. 78 year 2008 about the standard competence of national examination for junior high school is containing reading as the main core tested. The Standar Kompetensi (SK) and Kompetensi Dasar (KD) of English for eighth grade students of junior high school in the second semester, in reading, are as follows: Standar Kompetensi (SK) 11. Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar. commit to user 1
21. perpustakaan.uns.ac.id 2 digilib.uns.ac.id Kompetensi Dasar (KD): 11.1 Membaca nyaring bermakna teks fungsional dan esei pendek pendek sederhana berbentuk recount dan narrative dengan ucapan , tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar. 11.2 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancer dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbetuk recount dan narrative. 11.3 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar. From SK and KD above, it can be assumed that ideally in reading the students should be able to: (1) infer meaning of words; (2) identify the main idea of the text; (3) find the implicit information of the text; (4) find the explicit information of the text, and (5) determine the reference. Unfortunately, the fact the researcher found after doing the pre–research activity which cover pre-observation, interview, pre-test, and questionnaire, the ideal competence that the students should have in reading as mentioned above cannot be reached by most of the students in SMP Negeri 1 Ngadirojo. After analyzing the results of pre- research, the researcher identified the problems during reading activity conducted in the class into two categories. The first category deals with the students‟ reading comprehension problems. The problems that the researcher found were: (1) students had difficulty in inferring meaning of certain words in the text; (2) students had difficulty in identifying the main idea of the text; (3) students had difficulty in finding the implicit information of the text; (4) students had difficulty in finding the explicit information of the text, and (5) students had difficulty in determining the reference. Furthermore, the fact that the low of students‟ reading comprehension is also identified from their pre- test scores which mostly unsatisfying. After being analyzed has been got that the students‟ mean score of pre-test was 41.08. This mean score is considered is still low since the English standards score (KKM Bahasa Inggris) in that school was 70. The second category deals with the problems of class situation during commit toThey teaching and learning process conducted. user are as follows: (1) Low attention
22. perpustakaan.uns.ac.id 3 digilib.uns.ac.id of the students during reading lesson when teaching learning process conducted; (2) Almost of the students did non-academic activities rather than academic activities. They preferred spending their time for useless activities such as, chatting with their friend, daydreaming, or doing other lessons‟ homework in English class; (3) Most of the students were passive during teaching learning process. They did not want to ask to the teacher when they had difficulty. They tended to be silent and just gave little response during teaching learning process occurred. Moreover, they did not produce any question dealing with teacher‟s explanation when the teacher invited them to do so. The result was when they were asked to do the reading assignments related to teacher‟ explanations before it, they could not do it well; (4) Most of the students were lazy to fulfill the reading assignment the teacher instructed. They just tended to copy their friends‟ work. When analyzing two problems mentioned above, the researcher found that those problems are caused by some sources. The cause of those problems could be categorized into three aspects. They are viewed from students‟ aspects, teacher‟s aspects and teaching material aspect. From the students‟ aspect, the causes are the students had low motivation to read English text, and most of the students were passive. From the teacher‟s aspect, the cause is teaching technique used by the teacher was so monotonous. The teacher had never taught the students by different methods and techniques in his instructional process. She used only students‟ worksheet to teach reading. Based on the pre-observation, it showed that in teaching learning process, the teacher taught the students by activity as follows: first, she asked the students to read aloud the text, one student one paragraph. Second, the teacher and the students tried to translate the text one paragraph by one paragraph together. Third, the teacher analyzed the generic structure of the text. Fourth, the teacher asked the students to answer the questions below the text individually for school assignment and students‟ homework. Those activities were applied in every meeting of reading class. Therefore, the monotonous teaching commit to user
23. perpustakaan.uns.ac.id 4 digilib.uns.ac.id and learning activity made the students were not interested and get bored during reading class. From the teaching material aspect, the cause is teaching material used in every meeting is monotonous. It can be said that there is the lack of variation in teaching material used. Teacher used only students‟ exercise book (LKS) to teach reading in every meeting. It made the students get bored and did not have interest during teaching and learning process. Based on the identified problems that the students had in reading, it is very important to find the solution to solve the student‟s problem in order to improve their comprehension in reading the text. For solving the problem, the researcher proposes the use of Collaborative Strategic Reading (CSR), especially to increase the ability of the students‟ comprehension in reading the text. As stated by Kligner and Vaughn (2000: 75) that CSR is a classroom technique developed to take advantage of the potentials of collaboration for language development in the classrooms that students of various reading and achievement levels work in small cooperative groups to assist one another in applying the four reading strategies, that are Preview, Click & Clunk, Get the Gist and Wrap Up to facilitate their comprehension of reading content-area text. Therefore, with Collaborative Strategic Reading (CSR), the students are asked to applied the four reading strategies, namely preview, click and clunk, get the gist and wrap up strategy collaboratively. By the use of the four reading strategies in Collaborative Strategic Reading (CSR) can solve the identified problems related to students‟ reading comprehension. In preview strategy, students recall what they already know about the topic and predict what the passage might be about. So, it will allow the students to generate interest and activate their background knowledge in order to predict what they will learn and engage them in active reading from the onset. Furthermore, it will help students to find the general information of the text they will read. In click and clunk strategy, students monitor their reading comprehension by identifying clunks or difficult words, concepts and ideas in the passage, and using fix-up strategies when the commit to not text does usermake sense. For this reason, it is
24. perpustakaan.uns.ac.id 5 digilib.uns.ac.id expected that students‟ problem relate to their difficulty in inferring the meaning of certain word in the text and determining references in the text could be overcame by using fix up strategies through click and clunk strategy. In get the gist strategy, students restate the most important information about the person, place, or things in a paragraph or section of the text to confirm their understanding of the information. Therefore, by using this strategy is expected that students‟ problems relate to their difficulty in identifying the main idea of the text will be able to overcome. In wrap-up strategy, students learn to wrap up by formulating WH questions along with its answers and reviewing the most important ideas of the text to make a summary about what they have learned when reading the text. So, by using this strategy is expected that students‟ problem relate to their difficulty in finding the explicit and implicit information of the text can be solved. Furthermore, cooperative learning concept in CSR also will make the students more active, communicative, and confident. It happens because all students will be involved in classroom learning. Students who will never speak up in the class will be given the opportunity to speak up, at least sharing the ideas among the members of group, giving feedback, and reporting their group discussion result to the class. Even, the use of explicit comprehension instruction concept when applying the four reading strategies of CSR also enable the students become more paid full attention during teaching learning process conducted. In addition, meaningful task has been assigned to all group members will enable the students to reduce useless activity they did during teaching learning process and make them spending greater time to engage in their academic behavior. Moreover, they will be more responsible and confidence to do the task that the teacher instructed to them either the task based on their own job description or their group task that they have to finish it on time. From the benefits of Collaborative Strategic Reading (CSR) above, it can be seen that the use of Collaborative Strategic Reading (CSR) will able to solve the identified problems which cover the students„reading comprehension commit to user
25. perpustakaan.uns.ac.id 6 digilib.uns.ac.id problems and classroom situation problems during reading activity conducted in the class. B. Problems Statement The study only focuses on a certain problem. Therefore, the problem is formulated as follows: 1. Does the use of Collaborative Strategic Reading (CSR) improve students‟ reading comprehension at the eighth grade students of SMP Negeri 1 Ngadirojo? 2. If Yes, What happens to the class situation when Collaborative Strategic Reading (CSR) is implemented in the reading class at the eighth grade students of SMP Negeri 1 Ngadirojo in the 2011/ 2012 Academic Year? C. The Objectives of the Study Based on the background of the study and the problem statement above, the objectives of the study are as follows: 1. To find whether the use of Collaborative Strategic Reading (CSR) improve students‟ reading comprehension. 2. To identify what happens to the class situation when Collaborative Strategic Reading (CSR) is implemented in reading class in improving students‟ reading comprehension. D. The Benefits of the Study From this study is expected that this study will contribute some significant progresses in teaching reading. The result of the research will be beneficial to: 1. The Researcher For the researcher, this study can bring a better understanding of improving students‟ reading comprehension and contributes a useful experience related to how to improve students‟ reading comprehension using Collaborative Strategic Reading. commit to user
26. perpustakaan.uns.ac.id 7 digilib.uns.ac.id 2. Students a. Students get experiences by using Collaborative Strategic Reading in learning reading class. Moreover, this strategy also improves the students‟ motivation. b. Collaborative Strategic Reading (CSR) can improve students‟ reading comprehension, increase their vocabulary, enhance their cooperative skills, and enrich their content-area learning. c. Collaborative Strategic Reading (CSR) could be helpful for students‟ to improve their reading comprehension. 3. Teachers a. It gives input for the teacher in formulating a suitable procedure for teaching reading. b. Teacher can see how effective teaching and learning English can improve by using Collaborative Strategic Reading. c. The English teacher can use Collaborative Strategic Reading in teaching reading in order that students are interested and are not bored in the teaching and learning process. 4. Other Researchers The result of the study will probably be used as the references for those who want to conduct the same type of research in an English teaching process, especially in improving the students‟ reading comprehension. 5. Schools For Teachers Training and Education Faculty, it is expected that the result of this study can be a medium and provide contribution to explore one of the language skills in teaching English. commit to user
27. perpustakaan.uns.ac.id digilib.uns.ac.id CHAPTER II LITERATURE REVIEW A. Review on Reading Comprehension 1. The Nature of Reading There are many definitions of reading proposed by some experts. The first definition is proposed by Aebersold and Field (1997: 15). They say that reading is what happens when people look at the text and assign meaning to the written symbols in that text. According to Wallace (1992: 4) reading is interpreting which means reacting to a written text as a piece of communication. In other words, we assume some communicative intents on the writer‟s part in which the reader has some purposes in attempting to understand. Bond and Wagner (1963: 5) define reading is a process through which the reader tries to share an author‟s point of view, idea, and experiences in order to communicate with the author. From reading, the reader can get clear and vivid meaning from written material only to the extent that the reader has clear and vivid concepts to associate with the written symbols. Another definition of reading is proposed by Grellet (1981: 3). He defines reading as understanding a written text by extracting the required information from it as efficiently possible. According to National Capital Language Resource Center (NCLRC) by Catharine Keatley and Deborah Kennedy (2003), reading is defined as interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is. De Boer and Dalman (1964: 17) state: Reading is a much more complex process. We know that effective reading involves all of the higher mental process. It involves recall, reasoning, commit toapplying, evaluation, imagining, organizing, user and problem solving. Good 8
28. perpustakaan.uns.ac.id 9 digilib.uns.ac.id reading requires good thinking...We shall think of reading as an activity which involves the comprehension and interpretation of ideas symbolized by written or printed language. Furthermore, Urguhart (1998: 15) states that reading is a process of receiving and interpreting information encoded in language via the medium of print. From the definitions above, it can be concluded that reading is a complex process that goes on between the reader and the text (the text present letters, words, sentence and paragraph that encode meaning) in order to understand a written text including receiving and interpreting information that the reader tries to share an author‟s point of view, idea, and experiences by using the readers‟ knowledge, skills, and strategies in order to communicate with him. 2. The Purpose of Reading Reading is a variant skill in which there are different types of reading skills that corresponds to the many different purposes we have for reading. Rivers and Temperley in Nunan (1989: 33) suggest that second language learners will want to read for the following purposes: a. To obtain information for some purpose or because we are curious about some topic. b. To obtain instruction on how to perform some task for the work or daily life. c. To act in a play, play a game, do a puzzle d. To keep in touch with friends by correspondence or to understand business letter. e. To know where or when something will take place or what is available f. To know what is happening or has happened. g. For enjoyment or excitement. commit to user
29. perpustakaan.uns.ac.id 10 digilib.uns.ac.id Supporting to the ideas above, Wallace (1996: 6-7) classifies the purpose of reading based on the personal reasons as follows: a. Reading for survival Reading for survival is reading a text that is very crucial for life, for example a warning signs, an admonition sign, an instruction sign, etc. Survival reading serves immediate needs or wishes. b. Reading for learning It is expected to be exclusively school-related. Reading is intended to support learning. The readers needs to translate the text literally or metaphorically, to learn vocabulary, to identify useful structure or collocations, to use a text as a model for writing and practicing pronunciation, for example one reads a text loudly, then analyzes it and makes the same kind of the text. c. Reading for pleasure Reading for pleasure is reading to get happiness. The reader wants to enjoy the sound, and rhythm or rhyme of the text. The text being read is written originally to offer enjoyment. 3. Models of Reading According to Aebersold and Field (1997: 18), there are three main models of how reading occurs: a. Bottom- Up Model It argues that the reader constructs the text from the smallest units (letter to words to phrases to sentences, etc) and that the process of constructing the text from those small units becomes so automatic that readers are not aware of how it operates. Decoding is an earlier term for this process. b. Top-Down Model It argues that readers bring a great deal of knowledge, expectation, assumption, and questions to the text and given a basic understanding of commit the vocabulary, they continue to to useras long as the text confirms their read
30. perpustakaan.uns.ac.id 11 digilib.uns.ac.id expectations. The top-down school of reading theory argues that readers fit the text into knowledge (cultural, syntactic, linguistic, and historical) they already posses, then back when new or unexpected information appears. c. The Interactive Model Most researchers currently argue that both top-down and bottom-up processes are occurring, either alternately or at the same time. This model describe a process that moves both bottom-up and top-down, depending on the type of text as well as on the reader‟s background knowledge, language proficiency level, motivation, strategy use, and culturally shaped beliefs about the reading. 4. The Nature of Reading Comprehension Comprehension is the mind act or power of understanding (Hornby, 1987:174). Therefore reading comprehension means understanding what has been read. It is an active process that depends not only on comprehension skill, but also on reader‟s experiences and prior knowledge In line with Hornby, Grellet (1998: 182) states that reading comprehension means understanding a written text to extract the required information from it as efficiently as possible. Grellet emphasize the importance of obtaining the required information in reading. According to Howell, et al. (1993:82) reading comprehension is the act of combining information in a passage with prior knowledge in order to construct meaning. So, there is an interaction between the reader and writer. Reading comprehension can be defined as a thinking process through which readers become aware of an idea, understand it is terms of their experiential background, and interpret it in relation to their own needs and purposes (Kennedy, 1981:192). While Adam (in Howell, Fox, Morehead, 1993: 182) states that reading comprehension is an active process through which the reader uses code, context analysis, prior knowledge, vocabulary, and language, along with executive-control strategies, to understand the text. commit to user
31. perpustakaan.uns.ac.id 12 digilib.uns.ac.id In line with some definitions above, Aebersold and Field (2000: 15) also argue that the processes of comprehending in which involves decoding the writer‟s words and then using background knowledge to construct an approximate understanding of the writer‟s message. Furthermore, they state that the process of comprehending a text is not so exact since reading is a personal activity. It means that reading comprehension differs from one reader to another reader. From the ideas above, it can be concluded that reading comprehension is a thinking process of comprehending a text or passage in which the reader uses code, context analysis, prior knowledge, vocabulary, language, and executive-control strategies to construct meaning what has been read in order to understand the writer‟s message in a written text in relation to extracting the required information from it as efficiently as possible based on the reader‟s needs and purpose. There are many aspects of reading comprehension. In this research, the researcher limits the aspect of reading comprehension as follows: (1) reading to infer the meaning of words; (2) reading to identify the main idea of the text; (3) reading to find the implicit information of the text; (4) reading to find the explicit information of the text, and (5) reading to determine the references. 5. The Levels of Reading Comprehension Crawford (2000: 38) states that there are three different levels of thinking applied to reading comprehension, namely literal, inferential, and critical comprehension. First, literal comprehension refers to noting and relating details, looking for context clues, identifying text patterns, and development. At this level, teachers can ask some questions such as distinguishing relevant from irrelevant points, using clues to understand meanings of words, finding the fact, finding the general information, and guessing the meaning of unfamiliar words. commit to user
32. perpustakaan.uns.ac.id 13 digilib.uns.ac.id Inferential comprehension refers to drawing conclusions and predicting outcome based on information in the text, e.g. guessing motivation of a character in a text using the dialogue or description; generalizing ideas presented in the text, identifying the main idea, identifying the title, the type, the generic structure, the purpose of the text, and getting the implicit information. Critical comprehension refers to distinguishing facts from opinions and evaluating tone, implications, and propaganda tools, e.g. questioning claims made by the author, analyzing, evaluating, expressing opinions about ideas in the text, interpreting the meaning based on the context, and making judgment The writer concerns on the all levels of reading comprehension because the reading comprehension itself is a complex process that should be undergone by the students from the beginning until the end. 6. Skills in Reading Comprehension According to Deboer and Dalman (1964: 134), there are several skills that make up the ability to comprehend what is read. According to the reader‟s purpose, the skills are: a. Reading to find the main idea b. Reading to select significant details c. Reading to answer the question d. Reading to summarize and organize e. Reading to arrive at generalizations f. Reading to follow directions g. Reading to predict outcomes h. Reading to evaluate critically i. Reading graph, tables, charts, and maps. Brown (2004: 187-188) also states that aside from attending to genres of text, the skills and strategies for accomplishing reading emerge as a crucial consideration in the assessmentcommit to user of reading ability. The micro- and macro skills
33. perpustakaan.uns.ac.id 14 digilib.uns.ac.id below represent the spectrum of possibilities for objectives in the assessment of reading comprehension. a. Micro Skills of Reading Comprehension There are seven micro skills in reading comprehension as follows: 1) Discriminate among the distinctive graphemes and orthographic patterns of English. 2) Retain chunks of language of different lengths in short-term memory. 3) Process writing at an efficient rate of speed to suit the purpose. 4) Recognize a core of words, and interpret word order patterns and their significance. 5) Recognize grammatical word classes (nouns, verbs, etc.), systems (e.g., tense, agreement, pluralization), patterns, rules, and elliptical forms. 6) Recognize that a particular meaning may be expressed in different grammatical forms. 7) Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses. b. Macro Skills of Reading Comprehension Macro skills also have seven ways in reading comprehension. They are: 1) Recognize the rhetorical forms of written discourse and their significance for interpretation. 2) Recognize the communicative functions of written texts, according to form and purpose. 3) Infer context that is not explicit by using background knowledge. 4) From described events, ideas, etc., infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification. 5) Distinguish between literal and implied meanings. 6) Detect culturally specific references and interpret them in a context of the appropriate cultural schemata. commit to user
34. perpustakaan.uns.ac.id 15 digilib.uns.ac.id 7) Develop and use a battery of reading strategies, such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of texts. 7. The Strategies for Reading Comprehension Brown (2004: 188-189) mentions some principles strategies for reading comprehension as follow: a. Identify your purpose in reading a text. b. Apply spelling rules and conventions for bottom-up decoding. c. Use lexical analysis (prefixes, roots, suffixes, etc.) to determine meaning. d. Guess at meaning (of words, idioms, etc.) when you are not certain. e. Skim the text for the gist and for main ideas. f. Scan the text for specific information (names, dates, key words). g. Use silent reading techniques for rapid processing. h. Use marginal notes, outlines, charts, or semantic maps for understanding and retaining information. i. Distinguish between literal and implied meanings. j. Capitalize on discourse markers to process relationships 8. Factor Influencing Comprehension Ability Reading comprehension is not an easy process. It requires a number of basic abilities. There are some factors that influence the development of comprehension. Dawson and Bamman (1967: 220-223) state that they are five factors which influence that comprehension ability. They are intelligence, experience, and mechanics of reading, interest span, and skills of comprehending. a. Intelligence Students have different intelligence, so it will be possible for them to produce different comprehension. commit to user
35. perpustakaan.uns.ac.id 16 digilib.uns.ac.id b. Experience Students will limited experience may have difficulty in comprehending many of the ideas and activities with which other students are familiar before they come to school. c. Mechanics of reading Comprehension will be easier for the students if they have all mastered the skills of word meaning, and if they have learned to handle material books properly. Obviously, there must be a fine balance somewhat in each student between careful attention to word attack skills and to comprehension skills. d. Interest and Interest span It is truism what we are respond quickly to what we read are interested in the topic or at least familiar with it. The interest span is related to personality factors; a disturbed student who has encountered many unfortunate experiences at home or in the school may be unable to preserve when required for comprehending reading passages. e. Skill of comprehending Another obvious factor, which influences the amount of comprehension, is the skill, which the students have developed for that purpose. Like all reading skills, the ability to comprehend what we read develops gradually from the simple to the complex skills Related to comprehension skills, Burn et al. (1984:151) formulated that the basic comprehension units in reading are words, sentence, paragraph, and whole selection. a. Comprehending word-meaning Probably the most basic of all comprehension abilities is associating the correct meaning of word with its printed symbol. Word meaning is so essential to word-recognition and so interrelated with word recognition. It is also true that the student comprehends the printed page only to the degree that he understands the specific meaning of essential word used by the author. commit to user
36. perpustakaan.uns.ac.id 17 digilib.uns.ac.id b. Comprehending Thought Units The core of efficient meaningful reading is having sufficiently rapid word-recognition techniques to enable the reader to assemble words into thinking units, coupled with skills in locating and using those units in rapid, thoughtful reading. It should be stressed that the development of reading by through units not only increases the speed of reading but also produces more adequate comprehension of the material read. c. Comprehending Sentence Sense Sentence sense includes the student‟s appreciation of the unity of sentence. The students must be taught to sense the relationship between its parts, and to sense the parts in sentences of unusual order. The form of exercises that proves useful is to have the student locate in sentences within material he is reading those parts that tell who, did what, when, why, and so forth. d. Comprehending Paragraph The basic element of paragraph comprehension is taught by giving specific attention to the meaning and organization of paragraph. The student should able to identify various types of paragraphs in the material he is reading, and then he should be able to identify the topic sentences. It can help him to understand the meaning of the paragraph. e. Understanding Total Selection Sensing the meaning of a total selection is a basic comprehension ability that depends upon discerning the interrelationship among the paragraph and also the interrelationship among the various sections of larger presentation. Detecting the difference between well-organized and poorly organized factual or narrative presentation teaches understanding of the total selection. 9. The Causes of Difficulty in Comprehension De Boer and Dalman (1964: 132) illustrate the causes of difficulties in comprehension as follows: commit to user
37. perpustakaan.uns.ac.id 18 digilib.uns.ac.id a. Limited Intelligence There is a substantial correlation between intelligence and reading ability. The level of intelligence will show the ability to comprehend a text. A person who has lower or lowest intelligence level faces difficulties in reading with comprehension. b. Undesirable Physical Factor Physical Factors relate to both reader and surrounding including facilities and material of reading. The condition of reader, physically undesirable will cause difficulties in reading comprehension .For example: Noisy surrounding, inadequate lighting and high or low temperatures may block the ability to comprehend the content of the text. c. Overemphasis on word recognition In reading, it is not suggested to overemphasize on word recognition. It is not wise to see a reading text word by word in order to find overall meaning. Reader should not know the meaning of each word perfectly and exactly. Recognizing the context of object being read is much more important in reading comprehension due to the constructing meaning. d. Insufficient background for reading a selection Another frequent cause of poor comprehension is lack of experience background essential to the understanding of what is being read. The understanding about the text types also will becomes a background for reading selection. If a reader have known or at least recognizes a certain text type, he will be easy to construct the meaning of a text which type is the same as what he knows. e. Failure to adjust reading technique to type of reading material A reader should be able to change his technique in reading when he read another text which has different genre. For example: when he read a story of folk tale, firstly he has to know that the text type or the genre of the folk tale is narrative so that he should read the text in chronological order by finding the plot of the story. But, when he turns into a text talking about commit the description of animal for to user example, he also has to change his technique
38. perpustakaan.uns.ac.id 19 digilib.uns.ac.id of reading into a description genre. He cannot use narrative technique again. If he does not change his technique of reading, he cannot comprehend the text very well. 10. Teaching Reading Reading is one of receptive skill as the basic communicative skills, but is a very complex process. One way of facilitating a reader‟s interaction with a text and providing orientation to context and content is through various kinds of text-related tasks. The idea that there are three main types of reading activity, those which precede presentation of the text, those with accompany it, and those which follow item, is now a common feature of discourse about reading. Wallace (1992: 86) mentions that there are three stages in reading activities in the classroom as described below: a. Pre- Reading activities Some pre-reading activities simply consist of question to which the reader required to find the answer from the text. Traditionally this type of question followed the text and was designed to test comprehension, but in more recent material questions often precede the text and function as scanning task that is the learner reads the text quickly in order to find specific information related to the question. b. While-reading activities Generally the purpose of while-reading activities is to encourage learners to be flexible, active, and reflective readers. Flexibility is encouraged by inviting the reader to read in ways which are perceived to be appropriate to the type of the text being presented. Many while reading tasks with the aim of encouraging active and reflective reading attempt to promote the kind of dialogue between reader and writer. commit to user
39. perpustakaan.uns.ac.id 20 digilib.uns.ac.id c. Post-reading activities Usually, the kind of post-reading activity consists of questions which follow a text. B. Review on Collaborative Strategic Reading (CSR) 1. The Nature of Collaborative Strategic Reading (CSR) According to Bremer, Vaughn, et al. (2002: 1) CSR is a reading comprehension practice that combines two instructional elements: (a) modified reciprocal teaching (Palincsar & Brown, 1984), and (b) cooperative learning (Johnson & Johnson, 1987) or student pairing. Supporting to the Bremer, Vaughn, et al. ideas, Abidin, Z,M.J and Riswanto (2012: 194) also state that CSR is the comprehension strategy which combine modification of Reciprocal Teaching (RT) (Palincsar & Brown, 1984) and Cooperative Learning (CL) strategy (Johnson & Johnson, 1987) that the concept of this strategy is engaging students to work in small cooperative groups (3-5) and apply four reading strategies: Preview, Click & Clunk, Get the Gist and Wrap Up. Furthermore, Klingner, et al. (2004: 292) state that Collaborative Strategic Reading (CSR) was a learning strategy designed to facilitate reading comprehension for students with reading, learning, and behavior problems included in general education classrooms that it is built on the foundation of reciprocal teaching (Palincsar & Brown, 1984) and many of the features as associated with effective instruction (e.g., collaborative group work, interactive dialogue, procedural strategies). Moreover, Kligner and Vaughn (2000: 75) also state that CSR is a classroom technique developed to take advantage of the potentials of collaboration for language development in content class-rooms that students of various reading and achievement levels work in small, cooperative groups to assist one another in applying four reading strategies Preview, Click & commit to user
40. perpustakaan.uns.ac.id 21 digilib.uns.ac.id Clunk, Get the Gist and Wrap Up to facilitate their comprehension of reading content-area text. Based on the explanation above, it can be assumed that CSR is a reading comprehension strategy which engages students of various reading and achievement levels work in small group cooperatively in applying the four reading strategies which include Preview, Click & Clunk, Get the Gist and Wrap Up to facilitate reading comprehension for students with reading, learning, and behavior problems included in general education classrooms. 2. Strategies of Implementing CSR According to Abidin, M.J.Z and Riswanto (2012: 194), there are four comprehension strategies in Collaborative Strategic Reading (CSR), they are as follows: a. Strategy 1: Preview Teacher asks students to preview the entire passage before they read each section. The goals of previewing are (a) for students to learn as much about the passage as they can in a brief period of time (2-3 minutes), (b) to activate their background knowledge about the topic, and (c) to help them make predictions about what they will learn. Previewing serves to motivate students‟ interest in the topic and to engage them in active reading from the onset. Teacher introduces previewing to student by asking them whether they have ever been to the movie and seen previews. Teacher prompts students to tell her what they learn from previews by asking questions like the following: Do you learn who is going to be in the movie? Do you learn during what historical period the movie will take place? Do you learn whether or not you might like the movie? Do you have questions about what more you would like to know about the movie? commit to user
41. perpustakaan.uns.ac.id 22 digilib.uns.ac.id When students preview before reading, they should look at headings; words that are bolded or underlined; and pictures, tables, graphs; and other key information to help them do two things: (a) brainstorm what they know about the topic and (b) predict what they will learn about topic. Just as in watching a movie preview, students are provided with minimal time to generate their ideas and discuss their background knowledge and predictions. b. Strategy 2: Click and clunk Students click and clunk while reading each section of the passage. The goal of clicking and clunking is to each student to monitor their reading comprehension and to identify when they have breakdowns in understanding. Click refers to portions of the text that make sense to the reader: “Click, click,click”-comprehension click into place as the reader proceeds smoothly through the text. When a student comes to a word, concept, or idea that does not make sense, “Clunk”- comprehension breaks down. For example, when students do not know the meaning of a word, it is a clunk. Many students with reading and learning problems fail to monitor their understanding when they read. Clicking and clunking is designed to teach students to pay attention to when they understand – or failing to understand – what they are reading or what is being read to them. The teacher asks, “Is everything clicking? Who has clucks about the section we just read?” Students know that they will be asked this question and are alert to identify clunks during reading. After students identify clunks the class uses “fix-up” strategies to figure out the clunks. The fix-up strategies as follows: Reread sentence without the word. Think about what information that is provided that would help you understand the meaning of word. Reread sentence with the clunk and the sentences before or after the clunk looking for clues commit to user Look for a prefix or suffix in the word
42. perpustakaan.uns.ac.id 23 digilib.uns.ac.id Break the word apart and look for smaller words you know. In addition, there is a modification in using fix up strategies to figure out the clunks. This fix up strategy was different from the original one mentioned above. The modification of fix up strategies as follows: Zohreh Ziyaeemehr (2012: 39) states that strategies to figure out the clunk are rereading the sentences with the clunk and look for key ideas to help you figure out the unknown word, and rereading the sentences before and after the clunk looking for clues. Meanwhile, Klingner, J.K and Vaughn, S (1999: 286) state that one of strategies to figure out the clunk are asking for help to others and use a picture. Considering the ideas above, the writer modified the use of fix up strategies to figure out the clunk by (a) discussing with other group members and understand the clunk, (b) guessing the clunk from the picture, (c) rereading the sentences with the clunk and look for key ideas to help you figure out the unknown word, and (d) rereading the sentences before and after the clunk looking for clues. c. Strategy 3: Get the gist Students learn to “get the gist” by identifying the most important idea in a section of text usual a paragraph. The goal of getting the gist is to teach students to re-start in their own words the most important point as a way of making sure they have understood what they have read. This strategy can improve students‟ understanding and memory of what they have learned. When teacher teaches students to “get the gist” prompt them to identify the most important person, place, or thing in the paragraph they have just read. Then ask them to tell the teacher in their own words the most important idea about the person, place, or thing. Teacher teaches students to provide the gist in as few words as possible while conveying the most meaning, leaving out details. commit to user
43. perpustakaan.uns.ac.id 24 digilib.uns.ac.id d. Strategy 4: Wrap up Students learn to wrap up by formulating questions and answers about what they have learned and by reviewing key ideas. The goals are to improve students‟ knowledge, understanding, and memory of what was read. Students generate questions that ask about important information in the passage they have just read. The best way to teach wrap up is to tell students to use the following question starter to begin their questions: who, what, when, where, why, and how. It is also a good idea to tell students to pretend they are teachers and to think of question cannot be answered, that might mean it is not a good question and needs to be clarified. Teacher teaches students to ask some questions about information that is stated explicitly in the passage and other questions that require an answer not right or implicitly in the passage,” but you‟re heard.” Teacher encourages students to ask questions that involve higher-level thinking skills, rather than literal recall. To facilitate students‟ ability to generate higher-level questions, teacher may provide question stems, such as the following. How were___and___the same? Different/ What do you think would happen if___? What do you think caused___to happen? What other solution can you think of for the problem of___? What might have prevented the problem of___from happening? What are the strengths (or weaknesses) of___? To review, students write down the most important ideas they learned from the day‟s reading assignment in their CSR Learning Logs. Then, they take turns sharing what they learned with the class. Many students can share their best idea in a short period of time. It also provides students‟ opportunities to hear the other ideas and questions about the passage. Furthermore, it will provide the teacher about some valuable commit to user information related to each student‟s level of understanding
44. perpustakaan.uns.ac.id 25 digilib.uns.ac.id Before Reading During Reading Preview 1. Brainstorm Click and Clunk What do we already know 1. Were there any parts that were about the topic? hard to understand (clunks)? 2. Predict 2. How can we fix the clunks? Use fix-up strategies. What do we think we will learn about the topic when a. Reread the sentence and look we read the passage? for key ideas to help you understand the word. b. Reread the sentence with the After reading clunk and the sentences before Wrap Up or after the clunk looking for clues. a. Ask questions: c. Look for a prefix or suffix in What questions would check whether we the word. understand the most d. Break the word apart and look important information in the for smaller words. passage and what are the answers to those questions. b. Review What did we learn? Get the Gist a. What is the most important person, place, or thing? b. What is the most important idea about the person, place, or thing? Figure 2.1 Procedures of CSR commit to user
45. perpustakaan.uns.ac.id 26 digilib.uns.ac.id 3. Process of Implementing CSR According to Bremer, Vaughn, et al. (2002: 4), the basic steps to apply CSR in a cooperative learning group are as follows: a. Step 1: Whole class introduction. The teacher introduces the topic, teaches key vocabulary, and provides the instructions such as pages to read, amount of time for lesson, and activity when done with CSR b. Step 2: Cooperative group activity during preview, click and clunk, get the gist, and wrap up strategy. Each group member plays an assigned role and fills out a CSR learning log during those activities c. Step 3: Whole class wrap up strategy. A teacher discusses the day‟s reading passage with the whole class by reviewing clunks, sharing some of their groups‟ questions, answering questions, or sharing some review ideas. 4. The Role of the Students in CSR As stated by Klingner, J.K and Vaughn, S (1998: 35) that students are important aspect of CSR because cooperative learning seems to work best when all group members have been assigned a meaningful task. Roles should rotate on a regular basis so that students can experience a variety of roles and so that everyone takes a turn being the leader. Students can perform more than one role at a time, if necessary possible role include the following: a. Leader This student leads the group in the implementation of CSR by saying what to read next and what strategy to apply next. The leader asks the teacher for assistance, if necessary. b. Clunk expert This student‟s uses clunk card to remind the group of the steps to follow when trying figure out a difficult word or concept. commit to user
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