THE EFFECT OF USING COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ READING COMPREHENSION

The objective of this study was to find out The Effect of Using Collaborative Strategic Reading (CSR) on Students’ Reading Comprehension On Narrative Texts’at the Nine grade students’ of SMP Swasta Harvard Martubung. The sample of this study was the Nine grade students’ of SMP Swasta Harvard Martubung. They were class IXA as the experimental class and class IXB as the control class. Each class consisted of 25 students, with 9 male students and 16 female students. The method used in this study was a quantitative method. The instruments of this study were tests. For sampling technique, the writer used purposive sampling. In addition, to the calculation of the data, the writer used SPSS 20 for calculation of this study. The result of the study was that post-test mean score of control class was 77,12, while post-test mean score of experimental class was 84,96. It means that the effect of treatment was strong. Based on the result of quantitative data, CSR Strategy had helped the students in four things; to make easier students’ reading comprehension, toincrease students’ curiosity of the content of passage, to increase students’ ability in using one of higher order of thinking skill (connecting), and to enrich students’ vocabulary. In short, it means that the use of CSR strategy had significant effect to the students’ reading comprehension.


INTRODUCTION
Language is an important part of culture in human life. Language is used for human communication. Through language, people can express their thoughts, ideas, opinions, experiences and other important things because language is an interpretation of what we want to convey to others.
English is one of the languages in this world. In this global area, English is much needed because it is used universally both in the world of technology, education, economics, politics, culture, and various other fields. In view of these conditions, the Indonesian government has regulated English as the mandatory subject in Education .
In learning English, there are four skills that students must learn, namely, listening, speaking, reading and writing. All of these skills must be practiced by students and cannot be separated from each other. However, it cannot be denied that English is still an important problem for Indonesian students. As proof, until now most students from junior high school level to university experience difficulties in all these skills. One of the language skills that is very important to learn is reading.
Reading is a very complex process and is one of the subjects studied in learning English. According to Nunan (2003: 68), reading is the process of the reader combining information from the text and their own background knowledge to construct meaning. It means reading is learned to get information to increase their knowledge. The process of reading is not only to say words but also the process to find out the meaning of words and to get information from what is read. The reader must find the meaning of the problem text written by the author. The main point that supports the reading process is reading comprehension.
Reading skills are more focused on reading comprehension, because the ability to understand reading material (text) is the main goal to be achieved in learning to read.
Reading comprehension is the ability to process text, understand the purpose of the text that has been read. Without good reading skills, students cannot understand the learning process and the material being taught. Most students have difficulty understanding the text read. So students cannot answer the teachers' questions about the contents of the text. This makes them passive in class. Teacher must help students to solve this problem by motivating them to read and understand the text given.
In this case, teachers must be able to implement appropriate and effective reading strategies that can encourage students to play an active role in the classroom. The teaching and learning process must involve not only teachers and students, but also students and students. Therefore, teachers must use certain good strategies that support them in achieving skills including reading skills. Teachers must teach students the material using a good strategy and arrange the teaching-learning process as well as possible. Thus, the teaching and learning process not only runs well but also makes students adept at reading skills.
This problem also happened when the writer conducted Teaching Practice Most of the students SMP Swasta Harvard Grade IX were unable to answer teacher's questions about the content of the text because they did not comprehend the text. They were passive when the teacher teach in the class and it made them bored. The fact shows that teaching reading not give a satisfied result.
Considering to conditions above, it is necessary to provide a teaching strategy that help students to take actively in the classroom activity in order to increase the students comprehension. In this case, the writer proposes Collaborative Strategic Reading (CSR) as a strategy in reading comprehension in the class. The writer chooses this strategy because Collaborative Strategic Reading (CSR) is a good cooperative learning strategy that can help the students to solve their problems in reading comprehension. In this learning strategy, students will study by a small group. CSR also motivates the students to work together with their friends.
CSR is an excellent teaching technique for teaching students reading comprehension and building vocabulary and also working together cooperatively Klinger et.al, 1998). This strategy is a way to help students in comprehend a text. In CSR, the students are working in groups and they are taught to achieve their prior knowledge, to make prediction, to monitor their comprehension difficulties, to clarify information, to restate important ideas based on the text, to summarize the text, and to form approriate questions about the text. The group work is organized around cooperative learning principles in which every student in a group assigned a responsibility for the task.
From that explanation above, the writer wants to conduct a research of the using of CSR in teaching learning process in the class. The writer believes that, by using CSR in teaching learning process the students can comprehend the text easier. Based on the above, the writer would like to conduct a research entitled '' The Effect of Using Collaborative Strategic Reading on the Students' Reading Comprehension ". Reading is one important things for students to learn at school and also an important skill to support learning process. There are many definitions of Reading presented by the experts. However, there must not be the worthiest sense. One of the definitions is implied by Grebe and Stuller (2002:9) defined, Reading is the ability to draw meaning from the printed page and interpret the information appropriately. According Hittlemen as quoted by Dallmann et al (1982:23) argue that "Reading is a verbal process interrelated with thinking and with all other communication abilities-listening, speaking, and writing. Specifically, reading is the process of reconstructing from the printed patterns on the page the ideas and information intended by the author."

Aspects of Reading
Dallmann et all (1982:25) said that some of the aspects of reading which deserve both specific attention in isolated learning situations and, at the other times, more balanced attention in a more normal reading situation, here are:

Word Recognition
The point of view that reading is chiefly skill in recognizing words continues to enjoy support in respectable and influential quarters.

Comprehension
Comprehension is an absolute necessity in reading. The effective reader needs to have learned the code used in written communication so that he can translate the written symbols into sound or meaningful language sequences.

Reflection
Gray as quoted by Dallmann et al (1982:26) reflection includes reaction and fusion.
By reaction he refers to the reaction of the reader to what he has read.

The Purposes of Reading
Harmer (2001) in Ali (2012:48) states that there are five reading purposes: 1. To identify the topic Good readers are able to receive the topic of a written text very quickly. By the supporting of their prior knowledge, they can get an idea. This ability allows them to process the text more efficiently.

To predict and guess
Readers sometimes guess in order to try to understand what written text is talked about. Sometimes they look forward; try to predict what is coming and sometimes make assumptions or guess the context from the initial glance.

Reading for detail information
Some readers read to understand everything they are reading in detail this is usually case with written instructions or description procedures.

Reading for specific information
Sometimes readers want specific details to get much information. They only concentrate when the particular item that they are interested in them come up they will ignore the other information of a text until it comes to the specific item that they are looking for. We can call this activity as scanning process.

Reading for general understanding
Good readers are able to take in a steam of discourse and understand the gist of text, without worrying too much about the detail. It means that they do not often look for every word, analyzing everything on the text. We can called this activity is skimming process.

Reading Process
The model reading process can be divided into three categories: bottom-up models, top-down models, and interactive models.

Bottom-up Model
Eskey (1986) in Simanjuntak (1988) notes that, the bottom-up model defines reading as a precise process involving exact, detailed, sequence perceptions and identification of letters, words, spelling patterns and larger language units. This model assumes that a reader proceeds by moving his eyes from left to right across the page, first taking in letters, combining these to form words, then combining the words to form the phrases, clauses, and sentences of the text. Within a bottom-up approach to reading, the most typical classroom focus is on what we call intensive reading. Intensive reading involves a short reading passage followed by textbook activities to develop comprehension and/or a particular skill.

Top-Down Models
The reader uses background knowledge, makes prediction, and searches the text to confirm or reject the predictions that are made. This focuses on meaning generating activities rather than on mastery of word cognition. Goodman to construct an approximate understanding of the writer's message. According to Grabe and stoller (2002:14), reading comprehension is the most basic purposes for reading, underlying and supporting most other purposes for reading. Based on some opinions above, we can conclude that reading comprehension is about understanding written text and as an ability or capacity for comprehending reading material to gain some information from the reading text.

1) The literal level
This level involves literal comprehension, interpretating the author's in a given sentence in a way that has meaning to us, but without considering and weighing the implications of any interoretation we may have. Literal comprehension involves word meaing, but it is more than decoding the meanings of individual words one at a time.
Here the reader finds the answer in the text. The reader might be asked to do any of the following:  Identify the main ideas of the paragraph or short story. 2) The Inferential or Interpretative Level The level of inferential comprehension, also called the interpretative level, is the level of comprehending what is implied but not explicitly stated.Here, the reader interprets the information to find answers. The reader might be asked to any of the following:  Predict endings and anticipate consequences.

Reading Comprehension for Junior High School
Students Reading comprehension for junior high school students is not easy. Students at junior high school still have limit of vocabulary. They are very difficult to find the meaning or information of the text in comprehending. Because reading comprehension is the process of simultaneously extracting and constructing the meaning through the interaction and involvement by written language (Snow 2002:11).
The students are expected to have the skills of language in simple English. So, the master of reading is very important. In junior high school there are some materials used in reading comprehension : 1) Descriptive text A text is to describe and classify information. Informative report usually talk to tell about person, place and thing.
2) Procedural text A procedural text is used to tell someone how to do or make something. This type of the text in many forms, such as instruction manual and recipes.
3) Report text Report text is a text which present information about something, as it is.
It is a result of systematic observation and analyses. 4) Narrative text Narrative text has a social purpose to entertain the reader through a real experience or imagination. 5) Recount text Recount text is the text that telling the reader about one story, action, or activity.

Narrative Text
Narrative text is a type of text in English to tell a story that has a series of chronological events that are interconnected. The purpose of this text is to entertain the reader about a story or story.
The Characteristics of Narrative Text : • Use Action Verb in the form of Past Tenses.
• Use certain nouns as people pronouns.
• Using Adjectives that make up Noun Phrase.
• Use Conjunction to sort events.
Narrative text can be imaginary or factual. Here is an example genre of Narrative Collaborative Strategic Reading is an excellent technique for teaching students reading comprehension and building vocabulary and also working together cooperatively (Klinger, 1998:32). This technique is a way to help second language learners engage with difficult text and use the key reading strategies to improve comprehension. CSR is a reading comprehension practice that combines two instructional elements: (a) modified reciprocal teaching and (b) cooperative learning or students pairing. CSR was adapted from reciprocal teaching, an instructional activity that involves a dialogue between teacher and students. In reciprocal teaching, teacher and students take turns assuming an instructional role in leading this dialogue (Palincsar 1986). Reciprocal teaching includes four components: previewing text to obtain a sense of what will be learned when fully immersed in reading, generating questions for one about what the text is attempting to convey, clarifying unclear information, and summarizing main points.
Students work through these four strategies in groups of 10-12. In addition to instructional strategies adapted from reciprocal teaching, CSR includes strategies such as cooperative learning, brainstorming, and student review of what has been learned from reading. CSR systematic set of procedures is designed to help students with diverse abilities acquire and practice comprehension strategies for use with informational text. CSR uses a mix of whole class instruction (instruction that entails presenting curricula to an entire class at once) and small cooperative learning groups, so that a teacher can work with an entire class at the same time.
CSR and the professional development provided to classroom teachers in conjunction with it are designed to increase teachers' knowledge of reading comprehension and, consequently, affect teacher practice in the classroom. It uses explicit strategy instruction to teach metacognitive and self-monitoring skills that are expected to lead to improved reading comprehension. In theory, such knowledge should help students recognize whether they understand the information they read and take corrective steps when they do not. The intervention developers theorize that teacher and student use of CSR results in improved student reading comprehension, which in turn increases reading achievement.
Because CSR involves changes to teachers' instructional practices, it can be used with a wide variety of curricula, regardless of subject matter.
Principally, the goals of CSR are to improve reading comprehension and increase conceptual learning in ways that maximize students' involvement. Developed to enhance reading comprehension skills for students with learning disabilities and students at risk for reading difficulties, CSR has also yielded positive outcomes for average and high average achieving students.

Teaching the strategies of Collaborative Strategic Reading (CSR)
Students learn four strategies as part of CSR Plan for Strategic Reading: Preview, Click and Clunk, Get the Gist, and Wrap Up . Preview is used only before reading the entire text for that lesson, and Wrap Up is used only after readreading the entire text for the lesson.
The other two strategies,Click and Clunk and Get the Gist, are used many times while reading the text, after each paragraph or two. In the following sections we provide an overview of how to teach each of the strategies:

1) Preview
Preview is a strategy to active students' prior knowledge, to facilitate their predictions about what they will read. Students preview the entire passage before

2) Click and Clunk
Click and Clunk is a strategy that teaches students to monitor their comprehension of the text. The goal of clicking and clunking is to teach students to monitor their reading comprehension and to identify when they have breakdowns in understanding.When students understand the information, it ''click'', when it does not make sense For example, when students do not know the meaning of a word, it is ''clunks''.

3) Get the gist
Get the gist is a strategy to help students identify main ideas during reading. Students learn to "get the gist" by identifying the most important idea in a section of text (usually a paragraph). One way to identify the main idea is to answer the following The best way to teach wrap up is to tell students to use the following question starters to begin their questions: who, what, when, where, why and how (the 5 W and H).

Cooperative Learning Group or Student Pairing
One students have learned the four strategies (preview, click, and clunk, get the gist, and wrap up) and have developed proficiency applying them in teacher-led activities, they are ready to apply CSR in their peer-led cooperative learning groups. Some teachers find it easier to hace students work in pairs, and that has also proven to be a successful practice.

Students' Roles and Teachers' Role in CSR
In applying Collaborative Strategic Reading (CSR) in the class, students' role and teacher's role are important. Each roles in CSR will explain as follows:

Students' Roles
Roles are an important aspects of CSR because cooperative learninh seems to work best when all group members have been assigned a meaningful task. Roles should

The teacher's role
Once you have taught the strategies and procedures to students and they have begun working in theircooperative learning groups, your role is to circulate among the groups and provide ongoing assistance.You can help by actively listening to students' conversations and if necessary clarifying difficult words,modeling strategy usage, encouraging students to participate, and modeling a helpful attitude. It is expectedthat students will need assistance learning to work in cooperative groups, implementing the strategies, andmastering academic content.

The Goals of Collaborrative Strategy Reading (CSR)
There are some purposes of Collaborative Strategic Reading (CSR). According to Abidin (2012:194), "The goals of CSR are to improve reading comprehension and increase conceptual learning in ways that maximize students' involvement. It means that Collaborative Strategic Reading (CSR) is design to maximize students' engangement and help all students to be successful in improving their reading comprehension.
Moreover, the goals of Collaborative Strategic Reading (CSR) are to improve reading comprehension and increase conceptual learning in ways that maximize students' involvement. Developed to enhance reading comprehension skills for students at risk for reading difficulties, motivate the students to interest in reading, help the student that has limited vocabulary. CSR has also yielded positive outcomes for average and high average achieving students (Klingner & Vaughn, 1996; Klingner, Vaughn, & Schumm, in press).
Abidin describes that there some advantages of Collaborative Strategic Reading (CSR), they are: promoting student and academic achievement, increasing students retention, enhancing the students satisfaction with their learning experience, helping students develop skills in oral communication, developing students social skills, promoting students self-esteem, helping to promote positive race relation In addition, the purpose of Collaborative Strategic Reading (CSR) is to facilitate the students to improve their reading comprehension by 22 working in group and to better understand the material in their reading assignments.

The Hypothesis
The hypothesis in the research consists of two types they are, null hypothesis (Ho) and alternative hypothesis (Ha).
Ho : there is no significant effect of Collaborative Strategic Reading (CSR) on the students' achievement in reading comprehension.
Ha : there is significant effect of Collaborative Strategic Reading (CSR) on the students' achievement in reading comprehension.

Research Design
The research design of this study was an experimental research. There are two variables in this study, namely Collaborative Strategic Reading (CSR) as the independent variable and students' reading comprehension as the dependent variable. In collected data, two randomized group were namely experimental group and control group. The design is applied in order to compare the data that are gained from the both of groups. The experimental group is the group that is taught by using Collaborative Strategic Reading (CSR), while the control group is taught by using Conventional Method.

Population and Sample
The research had the population all of students on the grade nine of SMP SWASTA HARVARD Martubung. The grade nine of SMP SWASTA HARVARD Martubung consisted of 2 classes in 25 students in class IXA and 25 students in class IXB and they were become the sample of the research. The purposive sampling is used by the researcher in a sample. So, all the students in grade eleven were 50 students.

Sample
A sample is a group who represents the whole individuals in population (Arikunto, 2010:174). There are two parallel classes of the students grade IX namely IXA and IXB with the totally of the students 30. The sample is a part of population those the object of research.
The sample referred to a delegation from the population in the research. The delegation was using to present the whole population. In this research, the writer took the sample by using purposive sampling. The sample was taken to select the students' who had similar English proficiency level.

The Procedure of Data
One of the most important activities in doing the research is how to collect the data.
To collect the data, a researcher must have an approviate research instrument because it has an important role in determining the quality in research. In this research the writer was used the test (pre-test and post-test) that is made by the research. The test consist of 30 items multiple choice from some of narrative texts. The testwas constructed by drawing on the reading comprehension level test namely literal level (15 items) and interpretative level (15 items).

Pre-test
The pre-test is administrated before the treatment. Both of the experimental group and control groupwere given the same test. Student answered the items of reading comprehension. There are 30 items of reading comprehension test that is designed by the researcher from the resources of the book or internet.

Treatment
In order to find the effect of Using Collaborative Strategic Reading (CSR) the sample is treated in different ways. The experimental group will be taught by using Collaborative Strategic Reading (CSR) and the control group by using Conventional Method.The teacher taught the experimental group and control group by the following procedures.

Post-Test
After the treatment, post test was givento the sample. The test items in the post-test are exactly the same as those in the pre-test. It is intended to know the mean scores of experimental and control group.

Research Instrument
To collect the data, the writer usedtest as the instrument to obtain the data. These data was collected by giving 30 items multiple choices to both of experimental group and control group in pre-test and post-test. The technique of collecting data has an important role in conducting any kinds of research in order that the result of the study is valid. The timewas given for doing the test is 60 minutes. The writer hopes the students was used the time effectively to finish the test.

Reliability and Validity of Instruments
In this research, it is necessary to determine whether the instrument is valid and reliable. Validity is the accuracy of an instrument in measure what you want to be measured.
To test the instruments used, the researchers used SPSSprogram 20. To get the same data and to determine whether an item is suitable for use or not. In determining the whether an items is suitable or not, a valid significantly with the total score. The SPSS testing technique is often used to test validity using Bivariant Pearson correlation formula will use in this research.
Pearson Moment Products formula: = Is the product of total amount of variable x and the total amount of variable y. N = Is the number of data pairs X and Y. ∑Χ = Is the total of variable X.

∑Y
= Is the total of variable Y. ∑ 2 = Is acquired a total amount of variable X. ∑ 2 = Is acquired a total amount of variable Y.
"Reliability refers to the degree to which a measuring procedure gives consistent results'', Ross (2005:41). A reliable instrument means that instrument used several times to measure the same object. There are several Reliability testing methods include, Flana formulas, Cronbachs Alpha, formula KR method (Kuder-Richardson) -20, KR -21, and Anova Hoyt method.The researcher used the method for Cronbach's Alpha. This method is very suitable for used in the dichotomy score (0 and 1) and produce a calculation that is equivalent. KR-20 Method and Anova Hoyt. If the result is not true or incorrect the measure of instruments can be categorized as reliable if the showed constants measurements result.
The measurement and results of instrument is proven.
KR 20 Formulas: n = Sample size for the test. p = Proportion of people passing the item. q = Proportion of people falling the item.

Technique of Data Collection
The data collected from the students' test result. The form of the test is reading passage about narrative, Especially Fairy tale. The data wascollected in some steps.Firstly, the students were directed to read the passage about fairy tale text.That passage is used in pre test and post test. Pre-test was givento the control class and experimental class are taught treatment of Collaborative Strategic Reading (CSR) strategy,while the students in control class are taught conventional way. Then, the post testwasgiven after the treatment to measure some changes of participants in each classes. Both the classes are involved in this test.

Technique of Data Analysis
After the data was collectedfrom the post-test, the researcher analyzed the data with the T-test formulation. Before analyzing the data using the T-test formulation, the writer wastestthe normally and homogeneity test. In analyzing the data, this following formula of T-test: T test Formula: t = Total score. = The mean of experimental group. = The mean of control group.

Data
The data were obtained from the result of study directed to the two classes separately.
In this research, the sample was divided into groups, namely experimental group and control group. Pre-test was administrated to both of groups. Treatment by using CSR was only given to the experimental group. Post-test was given to the both of groups. The two groups were given in the same test.

The Score of Students' Pre-Test and Post-Test in Control Class
The control class in this study was students from Class IXA of SMP Swasta Harvard . This class consisted of 25students, 9 were male students and 16 were female students. The pre-test was given to students of experimental class in multiple choices. It was administered to know their reading comprehension ability of narrative text specifically legend text. The pre-test mean score was 64.92. The lowest score was 52 while the highest score was .
After pre-test was conducted, the writer taught the class using conventional way.
After that the post-test was conducted. The mean score of students was increased to 77.12 .
The lowest score in post-test was 72 while the highest score was 88. The finding showed that the students' post-test score were higher than students' pre-test score. It means that the increasing score between pre-test and post-test was quite significant. The following table shows the students' scores for both tests, pre-test and post-test.

Discussions
Based on research finding, it was found that the students who were taught using Collaborative Strategic Reading (CSR) had increased their ability in reading comprehension.
The result of the pre-test before Collaborative Strategic Reading (CSR) was used; the ability of students' comprehension was lower. After Collaborative Strategic Reading (CSR) was used, students' to the text reading comprehension was better. After getting treatment and Post-test was conducted, it was found that there was significance difference between the experimental class and control class where the Post-test score of the experimental class higher. It could be seen from the mean score of pre-test and post-test, The mean score of pretest in control class was 65,92 and in post-test was 77,12 while the mean score of pre-test in Collaborative Reading Strategy (CSR)helped the students to realize the need for both information in the text and information from their own background knowledge.Collaborative Reading Strategy (CSR)was used in the process of teaching reading. The Strategy made students interested in reading lesson. And then students were easier to comprehend English text using narrative text.
Based on the analysis of the data and the testing of hypotheses, the result of calculation by SPSS version 20 stated that the null hypotheses H0was rejected and the alternative hypotheses Ha wasaccepted. It showed that the use of Collaborative Reading Strategy (CSR)in teaching narrative text effective for the students' reading comprehension.

Conclusion
After analyzing and interpreting the data statiscally, the writer found that

Suggestion
The result of the research showed that Collaborative Strategic Reading (CSR) had positive effect for the students' reading comprehension. There are three the following suggestion are offered: 1. English teacher should use the Collaborative Strategy Reading (CSR) in teaching students' reading comprehension.

Students should improve their reading comprehension with Collaborative Strategic
Reading (CSR).

The result of this research should be useful for researchers who apply Collaborative
Strategic Reading (CSR) as the application of learning to develop students' abilities in reading comprehension or other subject.