Cindy Maharani , 2201413090 (2019) THE USE OF COLLABORATIVE STRATEGIC READING TO IMPROVE STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT A Case of the Eight-Grade Students of SMPN 32 Semarang in the Academic Year of 2018/2019. Under Graduates thesis, UNNES.

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Abstract

This final project is based on a study which attempts to examine the effectiveness of using Collaborative Strategic Reading strategyfor teaching reading descriptive text. The purpose of the study was to find out whether there is any significant difference in students’ reading comprehension of reading test between those who were taught using Collaborative Strategic Reading strategy and those who were taught using conventional method. This study applied a quasi-experimental design. This research design comprised try-out, pre-test, treatment, and post-test. The students in class VIII C, VIII D and VIII F were chosen to be the participants of the study. Class VIII C was the tryout participant. Meanwhile, class VIII F was chosen to be the control group and class VIII D was chosen to be the experimental group. The control group was taught by using conventional method (Grammar-Translation method) and the experimental group was taught by Collaborative Strategic Reading strategy. The result of the study indicated that the group taught by Collaborative Strategic Reading strategy has better score in the test than the group taught by conventional method. In the pretest, the mean score of the control group was (69.65) and the experimental group was (70.65). The mean of post-test of experimental group (83.70) was higher than control group (76.55). Moreover, the t-test calculation presented that there was a significant difference level sig (-2 tailed) 0.012. Since sig value is lower than ∝ = 0.05 (p value<0.05) it can be concluded that there is significant difference from both of groups, control and experimental groups in post-test. Furthermore, null hypothesis (Ho) was rejected and alternative hypothesis (H1) was accepted. In conclusion, it indicated that there were significant differences between control and experimental groups in the post-test. Moreover, from the observation result, there were only some students in the experimental group who taught using Collaborative Strategic Reading strategy got difficulties in comprehending reading descriptive text. Meanwhile, many students in the control group who taught using conventional method (Grammar-Translation method) got difficulties and most students were not interested in the learning process. It can be concluded that Collaborative Strategic Reading strategy can improve the students’ ability in comprehending reading descriptive text, also can be a helpful strategy for summarizing ideas from students about topic given and it can encourages students to be critical and think by using the steps given

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