Bahasa
Halaman
Hukum
THE USE OF COLLABORATIVE STRATEGIC READING TO
ENHANCE STUDENTS’ READING COMPREHENSION
(A Study on the 7th Grade Students of SMPIT Ar-Risalah Cariu in Academic Year
2020/2021)
A “Skripsi”
Presented to the Faculty of Educational Sciences in a Partial Fulfilment of the
Requirements for the Degree of S.Pd. (Strata One) in the Department of English
Education
By
Widya Husniati
11160140000085
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2021
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ii
ENDORSEMENT SHEET
iii
STATEMENT OF THE AUTHENTICITY
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ABSTRACT
Widya Husniati (11160140000085). The Use of Collaborative Strategic
Reading to Enhance Students’ Reading Comprehension (A Classroom Action
Research Design at Seventh Grade of SMPIT Ar-Risalah Cariu Academic
Year 2020/2021). A “Skripsi” of Department of English Education, Faculty of
Educational Sciences, State Islamic University Syarif Hidayatullah Jakata, 2021.
Advisor I : Drs. Syauki, M.Pd.
Advisor II : Drs. Nasifuddin Jalil, M.Ag.
Keyword : Reading Comprehension, Collaborative Strategic Reading.
This research aimed to improve student’s reading comprehension of English
texts through Collaborative Strategic Reading. The subjects of this research were
students of class VIIB SMPIT Ar-Risalah which consists of 25 students. This
research used classroom action research which consisted of two cycles, each cycle
consisting of 4 phases, and they are; planning, action, observation, and reflection.
This research indicates that implementing Collaborative Strategic Reading makes
students more enthusiastic about the learning process, and this can also improve
students’ reading comprehension of English texts. In addition, the interaction and
participation of students also increased. This can be seen from how students build
communication between their group members. Students were actively involved
during the learning process, and they become braver to ask questions and express
their opinions. The results of the increase were also evidenced by quantitative data,
which showed that in the pre-test score, only 4% of students passed the KKM.
However, in post-test 1, the number of students who passed the KKM increased to
36%, and in post-test 2, the number of students who passed the KKM, as much as
76%. In conclusion, Collaborative Strategic Reading is suitable to enhance
students’ reading comprehension of English texts.
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ABSTRAK
Widya Husniati (11160140000085). The Use of Collaborative Strategic
Reading to Enhance Students’ Reading Comprehension (A Classroom Action
Research Design at Seventh Grade of SMPIT Ar-Risalah Cariu Academic
Year 2020/2021). Skripsi, Jurusan Pendidikan Bahasa Inggris Universitas Islam
Negeri Syarif Hidayatullah Jakarta.
Advisor I : Drs. Syauki, M.Pd.
Advisor II : Drs. Nasifuddin Jalil, M.Ag.
Kata kunci : Pemahaman membaca, Collaborative Strategic Reading.
Penelitian ini bertujuan untuk meningkatkan pemahaman membaca teks
bahasa Inggris siswa melalui Collaborative Strategic Reading. Subyek penelitian
ini adalah siswa kelas VIIB SMPIT Ar-Risalah yang berjumlah 25 siswa. Penelitian
ini menggunakan penelitian tindakan kelas yang terdiri dari dua siklus, setiap siklus
terdiri dari 4 tahap, yaitu; perencanaan, tindakan, observasi, dan refleksi. Penelitian
ini menunjukkan bahwa penerapan Collaborative Strategic Reading membuat siswa
lebih antusias dalam proses pembelajaran, dan hal ini juga dapat meningkatkan
pemahaman membaca siswa terhadap teks bahasa Inggris. Selain itu, interaksi dan
partisipasi siswa juga meningkat. Hal ini terlihat dari bagaimana siswa membangun
komunikasi antar anggota kelompoknya. Siswa terlibat aktif selama proses
pembelajaran, dan mereka menjadi lebih berani untuk bertanya dan
mengungkapkan pendapat mereka. Hasil peningkatan tersebut juga dibuktikan
dengan data kuantitatif yang menunjukkan bahwa pada nilai pre-test, hanya 4%
siswa yang lulus KKM. Namun pada post-test 1 jumlah siswa yang lulus KKM
meningkat menjadi 36%, dan pada post-test 2 jumlah siswa yang lulus KKM
sebanyak 76%. Kesimpulannya, Collaborative Strategic Reading cocok untuk
meningkatkan pemahaman membaca siswa tentang teks bahasa Inggris.
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ACKNOWLEDGEMENT
In the name of Allah, The Most Gracious and The Most Merciful
All praise and gratitude be to Almighty God because with His mercy and
grace, the researcher was able to complete this skripsi. Peace and salutation may be
addressed to the Great Prophet Muhammad (Peace be upon him), to his family and
his companions, who has taken humankind out of darkness and led us to the right
path of Islam.
This research entitled “The Use of Collaborative Strategic Reading to
Enhance Students’ Reading Comprehension (A Classroom Action Research Design
at Seventh Grade of SMPIT Ar-Risalah Cariu Academic Year 2020/2021)” is
presented to the Department of English Education, Faculty of Educational Sciences,
State Islamic University Syarif Hidayatullah Jakarta in partial fulfillment the
requirements for the degree for Bachelor degree "S.Pd.” In the process of writing
this research, the researcher encountered several obstacles and challenges.
However, these obstacles and challenges can be overcome because of the
assistance, guidance, and support from prominent people, including lecturers,
family, friends, and school institutions.
Likewise, the researcher would like to express her deepest gratitude to her
research advisors, Drs. Syauki, M.Pd, and Drs. Nasifuddin Jalil, M.Ag, for their
kindness, willingness, patience, advice, guidance, and knowledge during the
process of completing this undergraduate research study. Besides, the researcher
also expresses sincere gratitude to:
1. Dr. Sururin, M. Ag., as the Dean of Faculty of Educational Sciences.
2. Didin Nuruddin Hidayat, Ph.D., as the Head of Department of English
Education.
3. Zaharil Anasy, M. Hum., the Secretary of Department of English Education.
4. All lecturers in the Department of English Education for the knowledge,
motivations, advices, and supports during pursuing my degree at English
Education Department.
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5. Ahmad Sajili, S.Pd., as the Headmaster of SMPIT Ar-Risalah who had
given permission to conduct the research and welcomed her respectfully.
6. Ika Adiliani, S.Pd., as the English teacher at the seventh grade of SMPIT
Ar-Risalah for her contribution, guidance and feedback during conducting
the research.
7. The students of VIIB class of SMPIT Ar-Risalah for their willingness and
effort to be the participants in this research.
8. Her family, Mama, Papa, Kak Fifi, Laili, Alida, for their prays, loves,
beliefs, and supports.
9. Her dearest friend, SHOLEHAKU, Apriyanti Nisa, Cita Purnamaning P,
Mariatul Kibtiah, and Naurah Nazhifah, for their friendship, support,
happiness, motivation, and advice.
10. For all those whose names cannot be mentioned, thank you for giving
support, for the help, and contributions to accomplish this research.
The researcher realizes that this skripsi is still a way from perfect. Therefore
constructive criticism and suggestions are highly expected for improvement. The
researcher hopes this skripsi can be useful not only for the researcher but also for
the readers.
Jakarta, 02 Juli 2021
Widya Husniati
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TABLE OF CONTENT
CHAPTER I ........................................................................................................................ 1
INTRODUCTION .............................................................................................................. 1
A. Background of the Study......................................................................................... 1
B. Identification of the Problem .................................................................................. 4
C. Limitation of the Problem ....................................................................................... 4
D. Formulation of the Study ........................................................................................ 4
E. The Objective of the Study ..................................................................................... 4
F. Significance of the Study ........................................................................................ 4
CHAPTER II ....................................................................................................................... 6
REVIEW OF RELATED LITERATURE .......................................................................... 6
A. Reading ................................................................................................................... 6
1. Definition of Reading ......................................................................................... 6
2. Types of Reading ................................................................................................ 7
3. Purpose of Reading ............................................................................................. 9
4. Models of Reading ............................................................................................ 10
B. Reading Comprehension ....................................................................................... 12
1. Definition of Reading Comprehension ............................................................. 12
2. Levels of Reading Comprehension ................................................................... 13
3. The Process of Reading Comprehension .......................................................... 14
C. Collaborative Strategic Reading (CSR) ................................................................ 16
1. Definition of Collaborative Strategic Reading .................................................. 16
2. The Procedures of Collaborative Strategic Reading ......................................... 17
3. The Roles of Students in Collaborative Strategic Reading ............................... 19
4. The Goals of Collaborative Strategic Reading .................................................. 20
5. Advantages and Disadvantages of Collaborative Strategic Reading ................ 21
D. Previous Related Study ......................................................................................... 22
E. Theoretical Framework ......................................................................................... 23
F. Action Research Hypothesis ................................................................................. 24
CHAPTER III ................................................................................................................... 25
RESEARCH METHODOLOGY ...................................................................................... 25
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A. Place and Time of the Research ............................................................................ 25
B. The Method and Design of the Research .............................................................. 26
1. Planning ............................................................................................................ 27
2. Acting ................................................................................................................ 27
3. Observing .......................................................................................................... 27
4. Reflecting .......................................................................................................... 28
C. The Subject and the Object of the Research ......................................................... 28
1. The Subject of the Research.............................................................................. 28
2. The Object of the Research ............................................................................... 28
D. The Researcher’s and the Teacher’s Role in the Research ................................... 28
E. Research Instrument and Data Collection Technique ........................................... 29
1. Observation Sheet ............................................................................................. 29
2. Interview Guidelines ......................................................................................... 29
3. Questionnaire .................................................................................................... 30
4. Field Note.......................................................................................................... 32
5. Test .................................................................................................................... 32
F. Technique of Data Analysis .................................................................................. 33
G. The Trustworthiness of the Research .................................................................... 35
H. The Criterion of the Action Success ..................................................................... 36
CHAPTER IV ................................................................................................................... 37
RESEARCH FINDING AND DISCUSSION .................................................................. 37
A. Research Finding .................................................................................................. 37
1. Findings of Preliminary Study .......................................................................... 37
2. The Implementation of Classroom Action Research ........................................ 45
3. Finding after Implementing the Classroom Action Research .......................... 57
B. Discussion ............................................................................................................. 71
CHAPTER V .................................................................................................................... 73
CONCLUSION, IMPLICATION, AND SUGGESTION ................................................ 73
A. Conclusion ............................................................................................................ 73
B. Implication ............................................................................................................ 74
C. Suggestion ............................................................................................................. 74
BIBLIOGRAPHY ............................................................................................................. 76
APPENDICES .................................................................................................................. 83
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LIST OF TABLES
Table 3. 1 Schedule Of Classroom Action Research ............................................ 25
Table 3. 2 Specification of Pre – Research Questionnaire .................................... 31
Table 3. 3 Spesification of Post - Research Questionnaire ................................... 31
Table 3. 4 The Likert Scale ................................................................................... 32
Table 4. 1 Students’ Score in Pre-Test .................................................................. 43
Table 4. 2 Students’ Score in Post-Test 1 ............................................................. 65
Table 4. 3 Students’ Score in Post-Test 2 ............................................................. 67
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LIST OF FIGURES
Figure 3. 1 Cyclical AR model based on Kemmis and McTaggart ...................... 27
Figure 4. 1 The Result of Students’ Post-Test 1 ................................................... 67
Figure 4. 2 The Result of Students' Post-Test 2 .................................................... 70
Figure 4. 3 The Comparison Score of Pre-Test, Post-Test 1, and Post-Test 2...... 70
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LIST OF APPENDICES
Appendix 1a The guidelines of the Teacher’s Interview before CAR .............. 84
Appendix 1b The Result of the English Teacher’s Interview before CAR ....... 86
Appendix 2a The guidelines of the Teacher’s Interview after CAR................. 92
Appendix 2b The Result of the English Teacher’s Interview after CAR.......... 94
Appendix 3a Questionnaire for Students before CAR ...................................... 98
Appendix 3b The Result of Students’ Questionnaire before CAR ................. 100
Appendix 4a Questionnaire for Students after CAR ....................................... 102
Appendix 4b The Result of Questionnaire after CAR .................................... 105
Appendix 5 The Instrument and the Answer Key of Pre-Test ...................... 107
Appendix 6 The Instrument and the Answer Key of Post-Test 1 ................. 113
Appendix 7 The Instrument and the Answer Key of Post-Test 2 ................. 119
Appendix 8 Blue Print of Test ....................................................................... 126
Appendix 9a Kisi-kisi Pre-Test ....................................................................... 128
Appendix 9b Kisi-kisi Post-Test 1 .................................................................. 129
Appendix 9c Kisi-kisi Post-Test 2 .................................................................. 130
Appendix 10 Teacher’s Field Note of Cycle 1 ................................................ 131
Appendix 11 Teacher’s Field Note of Cycle 2 ................................................ 132
Appendix 12a Lesson Plan for Cycle 1 (Meeting 1) ......................................... 133
Appendix 12b Lesson Plan for Cycle 1 (Meeting 2) ......................................... 138
Appendix 12c Lesson Plan for Cycle 1 (Meeting 3) ......................................... 145
Appendix 13a Lesson Plan for Cycle 2 (Meeting 1) ......................................... 150
Appendix 13b Lesson Plan for Cycle 2 (Meeting 2) ......................................... 156
Appendix 13c Lesson Plan for Cycle 2 (Meeting 3) ......................................... 162
Appendix 14a Observation Sheet Cycle 1 ........................................................ 168
Appendix 14b Observation Sheet Cycle 2 ........................................................ 175
Appendix 15a Photographs of the Activity in the Class ................................... 181
Appendix 15b Photographs of the Students’ Work ........................................... 182
Appendix 16 Reference of Examination Paper ............................................... 186
Appendix 17a Skripsi Guidance Letter ............................................................ 195
Appendix 17b Skripsi Guidance Letter ............................................................. 196
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Appendix 18 Letter of Research License ........................................................ 197
Appendix 19 Letter of Evidence ..................................................................... 198
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Reading is one of the basic abilities in English that must be mastered
by students, in addition to listening, speaking, and writing. Reading is the
process to obtain ideas expressed by the author in a text. Through reading,
students can obtain a variety of new information and knowledge. It is
important to be a good reader, not only to be able to recognize words but
also to understand them. If the student can read words but do not
comprehend what they are reading, they are not really reading (Albadawi,
2017:2). Information and knowledge cannot be obtained if the students do
not understand the content and meaning of the text. However, the essential
aspect of reading is the comprehension of the context itself.
According to Johnson (2008:4), reading is a continuous activity that
needs to be developed by practice. Through constantly learning, readers are
encouraged to understand the context of text by using techniques to
recognize main ideas and contextual details, to understand grammar, and to
acquire new vocabulary. Reading comprehension is one of the most crucial
aspects because reading is an ability to process text, understand the meaning
contained in the text, and integrate it with the background knowledge that
the reader knows.
Based on The World’s Most Literate Nations (WMLN) study,
conducted by John W. Miller in 2016, Indonesia’s literacy rate ranks 60th
out of 61 countries in the world (CCSU, 2016). This data shows that the
level of literacy in Indonesia is low, even though literacy is an important
indicator to improve student performance in achieving success.
Reading is one of literacy that involves a receptive process. To
improve students’ reading skills in English as a foreign language is not an
easy thing. Although most EFL students have formally studied English from
elementary school to university, it does not mean they show good reading
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skills (Iftanti, 2012:162). Many students have a problem understanding the
meaning of the English text. These problems occur because of the low
students’ vocabulary mastery, especially for scientific language materials
with a complex vocabulary that requires more in-depth understanding and
analysis. Students also have difficulty finding reading content from the text.
They may also think that English is difficult. Thus, their motivation for
learning English is low.
This condition can also be found in seventh grade students of SMPIT
Ar-Risalah Cariu. Based on the interview with a seventh-grade English
teacher at SMPIT Ar-Risalah Cariu, the student’s reading abilities have not
yet been considered to be adequate. Difficulty in understanding the text is
one of the reasons that affect students’ inability to master reading text.
Students’ knowledge of English, which is still low, would have an effect on
their achievement, especially in reading skills. Moreover, many students are
not really motivated to read. The majority of students are not interested in
reading a lot of the text, while they also lack vocabulary and grammar.
In the teaching reading process, the method used by the teacher can
also be a problem because the teacher does not apply any interesting method
to make students understand the content of the text. The teacher still used a
conventional method that was lecturing and structured task in teaching
reading. The teacher asks students to read aloud the sentence by sentence
and asks them to translate it. So that the students got bored with the teacher’s
method, and they were not interested in doing the learning activity. It may
influence the achievement of students, and they are not able to learn English
well.
3
Reading comprehension is thought of as a tough process. Therefore,
it is believed that reading strategy is one of the key factors in the success of
reading comprehension (Zagoto, 2016:66). Teachers must implement
effective reading strategies to improve students’ reading comprehension
skills. Then, Collaborative Strategic Reading (CSR) is one of the strategies
for getting students interested in reading comprehension.
Collaborative Strategic Reading (CSR) was discovered and
established by Klingner and Vaughn in 1998. Collaborative Strategic
Reading (CSR) is a research-based teaching practice on reading
comprehension for students to enhance content learning (Riyawi, 2018:71).
The objectives of CSR are to enhance reading comprehension and increase
conceptual learning in ways that maximize students’ association (Klingner
and Vaughn 1998, as cited in Zagato, 2016:67).
In Collaborative Strategic Reading, the teacher guides students to
read the text, and students also work collaboratively in a team of four to five
students. This strategy consists of four stages that can help solve students’
reading comprehension problems. First, Previews, this stage will allow
students to activate their previous knowledge of the topic and predict what
they should learn by reviewing pictures and titles or skimming text to
determine the main idea. Second, Click and Clunk is a strategy to monitor
students’ understanding of complex terms that they recognize or do not
recognize. Next, Get the Gist, in this stage, students will conclude the main
ideas of the reading they have read. Students can discuss to determine the
main ideas of each paragraph and then analyze the main ideas of the text.
The last is Wrap Up, students will make questions and conclude what they
have learned.
By using Collaborative Strategic Reading (CSR), the researcher
looks for a solution to overcome the problems faced by students when
comprehending the reading text. Thus, the researcher is interested in doing
research about “The Use of Collaborative Strategic Reading to Enhance
Students’ Reading Comprehension.”
4
B. Identification of the Problem
In accordance with previous information, there are several problems
identified in students’ reading comprehension:
1. Students have difficulties comprehending the meanings of the text.
2. Students have low vocabulary mastery.
3. Students lose interest in learning English.
C. Limitation of the Problem
There are certain problems related to the teaching and learning
process of reading comprehension, based on the background of the study
and identification of the problem. Thus, this research is limited to improve
seventh-grade students of SMPIT Ar-Risalah Cariu’s reading
comprehension through Collaborative Strategic Reading.
D. Formulation of the Study
Based on the background of the study as well as the identification of
the problem and limitation of the problem, the researcher formulates the
question as follows: Does the application of Collaborative Strategic Reading
enhance students’ reading comprehension?
E. The Objective of the Study
According to the formulation of the study, the objective of this
research is to analyze how to improve students of seventh-grade of SMPIT
Ar-Risalah reading comprehension through Collaborative Strategic Reading
that is applied during the English learning process.
F. Significance of the Study
The significance that can be obtained from this research are as
follows:
1. This research is expected to be one of the inputs for teachers in
improving the quality of English learning, especially in reading
5
comprehension. A teacher can use Collaborative Strategic Reading
(CSR) techniques with their students.
2. For students, this research is expected to increase student motivation in
learning English, providing opportunities for students to interact
effectively with other students, as the main focus of this strategy is on
teaching students to think critically and express their opinions.
3. For other researchers, it can be used as a reference or input by using the
results of research on the use of Collaborative Strategic Reading (CSR)
techniques in learning reading English text.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Reading
1. Definition of Reading
Reading is one of the skills in English. Many people define reading
in different ways. According to Nazurty et al. (2019:2536), reading is an
essential and crucial ability for educational achievement for students. In
addition, Carell et al. (1988:272, cited in Soemantri, 2011:75) showed that
reading skills in English as a second language or a foreign language is
deemed to be the most important of the four skills for academic purposes.
Sweet and Snow (2003, cited in Kasim & Raisha, 2017:310)
describe reading as a process of creating the meaning of the text. To
understand a written text means to collect the necessary details as effectively
as possible. While Moreillon (2007:10), stated that reading is an active
process that takes a lot of practice and skill. Reading is considered an
essential ability for foreign language learners to develop their language
skills (Chiang 2015, cited in Bahmani & Farvardin, 2017:185). In other
words, reading is a skill that requires intense and constant practice, and
during the reading process, students are required to understand the meaning
of the text.
According to Bamford & Day (1998:6), reading is a complex
activity that includes perception and thought. It is a line with Alderson
(2000:12), which states that reading is mainly divided into two components:
Decoding (word recognition) and comprehension. Rasinski (2003, cited in
Albadawi, 2017:2) adds that the reader must be able to correctly and
efficiently decode words and put them together into meaningful phrases to
understand what they are reading.
Further, Wixson, Peters, Weber and Roeber (1987, cited in
Pourhosein Gilakjani & Sabouri, 2016:230) stated that reading is the act of
making context that involves the prior knowledge of the reader, the text
information, and the reading context. Therefore, the reader usually uses
background knowledge, vocabulary, grammatical understanding, reading
experience, and other techniques to help them comprehend the text.
Based on those experts who describe reading above, this can be
concluded that reading is essentially a complex process that involves many
things, not only reading the text but also involving visual activity and
thought. Reading is also a process of getting the meaning contained in a text
and is usually symbolized by a written text. Besides, reading is one of the
abilities that students must have because students can get a lot of
information and knowledge through reading.
2. Types of Reading
According to Patel and Jain (2008:115), there are two types of
reading activities: Intensive reading and extensive reading.
a. Intensive Reading
Intensive reading relates to the detailed emphasis on the concept
of reading texts that typically occur in classrooms and learning under
the teacher’s guidance (Harmer, 2007:99). Intensive reading will
provide a basis to clarify structural difficulties and to expand vocabulary
and idioms (Patel & Jain, 2008:118). The teacher can ask students to
look at extracts from journals, poetry, blogs, books, newspapers, and
other genres of text. The purpose of this reading is to read a shorter text.
This reading is performed for the intent of collecting detailed
information.
According to Patel & Jain (2008:119), Intensive reading has
several characteristics, namely:
1) The students acquire active vocabulary during this reading.
2) In this reading, the teacher plays a vital role.
3) There are formed linguistic items.
4) The aim of this reading is the active use of language.
5) Intensive reading is reading aloud.
6) In intensive reading, speech patterns are emphasized, and accent,
stress, intonation, and rhythm may be corrected.
b. Extensive Reading
Extensive reading is reading for pleasure. The reader wants to
know more about it, and after reading, the reader does not care for
specific or important information. Typically people read to keep them
updated (Patel & Jain, 2008:120).
According to Aebersold & Field (1997, cited in Hedgcock &
Ferris, 2009:206), an extensive approach to teaching reading is focused
on the assumption that as students read high quantities of their own text
for general understanding, their ability to read would consequently
increase.
Extensive reading is used to gain a general understanding of a
topic that involves reading text for enjoyment. According to Day &
Bamford (1998, cited in Bahmani & Farvardin, 2017:186), the main
objective of extensive reading is to facilitate students to enjoy reading
foreign languages and authentic foreign texts silently with appropriate
comprehension and their own pace.
Patel and Jain (2008:120) mention several characteristics of
extensive reading:
1) It is beneficial to acquire active vocabulary.
2) Extensive reading is also known as silent reading.
3) The extensive reading emphasizes the subject.
4) Learners play a vital role in extensive reading.
5) The idea may be developed in extensive reading.
6) The goal of intensive reading is to increase students’ knowledge.
7) Good reading habits may be improved through extensive reading.
3. Purpose of Reading
Reading must be learned and taught intentionally because people
cannot read if they do not learn to read (Iftanti, 2012:149). Knowing the
purpose of reading can enhance the quality of reading. Awareness of the
purpose will also assist in implementing the most appropriate reading style.
Everyone has his or her own purpose when he or she read something. For
example, when people read a novel, the purpose is to get enjoyment from it.
Generally, the purpose of reading is to obtain knowledge, facts, and ideas.
(Grabe & Stoller, 2013:6-8), differentiate reading purposes
according to their own theories:
a. Reading to search for simple information and reading to skim.
Reading to search for information is often used in reading, so it
is perhaps best seen as reading ability. Typically, reading for
information is accomplished by searching the text for a particular word,
or some piece of information, or some representative term. Similarly,
skimming often includes mixing techniques for predicting where
relevant details can be contained in the document and utilizing simple
interpretation skills in reading this section of the document until general
thoughts are formed.
b. Reading to learn from texts.
Reading to learn usually takes place in academic and
professional contexts where an individual wants to absorb a substantial
amount of knowledge from the text. Typically reading to learn is
achieved at a reading pace much slower than general reading
comprehension. Additionally, associating text information with context
knowledge allows stronger inferencing demands than general
understanding.
c. Reading to integrate information, write, and critique text.
Reading to integrate information needs additional decisions on
the relative value of complementary, mutually beneficial or
contradictory information, and the possible redesign of a rhetorical
system to incorporate information from a variety of sources is needed.
These skills generally require a careful assessment of the information
read so that the reader can determine what information should be
incorporated and whether it should be incorporated for the benefit of the
reader.
d. Reading for general comprehension.
There are two explanations why the notion of knowing general
reading was purposely last exposed in this argument. First of all, that is
the most fundamental aim of reading, enabling and promoting any other
reading uses. Second, the interpretation of general comprehension is
often more difficult than expected. Reading for general understanding
when done by a professional fluent reader includes rapid and
streamlined word processing, adequate capacity to reflect key concepts
in general and effective integration of many processes under concise
time constraints.
4. Models of Reading
Grabe and Stoller (2013:25) classify the metaphorical reading model
into three parts: bottom-up models, top-down models, and interactive
reading models.
a. Bottom-up Model
According to Grabe (2009, cited in Shahnazari & Dabaghi,
2014:8), a bottom-up reading model is a model that focuses on the
processing of a text in a single direction. More precisely, the reader is
believed to engage in a mechanical phase in the bottom-up models,
where the text letter, word by word, and sentence by sentence is
decoded.
Bottom-up is the mechanical, word-driven process through
which readers switch from lower to higher levels processes. In other
terms, readers pay attention to individual letters and words, analyze
them, and finally understand the form and the context of broader
syntactic units such as sentences. Lower-level processes consist of a
range of complex skills: word recognition, word integration or syntactic
parsing, and preposition formation (Kazemi et al., 2013:2334).
b. Top-down Model
A top-down model is a model that focuses on the value of what
the reader brings to the text in order to reach its meaning. The main
purpose of these models is to infer sense from the text rather than
mastery of texts, letter-sound correspondence, and vocabulary
(Shahnazari & Dabaghi, 2014:10). Angosto et al., (2013:84), add that
previous knowledge and reader expectations become important
elements in the process of comprehension. Therefore, when confronting
a text, our prior knowledge directs our understanding process.
The top-down model represents the reader as someone with a
collection of expectations for text information and examples of
appropriate text information to validate or deny these expectations. To
conduct this sampling effectively, the reader guides the eyes to the
possible locations in the text to locate valuable details (Grabe & Stoller,
2013:25-26).
c. Interactive Model
According to Grabe & Stoller (2013:26), the main concept
behind the interactive model is to take essential concepts from a bottom-
up viewpoint and integrate them with fundamental ideas from a top-
down view. It is a line with Rumelhart (1977, cited in Shahnazari &
Dabaghi, 2014:11), he stated that this model, which incorporates top-
down and bottom-up strategy, is now commonly considered a thorough
description of how we interpret a written text.
Reading is two-way interactive. First, there is a connection
between the reader and the text so that readers utilize knowledge from
their background knowledge as well as text information to interpret the
textual information. On the other side, there is a second level of
interaction requiring continuous processing between multiple
component abilities, varying from quick lower-level analytical skills to
higher-level strategic thinking skills. It should be noted that both
interaction levels are complementary (Kazemi et al., 2013:2335).
B. Reading Comprehension
1. Definition of Reading Comprehension
Reading is always connected to comprehension. Reading
comprehension is needed to be able to understand the contents of reading
properly. Comprehension is one of the important aspects of reading
activities because the understanding of reading material can improve
reading skills itself and for specific goals to be achieved. Reading
comprehension involves knowing the written word, comprehension of the
material being read, and understanding the meanings of the text (Healy,
2002:3).
Reading comprehension is a complex process that involves a range
of cognitive skills. Of course, reading comprehension is inherently based on
at least adequate reading of the word. The reader cannot comprehend the
whole text until they can recognize (decode) the term in the text (Oakhill et
al., 2015:1). It is a line with Olson and Diller (1982:42, cited in Rahmat,
2017:22), which states that reading comprehension is a word used to
describe certain abilities required to interpret and use knowledge in written
materials.
Klingner et al. (2007:8) add that reading comprehension requires
more than just the reader’s response to the text. Reading comprehension is
a multi-component, highly complex process involving multiple connections
between readers and what they bring to the text, as well as variables related
to the text itself. Furthermore, Goodman & Wood (2004, cited in Octavia &
Jufri, 2020:126) state that reading comprehension is an interactive process
between language and thought. This implies that the reader requires a range
of skills to access knowledge from a written text. It involves expertise in
word identification and their context, in grouping terms into thinking units,
and thus sentences may be grasped.
Based on the explanation of reading comprehension above, it can be
concluded that reading comprehension is the ability to process text,
understand the meaning of the text, and integrate it with what the reader
knows. The ability of individuals to understand texts is also influenced by
their skills and their ability to process information.
2. Levels of Reading Comprehension
Comprehension is an ability that can be divided into several levels.
According to Morgan & Fuchs (2007, cited in Sajid & Fraidan, 2019:2984),
there are various levels of reading comprehension; they are literal reading
comprehension skills, inferential reading skills, and evaluating skills.
a. Literal Reading Comprehension Skills.
The first basic level begins with literal reading comprehension.
Literal comprehension is the lowest of the three levels and demands that
readers should retell or recognize the facts of the knowledge in a text.
The necessary skills for this level are factual data, sequence, chronology,
or enumeration (Octavia & Jufri, 2020:127). According to Rizal
(2016:20), the purpose of reading comprehension at this level is to
obtain objects or information on texts, in particular effectively, to
understand the text as described in the words, sentences, or paragraphs.
b. Inferential Reading Skill
Inferential (interpretative) comprehension is the next step, which
relates to the capacity of the reader to collect information implied or
interpreted in a text. Inferences are often termed “reading between the
lines,” which implies that readers are utilizing the details in the text to
devise other information about the text. They are expected to see the
significance of the data, notice different relationships such as cause-
effect and connection of the component to the whole, compare, draw
assumptions and inferences, and generalize (Octavia & Jufri, 2020:127).
c. Evaluating Skill
Evaluating skill is the third and highest level of comprehension,
which includes making critical judgments on the details contained in the
text. According to Cahyono (1992, cited in Rizal, 2016:21), this level of
comprehension allows students to compare facts and ideas in the text
with the content presented by the teacher or other authorities and with
their own experience and skills to make different kinds of judgments.
These levels of comprehension are interconnected. Students can
grasp the text of reading through these three levels of comprehension.
Therefore, the learning process of reading must be sequenced in an
organized way.
3. The Process of Reading Comprehension
The comprehension process starts before we read and persists after
the reading is done. Sangia (2014:2) states that reading is a complex
interaction between the text and the reader formed from the prior
knowledge, experience, attitudes of readers, and language communities.
The process of reading needs continuing training, development, and
improvement.
According to Singhal (1998, cited in Alqarni, 2015:162), The
foreign language reading process has several similarities with first language
reading, such as background knowledge, content information, procedural
and linguistic structure. Furthermore, Durkin (1979, cited in Klingner et al.,
2007:2) states that reading comprehension instruction is delivered in three
steps: mentioning, practicing, and assessing. The teacher would describe the
skill that they wanted students to use, then provide the opportunity to
practice that skill using a workbook or skill sheets, and then assess whether
or not they successfully used the skill.
In addition, Satria & Syafei (2019:487) state that to use various
techniques to make sense during reading, a good reader also uses a pre-
reading strategy such as previewing and use after reading strategies such as
summarizing. By dividing teaching into pre-reading, while-reading, and
post-reading, teachers will plan activities at each stage that will increase
student’s comprehension and provide teachers with the opportunity to
illustrate strategies that readers can use at every stage (Pardo 2004, cited in
Professional Development Service for Teachers (PDST), 2018:9).
The Comprehension Strategy Teaching can be organized in three
stages to correspond with the reading activities used. The three stages are
pre-reading, while-reading, and post-reading.
a. Pre-reading
Pre-reading activities introduce the students to a specific text,
collect or provide sufficient background knowledge, and enable the
scheme (Carter & Long, 1991, cited in Toprak & Almacıoğlu, 2009:23).
This stage aims to encourage while-reading practices where students and
teachers prepare for the activities and learn about the topic of the text
(Ibrakhimovna, 2016:45).
At this stage, teachers designed activities such as introducing
vocabulary, displaying visuals, and previewing the text (Medina &
Alonso, 2015:134). Toprak & Almacıoğl (2009:23) add that pre-reading
activities include discussion of author or text type, brainstorming,
reviewing familiar stories, consideration of illustrations and titles,
skimming, and scanning.
b. While-reading
After the introduction of the text and enabling schema, readers
go on to focus on the reading content. While-reading activities involve
activities that a student participates in while reading the text, the aim of
these activities will be to allow students to achieve their learning goals
by managing the text in various ways (Ibrakhimovna, 2016:45).
Readers can grasp the storyline and the characters during their
while-reading activities and help them with difficult vocabulary, text
style, and language (Lazar, 1993 cited in Erten & Karakas, 2007:118).
According to Medina & Alonso (2015:134), while-reading activities
intended to ask students to have direct interaction with the text of
reading. Examples include: asking about the main idea, predicting, and
making inferences.
c. Post-reading
According to Toprak & Almacıoğlu (2009:23), post-reading
activities first review students’ comprehension and then, where
necessary, lead students to a deeper analysis of the text. Lazar (1993,
cited in Erten & Karakas, 2007:118) adds that Post-reading activities
assist readers in interpreting the text, comprehending the narrative point
of view, and preparing them for writing and discussion activities.
The goals of this stage are: encouraging students to utilize their
knowledge in reading, integrating their reading abilities, utilizing
keywords and structure to sum up the reading passage, and capturing the
main idea from a reading text, and interpreting descriptions
(Ibrakhimovna, 2016:45).
C. Collaborative Strategic Reading (CSR)
1. Definition of Collaborative Strategic Reading
Collaborative Strategic Reading comes from the words
collaborative, strategic, and reading. According to the Merriam-Webster
Dictionary, collaborative means working with other people or groups to
achieve or do something. Strategic means a general strategy that is planned
to accomplish a goal. And reading means the act of reading something.
Based on the definition mentioned, It can be inferred that Collaborative
Strategic Reading is a strategy used to teach students reading
comprehension by working cooperatively.
Collaborative Strategic Reading (CSR) is a reading technique that
Klingner and Vaughn developed. Collaborative Strategic Reading is a
strategy that teaches students to collaborate on reading assignments to
improve understanding (Febtisari & Fitrawati, 2017:335). It is a line with
Klingner and Vaughn (1998:32), which states that Collaborative Strategic
Reading is a great teaching technique to teach students reading
comprehension and build their vocabulary. Students can also work together
cooperatively. This technique helps students to communicate in difficult
texts and utilize main reading techniques to increase comprehension.
According to Zoghi, Mustapha, & Maasum (2010:71), Collaborative
Strategic Reading (CSR) is an instructional practice incorporating
interactive learning and reading comprehension strategies. Grabe (2009,
cited in Paramitadharmayanti & Artini 2013:3), adds that CSR is a
combined approach that refers to reciprocal teaching and cooperative
learning. Teachers and students take turns in reciprocal teaching to direct
the dialogue on the text’s main features by summarizing, asking, clarifying,
and predicting. Meanwhile, in cooperative learning, students brainstorm,
predict, describe words and phrases, illustrate the main idea and relevant
information, and pose questions and address them (Rahman, 2015:40).
Collaborative strategic reading has been applied to L1 and L2
learners. In the CSR process, students work in groups. They are trained to
trigger previous knowledge, create assumptions, analyze their difficulties of
comprehension, clarify information, restate important ideas, analyze text,
and formulate reasonable questions about the text.
2. The Procedures of Collaborative Strategic Reading
Collaborative Strategic Reading (CSR) comprises four reading
comprehension techniques: preview the text, click and clunk, get the gist,
and wrap up (Klingner & Vaugh 1996, cited in Riyawi, 2018:71). Preview
is only used before students reading the whole text. Meanwhile, the wrap-
up is only used after the entire text has been read. The other two strategies,
click and clunk and get the gist, are employed several times during the
reading process.
a. Preview
Preview is a stage before reading. This stage is where students
preview the entire text before they read it carefully. This stage aims to
find out the extent of students’ prior knowledge and facilitate students
predicting what they will read. Thus it can increase student interest and
enthusiasm for the reading material provided, stimulate student
background knowledge, and increase student vocabulary through
reading the text.
When previewing the text, students can utilize all of the
contextual cues in the text, such as bold or highlighted words, images,
charts, graphs, and other primary information, to help them brainstorm
what they know about the topic and predict the text.
b. Click and Clunk
In the During-reading stage, students’ reading comprehension is
achieved through the Click and Clunk strategy. This strategy aims to
monitor students’ understanding of a reading text and identify when they
have comprehension gaps. When students understand the information
contained in the text, it is called Click. However, when students come
to a word, concept, or idea that does not make sense, for example, they
do not grasp the meaning of the word, it is called Clunk.
Students can mark Clunk by remembering or writing it to make
it easier for students to discuss during the reading process. After the
reading time has ended, students are asked to discuss with their groups
so that they can discuss the clicks and clunks they have gotten. Students
use “clunk cards” as a reminder to inform them about several fix-up
strategies. Each clunk card has a different strategy to figure out a clunk
word, concept, or idea. The teacher can ask general questions about click
and clunk that students get so that teachers can help students with clunk
problems.
c. Get the Gist
Get the Gist means students are able to state the main ideas in a
text in their own words. At this stage, students are given time to discuss
with their groups. Get the Gist aims to teach students to restate the most
crucial point with their own language to make sure they grasp what they
have read. In addition, this approach will enhance students’
understanding and awareness of what they have learned.
d. Wrap up
This is the next stage where the students learn to summarize the
entire reading content in their own words. The students conduct a Wrap-
up strategy by making questions and answers based on the ideas they
have read in the text. This strategy aims to improve the comprehension,
knowledge, and memory of what students have learned. Students are
raising questions regarding the relevant information in the text. They
learn to begin by using question starters to ask: who, what, when, where,
why and how (the 5 W and 1 H).
3. The Roles of Students in Collaborative Strategic Reading
In learning using Collaborative Strategic Reading, students are
given a role by the teacher because cooperative learning functions well
when a meaningful task is assigned to all group members. Given roles must
be played regularly so that all students can experience various roles and can
get a turn as a leader. These roles may include Leader, Clunk expert,
Announcer, Encourager, Reporter, and Timekeeper (Klinger & Vaughn
1999, cited in Alqarni, 2015:164).
a. Leader
Students who become a leader must lead the group to tell what
to read next and what strategies to do next. If required, the leader can
ask the teacher for assistance.
b. Clunk Expert
Students who act as Clunk experts can use clunk cards to alert
the group of steps they need to take while defining a difficult word or
phrase.
c. Announcer
This student calls other members of the group to read or share an
opinion. He or she ensures that everyone is involved and that only one
person speaks at a time.
d. Encourager
He or she encourages all students to participate in discussions.
Encourager also gives praise to the groups that work together and
provide suggestions for improvement.
e. Reporter
The students reported the main ideas they learned and shared the
favorite question created by the group to the class.
f. Timekeeper
This student sets the time calculation for each CSR stage and
tells the groups when it is time for the next strategy. (The teacher may
do this instead of the students).
4. The Goals of Collaborative Strategic Reading
According to Abidin and Riswanto (2012:193), the goals of
Collaborative Strategic Reading (CSR) are to maximize students’
participation to improved students’ reading comprehension and conceptual
learning. It implies that CSR is structured to maximize the interest of
students and to help students achieve a better understanding of their reading
comprehension.
Klingner and Vaugh (1996, cited in Riyawi 2018:71) add that the
goals of CSR are to increase the comprehension of reading and conceptual
learning, to promote the participation of students, to increase recognition of
reading skills for students with learning disabilities and have reading
difficulties, and to give good results for average and high-level student
achievement. It means that Collaborative Strategic Reading (CSR) is
intended to enhance reader involvement and help all students at risk of
reading difficulties to develop their reading comprehension.
Furthermore, Novita (2018:99) adds that implementing CSR in the
EFL classroom aims to help students enhance their reading abilities, develop
motivation, encourage social engagement in the classroom, and build a
positive learning atmosphere. The technique is also an alternative to making
it simpler for foreign language learners to relate to a complicated passage
and implement main reading techniques to enhance their understanding.
5. Advantages and Disadvantages of Collaborative Strategic Reading
There are a variety of factors for using CSR as a reading
comprehension learning process, and these factors may be included as the
benefits of applying CSR. According to Klingner, Vaughn, & Schum (1998,
cited in Gani et al., 2016:145), Collaborative Strategic Reading will help
students develop their reading strategy in broad classroom environments
and provide them with the ability to take more responsibilities for their own
learning. CSR also gives students the chance to work with small cooperative
groups where each student plays a crucial role in ensuring that the group
functions properly and applies strategies.
(Abidin & Riswanto, 2012:195), also stated that collaborative
strategic reading (CSR) has certain advantages. They are:
a. Promoting student and academic performance.
b. Improving student retention.
c. Improving students’ satisfaction with their experience in learning.
d. Supporting students improve their oral communication skills.
e. Developing students’ social skills.
f. Promoting students’ self-esteem and
g. Helping positive relationships between the races.
According to Middlecamp (2000 cited ini Mursalina, 2018:163), the
disadvantages of CSR are often there are certain people who cannot learn as
easily as others, and quiet people may not feel comfortable. On the other
side, the general disadvantages of the Collaborative Strategic Reading
method are time-consuming and difficult to monitor the lesson. The group
learning process made the class very noisy. The condition of the class has
been interrupted by the learning process, so the teacher should pay more
attention to leading the students.
D. Previous Related Study
In this study, the researcher found several studies related to the
application of Collaborative Strategic Reading to enhance students’ reading
comprehension.
The first previous study is a study from Impiani Zagato (2016), entitled
Collaborative Strategic Reading (CSR) for Better Reading Comprehension. The
type of her research is Experiment, with a quasi-experiment design. The
objective of this article is to show the impact of Collaborative Strategic Reading
(CSR) strategies on students’ reading comprehension of the third semester of
English education of STKIP Nias Selatan. The result of her study is CSR
strategy is very helpful for students in determining the main idea and drawing
conclusions from a text that is read.
The second related study is from Rafi Riyawi (2018), entitled The Effect
of Applying Collaborative Strategy Reading (CSR) Towards Students’ Reading
Comprehension at the Eighth Grade of MTs Hubbulwathan Duri. This research
design was pre-experimental. The objective of his study is to find out the
effectiveness of applying Collaborative Strategy Reading (CSR) on students’
reading comprehension. The research finding shows that there was a significant
effect of using CSR on students’ reading comprehension.
The third related study is entitled The Use of Collaborative Strategic
Reading (CSR) to Improve Students’ Reading Comprehension in the Second
Grade Students of SMPN 2 Tarakan, conducted by Era Sawitri (2019). This
research used a quasi-experimental design, and this research aims to find out
whether the application of Collaborative Strategic Reading is effective in
improving students’ reading comprehension of second-grade at SMPN 2
Tarakan. The findings of the data study found that the results of teaching reading
comprehension utilizing a CSR were higher than using a cooperative learning
technique.
In conclusion, this research has a similarity with previous research; it is
the teaching of reading in the classroom. Meanwhile, the differences in this
research with the research earlier are that the researcher uses a classroom action
research design in this research. This research aims to analyze how to improve
students’ reading comprehension through Collaborative Strategic Reading that
is applied during the English learning process at 7th-grade students in SMPIT
Ar-Risalah.
E. Theoretical Framework
Reading comprehension is one of the most important aspects because
reading is an ability to process text, understand the meaning contained in the
text, and integrate it with the background knowledge that the reader knows.
Students generally learn at least one language to interact with others, but they
do not learn how to read immediately.
Most students, particularly EFL learners, find it difficult to learn the
skills needed for effective reading. The difficulty that usually occurs in teaching
reading comprehension is that students only read but can not comprehend the
content of the text and do not recognize the meaning of the text. Besides that,
the teacher typically utilizes conventional strategies. Conventional is the easiest
technique for the teacher to use in teaching reading. For example, the teachers
will give the text, and then the students will read and translate it carefully.
One way that can be done to overcome these problems is to implement
Collaborative Strategic Reading in the process of learning. Using Collaborative
Strategic Reading (CSR) is a technique that teachers can help the students for
getting knowledge by themselves by engaging students to work in small
cooperative groups. Collaborative Strategic Reading aims to improve students’
reading comprehension and conceptual understanding by maximizing the
participation of the students. CSR also intends to improve students’ reading
comprehension.
F. Action Research Hypothesis
Regarding the implementation of classroom action research, the action
hypothesis proposed in this study has a formula: the implementation of
Collaborative Strategic Reading in teaching English at the seven grade students’
of SMPIT Ar-Risalah can improve students’ reading comprehension of English
texts.
25
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
This research was conducted at SMPIT Ar-Risalah Cariu, which is
located in Tegal Panjang, Kec. Cariu, Bogor, West Java. The time of research
was conducted from January to February 2021. This research was carried out
on 7th-grade students of SMPIT Ar-Risalah Cariu in the academic year
2020/2021.
Table 3. 1
Schedule of Classroom Action Research
Activities Meeting Date Theme
Preliminary
Study
1 January 27th , 2021 People, Things, and
Animals
Cycle 1 2 January 28th , 2021 Description about people
3 January 29th , 2021 Description about people
4 February 3rd , 2021 Description about thing
Post-test 1 4 February 3rd , 2021 People, Things, and
Animals
Cycle 2 5 February 4th, 2021 Description about thing
6 February 5th, 2021 Description about animal
7 February 10th, 2021 Description about animal
Post-test 2 8 February 11th, 2021 People, Things, and
Animals
B. The Method and Design of the Research
This research was conducted on a classroom action research design.
Kasihani (1999, cited in Purohman, 2018:2) demonstrated that classroom action
research is practical research aimed at repairing deficiencies in the classroom’s
learning activities by taking out the actions. This research also attempted to
explain an overview of improving a seventh-grade student’s reading
comprehension through a Collaborative Strategic Reading learning technique.
This research design was used to figure out the students’ reading comprehension
results at SMPIT Ar-Risalah by implementing Collaborative Strategic Reading.
Classroom Action Research emerged from the action research concept
established by American Social Psychology, Kurt Z. Lewin (1890 - 1947).
Lewin defined two main concepts for action research; a shared decision and a
determination to improve or increase work performance (Prayitno 2008, cited
in Purohman, 2018:1). Then, he suggested a mode of research consisting of
action cycles involving analysis, fact-finding, planning and evaluation of action
steps. Although numerous models have been proposed over the years, the most
well known is the Kemmis and McTaggart model, a four-stage process
consisting of planning, action, observation, and reflection. (Bolghari &
Hajimaghsoodi, 2017:363).
Figure 3. 1 Cyclical AR model based on Kemmis and McTaggart (1988, cited
in Burns, 2010:9)
1. Planning
In the planning stage, the researcher defines a problem or issue and
creates an action plan to bring about improvements in a specific research
context. The researcher makes several plans based on research objectives to
be applied in the classroom. The researcher should consider what kind of
investigation might be carried out in the context of the teaching situation’s
realities and constraints and what potential improvements might be possible
(Burns, 2010:8).
2. Acting
The next stage is acting. The implementation of this action is carried
out based on the planning guidelines. The action is carried out flexibly based
on the situations of the learning process. The researcher and teacher work
together to overcome problems and find solutions.
3. Observing
The third stage is observing. The purpose of observing is to collect
the data determined during the acting session. Observation is typically based
on teaching, learning, and interaction between teachers and students (Amri,
2013:262).
4. Reflecting
In the last stage, the researcher reflects, evaluates, and describes the
consequences of the action to make sense of what has happened and to grasp
the issue have examined more clearly. If problems or obstacles are still
found, the researcher will take corrective steps (Burns, 2010:8).
C. The Subject and the Object of the Research
1. The Subject of the Research
The subjects of this research were students in the seventh grade of
SMPIT Ar-Risalah Cariu in the academic year 2020/2021, which consisted
of 25 students.
2. The Object of the Research
The object of this research was Collaborative Strategic Reading to
enhance students’ reading comprehension.
D. The Researcher’s and the Teacher’s Role in the Research
The researcher collaborated with the 7th grade English teacher in
carrying out classroom action research at SMPIT Ar-Risalah. In this research,
the researcher acted as an interviewer, observer, and teacher. The researcher
also made research instruments in the form of pre-test, post-test1, post-test2,
and questionnaires to measure students’ abilities before and after carrying out
classroom action research.
The English teacher acted as an observer, collaborator, and resource
person. The English teacher also observed the CAR process by giving a
checklist on the observation sheet. However, before carrying out action
research, the researcher and the teacher discussed learning materials to make
lesson plans.
E. Research Instrument and Data Collection Technique
The research instrument used in this classroom action research consisted
of two types, namely tests and non-tests. The test instrument consisted of a pre-
test and a post-test. However, the non-test instrument consisted of
questionnaires, observation sheets, teacher’s field notes and interviews.
This research was conducted through both qualitative and quantitative
data collection. The qualitative data collection techniques used included the
teacher interviews, observation sheets, and teacher’s field notes. Furthermore,
quantitative data collection through testing was divided into two phases; these
are pre-test and post-test, and student perceptions in answering questionnaires.
Further explanation is presented below:
1. Observation Sheet
The observation sheet served to observe and measure the
achievement of learning objectives in teaching and learning activities in the
classroom. The observation sheet is used in every meeting to find out how
Collaborative Strategic Reading can improve students’ reading
comprehension. The English teacher who acted as an observer in this
research observed several aspects written on the observation sheet, namely
the teacher and students’ activities, by providing a checklist in the column
provided by the researcher.
The observation sheet is divided into two parts, student observation
and teacher observation. Student observations contained activities,
responses, and student participation in the learning process. Meanwhile,
teacher observations contained teacher activities during the learning
process. Each observation consists of 10 aspects with five responses for
each aspect, and They are: very good, good, enough, bad, and very bad.
2. Interview Guidelines
To complement the data, the researcher also conducted in-depth
interviews with the English teacher. This interview was guided by the
questions that the researcher had prepared to get direct data about students’
reading comprehension skills.
Interviews were conducted in two parts, before and after conducting
classroom action research. In the interview before CAR, there were 10
questions aimed to determine the problems of teachers and students in
learning English, especially reading comprehension. Meanwhile, there were
8 questions that were asked in the interview conducted after CAR, which
aimed to determine the teacher’s response to the learning process using
Collaborative Strategic Reading.
3. Questionnaire
In this research, the researcher also used a questionnaire as
additional information to obtain quantitative data. This questionnaire was
used to determine student responses in classroom action research using
Collaborative Strategic Reading.
There are two kinds of questionnaires given to students: the
questionnaire before CAR and the questionnaire after CAR. The
questionnaire before CAR consisted of 20 statements related to the learning
process of English in the classroom, especially reading comprehension.
Meanwhile, the questionnaire after CAR consisted of 20 statements related
to the process of learning English using Collaborative Strategic Reading.
Each questionnaire had four responses. They are: strongly agree (SS), agree
(S), disagree (TS), and strongly disagree (STS).
Table 3. 2
Specification of Pre – Research Questionnaire
Variable Indicator Number Number
of
Question + -
Reading
Compehension
Interest in learning 1, 3, 20 2, 4 5
Students’ difficulties 5, 7, 9, 11 6, 8, 10 7
Teaching Method 12 13, 14,
15
4
Learning Activity 16, 18, 19 17 4
∑ 20
Table 3. 3
Specification of Post - Research Questionnaire
Variable Indicator Number Number
of
Question + -
Collaborative
Strategic
Reading
Students’ Interest 1, 19, 20 2 4
Learning Activities 3, 5, 7, 17 4, 6, 8, 18 8
Students’
difficulties
9, 11, 13,
15
10, 12,
14, 16
8
∑ 20
Table 3. 4
The Likert Scale
Alternative Option Score
Positive Negative
Strongly Agree 4 1
Agree 3 2
Disagree 2 3
Strongly Disagree 1 4
4. Field Note
In order to support and complete this research, field notes were also
used to gather data in the form of events that occurred during the learning
process utilizing Collaborative Strategic Reading, which was not included
in the observation guidelines. Field notes were written by the teacher during
learning activities in the classroom. The teacher described both situations
and student responses that have occurred in the classroom while conducting
classroom action research.
5. Test
The test instruments used in this research were pre-test and post-test.
The pre-test was held before the implementation of Collaborative Strategic
Reading in the learning process. While the first post-test was held after the
implementation of Collaborative Reading Strategic in cycle 1, and the
second post-test was held after the implementation of Collaborative
Strategic Reading in cycle 2.
Before the test was given to students, the test instrument was tested
for validity. The number of questions before the validation test was 42
multiple-choice questions. After validation, the test consisted of 30 multiple
choice questions related to the identification of the main idea, determining
the structure of the text, looking for information, mentioning the purpose of
the text, completing the text, guessing the meaning, and mentioning
pronouns. These test results are in the form of quantitative data, which is
used to help answer the research question of whether Collaborative Strategic
Reading can improve students’ reading comprehension.
F. Technique of Data Analysis
After the data was obtained, the data were analyzed using different
techniques, qualitative and quantitative. The data from interviews, observations,
and teacher’s field notes were analyzed using qualitative, while the data from
the questionnaire and test were analyzed using quantitative.
Analyzing the qualitative data, it started with organizing the data. In
organizing the interview data, it was done by transcribing the audio recordings
of the interviews into the text. Then the researcher compared the results of the
interviews before and after the CAR. In analyzing the observation data, the
researcher concluded based on the results of the percentage checklist for each
meeting, then concluded the data. The results of the data from the teacher’s field
note were also described to complement the observation data.
In order to analyze the questionnaire results, the researcher tried to get
the criterion of students’ post questionnaire. The formula is as follows:
Criterion scores: Scale score x Total respondent
To process the result of the test, the researcher used the average score of
students’ reading comprehension to analyze the quantitative data in each cycle.
It aims to measure how well students’ reading comprehension skills. It uses the
following formula: (Sudijono 2018:80).
𝑀𝑥 =Σ𝑥
𝑁
Notes:
Mx : mean
x : individual score
N : number of students
Then, the researcher obtained the percentages of the class passing the
Minimal Mastery Criterion (KKM) through the formula: (Sudijono, 2018:43).
𝑃 =𝐹
𝑁 𝑥 100 %
Notes :
P : the class percentage
F : total percentage score
N : number of students
After getting the students’ average score for each cycle, the final step is
to analyze whether there is an increase in students’ reading comprehension
before and after implementing classroom action research. The formula is:
(Meltzer, 2002:1260).
P =𝑦1−𝑦
𝑦 x 100%
Notes:
P : percentage of students’ improvement
y1 : Post-test result 1
y : Pre-test result
P =𝑦2 − 𝑦
𝑦 x 100%
Notes:
P : percentage of students’ improvement
y2 : Post-test result 2
y : Pre-test result
G. The Trustworthiness of the Research
In this research, the instruments used were interviews, observation
sheets, questionnaires, tests, and teacher field notes. These instruments helped
validate the results of the research. Therefore, the researcher must ensure that
the data obtained is valid. According to Scholtes et al. (2011:4), Validity refers
to the extent to which the instrument measures what it was intended to measure.
To test the validity of the instrument, the researcher used the
triangulation technique. According to Bachri (2010:55), triangulation is a data
analysis technique that synthesizes data from various sources. In line with
Bachri, Heale & Forbes (2013:98) stated that triangulation in research is the
usage of more than one method for examining a question. The aim is to increase
confidence in the findings by confirming propositions using two or more
independent measures. Johnson (2017:91-92) mentions that there are several
types of triangulation; they are:
1. Methods triangulation, to verify the accuracy of the results collected
from various data collection methods.
2. Source triangulation, checking the accuracy of various sources of data
from the same method.
3. Analyst triangulation, utilizing several analysts to review the findings or
use many analysts and observers.
4. Theory/Perspective Triangulation, using a number of theoretical
viewpoints to analyze and view data.
In addition, based on the explanation above, it can be concluded that
triangulation is also used in research that applies both qualitative and
quantitative in order to contrast the findings of the research by testing
information by collecting data with different methods.
H. The Criterion of the Action Success
This action research can be categorized as successful if it accomplishes
the determining criteria. However, this research can also be categorized as a
failure if it cannot achieve the specified criteria. This research will be successful
if 75% of students can achieve an increase in the pre-test score to the second
post-test carried out in the second cycle or exceed the minimum mastery criteria
(KKM) target score of the school (Rajagukguk & Gultom, 2018:841). The
KKM score at SMPIT Ar-Risalah is 72 (seventy-two). If the criteria for action
are fulfilled, the research is successful, and then the research will be stopped.
37
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
1. Findings of Preliminary Study
a. The Result of Pre-Interview
The pre-interview was conducted before implementing action
research on January 27th, 2021. In this interview, there were several
questions asked to the English teacher regarding the process of learning
English, especially the students’ reading comprehension. The questions
asked were about students’ enthusiasm and ability when reading English
texts, the teacher’s difficulties when teaching English, teaching
activities and the methods used, and the last was about Collaborative
Strategic Reading.
Based on the explanation from the English teacher, the students’
activeness and enthusiasm for English learning in each class were
different. Female students were usually more enthusiastic about English
learning than male students. However, male students also remain
enthusiastic, and they still want to follow the instructions of the teacher,
although when the teacher explained the subject matter, there were some
students look sleepy and lazy. It was also one of the difficulties faced by
the English teacher. Male students tend to get bored and sleepy more
quickly during learning. Another problem was that students had not
mastered vocabulary, and only a few students brought an English
dictionary, so this had an impact on the students’ understanding. Even
some students were passive and rarely involved in learning because they
were embarrassed to express their opinions.
To overcome these difficulties, usually, the English teacher tried
to create a more interesting and active classroom atmosphere, one of
which was by playing a few songs when the students were asked to do
assignments. The English teacher also made learning groups of 5-6
students and used pictures as learning materials. The crossword puzzle
38
game was also applied in the classroom as a learning media to aim that
students were interested in learning English. However, sometimes there
were some students who still looked sleepy and were not enthusiastic
about participating in the lesson.
In addition, the researcher also asked whether the English
teacher knew or had applied the Collaborative Strategic Reading. The
English teacher explained that she had heard of the technique, but she
never used it because she did not know in detail how it was applied in
the classroom.
b. The Result of Students’ Pre- Research Questionnaire
Before conducting classroom action research, the researcher also
distributed a pre-questionnaire to students. Pre-questionnaire was
conducted to determine students’ responses to English learning,
especially reading comprehension. The researcher distributed a pre-
questionnaire on January 27th, 2021, to class VIIB with a total of 25
students. The pre-questionnaire consisted of 20 statements with four
categories. Here, the researcher will describe the pre-questionnaire data
as follow:
1) Issue : Interest in learning
Number of Statement :
a) I really like English lessons.
In the first statement, the result showed 24% of the students
answered strongly agree, 28% answered they agree, 32%
answered they disagree, and 16% answered strongly disagree.
b) English lesson is a subject that I do not like.
In the second statement, there were 8% of the students answered
strongly agree, 46% answered agree, 31% answered disagree,
and 15% of the students answered strongly disagree.
39
c) I feel good when I read English texts.
In the third statement, 8% of the students strongly agree with this
statement, 32% answered agree, 44% answered disagree, and
there were 16% of students answered strongly disagree.
d) I feel bored when the teacher asks me to read English text.
In the fourth statement, there were 28% of the students answered
strongly agree, 40% agree, 24% disagree, and 8% responded
strongly disagree.
e) I will practice my reading comprehension of English texts more
diligently.
In this statement, there were none of the students answered
strongly agree, 76% of the students answered agree, 20%
answered disagree, and 4% answered strongly disagree.
Based on the problems above, it can be concluded that
the percentage of students who like English lessons is lower than
students who do not like English lessons. This also applied when
the students were asked to read English texts. Most of them
answered that reading English texts was boring. But despite
these problems, the students still want to practice their reading
comprehension of English texts.
2) Issue : Students’ Difficulties
Number of Statement :
a) Reading English text is an easy thing.
For this statement, there were 8% of the students answered
strongly agree, 20% answered agree, 48% answered disagree,
and 24% answered strongly disagree.
b) Reading English text is something I find difficult.
In this statement, the result showed that 20% of the students
answered strongly agree, 44% answered agree, 36% answered
disagree, and there were none of the students answered strongly
disagree.
40
c) I easily understand the vocabulary in the English text.
For this statement, there were 8% of the students answered
strongly agree, 32% answered agree, 60% of the students
answered disagree, and there were none of the students answered
strongly disagree.
d) The vocabulary in English texts often confuses me.
This statement showed that 16% of the students answered
strongly agree, 40% of the students answered agree, 28%
answered disagree, and 16% answered strongly disagreed.
e) I can easily get information from an English text.
The results showed that there were no students who answered
strongly agree, and the students answered agree as much as 36%.
Most of the students answered disagreed as much as 60%, and
only 4% of the students who answered strongly disagree.
f) I am having trouble getting information from an English text.
In this statement, 4% of the students answered strongly agree,
48% answered agree, 40% answered disagree, and 8% of the
students answered strongly disagree.
g) I often ask the teacher if I have difficulty understanding English
texts.
In this statement, the percentage showed 36% of the students
responded strongly agree, 32% agree, 24% disagree, and 8% of
the students responded strongly disagree.
Based on the second issue, namely the difficulty of
students in understanding English texts, it can be concluded that
most students answered that reading English texts was not easy.
Students also find it difficult to understand English vocabulary,
making it difficult for them to understand the information in
English texts.
41
3) Issue : Teaching Method
Number of Statement :
a) I find the way the teacher teaches in the classroom is very fun.
None of the students answered strongly agree with this statement,
32% of the students answered agree, 60% disagree, and 8%
answered strongly disagree.
b) I find the way the teacher teaches in the classroom is very boring.
This statement showed that 8% of the students responded strongly
agree, 24% of the students responded agree, 36% disagree, and 32%
responded strongly disagree.
c) The teacher rarely responds to my questions when I have difficulty
reading English texts.
For this statement, there were 8% of the students answered strongly
agree, 52% answered agree, 36% of the students answered disagree,
and 4% of the students strongly disagree.
d) The teacher rarely provides reading material in the form of English
text.
The results showed that there were 12% of the students answered
strongly agree, the students answered agree as much as 60%, the
students answered disagree as much as 20%, and there were 8% of
the students who answered strongly disagree.
Based on the third issue mentioned above, it can be
concluded that more students answered that the way the teacher
taught in the classroom was very boring. The teacher rarely
responded to students’ questions when they had difficulties, and the
teacher rarely provided English reading materials to students.
42
4) Issue : Learning Activity
Number of Statement :
a) I prefer to learn English individually.
For this statement, there were only 4% of the students answered
strongly agree, 24% answered agree, 52% of the students disagree,
and there were 20% of the students answered strongly disagree.
b) Learning English individually made it difficult for me.
In this statement, the result showed 8% of the students responded
strongly agree, 36% responded agree, 52% disagree, and 4%
responded strongly disagree.
c) I prefer to learn English as a group.
The percentage of this statement showed that 32% of the students
answered strongly agree, 28% answered they agree, 16% answered
disagree, and 24% of the students answered strongly disagree.
d) Learning in groups makes it easier for me to understand the learning
material.
The result showed that 24% of the students answered strongly agree,
48% of the students answered agree, 16% answered disagree, and
12% answered strongly disagree.
Based on the results above, it can be concluded that most
students prefer learning English in groups rather than individually.
Learning in groups also makes it easier for students to understand
the lesson.
c. The Result of Pre-Test
The pre-test was conducted before the researcher started the
action, intending to measure the extent to which students’ reading
comprehension of the English text. The pre-test was held on January
27th, 2021, in class VIIB, and 25 students took the test. This pre-test
consisted of 30 multiple choice questions, which the students had to
solve in 45 minutes.
43
After giving the pre-test to the students, the researcher calculated
the students’ pre-test scores. The following are the results of the
students’ pre-test:
Table 4. 1
Students’ Score in Pre-Test
No Students’ Number Score
1 Student1 53
2 Student2 56
3 Student3 63
4 Student4 40
5 Student5 60
6 Student6 73*
7 Student7 60
8 Student8 56
9 Student9 56
10 Student10 63
11 Student11 53
12 Student12 46
13 Student13 60
14 Student14 56
15 Student15 46
16 Student16 43
17 Student17 56
44
18 Student18 63
19 Student19 63
20 Student20 40
21 Student21 60
22 Student22 56
23 Student23 63
24 Student24 63
25 Student25 63
*Student who passed the Minimum Mastery Criterion (KKM)
To find out the student’s score, the first stage, the researcher
calculated the mean score as follows:
𝑀𝑥 =Σ𝑥
𝑁
Mx = 1464
25
Mx = 58. 56
After that, the researcher calculated the number of students who
passed the KKM with the following formula:
𝑃 =𝐹
𝑁 𝑥 100 %
P = 1
25 𝑋 100%
P = 4 %
Based on the data above, that was known that the mean score of
the Pre-Test was 58.56. There was only one person or 4% of the
students who could pass the Minimum Mastery Criterion (KKM). 96%
of the students or 24 others were still below the Minimum Mastery
Criterion, which was 72. It can be concluded that the number of students
who have not reached the KKM was extremely high, which means that
45
the students’ reading comprehension in English text was still low.
Therefore, the researcher applied Collaborative Strategic Reading to
improve students’ reading comprehension.
2. The Implementation of Classroom Action Research
a. Cycle 1
1) Planning
The first step in Classroom Action Research is planning. In
this step, the researcher made a plan for learning in the first cycle
based on the results of the pre-interview with the English teacher,
the students’ pre-questionnaire, and the results of the students’ pre-
test. Those problems came from both sides; from the students and
the teacher. The problem that often occurs in students is students’
lack of motivation and enthusiasm to read English text. They also
have difficulty in understanding English texts because they lack
English vocabulary. Another problem also came from the way the
teacher taught in the classroom. The teacher rarely gave students
English reading texts so that students were not used to practicing to
understand English texts.
Based on those problems, the researcher and the English
teacher agreed to apply Collaborative Strategic Reading in the
learning process and discussed to make the best treatment during
action research. The researcher and the English teacher discussed the
material to be taught to the students and the application of
Collaborative Strategic Reading in the classroom. The researcher
and the English teacher decided to use descriptive text as teaching
materials in the class. Following that, the researcher and the English
teacher made three lesson plans that would be used in three meetings
during cycle 1. The researcher also prepared the media needed for
implementing CSR, including descriptive text examples, CSR cue
cards, and CSR learning logs.
46
2) Acting
After making some lesson plans and all the media needed to
implement the action using Collaborative Strategic Reading, the
researcher began the action on January 28th - 29th and February 3th,
2021. In this step, the researcher served as a teacher, while the
English teacher served as an observer. The observation sheet was
prepared for the English teacher to be filled in based on the activities
that occurred during the implementation of CSR. At the same time,
the teacher used the teacher’s field note to note things that were not
in the observation sheet.
a) The First Meeting
The first meeting in cycle one was held on Thursday,
January 28th, 2021. The class started from 08.25 am - 09.45 am.
After the researcher entered the class, the students prepared and
prayed together. The researcher continued by greeting all
students of class VIIB, introducing herself, and checking
students’ attendance.
To start the lesson, the researcher explained the lesson
using a PowerPoint and a whiteboard. The material taught in the
first meeting was "describing person." Students were taught how
to describe people, the purpose of descriptive text, and the tense
used in making the text. The researcher provided several pictures
of a person to use as examples of descriptions. At the first
meeting, there were only a few students involved in describing a
person. Most of the students just listened to the researcher’s
explanation.
Before implementing Collaborative Strategic Reading,
the researcher explained and demonstrated how the technique
was performed. After making sure all students understood, the
students were divided into several groups, and each group
consisted of 4 students. Then, the researcher began to apply it.
47
The researcher conducted the teaching and learning process
following the lesson plans made. Meanwhile, the English teacher
who acted as an observer used the observation sheet prepared by
the researcher to monitor teaching and learning activities.
b) The Second Meeting
The second meeting was held on Friday, January 29th,
2021, from 09.50 am to 11.00 am. The activities conducted in
the second meeting were the same as the first meeting. After the
researcher and the students prayed together, the researcher
checked the student attendance list. Then the researcher
provided a brief review of previous learning and told the topic
and what will be done at this meeting.
In the second meeting, the researcher also conducted the
learning process following the lesson plan that had been made.
To start a discussion, the students immediately made groups of
4 students. In each of these groups, the students had their roles.
The researcher reminded the task that each role must do. Some
acted as Leader, Gist Expert, Clunk Expert, and Announcer.
Then the researcher gave another example of a descriptive text
about a person with a different title from the previous meeting.
Then the researcher and the students applied Collaborative
Strategic Reading (CSR) in the classroom. During the
implementation of CSR, the English teacher observed the
activities in class using an observation sheet.
c) The Third Meeting
The last meeting in cycle one was held on Wednesday,
February 3rd, 2021. The class was started from 07.45 to 09.05.
Before entering the classroom, the students were required to
check the completeness of school attributes. If the attributes used
were completed, they were allowed to enter the class. After all
the students entered the class, the researcher and the students did
48
not forget to pray before starting the learning activity and
checked students’ attendance. Before starting the learning
process, the researcher stimulated students by asking several
questions about the learning material.
At this meeting, the researcher had still conducted
teaching and learning activities based on the prepared lesson
plan. Meanwhile, the English teacher observed the activities
during the learning process using an observation sheet. The
researcher explained the lesson about "Describing Thing" using
related images. In this material, students learned how to describe
the objects that were around them. Before starting the group
discussion, the researcher exchanged the students’ roles in the
group so that each student had the opportunity to play all roles
in implementing CSR. Then the researcher provided examples
of descriptive text about a thing and conducted a learning
process using Collaborative Strategic Reading.
3) Observing
In this phase, the researcher served as a teacher, and the
English teacher served as an observer to monitor English learning
activities using Collaborative Strategic Reading. To monitor the
learning process during cycle 1, the researcher and the English
teacher used observation sheets and field notes. After the process of
implementing CSR in cycle one was completed, the researcher
concluded the results found as follows:
a) Teacher’s Role in Learning
At the first meeting of cycle 1, the teacher seemed to have
difficulty conditioning the classroom situation. Some students
were difficult to manage, talked too loudly, and often disturbed
other discussing groups. However, the teacher tried to be more
active and communicative in delivering the material and tried to
49
get the students’ attention so that students wanted to follow the
lesson.
b) Students’ Participation in Learning
The number of students who paid attention to the explanation
given by the teacher was quite a lot. When the teacher explained
the learning material, most students listened and paid attention
quite well. However, when the teacher asked for their opinion
about the material being discussed, most students did not
participate and kept quiet. In this first cycle, most students
tended to be passive and did not seem interested in English
lessons. Only one student often answered and expressed his
opinion during this first cycle. Although most of the students still
seemed confused about what they should do in implementing
CSR, they seemed embarrassed to ask questions and chose to
remain silent.
c) Students’ Cooperation
In cycle 1, some students still find it difficult to work
together with their group members and prefer individual
learning. This was because they felt they did not fit with their
group members, so the researcher needed to regroup according
to the wishes of the students. Some students also tend to be shy
to share their ideas with their group members during the
discussion. However, they did well.
d) Students’ Understanding
Students’ reading comprehension of English texts in cycle 1
progressed well at each meeting. All students were able to follow
the instructions given by the teacher.
In addition, after the learning and teaching process in cycle
one was finished, the researcher gave post-test1 to the students.
Post-test1 was conducted to evaluate the student learning
outcomes and determine what things need to be improved. This
50
post-test was conducted on February 3rd, 2021. The number of
students who passed the KKM was 36%. The mean score
obtained in post-test1 was 70, which was higher than the pre-test
score. However, in post-test1, the number of students who had
not passed the KKM was higher than the students who passed
the KKM. There were 64% of the students who had not passed
the KKM. This indicated that the implementation of
Collaborative Strategic Reading in cycle 1 had not fulfilled the
criteria.
4) Reflecting
After completing the three phases, reflecting was the last
phase in this cycle which aimed to find out the results of the first
cycle and reflect it so that it was better and well-organized for the
next cycle. The researcher evaluated the data acquired during the
learning and teaching process in the classroom and made a summary
of implementing the action research. Based on the data from the
observation, the students got an improvement compared to the first
meeting in this cycle. The students contributed to the learning
process well. They also tried to be actively involved in group
discussions. They also paid attention and responded to the teacher
when explaining the subject matter, although some students still did
not want to be involved in learning. Besides, their understanding of
the English text was gradually improving.
Based on the data collected, it showed an increase in
students’ reading comprehension of English texts by applying
Collaborative Strategic Reading, but the increase has not yet reached
the target. There were still many things that needed to be well
prepared to achieve the target. The researcher also found several
obstacles that caused the results of the implementation of CSR in
cycle one not to reach the target. It was found that there were still
51
many students who felt confused about the implementation of
Collaborative Strategic Reading, causing only some of the students
to want to participate in the learning process. In this cycle, the
researcher also noticed that most students were still shy and hesitant
to ask questions or give their opinions. This caused comprehension
gaps in the implementation of CSR in the classroom.
Following the reflection in cycle 1, the researcher decided to
revise the lesson plan to meet the students’ needs and address the
issues encountered in the first cycle.
b. Cycle 2
1) Revised Plan
In this planning of cycle 2, the researcher discussed with the
English teacher to modify the lesson plans applied in this cycle based
on observations and reflections in cycle 1. The main focus in
modifying this lesson plan was on the procedure for implementing
Collaborative Strategic Reading in the classroom. The lesson plans
made were still related to the application of Collaborative Strategic
Reading to improve students’ reading comprehension of English
texts.
First, in the previous cycle, most of the students were still
confused about CSR implementation, so in cycle 2, the researcher
must explain in detail and emphasize the CSR procedure, which the
researcher must guide directly so that the implementation of CSR
ran optimally.
Second, the researcher must reform study groups following
the agreement of students to make it easier during discussions. The
researcher also had to prepare interesting and interactive learning
materials but still related to students’ daily activities so that they
were easier to understand and all group members could be actively
involved in discussions.
52
Lastly, to increase the students’ responsibility and
enthusiasm for learning English in the classroom, the researcher
created a competition between groups. The best study group who
can complete their task quickly and accurately will get a prize at the
end of the second cycle. Furthermore, the researcher also prepared
worksheets, post-tests 2, and observation sheets used by the English
teacher who observed each meeting in cycle 2.
2) Acting
After creating and modifying the lesson plans and preparing
the media needed in cycle 2, the researcher took action research on
February 4th, 5th, and 10th, 2021. By implementing this cycle2, the
students were expected to get an increase in their reading ability. The
students were also expected to improve their reading comprehension
of English text better and get a score that reached the Minimum
Mastery Criterion (KKM), which was 72.
a) The First Meeting
The first meeting in cycle 2 was held on Thursday,
February 4th, 2021. Class started at 08.25 am - 09.45 am. From
the first meeting to the last meeting, the researcher acted as a
teacher, and the English teacher acted as an observer.
The initial activities at the first meeting in cycle 2 had a
lot of the same as cycle 1. The researcher checked the attendance
list of the students, warmed up, and recalled the students’
knowledge that had been taught at the previous meeting. Then
the researcher re-forms the new group to create a different
learning atmosphere. The researcher also reminded about the
role of the students in each group, as well as the stages of
implementing CSR.
The material taught at this meeting was a description of
the animals. The researcher provided pictures and examples of
53
short descriptive texts about things and asked the students to
guess the contents of the text. After the students understood the
text, the researcher applied Collaborative Strategic Reading and
carried out the learning and teaching process based on the lesson
plan that had been made. Meanwhile, the English teacher who
acted as an observer observed learning activities based on the
observation sheet that the researcher had prepared.
b) The Second Meeting
The second meeting of cycle 2 was held on Friday,
February 5th, 2021. Learning started at 09.50 am to 11.00 am.
Before beginning the lesson, the researcher greeted the students
and checked the student attendance list. At this meeting, students
took the initiative to form groups as before. Then the researcher
stimulated the students with several questions related to the
learning material. After the students answered some of these
questions, the researcher then collected the answers and
concluded the overall responses to form a learning objective at
the second meeting.
Furthermore, the researcher explained and provided a
brief example of descriptive text about objects. After the
students understood the material described, each of the students
changed roles so that each student had the opportunity to do all
the roles in the group. At this meeting, the teacher continued to
remind students about the role of the students in the group
because there were some students who neglected their roles.
After that, the learning process was conducted following the
lesson plans that had been made.
c) The Third Meeting
The third meeting in this cycle was held on Wednesday,
February 10th, 2021. The class is from 07.45 to 09.05. Before
entering the classroom, students check the completeness of
54
school attributes first. When the attributes used were complete,
students were allowed to enter the class. After all the students
entered the class, the researcher greeted the students, prayed
together, and checked the student attendance list. Before joining
the learning material, the students and the researcher did ice-
breaking for a while so that the students were more enthusiastic
and focused on learning.
When the classroom situation began to be conducive to
learning, the researcher provided learning materials prepared for
the third meeting. Furthermore, the learning and teaching
process was conducted in accordance with the lesson plan that
had been created. At this meeting, the students were much easier
to collaborate during the learning process. The majority of the
students were also actively engaged in learning. The English
teacher remained an observer during this meeting, monitoring
learning activities from beginning to end.
.
3) Observing
In the observing stage of cycle 2, the researcher had still
acted as a teacher, and the English teacher acted as an observer. The
observer was observed every meeting during the English learning
process using Collaborative Strategic Reading. The observer
observed the situation by checking the observation sheet prepared
by the researcher. The results of observations in the second cycle
were as follows:
a) Teacher’s Role in Learning
In the second cycle, the teacher’s performance improved
compared to the first cycle. The teacher was much more able to
control the class and condition students so that the number of
students who were noisy and busy doing other things was
reduced. However, there were still some students who were
55
talking in the backseat. The teacher was able to deliver the
learning material and guided the stages of Collaborative
Strategic Reading very well to the students who were still
confused.
b) Students’ Participation in Learning
The students’ participation in learning English was very
excellent when compared to the students’ participation in cycle
1. Another increase also occurred in the activeness and
interaction between the students and the teacher. At this cycle,
communication between the teacher and the students was also
much better than before. In the previous cycle, the number of
students who braved to answer questions from the teacher was
only one person. However, in this cycle, the number of students
who braved to ask and express their opinions during the learning
process also increased than before.
c) Students’ Cooperation
The students were able to work in groups very well. The
progress of the students from day to day was much better. Most
students like learning English in groups. The communication
that the students made between group members had a positive
increase. Even some students who seemed passive at the
previous meeting began to get involved in expressing their
opinions.
d) Students’ Understanding
In this cycle, students were able to follow instructions from
the teacher very well. Students also did the tasks given by the
teacher in accordance with the implementation of CSR in the
learning process.
In addition, after the second cycle was completed, the
researcher distributed post-test 2 to determine and evaluate
student learning outcomes during action research. Based on the
56
data, the number of students who scored above the KKM in post-
test 2 was 76%. There were 24% others still had not reached the
KKM. However, this has increased by 40% compared to post-
test 1, where only 36% of the students passed the Minimum
Mastery Criterion (KKM).
4) Reflecting
After conducting cycle 2, all instruments that have been
collected during Classroom Action Research (CAR) were then
analyzed. The researcher and the English teacher discussed learning
progress by comparing observation sheets and teacher field notes
from cycle 1 to cycle 2. The results showed that the students got a
good improvement. In cycle 2, the students seemed more
enthusiastic, excited, and able to work in a group. The students also
got more enjoy to following English lessons in the class. The
progress of the students in teamwork had also increased. This can be
seen in how students communicate with their group members.
In cycle 2, gradually, some students became more responsive
by expressing their opinions and helping to answer their friends’
questions. While at the first meeting of cycle 1, there was only one
student who was brave to answer the researcher’s questions about
the learning material, the other students still looked shy and hesitant.
Besides analyzing the results of the teacher’s observation sheets and
field notes, the researcher also analyzed the students’ post-test
results. The results of students’ scores on the post-test 2 also
increased quite well.
The criterion for the success of this Classroom Action
Research was 75% of the students achieved the KKM, and the
number of the students who reached the KKM on post-test 2 was
76%. It can be concluded that the students of class VIIB have
57
succeeded in improving their reading comprehension of English
texts by using Collaborative Strategic Reading.
3. Finding after Implementing the Classroom Action Research
a. The Result of Teacher’s Post-Interview
After all the Classroom Action Research steps were completed,
the researcher then conducted a post-interview with the English teacher
of class VIIB SMPIT Ar-Risalah to find out the perceptions and
perspectives of the English teacher about the implementation of
Collaborative Strategic Reading in the classroom. This post-interview
was held on February 11th, 2021. The questions asked in this post-
interview were about Collaborative Strategic Reading, students’
enthusiasm, students’ improvements while using Collaborative
Strategic Reading, the advantages and disadvantages of Collaborative
Strategic Reading, and the obstacles found in the classroom.
Based on the opinion given by the English teacher about
Collaborative Strategic Reading, at first, many students were slightly
confused by this technique. This was because CSR was something new
for them, so they were unfamiliar and found it difficult to follow it.
However, when repeatedly explained and they already understand, the
students can enjoy the learning process in the classroom.
The students’ enthusiasm in participating in learning was also
quite good because the teacher who taught them was someone new, so
they felt curious and interested in what they were going to do. The
English teacher also saw that the students’ understanding of reading
English texts was quite good, although not all students had mastered
reading comprehension. However, for the students who were given
examples of English texts for the first time, this was an excellent
achievement.
The English teacher said that the advantages of implementing
CSR in the classroom were that this technique could make it easier for
58
the students to understand the contents of the text. Because before the
students answered the questions given by the researcher, they must
discuss with their members of the group first. This also minimized the
students who do not brave to express their ideas in front of the class so
that the students could practice in smaller groups first. Meanwhile, the
disadvantage seen by the English teacher in implementing CSR in the
classroom was that this technique required much time to carry out each
stage. In addition, most students were also challenging to organize when
dividing groups or randomizing roles in groups.
In implementing Collaborative Strategic Reading, there were
also several obstacles that occurred. The obstacles that often occurred
were the number of challenging students to manage, being too noisy,
and even some students like to disturb other groups who were having a
discussion. Nevertheless, the English teacher claimed that she would try
to apply this technique in the future. Of course, by learning more about
the stages first.
b. The Result of Observation Sheet
The observation sheet consisted of two aspects: the student
activities in following the learning process and the role of the teacher in
the teaching process. The researcher acted as a teacher in the classroom
action research, while the English teacher acted as an observer. Based
on the results of classroom observation sheets collected in cycle 1 and
cycle 2, the results of the data showed that both the teacher and the
students showed quite positive progress. Although at the beginning of
the meeting there was still no significant change, the changes occurred
gradually.
At the first meeting, the students’ activeness in the learning
process was not good enough. The students are often passive and do not
want to participate in the learning process. Even some students still look
embarrassed to express their opinions. However, after the teacher
59
implemented CSR in the English learning process, this had increased
over time. This was because the implementation of CSR required the
students’ activeness in communicating and sharing opinions among
group members. Besides being able to increase the students’ activeness
in the learning process, this can also affect the students’ comprehension
of English texts.
The observation sheet was also used to observe the teacher
activities in the class. At the beginning of the meeting, the teacher
struggled quite a bit in managing the classroom situation. This was due
to the students’ lack of response to the English learning process. Then
the teacher tried to build better communication to get the students
involved in the learning process and do some warming up so that the
class atmosphere became relaxed. The way the teacher delivered subject
matter also improved. The teacher explained the subject matter in a
structured manner, and the teacher was more often directly involved in
student activities, rather than waiting for the students to ask questions
when they had difficulties. The teacher also did not forget to ask the
students’ opinions about the learning process that was carried out that
day and provided conclusions at the end of the lesson.
c. The Result of Teacher’s Field Note
The teacher’s field notes contained descriptive notes of the
teacher based on situations that occurred in class during the
implementation of action research. The field notes were carried out in
accordance with the number of meetings, namely 3 meetings in cycle 1
and 3 meetings in cycle 2.
Based on the data from the teacher’s field notes, the students’
activity in the learning process increased as the meetings passed by.
They were also braver to ask questions or express opinions to the teacher
when they found errors or difficulties during the implementation of
CSR. In cycle 1, most of the students chose to remain silent when the
60
teacher asked their opinion about the learning material. However, when
group discussions were held, many students came out of the group and
disturbed other groups. When the teacher warned them, they reasoned
that they wanted to borrow a dictionary because, at that time, the number
of the students who brought dictionaries was very small. Then for the
next meeting, the teacher reminded the students to bring a dictionary not
to disturb other students who were in discussion. In addition, the
mismatch of group members was also a frequent problem for the
students, so the teacher had to create new discussion groups based on
their agreement. Regardless, they showed some respect towards the
teacher who was making the presentation by listening to the material
presented by the teacher and busying themselves with making notes
from the teacher’s presentation.
Collaborative Strategic Reading was a technique that made
students do many group discussions, so the class atmosphere was quite
noisy. To make the discussion well organized, the researcher spent more
time walking around from one group to another in order to help and
monitor the discussion. After conducting several meetings, students
became easier to cooperate in the learning process. Some students had
become more active and had the courage to communicate both with the
researcher and their group members. The students also took the initiative
to form a discussion group first before the researcher asked for it. The
process of implementing CSR has shown a positive increase. It was
starting from the student involvement in group discussions, as well as
their reading comprehension of English texts, as evidenced by improved
test results.
d. The Result of Student’s Post – Research Questionnaire
After implementing the action research, the researcher then
distributed a post-questionnaire to the students of VIIB. This
questionnaire aimed to find out the students’ experiences and
61
perceptions of the implementation of Collaborative Strategic Reading
during the action research process. In this questionnaire, there were 20
statements with three categories concerned. The category was about
students’ interest in learning, students’ activities during the learning
process, and difficulties faced by the students. The researcher analyzed
the questionnaire data, as follow:
1) Issue : Students’ Interest
Number of Statement :
a) I feel happy learning English using Collaborative Strategic
Reading.
Based on the first statement, the result showed there were 4% of
the students answered strongly agree, 60% answered agree, 32%
answered disagree, and 4% answered strongly disagree.
b) Learning English using Collaborative Strategic Reading is
tedious.
In this statement, the total of the students who answered strongly
agree were 8%, 28% answered agree, 48% answered disagree,
and 16% answered strongly disagree.
c) I feel that learning English using Collaborative Strategic
Reading is better than conventional learning.
For this statement, 16% answered strongly agree, 48% answered
agree, 32% answered disagree, and 4% of the students answered
strongly disagree.
d) I feel that conventional learning is better than using
Collaborative Strategic Reading.
In this statement, only 4% of the students answered strongly
agree, 36% answered agree, there were 56% who disagreed with
this statement, and 4% answered strongly disagree
In the first category, there were four statements related to
the students’ interest in learning. Based on the percentage
findings, it can be stated that the majority of students are pleased
62
with the application of Collaborative Strategic Reading in the
English learning process in the classroom. Moreover, the
students agree that learning English using CSR is better than
learning as usual or conventional methods.
2) Issue : Learning Activities
Number of Statement :
a) During the learning process using Collaborative Strategic
Reading I communicate a lot with other students.
For this statement, there were 8% of the students answered
strongly agree, 44% answered agree, 32% answered disagree,
and 16% of the students answered strongly disagree.
b) Learning English using Collaborative Strategic Reading makes
me rarely communicate with other students.
In this statement, 8% of the students answered strongly agree,
36% answered agree, there were 40% who disagreed with this
statement, and 16% answered strongly disagree.
c) During the learning process using Collaborative Strategic
Reading I communicate a lot with the teacher.
The data shown, 36% of the students answered strongly agreed
with the statement. Then, 32% of them agreed. Yet, 24% of them
were disagreed and the rest of them were strongly disagreed,
which 8% of them.
d) The learning process using Collaborative Strategic Reading
makes me rarely communicate with the teacher.
The results showed that only 4% of the students answered
strongly agree, the students answered agree as much as 32%, the
students answered disagree as much as 48%, and there were 16%
of the students who answered strongly disagree.
e) I was given the opportunity to ask questions when I found
difficulties during the learning process.
63
In this statement, showed that 24% of the students answered
strongly agree, 40% of the students answered agree, 28%
answered disagree, and 8% answered strongly disagree.
f) The teacher did not give me the opportunity to ask questions
when I encountered difficulties during the learning process.
For this statement, there were 8% of the students answered
strongly agree, 40% answered agree, 48% of the students
answered disagree, and 4% of the students answered strongly
disagree.
g) I prefer studying in groups rather than studying individually.
24% of the students answered strongly agree. Then, 48% of them
answered agree. However, 20% of them were disagreed with the
statement. There were 8% answered strongly disagree.
h) I prefer to study individually than study in groups.
For this statement, the percentage showed 4% of the students
answered strongly agree, 20% answered agree, 36% answered
disagree, and 40% of the students answered strongly disagree.
The questionnaire results in the second category showed
that most of the students agreed that implementing Collaborative
Strategic Reading made them communicate more with both
friends and the teacher. They also felt that during the
implementation of Collaborative Strategic Reading, they were
given the opportunity to ask questions and express their
opinions. Collaborative Strategic Reading also makes the
students do learning in groups, which most of the class VIIB
students preferred.
3) Issue : Students’ Difficulties
Number of Statement :
a) I find it easier to understand English texts by using Collaborative
Strategic Reading.
64
There were only 4% of the students answered strongly agree.
56% of them answered agreed to this statement, 32% answered
disagree, and 8% of them answered strongly disagree.
b) I find it difficult to understand English text by using
Collaborative Strategic Reading.
In this statement, the percentage showed 8% of them were
strongly agreed, 32% agreed, 36% of the students were disagreed
and 24% of them were strongly disagreed.
c) Collaborative Strategic Reading can overcome my difficulties in
reading comprehension of English texts.
For this statement, none of the students answered strongly agree.
76% of students answered agree, 20% of them answered
disagree, and 4% others answered strongly disagree.
d) Collaborative Strategic Reading does not solve my difficulties in
reading comprehension of English texts.
The result showed that 16% of the students answered strongly
agree, 32% of the students answered agree, 48% answered
disagree, and 4% answered strongly disagree.
e) I find it easier to do Reading tasks after implementing
Collaborative Strategic Reading.
In this statement, the percentage showed 8% of the students
answered strongly agree, 48% answered agree, 28% answered
disagree, and 16% of the students answered strongly disagree.
f) I find it more difficult to do reading tasks after implementing
Collaborative Strategic Reading.
For this statement, there were 8% of the students answered
strongly agree, 12% answered agree, 44% of the students
answered disagree, and there were 20% of the students answered
strongly disagree.
g) Collaborative Strategic Reading can improve my reading
comprehension of English text.
65
The result showed that 12% of the students answered strongly
agree, 64% of them answered agree, 20% answered disagree,
and only 4% answered strongly disagree.
h) Collaborative Strategic Reading does not affect the
improvement of my reading comprehension of English text.
In the last statement, the percentage showed 8% of them were
strongly agreed, 36% agreed, 52% answered disagree, and only
4% of them answered strongly disagree.
Based on the results of the data above, it can be concluded
that most of the students agree that the implementation of
Collaborative Strategic Reading can facilitate their reading
comprehension of English texts. They also felt that this
technique can solve their problems and can improve their
reading comprehension. Although some others disagree with this
statement, the number of the students who agree was much
higher.
e. The Result of Post- Action Test
1) The Result of students’ Reading Comprehension Post-Test 1
Table 4. 2
Students’ Score in Post-Test 1
No Students’ Number Score
1 Student1 66
2 Student2 73*
3 Student3 73*
4 Student4 66
5 Student5 70
6 Student6 83*
7 Student7 70
8 Student8 63
66
9 Student9 76*
10 Student10 60
11 Student11 63
12 Student12 80*
13 Student13 63
14 Student14 63
15 Student15 60
16 Student16 70
17 Student17 66
18 Student18 63
19 Student19 70
20 Student20 80*
21 Student21 80*
22 Student22 73*
23 Student23 66
24 Student24 70
25 Student25 83*
*student who passed the Minimum Mastery Criterion (KKM)
To find out the student’s score in post-test 1, the first stage
the researcher calculated the mean score as follows:
𝑀𝑥 =Σ𝑥
𝑁
Mx = 1750
25
Mx = 70
Based on the calculation above, the data showed that the
mean score on the post-test 1 was 70 while the mean score in the
pre-test was 58.56. This proved that there was an improvement from
pre-test to post-test 1. Then to find out the percentage increase in
the students from pre-test to post-test 1, the following formula was
used:
67
P =𝑦1 − 𝑦
𝑦 x 100%
P =70 − 58,56
58,56 x 100%
P = 19.53 %
The calculation above showed that the total increase in the
pre-test score results to the post-test 1 was 19.53%. Next, the
researcher calculated the number of the students who passed the
Minimum Mastery Criterion (KKM) with the following formula:
𝑃 =𝐹
𝑁 𝑥 100 %
P = 9
25 𝑋 100%
P = 36 %
Based on the data above, the number of the students who
scored above the KKM was 9 students, or 36 %, while 16 students or
64% still got scored below the KKM. It could be seen from the
following chart:
2) The
Result of students’ Reading Comprehension Post-Test 2
Table 4. 3
Students’ Score in Post-Test 2
No Student’s Number Score
1 Student1 70
0
5
10
15
20
Scores < 72 Scores > 72
Students' Post-Test 1 Result
Figure 4. 1 The Result of Students’ Post-Test 1
68
2 Student2 76*
3 Student3 80*
4 Student4 73*
5 Student5 70
6 Student6 86*
7 Student7 73*
8 Student8 76*
9 Student9 76*
10 Student10 76*
11 Student11 66
12 Student12 76*
13 Student13 70
14 Student14 70
15 Student15 76*
16 Student16 73*
17 Student17 80*
18 Student18 76*
19 Student19 83*
20 Student20 80*
21 Student21 80*
22 Student22 73*
23 Student23 76*
24 Student24 70
25 Student25 86*
*student who passed the Minimum Mastery Criterion (KKM)
69
To obtain the score in post-test 2 above, the researcher
calculated the students’ mean score first. The formula used was
as follows:
𝑀𝑥 =Σ𝑥
𝑁
Mx = 1891
25
Mx = 75.64
Based on the calculation above, it can be seen that the
mean score of the students in post-test 2 was 75.64. Meanwhile,
the mean score in post-test 1 was 70. This proved that there was
an improvement in post-test 2. Then, to find out the percentage
increase in student scores in post-test 1 and post-test 2, the
following formula was used:
P =𝑦2 − 𝑦
𝑦 x 100%
P =75,64 − 70
70 x 100%
P = 8.06 %
The calculation above showed that the total increase in
the post-test 1 mean score results to the post-test 2 was 8.06%.
Next, the researcher calculated the number of the students who
passed the KKM with the following formula:
P =F
N x 100 %
P = 19
25 𝑋 100%
P = 76 %
Based on the data above, the number of the students who
scored above the Minimum Mastery Criterion (KKM) was 19
students, or 76 %, while 6 students or 24% still got scored below
the KKM. It could be seen from the following chart:
70
Figure 4. 2 The Result of Students’ Post-Test 2
From all of the calculations above, the researcher
compared the result of pre-test, post-test 1, and post-test 2. The
comparison of all the test results can be seen on the chart below:
Figure 4. 3 The Comparison Score of Pre-Test, Post-
Test 1, and Post-Test 2
Based on the chart above, there was a significant increase in
the students’ reading comprehension test results. In the pre-test, 4%
of the students reached the Minimum Mastery Criterion (KKM),
while the other 96% had not yet reached the KKM. In post-test 1,
the number of the students who reached the KKM was 36%, and
those who had not reached the KKM were 64%. Although the
number of the students who had not reached the KKM was higher,
this had increased compared to the pre-test. In post-test 2, the
number of the students who reached the KKM was 76%, although
those who had not reached the KKM were 24%. However, This
0
5
10
15
20
Scores < 72 Scores > 72
Students' Post-Test 2 Result
0
5
10
15
20
25
30
Pre-Test Post-Test 1 Post-Test 2
Scores < 72
Scores > 72
71
successfully reached the criteria for success in classroom action
research. Furthermore, classroom action research was finished off
until cycle 2.
B. Discussion
This research aims to improve students’ reading comprehension through
the application of Collaborative Strategic Reading at the seventh grade of
SMPIT Ar-Risalah in the academic year 2020/2021. Based on the research
results and the calculation of the data, the application of Collaborative Strategic
Reading in the learning process is effective in improving students’ reading
comprehension.
Students showed significant improvement after implementing
Collaborative Strategic Reading. The enthusiasm and activeness of students in
participating in the learning process also showed excellent progress. Students’
difficulties inferring the meaning of certain words in the text can also be
overcome with the Click and Clunk Strategy, where students guess the
vocabulary they think is difficult to understand by using a fix-up strategy. This
is in line with the opinion of Kligner and Vaughn (1998), which states that
Collaborative Strategic Reading is a great teaching technique to teach students
reading comprehension and build their vocabulary.
The implementation of CSR is also carried out with grouping so that it
helps students communicate more with their group friends and minimize
students who appear passive in learning. This was in line with the judgment of
the English teacher when the researcher asked the English teacher’s judgment
about this research. English teacher said that Collaborative Strategic Reading
could improve students' reading comprehension of English texts. She saw that
many students were more enthusiastic about learning by implementing CSR.
This was very helpful for students who did not brave to express their opinions
in front of the class so that students could express their opinions in small groups
first. This was also stated by Febtisari & Fitrawati (2017) that Collaborative
72
Strategic Reading is a strategy that teaches students to collaborate on reading
assignments to improve understanding.
In addition, there are significant differences before and after the
implementation of Collaborative Strategic Reading in the learning process in
the classroom. In the pre-test, from 25 students who took the test, only one
student passed the KKM, and the mean pre-test score was 58.56% before
implementing the action research. After implementing the first cycle of action
research, the number of students who passed the KKM was nine students with
a mean score of 70. Because the researcher determined that the action was
successful if the number of students who passed the KKM was 75%, the
researcher continued the second cycle. Then the mean score of students in the
second cycle is 75.64, and the number of students who passed the KKM is 76%.
From these increases, it can be concluded that more than 75% of students passed
the KKM, which means that this study was declared successful because it had
met the success criteria.
Therefore, the results of this study support the idea that Collaborative
Strategic Reading has a positive effect on students’ English learning, especially
reading comprehension skills. The result of this research is similar to Impiani
Zagoto (2016). The result of her study is CSR strategy is very helpful for
students in determining the main idea and drawing conclusions from a text that
is read. The result of the study by Rafi Riyawi (2018) shows that there was a
significant effect of using CSR on students’ reading comprehension. This study
also supports the previous study by Era Sawitri (2019). The findings of the data
from her study found that the results of teaching reading comprehension
utilizing a CSR were higher than using a cooperative learning technique.
In other words, the implementation of CSR in learning English can
contribute well to improving students’ reading comprehension. Students are
helped to make it easier to understand English texts with CSR stages. Students
can increase their English vocabulary and easily understand the information
contained in the text. Collaborative Strategic Reading is an effective strategy in
teaching reading comprehension in grade 7 SMPIT Ar-Risalah Cariu.
73
CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
After applying two cycles of classroom action research, in which each
cycle consisting of four stages, namely: planning, acting, observing, and
reflecting, the results showed that the implementation of Collaborative Strategic
Reading in class VIIB SMPIT Ar-Risalah was able to help students improve in
reading comprehension of English texts. This can be proven by the following
facts. Based on the results of the students’ reading comprehension tests, the pre-
test results revealed that only 4% of the students or who passed the minimum
mastery criterion (KKM), with a mean score of 58.56. After that, in post-test 1,
the percentage of students who passed the KKM score increased to 36%, with
a mean score of 70. In post-test 2, 76% of the students passed the KKM, with a
mean score of 75.64.
In addition, the students’ progress from the first meeting in cycle 1 to
the last meeting in cycle 2 was monitored using observation sheets and the
teacher’s field notes. The data obtained indicate that the implementation of CSR
can help the students become actively involved during the learning process. The
students become braver to ask questions and express their opinions, and the
interaction that the students make during action research also increased. This
can be seen from how they tried to build communication both with the teacher
and their group members. Other than that, based on the interview results, the
English teacher also showed a positive response to the implementation of CSR,
74
which can make the students more enthusiastic about the learning process and
help students understand the English texts.
In conjunction with that, the results of the student questionnaire showed
that most of the students felt happy when CSR was implemented during the
English learning process because this technique made them communicate more
with their friends and the teacher. They also agree that learning English using
CSR was better than the conventional method. To put it concisely, the
researcher found that Collaborative Strategic Reading can foster students’
enthusiasm for English lessons and improve students’ reading comprehension
of English texts.
B. Implication
Based on the research findings on the application of Collaborative
Strategic Reading in improving students’ reading comprehension, there are
several implications related to the research. The results of this study have
implications for the teaching process of teachers to find problems that cause
students not to be actively involved in the learning process, especially
comprehending reading texts. So that with the results of this study, the teacher
found a solution to the problem.
In addition, the implementation of CSR also has implications for
increasing student learning engagement. Appropriate learning strategies can
create a better learning atmosphere to achieve good learning outcomes. The
implementation of CSR is one of the evidence that the learning process requires
the activities of students and teachers to develop the potential that exists in
students and involves students’ activeness in learning by developing students’
mindsets so that the learning outcomes obtained will be more optimal.
C. Suggestion
After being involved in the teaching and learning process to conduct
classroom action research, the researcher took some notes as suggestions that
might be helpful and useful for further learning.
75
1. In teaching English, especially reading comprehension, the teacher is
expected to employ a variety of teaching strategies to make learning
enjoyable for students so that they are not easily bored or distracted during
the learning process. For further learning, the teachers can consider
Collaborative Strategic Reading as a medium of learning to teach students
reading comprehension.
2. By applying Collaborative Strategic Reading, it can help students to
understand English texts more easily. In addition, this technique also gives
students the opportunity to interact and express their opinions because this
technique requires students to communicate more thorough discussion.
3. The researcher hopes that this research can be helpful for further English
teachers, as well as other researchers who want to do similar research or
have the same interest in conducting research in order to find out students’
reading comprehension can be improved with this technique.
76
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APPENDICES
84
Appendix 1a The guidelines of the Teacher’s Interview before CAR
Interview Guidelines for Seven Grade English Teacher of SMPIT Ar-Risalah
Cariu before Classroom Action Research (CAR)
1. Menurut ibu, bagaimana antusiasme serta keaktifan siswa pada saat belajar
bahasa inggris di kelas?
2. Berapakah standar nilai KKM yang ditentukan dalam mata pelajaran Bahasa
Inggris dan apakah siswa mampu mencapai standar tersebut?
3. Menurut ibu, bagaimana kemampuan siswa anda dalam memahami text
dalam Bahasa Inggris?
4. Apa saja kesulitan yang ibu temui dalam mengajarkan membaca
pemahaman dalam text Bahasa Inggris?
5. Dalam pembelajaran Bahasa Inggris khususnya pembelajaran mengenai
pemahaman teks, apakah ibu menggunakan strategi atau metode tertentu?
6. Apakah strategi atau metode tersebut efektif dalam meningkatkan
pemahaman membaca siswa?
7. Apakah ibu pernah mencoba cara lain untuk mengajarkan membaca
pemahaman kepada siswa?
8. Apakah ibu pernah menerapkan diskusi kelompok pada saat pembelajaran
Bahasa Inggris?
9. Apakah ibu mengetahui metode Collaborative Strategic Reading?
10. Menurut ibu apakah akan efektif jika pembelajaran Bahasa Inggris
khususnya dalam pemahaman text menggunakan metode Collaborative
Strategic Reading?
85
Interview Guidelines for Seven Grade English Teacher of SMPIT Ar-Risalah
Cariu before Classroom Action Research (CAR)
1. In your opinion, how enthusiastic and active are students when learning English
in class?
2. What is the standard KKM score determined in English subjects and are
students able to achieve these standards?
3. How is the student’s ability to understand English text?
4. What difficulties did you encounter in teaching reading comprehension in
English text?
5. In learning English, especially learning about text comprehension, do you use
certain strategies or methods?
6. Is the strategy or method effective in improving students’ reading
comprehension?
7. Have you ever tried other ways to teach reading comprehension to students?
8. Have you ever used group discussions when learning English?
9. Do you know the Collaborative Strategic Reading method?
10. In your opinion, will it be effective if learning English, especially in
understanding text, uses the Collaborative Strategic Reading method?
86
Appendix 1b The Result of the English Teacher’s Interview before CAR
( R = Researcher, T = Teacher)
R : Menurut ibu, bagaimana antusiasme serta keaktifan siswa pada saat bahasa
inggris di kelas?
T : Kalau keaktifan siswa biasanya tergantung dari siswanya. Generalnya kalau
di anak perempuan mereka tertarik banget untuk belajar bahasa Inggris.
Tapi kalau untuk anak laki-laki, karena mereka punya cara belajar yang
berbeda, jadi pola belajar mereka sangat berbeda dengan kebanyakan anak
perempuan. Cara belajar anak laki-laki harus lebih santai dan sambil
bermain. Biasanya mereka harus learning by doing.
R : Apakah dengan cara belajar seperti itu membuat ibu lebih sulit dalam
mengajar atau sebaliknya?
T : Sebenarnya agak sulit, karena anak laki-laki kalau belajar tidak bisa hanya
dijelaskan dengan menggunakan teori saja, jadi guru harus berusaha keras
agar anak nya paham. Terkadang pada saat gurunya menjelaskan materi
pembelajaran, siswa hanya duduk dan menyandarkan kepala ke meja saja
tanpa memperhatikan penjelasan dari guru.
R : Antusias belajar bahasa Inggris di kelas B yang khusus siswa laki-laki kira-
kira seperti apa bu?
T : Untuk antusias belajar bahasa Inggris siswa kelas B sebenarnya ada, mereka
tetap mau belajar dan mengikuti arahan guru walaupun agak sulit dibilangin
tapi tetap dilakukan oleh siswa.
R : Berapakah standar nilai KKM yang ditentukan dalam mata pelajaran Bahasa
Inggris dan apakah siswa mampu mencapai standar tersebut?
T : 72
R : Menurut ibu, bagaimana kemampuan siswa anda dalam memahami text
dalam Bahasa Inggris?
T : Untuk yang sebelumnya, karena materi pembelajarannya belum masuk ke
teks descriptif, jadi saya belum mencoba memberikan contoh teks ke siswa.
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Paling hanya sekedar membaca dan membuat kalimat sederhana saja. Itu
pun memang agak sulit, tapi mereka tetap bisa mengerjakan walaupun
sering menanyakan hal tersebut kepada saya.
R : Apa saja kesulitan yang ibu temui dalam mengajarkan membaca
pemahaman dalam text Bahasa Inggris?
T : Kesulitan dikelas B yaitu siswa nya cepat sekali bosan dan mengantuk. jadi
gurunya harus berusaha keras agar kelasnya bisa tetap aktif dan menarik.
Tapi faktor yang paling sering terjadi adalah mengantuk pada saat jam
pelajaran.
R : Hal apa yang ibu lakukan untuk mengatasi situasi tersebut?
T : Ketika saya sedang meminta siswa untuk mengerjakan sesuatu, biasanya
saya sering memutarkan beberapa musik untuk membuat mereka tetap
tenang pada saat mengerjakan tugas yang diberikan, karena mereka
memang menyukai hal tersebut. Tapi ketika saya sedang menjelaskan
materi pelajaran, musik nya di berhentikan terlebih dahulu agar suara dari
musik yang diputar tidak mengganggu dan mereka bisa lebih fokus
mendengarkan penjelasan dari saya.
R : Apakah di ruang kelas disediakan fasilitas untuk mendengarkan musik?
T : Untuk speaker biasanya punya saya pribadi kemudian di bluetooth dari
handphone. Tapi sebenarnya dari pihak sekolah juga menyediakan sound
dan proyektor jika mau disambungkan ke laptop.
R : Dalam pembelajaran Bahasa Inggris khususnya pembelajaran mengenai
pemahaman teks, apakah ibu menggunakan strategi atau metode tertentu?
T : Sejauh ini saya hanya menggunakan beberapa picture saja untuk membantu
proses mengajar. Untuk materi yang sebelumnya, saya meminta siswa
membuat sejejenis teka-teki silang (TTS) untuk memperbanyak kosakata
adjective mereka. Jadi biasanya saya hanya memberikan satu kata saja,
contohnya Creative, nanti dari kata tersebut siswa yang mengembangkan
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kira-kira huruf C, R, E, A, T, I, V dan E bisa digunakan untuk
mengembangkan berbagai kosakata adjectif yang lain.
R : Apakah strategi atau metode tersebut efektif dalam meningkatkan
pemahaman membaca siswa?
T : Menurut saya itu cukup efektif, karena dengan melakukan hal-hal tersebut
siswa tidak cepat merasa bosan dan suasana kelas pun jadi lebih aktif jika
dibandingkan pada saat saya menjelaskan materi pelajaran saja. Namun
tetap saja, terkadang ada beberapa siswa yang masih terlihat mengantuk dan
tidak bersemangat dalam mengikuti pelajaran.
R : Apakah ibu pernah mencoba cara lain untuk mengajarkan membaca
pemahaman kepada siswa?
T : Sejauh ini belum, karena materi sebelumnya masih seputar kosakata dan
kalimat-kalimat sederhana saja. Kalaupun disuruh membaca, hanya teks
yang singkat saja.
R : Apakah ibu pernah menerapkan diskusi kelompok pada saat pembelajaran
Bahasa Inggris?
T : Untuk semester lalu saya belum pernah menerapkan diskusi kelompok
dikelas, dan untuk semester ini saya memang sedang menerapkan diskusi
kelompok. Biasanya mereka sering tidur pada saat jam pelajaran, namun
ketika saya membuat kelompok diskusi, justru membuat siswa lebih tertarik
untuk belajar.
R : Biasanya ada berapa banyak kelompok yang ibu buat dalam satu kelas?
T : Karena jumlah siswanya 30, jadi biasanya tiap kelompok terdiri dari 5-6
orang.
R : Apakah pada saat melakukan diskusi kelompok ada siswa yang terlalu pasif
atau mungkin terlalu aktif?
T : Untuk dikelas 7B memang ada beberapa siswa yang pendiam, dan jarang
mau terlibat dalam pembelajaran. Namun sebenarnya mereka paham dengan
89
materi yang telah dijelaskan, hanya saja mungkin malu untuk
mengungkapkan ide-idenya dan malah terjadi saling tunjuk antar siswa.
Biasanya kalau seperti itu, saya menyebut namanya dan meminta dia untuk
menjawab pertanyaan yang telah saya berikan.
R : Apakah ibu mengetahui metode Collaborative Strategic Reading?
T : Pernah mendengar namanya, tapi belum tahu bagaimana cara kerjanya.
R : Menurut ibu apakah akan efektif jika pembelajaran Bahasa Inggris
khususnya dalam pemahaman text menggunakan metode Collaborative
Strategic Reading?
T : Karena penerapan metode in basicnya berkelompok juga, sepertinya siswa
akan tertarik dengan pembelajarannya. Mungkin nanti dijelaskan saja
kepada siswa apa yang mereka saja peran yang harus mereka lakukan, dan
bagaimana cara melakukannya.
90
The Result of the English Teacher’s Interview before CAR
( R = Researcher, T = Teacher)
R = In your opinion, how enthusiastic and active are students when learning
English in class?
T = The activity of students in the classroom usually depends on each student.
In general, female students are very interested in learning English. But for
male students, have different ways of learning, so their learning patterns are
very different from most female students. The way male students learn
should be more relaxed and while playing. Usually, they have to learn by
doing.
R = Does the way students learn make it more difficult for you to teach or even
make it easier for you to teach?
T = Actually it is a bit difficult because male students cannot just explain
learning using theory, so the teacher must try hard so that students
understand more easily. Sometimes when the teacher explains the learning
material, students just sit and lean their heads on the table without paying
attention to the teacher's explanation.
R = How enthusiastic are you to learn English in class B, especially for male
students, ma’am?
T = For the enthusiasm about learning English, class B students have the
enthusiasm and are still willing to learn and follow the teacher’s directions
even though it is a bit difficult to direct, but they are still carried out by
students.
R = What is the standard KKM score determined in English subjects and are
students able to achieve these standards?
T = 72.
R = How is the student’s ability to understand English text?
T = For the previous lesson, because the learning materials have not studied
descriptive text, so I have not tried to give an example of the text to the
students. I only ask students to read and make simple sentences. Even that
91
is a bit difficult, but they can still do it even though they often ask me about
it.
R = What difficulties did you encounter in teaching reading comprehension in
English text?
T = The difficulty in class B is that the students get bored and sleepy very
quickly. So the teacher must try hard to keep the class active and interesting.
But the factor that most often occurs is sleepiness during learning.
R = What did you do to overcome this situation?
T = When the students are asked to do the task, I usually often play some music
to keep them calm while doing the given task, because they really like it.
But when I was explaining the subject matter, the music was stopped first
so that the sound from the music playing did not interfere and they could
focus more on listening to my explanation.
R = Are there facilities for listening to music in the classroom?
T = I usually bring my personal speaker then connect it to Bluetooth from my
phone. But actually, the school also provides sound and a projector if you
want to connect it to a laptop.
R = In learning English, especially learning reading comprehension, do you use
certain strategies or methods?
T = So far, I have only used a few pictures to help the teaching process. For the
previous material, I asked students to make a crossword puzzle to increase
their adjective vocabulary. So usually I only give one word, for example,
Creative. Then, from that word students who develop approximately the
letters C, R, E, A, T, I, V, and E can be used to develop various other
adjectives vocabularies.
R = Is the strategy or method effective in improving students’ reading
comprehension?
T = I think it is quite effective because by doing these things students do not feel
bored quickly, and the class atmosphere becomes more active when
compared to when I explain the subject matter. But sometimes some
students still look sleepy and not enthusiastic in following the lesson.
92
R = Have you ever tried other ways to teach reading comprehension to students?
T = So far not, because the previous material was only about vocabulary and
simple sentences. Even if asked to read, it is only a short text.
R = Have you ever used group discussions when learning English?
T = Last semester I never implemented group discussions in class, and for this
semester I am currently implementing group discussions. Usually, they
often sleep during the learning process, but when I create discussion groups,
it makes students more interested in learning.
R = Usually, how many groups do you make in one class?
T = Because the number of students is 30, usually each group consists of 5-6
students.
R = Are there students who are too passive or too active during group
discussions?
T = For class 7B, some students are quiet, and rarely want to be involved in
learning. But actually, they understand the material that has been explained,
it is just that they may be embarrassed to express their ideas and instead
point to each other between students. Usually, when that happens, I say his
name and ask him to answer the questions I have given.
R = Do you know the Collaborative Strategic Reading method?
T = I have heard of the name but do not know how it works.
R = In your opinion, will it be effective if learning English, especially in
understanding text, uses the Collaborative Strategic Reading method?
T = Because the implementation of the method is also in groups, it seems that
students will be interested in learning. Maybe later it will be explained to
students what roles they have to do, and how to do it.
Appendix 2a The guidelines of the Teacher’s Interview after CAR
Interview Guidelines for Seven Grade English Teacher of SMPIT Ar-Risalah
Cariu after Classroom Action Research (CAR)
93
1. Bagaimana pendapat ibu mengenai metode Collaborative Strategic Reading
yang diterapkan dalam proses pembelajaran Bahasa Inggris di kelas?
2. Menurut ibu, apakah siswa tertarik dan antusias pada saat melakukan
pembelajaran dengan metode tersebut?
3. Bagaimana pendapat ibu mengenai kekurangan dan kelebihan dari metode
Collaborative Strategic Reading?
4. Menurut ibu, bagaimana kemampuan siswa dalam pemahaman teks bahasa
Inggris setelah diterapkannya metode Collaborative Strategi Reading?
5. Menurut ibu, apakah siswa termotivasi untuk membaca teks Bahasa Inggris
setelah diterapkannya metode Collaborative Strategic Reading?
6. Kendala apa saja kah yang ibu amati selama proses pembelajaran
menggunakan metode Collaborative Strategic Reading?
7. Menurut ibu, bagaimana cara mengatasi kendala tersebut?
8. Apakah ibu akan mencoba metode Collaborative Strategic Reading dalam
proses pembelajaran Bahasa Inggris?
Interview Guidelines for Seven Grade English Teacher of SMPIT Ar-Risalah
Cariu after Classroom Action Research (CAR)
94
1. What is your opinion about the Collaborative Strategic Reading method
applied in the English learning process in the classroom?
2. In your opinion, are students interested and enthusiastic when doing
learning with this method?
3. What do you think about the advantages and disadvantages of Collaborative
Strategic Reading?
4. In your opinion, how are the students' abilities in understanding English
texts after the implementation of the Collaborative Strategic Reading?
5. In your opinion, are students motivated to read English texts after the
implementation of the Collaborative Strategic Reading?
6. What obstacles did you observe during the learning process using the
Collaborative Strategic Reading?
7. In your opinion, how do you overcome these obstacles?
8. Will you try the Collaborative Strategic Reading in the English learning
process?
Appendix 2b The Result of the English Teacher’s Interview after CAR
( R = Researcher, T = Teacher)
95
R : Bagaimana pendapat ibu mengenai metode Collaborative Strategic Reading
yang diterapkan dalam proses pembelajaran Bahasa Inggris di kelas?
T : Ketika pertama kali diberitahukan tentang metode ini ke siswa, saya lihat
banyak siswa yang bingung. Karena mungkin memang ini adalah suatu hal
yang baru untuk mereka. Tetapi ketika berulang kali dijelaskan, dan setelah
semua siswa mengerti, kelihatannnya mereka menikmati proses
pembelajarannya. Mungkin karena guru yang mengajar mereka juga baru,
jadi mereka lebih tertarik dengan pembelajaran dikelas.
R : Menurut ibu, apakah siswa tertarik dan antusias pada saat melakukan
pembelajaran dengan metode tersebut?
T : Sepertinya mereka tertarik dengan metode tersebut, hanya saja diawal masih
banyak yang kebingungan sehingga perlu beberapa kali dijelaskan. Sejauh
ini saya tidak melihat ada siswa yang tidur pada saat jam pelajaran,
kemungkinan mereka menyukai metode yang telah diterapkan.
R : Bagaimana pendapat ibu mengenai kekurangan dan kelebihan dari metode
Collaborative Strategic Reading?
T : Kalau dari yang saya lihat, kekurangan nya mungkin di waktu dan kesulitan
mengatur siswa nya. Karena kalau diskusi kelompok pasti memakan waktu
yang lebih banyak daripada pembelajaran biasanya. Apalagi ketika
membagi kelompok ulang, ada beberapa siswa yang menolak untuk
dikelompokkan dengan salah satu temannya. Kalau kelebihannya, lebih
memudahkan siswa dalam memahami teks, karena sebelum menjawab soal
mereka harus berdiskusi dulu dengan teman-teman nya. Dan hal tersebut
meminimalisir siswa yang tidak berani mengungkapkan ide nya didepan
kelas, jadi mereka bisa berlatih di dalam kelompok yang lebih kecil dulu.
R : Menurut ibu, bagaimana kemampuan siswa dalam pemahaman teks bahasa
Inggris setelah diterapkannya metode Collaborative Strategi Reading?
T : Karena pada materi sebelumnya saya belum memberikan contoh teks
deskriptif kepada siswa, dan ini baru pertama kali mereka diberikan contoh
teks, menurut saya pemahaman mereka cukup bagus, walaupun memang
tidak semua anak bisa langsung mengerti. Tapi untuk tahap awal ini sudah
sangat baik.
R : Menurut ibu, apakah siswa termotivasi untuk membaca teks Bahasa Inggris
setelah diterapkannya metode Collaborative Strategic Reading?
T : Kalau untuk masalah termotivasi atau tidaknya, sepertinya siswa yang
merasakan sendiri. Tetapi kalau menurut apa yang saya lihat dikelas,
sebagian menyukai membaca teks bahasa Inggris, dan ada juga yg memang
pada dasarnya kurang suka membaca teks bahasa Inggris.
96
R : Kendala apa saja kah yang ibu amati selama proses pembelajaran
menggunakan metode Collaborative Strategic Reading?
T : Kendala dalam hal ini sepertinya banyak siswa yang tidak bisa diam, seperti
berjalan-jalan ke kelompok yang lain, dan terlalu berisik. Mungkin karena
siswa dikelas 7B adalah laki-laki semua, jadi agak sulit untuk diberikan
arahan dan harus lebih ekstra untuk memantau nya.
R : Menurut ibu, bagaimana cara mengatasi kendala tersebut?
T : Saya sendiri juga sebenarnya masih sering kesulitan untuk mengatur kelas,
tetapi biasanya saya cari tahu apa yang disukai oleh siswa, mereka sukanya
belajar dengan cara seperti apa, harus tau prior knowledge siswa juga.
Tujuannya untuk mencari perhatian siswa agar mereka tertarik untuk belajar
dan agar siswa bisa fokus dengan materi pelajarannya.
R : Apakah ibu akan mencoba metode Collaborative Strategic Reading dalam
proses pembelajaran Bahasa Inggris?
T : Mungkin kedepannya saya akan mencoba menggunakan teknik ini untuk
mengajarkan teks-teks yang lainnya. Tentunya harus saya pelajari lebih
dalam dulu, kemudian baru diterapkan ke siswa.
The Result of the English Teacher’s Interview after CAR
(R = Researcher, T = Teacher)
97
R = What is your opinion about the Collaborative Strategic Reading method
applied in the English learning process in the classroom?
T = When this method was first explained to students, I saw that many students
were confused. Because maybe this is something new for them. But, when
it is repeatedly explained and after all students understand, it seems that they
enjoy the learning process. Maybe because the teacher who teaches them is
also new, thus, they are more interested in learning in class.
R = In your opinion, are students interested and enthusiastic when doing
learning with this method?
T = It seems that they are interested in this method. However, in the beginning,
there are still many students who are confused so that it needs to be
explained several times. So far, I do not see any students sleeping during
class. Maybe they like the method that has been applied.
R = What do you think about the advantages and disadvantages of Collaborative
Strategic Reading?
T = From what I see, the shortcoming may be the time and difficulty in
managing the students. Because group discussions will take more time than
usual learning. Moreover, when dividing into re-groups, there were some
students who refused to be grouped with one of their friends. Then, the
advantages, it makes it easier for students to understand the text because
before answering the questions, they must discuss it with their friends first.
And it minimizes students who do not brave to express their ideas in front
of the class. So, they can practice in smaller groups first.
R = In your opinion, how are the students’ abilities in understanding English
texts after the implementation of the Collaborative Strategic Reading?
T = In the previous material, I have not given examples of descriptive texts to
students, and this is the first time they have been given examples of texts. I
think their understanding is quite good, even though not all children can
immediately understand them. But for the initial stage, this is already very
good.
98
R = In your opinion, are students motivated to read English texts after the
implementation of the Collaborative Strategic Reading?
T = In terms of being motivated or not, it seems that students feel it themselves.
However, according to what I saw in class, some of them liked reading
English texts, and some of them did not like reading English texts.
R = What obstacles did you observe during the learning process using the
Collaborative Strategic Reading?
T = The problem, in this case, seems to be that many students cannot be silent,
such as walking to another group and being too noisy. Maybe because the
students in class 7B are all boys, it is a bit difficult to give direction and have
to be extra to monitor it.
R = In your opinion, how do you overcome these obstacles?
T = Actually, I still often find it difficult to organize classes. Usually, I find out
what students like, what way they like to learn, and must know the students’
prior knowledge as well. The goal is to get students’ attention so that they
are interested in learning and so that students can focus on the subject
matter.
R = Will you try the Collaborative Strategic Reading in the English learning
process?
T = Maybe in the future, I will try to use this technique to teach other texts. Of
course, I have to study it more deeply first, then apply it to students.
Appendix 3a Questionnaire for Students before CAR
Students’ Questionnaire before CAR
Nama :
99
Kelas :
Sekolah :
Petunjuk:
1. Berilah tanda checklist (√) pada salah satu jawaban.
2. Jawablah pertanyaan dengan jujur sesuai dengan keadaan sebenarnya.
Ket: SS : Sangat setuju TS : Tidak Setuju
S : setuju STS : Sangat tidak setuju
No Pernyataan SS S TS STS
1 Saya sangat menyukai pelajaran bahasa
Inggris.
2 Pelajaran bahasa Inggris merupakan
pelajaran yang tidak saya sukai.
3 Saya merasa senang ketika membaca teks
Bahasa Inggris.
4 Saya merasa bosan ketika guru meminta saya
membaca teks bahasa Inggris.
5 Membaca teks bahasa Inggris merupakan hal
yang mudah.
6 Membaca teks Bahasa Inggris merupakan hal
yang saya anggap sulit.
7 Saya dengan mudah memahami kosakata
dalam teks bahasa Inggris.
8 Kosakata dalam teks bahasa Inggris sering
kali membuat saya bingung.
9 Saya dengan mudah mendapatkan informasi
dari sebuah teks Bahasa Inggris.
10 Saya kesulitan mendapatkan informasi dari
sebuah teks bahasa Inggris.
11 Saya sering bertanya kepada guru jika
menemukan kesulitan terkait pemahaman
teks Bahasa Inggris.
100
12 Saya merasa cara mengajar guru di dalam
kelas sangat menyenangkan.
13 Saya merasa cara mengajar guru di dalam
kelas sangat membosankan.
14 Guru jarang merespon pertanyaan saya ketika
saya menemukan kesulitan membaca teks
bahasa Inggris.
15 Guru jarang memberikan bahan bacaan
berupa teks bahasa Inggris.
16 Saya lebih senang belajar bahasa Inggris
secara individu.
17 Belajar bahasa Inggris secara individu justru
membuat saya kesulitan.
18 Saya lebih senang melakukan pembelajaran
Bahasa Inggris secara berkelompok.
19 Belajar secara berkelompok memudahkan
saya memahami materi pembelajaran.
20 Saya akan melatih pemahaman membaca teks
bahasa Inggris saya dengan lebih giat.
Appendix 3b The Result of Students’ Questionnaire before CAR
The Result of Students’ Questionnaire in the Preliminary Study Seventh
Grade of SMPIT Ar-Risalah
No Pernyataan SS S TS STS
101
1 Saya sangat menyukai pelajaran bahasa
Inggris.
24% 28% 32% 16%
2 Pelajaran bahasa Inggris merupakan
pelajaran yang tidak saya sukai.
8% 46% 31% 15%
3 Saya merasa senang ketika membaca teks
Bahasa Inggris.
8% 32% 44% 16%
4 Saya merasa bosan ketika guru meminta
saya membaca teks bahasa Inggris.
28% 40% 24% 8%
5 Membaca teks bahasa Inggris merupakan
hal yang mudah.
8% 20% 48% 24%
6 Membaca teks Bahasa Inggris merupakan
hal yang saya anggap sulit.
20% 44% 36% 0%
7 Saya dengan mudah memahami kosakata
dalam teks bahasa Inggris.
8% 32% 60% 0%
8 Kosakata dalam teks bahasa Inggris sering
kali membuat saya bingung.
16% 40% 28% 16%
9 Saya dengan mudah mendapatkan informasi
dari sebuah teks Bahasa Inggris.
0% 36% 60% 4%
10 Saya kesulitan mendapatkan informasi dari
sebuah teks bahasa Inggris.
4% 48% 40% 8%
11 Saya sering bertanya kepada guru jika
menemukan kesulitan terkait pemahaman
teks Bahasa Inggris.
36% 32% 24% 8%
12 Saya merasa cara mengajar guru di dalam
kelas sangat menyenangkan.
0% 32% 60% 8%
13 Saya merasa cara mengajar guru di dalam
kelas sangat membosankan.
8% 24% 36% 32%
14 Guru jarang merespon pertanyaan saya
ketika saya menemukan kesulitan membaca
teks bahasa Inggris.
8% 52% 36% 4%
15 Guru jarang memberikan bahan bacaan
berupa teks bahasa Inggris.
12% 60% 20% 8%
102
16 Saya lebih senang belajar bahasa Inggris
secara individu.
4% 24% 52% 20%
17 Belajar bahasa Inggris secara individu justru
membuat saya kesulitan.
8% 36% 52% 4%
18 Saya lebih senang melakukan pembelajaran
Bahasa Inggris secara berkelompok.
32% 28% 16% 24%
19 Belajar secara berkelompok memudahkan
saya memahami materi pembelajaran.
24% 48% 16% 12%
20 Saya akan melatih pemahaman membaca
teks bahasa Inggris saya dengan lebih giat.
0% 76% 20% 4%
Appendix 4a Questionnaire for Students after CAR
Students’ Questionnaire after CAR
Nama :
Kelas :
103
Sekolah :
Petunjuk:
1. Berilah tanda checklist (√) pada salah satu jawaban.
2. Jawablah pertanyaan dengan jujur sesuai dengan keadaan sebenarnya.
Ket: SS : Sangat setuju TS : Tidak Setuju
S : setuju STS : Sangat tidak setuju
No Pernyataan SS S TS STS
1 Saya merasa senang belajar bahasa Inggris
menggunakan Collaborative Strategic
Reading.
2 Belajar bahasa Inggris menggunakan
Collaborative Strategic Reading terasa
membosankan.
3 Selama proses pembelajaran menggunakan
Collaborative Strategic Reading saya banyak
berkomunikasi dengan siswa lainnya.
4 Belajar bahasa Inggris menggunakan
Collaborative Strategic Reading membuat
saya jarang berkomunikasi dengan siswa
lainnya.
5 Selama proses pembelajaran menggunakan
Collaborative Strategic Reading saya banyak
berkomunikasi dengan guru.
6 Proses pembelajaran menggunakan
Collaborative Strategic Reading membuat
saya jarang berkomunikasi dengan guru.
7 Saya diberikan kesempatan untuk bertanya
ketika menemukan kesulitan pada saat proses
pembelajaran.
8 Guru tidak memberikan saya kesempatan
untuk bertanya ketika menemukan kesulitan
pada saat proses pembelajaran.
104
9 Saya merasa lebih mudah memahami teks
Bahasa Inggris dengan menggunakan
Collaborative Strategic Reading.
10 Saya merasa kesulitan dalam memahami teks
bahasa Inggris dengan menggunakan
Collaborative Strategi Reading.
11 Saya merasa Collaborative Strategic Reading
dapat mengatasi kesulitan saya dalam
pemahaman membaca teks bahasa Inggris.
12 Saya merasa Collaborative Strategic Reading
tidak mengatasi kesulitan saya dalam
pemahaman membaca teks bahasa Inggris.
13 Saya merasa lebih mudah mengerjakan soal
Reading setelah menerapkan Collaborative
Strategic Reading.
14 Saya merasa lebih sulit mengerjakan soal
reading setelah menerapkan Collaborative
Strategic Reading.
15 Saya merasa Collaborative Strategic Reading
dapat meningkatkan pemahaman membaca
teks bahasa Inggris saya.
16 Saya merasa Collaborative Strategic Reading
tidak mempengaruhi peningkatan pemahaman
membaca teks bahasa Inggris saya.
17 Saya lebih menyukai belajar secara
berkelompok dibandingkan dengan belajar
sendiri.
18 Saya lebih menyukai belajar sendiri
dibandingkan dengan belajar berkelompok.
19 Saya merasa pembelajaran bahasa Inggris
menggunakan Collaborative Strategic Reading
lebih baik dibandingkan dengan pembelajaran
yang biasa.
105
20 Saya merasa pembelajaran seperti biasa lebih
baik dibandingkan dengan menggunakan
Collaborative Strategic Reading.
Appendix 4b The Result of Questionnaire after CAR
106
The Result of Students’ Post-Questionnaire in the Seventh Grade of SMPIT
Ar-Risalah
No Pernyataan SS S TS STS
1 Saya merasa senang belajar bahasa Inggris
menggunakan Collaborative Strategic Reading. 4% 60% 32% 4%
2 Belajar bahasa Inggris menggunakan
Collaborative Strategic Reading terasa
membosankan.
8% 28% 48% 16%
3 Selama proses pembelajaran menggunakan
Collaborative Strategic Reading saya banyak
berkomunikasi dengan siswa lainnya.
8% 44% 32% 16%
4 Belajar bahasa Inggris menggunakan
Collaborative Strategic Reading membuat saya
jarang berkomunikasi dengan siswa lainnya.
8% 36% 40% 16%
5 Selama proses pembelajaran menggunakan
Collaborative Strategic Reading saya banyak
berkomunikasi dengan guru.
36%
32%
24% 8%
6 Proses pembelajaran menggunakan
Collaborative Strategic Reading membuat saya
jarang berkomunikasi dengan guru.
4% 32% 48% 16%
7 Saya diberikan kesempatan untuk bertanya
ketika menemukan kesulitan pada saat proses
pembelajaran.
24% 40% 28% 8%
8 Guru tidak memberikan saya kesempatan untuk
bertanya ketika menemukan kesulitan pada saat
proses pembelajaran.
8% 40% 48% 4%
9 Saya merasa lebih mudah memahami teks
Bahasa Inggris dengan menggunakan
Collaborative Strategic Reading.
4% 56% 32% 8%
10 Saya merasa kesulitan dalam memahami teks
bahasa Inggris dengan menggunakan
Collaborative Strategic Reading.
8% 32% 36% 24%
107
11 Saya merasa Collaborative Strategic Reading
dapat mengatasi kesulitan saya dalam
pemahaman membaca teks bahasa Inggris.
0% 76% 20% 4%
12 Saya merasa Collaborative Strategic Reading
tidak mengatasi kesulitan saya dalam
pemahaman membaca teks bahasa Inggris.
16% 32% 48% 4%
13 Saya merasa lebih mudah mengerjakan soal
Reading setelah menerapkan Collaborative
Strategic Reading.
8% 48% 28% 16%
14 Saya merasa lebih sulit mengerjakan soal
reading setelah menerapkan Collaborative
Strategic Reading.
8% 12% 44% 20%
15 Saya merasa Collaborative Strategic Reading
dapat meningkatkan pemahaman membaca teks
bahasa Inggris saya.
12% 64% 20% 4%
16 Saya merasa Collaborative Strategic Reading
tidak mempengaruhi peningkatan pemahaman
membaca teks bahasa Inggris saya.
8% 36% 52% 4%
17 Saya lebih menyukai belajar secara
berkelompok dibandingkan dengan belajar
sendiri.
24% 48% 20% 8%
18 Saya lebih menyukai belajar sendiri
dibandingkan dengan belajar berkelompok. 4% 20% 36% 40%
19 Saya merasa pembelajaran bahasa Inggris
menggunakan Collaborative Strategic Reading
lebih baik dibandingkan dengan pembelajaran
yang biasa.
16% 48% 32% 4%
20 Saya merasa pembelajaran seperti biasa lebih
baik dibandingkan dengan menggunakan
Collaborative Strategic Reading.
4% 36% 56% 4%
Appendix 5 The Instrument and the Answer Key of Pre-Test
INSTRUMENT OF PRE-TEST
108
Nama :
Kelas :
Sekolah :
Choose the correct answer by crossing (x) a, b, c or d!
(For question number 1-3).
The Giraffe is the tallest animal I have seen in the zoo of Ragunan. It is
male. It is about six meters tall. It has big brown eyes. On its skin, it has brown
spots. There are also two short horns on its head. It has a long tail with thick
hair on the top of the tail. It likes eating the leaves of the tree.
1. The purpose of the text above is....
a. To describe giraffe.
b. To tell about tall animal.
c. To describe Ragunan zoo.
d. To tell about tall animals.
2. “It has a long tail with thick hair...” The antonym of the underlined word
is....
a. Beauty.
b. Strong.
c. Short.
d. Thin.
3. What food do giraffes like?
a. Grass.
b. Leaves.
c. Fruits.
d. Plants.
Read the text below to answer questions 4 to 6!
At that moment, the Titanic was the biggest ship in the world. It had
good facilities, such as a completely air-conditioned cabin, a restaurant, a bar,
a mini shop, a recreation room, a ship's band and singers, medical facilities, a
telephone, etc. As the Titanic sailed with 819 crews and 1316 passengers from
Southampton to New York in April 1912, it sunk after sailing for four days. It
happened in the North Atlantic Ocean. It hit a huge iceberg. As there were not
enough lifeboats and all the passengers or crews were very afraid, the ship sunk
quickly, most passengers and crews sank, and only a few people were safe.
4. Where did the tragedy happen?
a. In the sea.
b. In the high way.
c. In the harbor.
d. In the air.
5. How many passengers sailed from Southampton to New York?
a. 819.
b. 1316.
c. 2135.
d. 1912.
6. “It sunk after sailing for four days.” The underlined word refers to ...
109
a. The biggest.
b. The world.
c. The ship.
d. The crew.
(For question number 7-11).
Kediri is the name of a town. It is situated in a valley between the Kelud and
Wilis mountains and inhabited by about 1.3 million people. In the center of the
town, there is a large hill which is called the Dathok mountain. Because of the
topography of the region, Kediri is called a Chily town by the locals. There is a big
river called Brantas cutting off the center of the town.
Besides temples, Kediri is also famous for its products like cigarettes and a
special kind of tofu or bean curd. This highly nutritious food is a delicacy of Kediri
and has a distinctive taste. The cigarette factory dominates the town’s economy and
employs the majority of the women labor force. Kediri and the cigarette factory are
inseparable, and it is considered the biggest cigarette factory in Indonesia. Most of
the local people work in this factory. Those who do not work here are farmers or
traders.
7. What does the text tell about?
a. The people of Kediri.
b. The famous products of Kediri.
c. The history of Kediri.
d. The description of Kediri.
8. Why is Kediri called Chily town by the locals? Because ...
a. There is a big river in Kediri.
b. Kediri is the center of the town.
c. The topography of the region.
d. Kediri is the name of a town.
9. What is the name of the big river in Kediri?
a. Kelud.
b. Brantas.
c. Chily Town.
d. Dathok.
10. What factories dominate the economy of Kediri?
a. Cigarette.
b. Tofu.
c. Traders.
d. Bean curd.
11. “Those who do not work here….”(The last sentence). The underlined word
refers to ...
a. The factory workers.
b. The farmers.
c. The local people.
d. The traders.
Read the following text and answer question 12-17!
110
I love dogs very much. I keep some dogs in my house. They are Timmy,
Brownie, Migu, and Buddy. Timmy is a Dachshund. He is short with a long body
and four strong legs. Brownie is a Collie. She has long and thick fur. What color is
her fur? Brown, of course, that’s why I call her Brownie. Migu is a Dalmatian. She
has a slim body and four long legs. She has thin fur and dots all over her body. The
last is Buddy. He is a bulldog. He has a large head, a short neck, and thick short
legs. He is very strong. I always take care of my dogs every day.
12. What kind of text is above?
a. Narrative text.
b. Recount text.
c. Descriptive text.
d. Procedure text.
13. The generic structure of the text is ….
a. Reorientation – events – Orientation.
b. Identification – description.
c. Orientation – events – Reorientation.
d. Description – identification.
14. The purpose of the text above is....
a. To describe a Dalmatian.
b. To tell about animal.
c. To tell about the kinds of animal.
d. To describe the writer’s dog.
15. How many dogs does the writer have?
a. 1
b. 2
c. 3
d. 4
16. What does Timmy look like?
a. Short with long body and strong legs.
b. Brown, with long and thick fur.
c. Slim body, long legs.
d. Thin fur and dots.
17. Why does the writer call the Collie, Brownie? Because ….
a. Brownie has brown fur.
b. Brownie has black fur.
c. Brownie likes brownies.
d. Brownie has brown ear.
Read the following text and answer question 18-20!
Doraemon is one of the characters in a series of a Japanese manga created
by Fujiko Fujio. He is a robotic cat. His body is small, his hands and legs are white.
Even though he can hear perfectly well, Doraemon has no ears at all.
Doraemon has a wide pocket that will produce many devices from the
future. The pocket is called the Yojigen-pocket or the fourth-dimensional pocket.
Doraemon's favorite food is the Dorayaki, a Japanese treat filled with a paste of red
bean.
111
This robotic cat tends to fear in emergencies. In an emergency situation, he
would frantically grab any useless device out of his pocket. However, Doraemon is
a nice cat. He helps Nobita all the time.
18. What does the text mainly talk about?
a. Doraemon
b. Nobita
c. Robotic cat
d. Fujiko Fujio
19. “…he would frantically grab any useless device …” What is the meaning of
the underlined word?
a. Calmly
b. Happily
c. Quickly
d. Worriedly
20. “He helps Nobita all the time.” (The last sentence). The underlined word
refers to ...
a. Doraemon
b. Nobita
c. Fujiko Fujio
d. Yojigen-pocket
(For question number 21-31).
The Sugar Glider is a marsupial, just like among many other animals ... (21)
... Australia, for example, the kangaroo and koala. In Indonesia, it is just like
“Tupai.” The sugar glider is a possum. It is basically... (22) ... in trees. Sugar Glider
consumes fruits and leaves. The Australian sugar glider has very special ... (23) ...
It can jump from tree fast like the “Tupai.” However, it can also sort of fly. In fact,
it glides.
21. a. In.
b. On.
c. At.
d. From.
22. a. Stays
b. Plays
c. Lives
d. Leaves
23. a. Character
b. Skill
c. Mood
d. Thought
(For question number 24-25).
Many people name platypus duckbill because this species has a bill like
duckbill. The platypus ... (24)... native to Tasmania and Southern and Eastern
Australia. Platypus has a flat tail and webbed feet. The length of its body is 30 to
112
45 cm, and sheathed in thick fur. Platypus ... (25)… in the rivers and lakes. Female
platypus typically dig burrows in streams or river banks.
24. a. Had
b. Have
c. Has
d. Having
25. a. Live
b. Lives
c. Lived
d. Living
(For question number 26-30)
Wingo Island
The Island of Wingo is by the island of Singa. In the water around Wingo
Island, there are hundreds of sharks. They are so many that the water bubbles like
a whirlpool. People can only get to Wingo Island by boat. The boat has a rocket on
it. The rocket takes people over the sharks and onto the island.
Wingo Island has no sand, but it has green moss. At night the moss sparkles
like stars. Tall stars called Fruji grow everywhere. The Fruji tress has purple leaves
at the top and yellow fruit all over them. When a fruit falls off, another tree grows
in a minute.
The Weather on Wingo Island is very hot, but at twelve o’clock, every day,
it rains. Sometimes, there are windstorms. They happen when too many animals fly
around at the same time. People who stay on Wingo Island sleep in a big-gloo. It is
like an igloo, but it is on long poles. It has a ladder to get up and a slide to come
down. The big-gloo has a moss bed, chairs, and tables that are made of Fruji tress.
There is no television on Wingo Island. So are the telephone and computer.
It is a place to listen to the leaves whispering. It is a place to lie on soft green moss
and look at the clouds. It is really a place to dream.
(sumber: detik-detik UN bahasa Inggris; 2005/2006 Intan Pariwara)
26. Fruji is the … on Wingo Island.
a. Name of a tree.
b. Name of River.
c. Name of mountain.
d. Name of someone who lives.
27. What causes windstorms at Wingo?
a. Animals.
b. The sand.
c. Moss.
d. The sea around Wingo.
28. “People can only get to Wingo Island by boat.” The sentence implies that
Wingo Island is ….
a. Near to other islands.
b. Close to another island.
113
c. Near to another island.
d. Far from other islands.
29. “It is place to listen to the leaves whispering” The underlined word refers
to ….
a. The telephone.
b. The computer.
c. An island.
d. Wingo Island.
30. Where do the people of the island live in?
a. In the houses.
b. In the forest.
c. In the tree holes.
d. In the big-gloos.
The Answer Key of Pre-Test
1 A 16 A
2 B 17 A
3 B 18 A
4 A 19 D
5 B 20 A
6 C 21 A
7 D 22 C
8 C 23 B
9 B 24 C
10 A 25 D
11 C 26 A
12 C 27 A
13 B 28 C
14 D 29 D
15 D 30 D
Appendix 6 The Instrument and the Answer Key of Post-Test 1
INSTRUMENT OF POST-TEST I
Nama :
114
Kelas :
Sekolah :
Choose the correct answer by crossing (x) a, b, c or d!
(For question number 1-3).
The Sugar Glider is a marsupial, just like among many other animals ... (1)
... Australia, for example, the kangaroo and koala. In Indonesia, it is just like
“Tupai.” The sugar glider is a possum. It is basically... (2) ... in trees. Sugar Glider
consumes fruits and leaves. The Australian sugar glider has very special ... (3) ... It
can jump from tree fast like the “Tupai.” However, it can also sort of fly. In fact, it
glides.
1 a. At.
b. From.
c. In.
d. On.
2. a. Lives.
b. Plays.
c. Stays.
d. Leaves.
3. a. Character
b. Thought
c. Mood
d. Skill
(For question number 4-8)
Wingo Island
The Island of Wingo is by the island of Singa. In the water around Wingo
Island, there are hundreds of sharks. They are so many that the water bubbles like
a whirlpool. People can only get to Wingo Island by boat. The boat has a rocket on
it. The rocket takes people over the sharks and onto the island.
Wingo Island has no sand, but it has green moss. At night the moss sparkles
like stars. Tall stars called Fruji grow everywhere. The Fruji tress has purple leaves
at the top and yellow fruit all over them. When a fruit falls off, another tree grows
in a minute.
The Weather on Wingo Island is very hot, but at twelve o’clock, every day,
it rains. Sometimes, there are windstorms. They happen when too many animals fly
around at the same time. People who stay on Wingo Island sleep in a big-gloo. It is
like an igloo, but it is on long poles. It has a ladder to get up and a slide to come
down. The big-gloo has a moss bed, chairs, and tables that are made of Fruji tress.
There is no television on Wingo Island. So are the telephone and computer.
It is a place to listen to the leaves whispering. It is a place to lie on soft green moss
and look at the clouds. It is really a place to dream.
(sumber: detik-detik UN bahasa Inggris; 2005/2006 Intan Pariwara).
4. “People can only get to Wingo Island by boat.” The sentence implies that
Wingo Island is ….
115
a. Far from other islands.
b. Near to another island.
c. Close to another island.
d. Near to other islands.
5. Fruji is the … on Wingo Island.
a. Name of mountain.
b. Name of River.
c. Name of someone who lives.
d. Name of a tree.
6. What causes windstorms at Wingo?
a. The sea around Wingo.
b. Animals.
c. Moss.
d. The sand.
7. Where do the people of the island live in?
a. In the big-gloos.
b. In the forest.
c. In the houses.
d. In the tree holes.
8. “It is place to listen to the leaves whispering” The underlined word refers to
….
a. An island.
b. The computer.
c. Wingo Island.
d. The telephone.
Read the text below to answer questions 9 to 11!
At that moment, the Titanic was the biggest ship in the world. It had good
facilities, such as a completely air-conditioned cabin, a restaurant, a bar, a mini
shop, a recreation room, a ship's band and singers, medical facilities, a telephone,
etc. As the Titanic sailed with 819 crews and 1316 passengers from Southampton
to New York in April 1912, it sunk after sailing for four days. It happened in the
North Atlantic Ocean. It hit a huge iceberg. As there were not enough lifeboats and
all the passengers or crews were very afraid, the ship sunk quickly, most passengers
and crews sank, and only a few people were safe.
9. How many passengers sailed from Southampton to New York?
a. 819.
b. 2135.
c. 1912.
d. 1316.
10. “It sunk after sailing for four days.” The underlined word refers to ...
a. The world.
b. The biggest.
c. The ship.
d. The crew.
11. Where did the tragedy happen?
116
a. In the high way.
b. In the sea.
c. In the air.
d. In the harbor.
(For question number 12-16).
Kediri is the name of a town. It is situated in a valley between the Kelud and
Wilis mountains and inhabited by about 1.3 million people. In the center of the
town, there is a large hill which is called the Dathok mountain. Because of the
topography of the region, Kediri is called a Chily town by the locals. There is a big
river called Brantas cutting off the center of the town.
Besides temples, Kediri is also famous for its products like cigarettes and a
special kind of tofu or bean curd. This highly nutritious food is a delicacy of Kediri
and has a distinctive taste. The cigarette factory dominates the town’s economy and
employs the majority of the women labor force. Kediri and the cigarette factory are
inseparable, and it is considered the biggest cigarette factory in Indonesia. Most of
the local people work in this factory. Those who do not work here are farmers or
traders.
12. What does the text tell about?
a. The history of Kediri.
b. The people of Kediri.
c. The description of Kediri.
d. The famous products of Kediri.
13. What is the name of the big river in Kediri?
a. Brantas.
b. Kelud.
c. Chily Town.
d. Dathok.
14. What factories dominate the economy of Kediri?
a. Tofu.
b. Cigarette.
c. Bean curd.
d. Traders.
15. Why is Kediri called Chily town by the locals? Because ...
a. The topography of the region.
b. There is a big river in Kediri.
c. Kediri is the center of the town.
d. Kediri is the name of a town.
16. “Those who do not work here….”(The last sentence). The underlined word
refers to ...
a. The factory workers.
b. The farmers.
c. The traders.
d. The local people.
(For question number 17-19).
117
The Giraffe is the tallest animal I have seen in the zoo of Ragunan. It is
male. It is about six meters tall. It has big brown eyes. On its skin, it has brown
spots. There are also two short horns on its head. It has a long tail with thick hair
on the top of the tail. It likes eating the leaves of the tree.
17. “It has a long tail with thick hair...” The antonym of the underlined word
is....
a. Beauty.
b. Short.
c. Strong.
d. Thin.
18. What food do giraffes like?
a. Fruits.
b. Grass.
c. Leaves.
d. Plants.
19. The purpose of the text above is....
a. To tell about tall animals.
b. To describe Ragunan zoo.
c. To describe giraffe.
d. To tell about tall animal.
(For question number 20-21).
Many people name platypus duckbill because this species has a bill like
duckbill. The platypus ... (20)... native to Tasmania and Southern and Eastern
Australia. Platypus has a flat tail and webbed feet. The length of its body is 30 to
45 cm, and sheathed in thick fur. Platypus ... (21)… in the rivers and lakes.
20. a. Has.
b. Have.
c. Had.
d. Having.
21. a. Living.
b. Live.
c. Lived.
d. Lives.
Read the following text and answer question 22-27!
I love dogs very much. I keep some dogs in my house. They are Timmy,
Brownie, Migu, and Buddy. Timmy is a Dachshund. He is short with a long body
and four strong legs. Brownie is a Collie. She has long and thick fur. What color is
her fur? Brown, of course, that’s why I call her Brownie. Migu is a Dalmatian. She
has a slim body and four long legs. She has thin fur and dots all over her body. The
last is Buddy. He is a bulldog. He has a large head, a short neck, and thick short
legs. He is very strong. I always take care of my dogs every day.
22. What kind of text is above?
a. Procedure text.
b. Descriptive text.
c. Narrative text.
118
d. Recount text.
23. What does Timmy look like?
a. Brown, with long and thick fur.
b. Slim body, long legs.
c. Thin fur and dots.
d. Short with long body and strong legs.
24. How many dogs does the writer have?
a. 4
b. 3
c. 2
d. 1
25. Why does the writer call the Collie, Brownie? Because ….
a. Brownie has black fur.
b. Brownie likes brownies.
c. Brownie has brown fur.
d. Brownie has brown ear.
26. The generic structure of the text is ….
a. Description – identification.
b. Reorientation – events – Orientation.
c. Identification – description.
d. Orientation – events – Reorientation.
27. The purpose of the text above is....
a. To tell about animal.
b. To describe a Dalmatian.
c. To tell about the kinds of animal.
d. To describe the writer’s dog.
Read the following text and answer question 28-30!
Doraemon is one of the characters in a series of a Japanese manga created
by Fujiko Fujio. He is a robotic cat. His body is small, his hands and legs are white.
Even though he can hear perfectly well, Doraemon has no ears at all.
Doraemon has a wide pocket that will produce many devices from the
future. The pocket is called the Yojigen-pocket or the fourth-dimensional pocket.
Doraemon's favorite food is the Dorayaki, a Japanese treat filled with a paste of red
bean.
This robotic cat tends to fear in emergencies. In an emergency situation, he
would frantically grab any useless device out of his pocket. However, Doraemon is
a nice cat. He helps Nobita all the time.
28. What does the text mainly talk about?
a. Nobita.
b. Doraemon.
c. Robotic cat.
d. Fujiko Fujio.
29. “He helps Nobita all the time.” (The last sentence). The underlined word
refers to ...
a. Nobita.
119
b. Fujiko Fujio.
c. Yojigen-pocket.
d. Doraemon.
30. “…he would frantically grab any useless device …” What is the meaning of
the underlined word?
a. Calmly.
b. Worriedly.
c. Happily.
d. Quickly.
The Answer Key of Post-Test 1
1 C 16 D
2 A 17 B
3 D 18 C
4 B 19 C
5 D 20 A
6 B 21 A
7 A 22 B
8 C 23 D
9 D 24 A
10 C 25 C
11 B 26 C
12 C 27 D
13 A 28 B
14 B 29 D
15 A 30 B
Appendix 7 The Instrument and the Answer Key of Post-Test 2
INSTRUMENT OF POST-TEST II
Nama :
Kelas :
120
Sekolah :
Choose the correct answer by crossing (x) a, b, c or d!
Read the following text and answer question 1-3!
Doraemon is one of the characters in a series of a Japanese manga created
by Fujiko Fujio. He is a robotic cat. His body is small, his hands and legs are white.
Even though he can hear perfectly well, Doraemon has no ears at all.
Doraemon has a wide pocket that will produce many devices from the
future. The pocket is called the Yojigen-pocket or the fourth-dimensional pocket.
Doraemon's favorite food is the Dorayaki, a Japanese treat filled with a paste of red
bean.
This robotic cat tends to fear in emergencies. In an emergency situation, he
would frantically grab any useless device out of his pocket. However, Doraemon is
a nice cat. He helps Nobita all the time.
1. “…he would frantically grab any useless device …” What is the meaning of
the underlined word?
a. Worriedly.
b. Quickly.
c. Calmly.
d. Happily.
2. “He helps Nobita all the time.” (The last sentence). The underlined word
refers to ...
a. Fujiko Fujio.
b. Nobita.
c. Doraemon.
d. Yojigen-pocket.
3. What does the text mainly talk about?
a. Fujiko Fujio.
b. Nobita.
c. Doraemon.
d. Robotic cat.
Read the following text and answer question 4-9!
I love dogs very much. I keep some dogs in my house. They are Timmy,
Brownie, Migu, and Buddy. Timmy is a Dachshund. He is short with a long body
and four strong legs. Brownie is a Collie. She has long and thick fur. What color is
her fur? Brown, of course, that’s why I call her Brownie. Migu is a Dalmatian. She
has a slim body and four long legs. She has thin fur and dots all over her body. The
last is Buddy. He is a bulldog. He has a large head, a short neck, and thick short
legs. He is very strong. I always take care of my dogs every day.
4. How many dogs does the writer have?
a. 1
b. 2
c. 3
d. 4
121
5. Why does the writer call the Collie, Brownie? Because ….
a. Brownie likes brownies.
b. Brownie has black fur.
c. Brownie has brown ear.
d. Brownie has brown fur.
6. What does Timmy look like?
a. Thin fur and dots.
b. Short with long body and strong legs.
c. Brown, with long and thick fur.
d. Slim body, long legs.
7. The generic structure of the text is ….
a. Identification – description.
b. Description – identification.
c. Reorientation – events – Orientation.
d. Orientation – events – Reorientation.
8. What kind of text is above?
a. Recount text.
b. Procedure text.
c. Descriptive text.
d. Narrative text.
9. The purpose of the text above is....
a. To tell about the kinds of animal.
b. To describe the writer’s dog.
c. To tell about animal.
d. To describe a Dalmatian.
(For question number 10-11).
Many people name platypus duckbill because this species has a bill like
duckbill. The platypus ... (10)... native to Tasmania and Southern and Eastern
Australia. Platypus has a flat tail and webbed feet. The length of its body is 30 to
45 cm, and sheathed in thick fur. Platypus ... (11)… in the rivers and lakes.
10. a. Had.
b. Have.
c. Having.
d. Has.
11. a. Living.
b. Lived.
c. Live.
d. Lives.
(For question number 12-14).
The Sugar Glider is a marsupial, just like among many other animals ... (12)
... Australia, for example, the kangaroo and koala. In Indonesia, it is just like
“Tupai.” The sugar glider is a possum. It is basically... (13) ... in trees. Sugar Glider
consumes fruits and leaves. The Australian sugar glider has very special ... (14) ...
It can jump from tree fast like the “Tupai.” However, it can also sort of fly. In fact,
it glides.
122
12. a. On.
b. From.
c. At.
d. In.
13. a. Plays.
b. Stays.
c. Lives.
d. Leaves.
14. a. Character.
b. Skill.
c. Thought.
d. Mood.
(For question number 4-8)
Wingo Island
The Island of Wingo is by the island of Singa. In the water around Wingo
Island, there are hundreds of sharks. They are so many that the water bubbles like
a whirlpool. People can only get to Wingo Island by boat. The boat has a rocket on
it. The rocket takes people over the sharks and onto the island.
Wingo Island has no sand, but it has green moss. At night the moss sparkles
like stars. Tall stars called Fruji grow everywhere. The Fruji tress has purple leaves
at the top and yellow fruit all over them. When a fruit falls off, another tree grows
in a minute.
The Weather on Wingo Island is very hot, but at twelve o’clock, every day,
it rains. Sometimes, there are windstorms. They happen when too many animals fly
around at the same time. People who stay on Wingo Island sleep in a big-gloo. It is
like an igloo, but it is on long poles. It has a ladder to get up and a slide to come
down. The big-gloo has a moss bed, chairs, and tables that are made of Fruji tress.
There is no television on Wingo Island. So are the telephone and computer.
It is a place to listen to the leaves whispering. It is a place to lie on soft green moss
and look at the clouds. It is really a place to dream.
(sumber: detik-detik UN bahasa Inggris; 2005/2006 Intan Pariwara).
15. What causes windstorms at Wingo?
a. The sand.
b. Animals.
c. The sea around Wingo.
d. Moss.
16. Where do the people of the island live in?
a. In the forest.
b. In the tree holes.
c. In the big-gloos.
d. In the houses.
17. Fruji is the … on Wingo Island.
a. Name of a tree.
b. Name of River.
c. Name of mountain.
d. Name of someone who lives.
123
18. “It is place to listen to the leaves whispering” The underlined word refers
to ….
a. An island.
b. The telephone.
c. The computer.
d. Wingo Island.
19. “People can only get to Wingo Island by boat.” The sentence implies
that Wingo Island is ….
a. Near to another island.
b. Near to other islands.
c. Far from other islands.
d. Close to another island.
Read the text below to answer questions 20 to 22!
At that moment, the Titanic was the biggest ship in the world. It had good
facilities, such as a completely air-conditioned cabin, a restaurant, a bar, a mini
shop, a recreation room, a ship's band and singers, medical facilities, a telephone,
etc. As the Titanic sailed with 819 crews and 1316 passengers from Southampton
to New York in April 1912, it sunk after sailing for four days. It happened in the
North Atlantic Ocean. It hit a huge iceberg. As there were not enough lifeboats and
all the passengers or crews were very afraid, the ship sunk quickly, most passengers
and crews sank, and only a few people were safe.
20. “It sunk after sailing for four days.” The underlined word refers to ...
a. The biggest.
b. The ship.
c. The world.
d. The crew.
21. Where did the tragedy happen?
a. In the air.
b. In the high way.
c. In the sea.
d. In the harbor.
22. How many passengers sailed from Southampton to New York?
a. 2135.
b. 819.
c. 1316.
d. 1912.
(For question number 23-25).
The Giraffe is the tallest animal I have seen in the zoo of Ragunan. It is
male. It is about six meters tall. It has big brown eyes. On its skin, it has brown
spots. There are also two short horns on its head. It has a long tail with thick hair
on the top of the tail. It likes eating the leaves of the tree.
23. What food do giraffes like?
a. Plants.
b. Fruits.
124
c. Grass.
d. Leaves.
24. “It has a long tail with thick hair...” The antonym of the underlined word
is....
a. Short.
b. Strong.
c. Beauty.
d. Thin.
25. The purpose of the text above is....
a. To tell about tall animal.
b. To describe giraffe.
c. To tell about tall animals.
d. To describe Ragunan zoo.
(For question number 26-30).
Kediri is the name of a town. It is situated in a valley between the Kelud and
Wilis mountains and inhabited by about 1.3 million people. In the center of the
town, there is a large hill which is called the Dathok mountain. Because of the
topography of the region, Kediri is called a Chily town by the locals. There is a big
river called Brantas cutting off the center of the town.
Besides temples, Kediri is also famous for its products like cigarettes and a
special kind of tofu or bean curd. This highly nutritious food is a delicacy of Kediri
and has a distinctive taste. The cigarette factory dominates the town’s economy and
employs the majority of the women labor force. Kediri and the cigarette factory are
inseparable, and it is considered the biggest cigarette factory in Indonesia. Most of
the local people work in this factory. Those who do not work here are farmers or
traders.
26. Why is Kediri called Chily town by the locals? Because ...
a. Kediri is the center of the town.
b. There is a big river in Kediri.
c. Kediri is the name of a town.
d. The topography of the region.
27. What is the name of the big river in Kediri?
a. Chily Town.
b. Brantas.
c. Dathok.
d. Kelud.
28. What factories dominate the economy of Kediri?
a. Traders.
b. Tofu.
c. Bean curd.
d. Cigarette.
29. What does the text tell about?
a. The famous products of Kediri.
b. The history of Kediri.
c. The people of Kediri.
125
d. The description of Kediri.
30. “Those who do not work here….”(The last sentence). The underlined word
refers to ...
a. The local people.
b. The farmers.
c. The factory workers.
d. The traders.
The Answer Key of Post-Test 2
1 A 16 C
2 C 17 A
3 C 18 D
4 D 19 A
5 D 20 B
6 B 21 C
7 A 22 C
8 C 23 D
9 B 24 A
10 D 25 B
11 A 26 D
12 D 27 B
13 C 28 D
14 B 29 D
15 B 30 A
126
Appendix 8 Blue Print of Test
Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Total
1 1 1 1 1 1 1 0 0 0 1 1 1 0 0 1 1 1 1 1 1 0 1 1 0 1 1 0 0 0 0 19
2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 30
3 1 1 1 1 1 1 1 0 0 0 0 1 1 1 0 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 23
4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 30
5 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 27
6 1 1 1 1 1 1 0 0 1 0 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 25
7 1 1 1 1 0 1 0 0 0 0 0 0 1 0 1 0 1 1 0 0 1 0 0 1 0 1 1 0 0 0 13
8 0 1 1 0 1 1 1 0 1 0 0 1 1 0 1 0 1 1 0 0 0 0 0 1 1 1 0 0 1 1 16
9 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 1 1 0 0 0 0 0 0 0 0 0 5
10 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 3
11 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 1 1 12
12 1 1 1 1 1 0 0 0 0 1 0 1 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 0 0 0 19
13 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 0 0 24
14 1 1 1 1 0 0 0 0 1 0 0 0 1 0 0 0 1 1 0 0 0 0 0 0 0 1 1 1 1 1 13
15 1 1 1 1 1 1 1 1 0 1 1 1 0 1 0 1 1 1 0 0 1 0 1 1 1 0 1 0 0 0 20
16 1 1 1 1 1 0 0 1 1 1 0 1 0 1 1 1 1 1 1 1 0 0 0 1 1 1 1 1 0 0 21
17 1 0 0 0 1 0 0 0 0 1 0 1 0 0 0 1 1 1 0 1 1 0 0 0 0 0 1 0 0 0 10
18 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 0 1 1 0 0 0 23
19 1 0 1 1 1 1 0 0 0 0 1 0 0 1 1 0 1 1 0 1 0 1 1 1 0 0 0 0 1 1 16
20 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 4
127
Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Total
21 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 1 1 1 1 8
22 0 1 0 0 0 1 0 0 0 0 1 0 0 1 0 0 1 1 0 1 0 0 1 1 0 1 0 0 0 0 10
23 1 0 0 0 1 1 0 1 1 0 0 0 0 0 0 0 0 1 0 0 1 0 1 1 0 0 0 0 0 0 9
24 1 1 1 0 0 0 1 0 0 0 0 0 1 0 1 0 0 1 1 0 0 1 0 0 0 1 0 0 0 0 10
25 0 0 0 1 0 0 0 0 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 0 1 0 0 1 1 10
26 1 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 1 0 0 1 1 0 0 1 1 1 10
27 1 0 1 0 0 1 0 0 1 0 1 1 0 1 0 1 0 0 0 0 0 0 0 1 1 0 0 0 0 0 10
28 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 0 0 0 1 1 1 0 1 1 23
29 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 25
30 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1 1 1 1 26
rhitung 0,5 0,6 0,6 0,7 0,8 0,6 0,5 0,7 0,4 0,5 0,4 0,7 0,5 0,7 0,7 0,5 0,5 0,5 0,5 0,6 0,4 0,5 0,5 0,4 0,7 0,5 0,7 0,4 0,4 0,4
vtabel 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4 0,4
V/T V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V
128
Appendix 9a Kisi-kisi Pre-Test
KISI-KISI PENULISAN SOAL PRE-TEST
CLASSROOM ACTION RESEARCH (CAR)
Nama Sekolah : SMPIT Ar-Risalah
Mata Pelajaran : Bahasa Inggris
Kurikulum Acuan : Kurikulum 2013
Alokasi Waktu : 40 Menit
Jumlah Soal : 30
Semester : 2 Materi Kompetensi
Dasar
Indikator Jenis
Soal
Nomor Soal Jumlah
Descriptive
text
3.10 Memahami
fungsi sosial,
struktur teks,
dan unsur
kebahasaan dari
teks deskriptif
dengan
menyatakan dan
menanyakan
tentang
deskripsi orang,
binatang, dan
benda, sangat
pendek dan
sederhana,
sesuai dengan
konteks
penggunaannya.
1. Mengidentifikasi
makna dan
gagasan utama
dalam teks
deskriptif.
2. Mengidentifikasi
informasi yang
terdapat dalam
teks deskriptif.
3. Menyebutkan
tujuan/isi yang
terdapat dalam
teks deskripitif.
4. Menebak makna
dan kosakata.
5. Menyebutkan
kata ganti
(pronounce
reference).
6. Melengkapi teks
deskriptif.
7. Menentukan
struktur teks
deskriptif.
PG
PG
PG
PG
PG
PG
PG
7, 18.
3, 4, 5, 8, 9,
10, 15, 16,
17, 26, 27,
28, 30.
1, 4.
2, 19.
6, 11, 20,
29.
21, 22, 23,
24, 25.
12, 13.
30
129
Appendix 9b Kisi-kisi Post-Test 1
KISI-KISI PENULISAN SOAL POST-TEST I
CLASSROOM ACTION RESEARCH (CAR)
Nama Sekolah : SMPIT Ar-Risalah
Mata Pelajaran : Bahasa Inggris
Kurikulum Acuan : Kurikulum 2013
Alokasi Waktu : 40 Menit
Jumlah Soal : 30
Semester : 2 Materi Kompetensi
Dasar
Indikator Jenis
Soal
Nomor Soal Jumlah
Descriptive
text
3.10 Memahami
fungsi sosial,
struktur teks,
dan unsur
kebahasaan dari
teks deskriptif
dengan
menyatakan dan
menanyakan
tentang
deskripsi orang,
binatang, dan
benda, sangat
pendek dan
sederhana,
sesuai dengan
konteks
penggunaannya.
1. Mengidentifikasi
makna dan
gagasan utama
dalam teks
deskriptif.
2. Mengidentifikasi
informasi yang
terdapat dalam
teks deskriptif.
3. Menyebutkan
tujuan/isi yang
terdapat dalam
teks deskripitif.
4. Menebak makna
dan kosakata.
5. Menyebutkan
kata ganti
(pronounce
reference).
6. Melengkapi teks
deskriptif.
7. Menentukan
struktur teks
deskriptif.
PG
PG
PG
PG
PG
PG
PG
12, 28.
4, 5, 6, 7, 9,
11, 13, 14,
15, 18, 23,
24, 25.
19, 27.
17, 30.
8, 10, 16,
29.
1, 2, 3, 20,
21.
22, 26.
30
130
Appendix 9c Kisi-kisi Post-Test 2
KISI-KISI PENULISAN SOAL POST-TEST II
CLASSROOM ACTION RESEARCH (CAR)
Nama Sekolah : SMPIT Ar-Risalah
Mata Pelajaran : Bahasa Inggris
Kurikulum Acuan : Kurikulum 2013
Alokasi Waktu : 40 Menit
Jumlah Soal : 30
Semester : 2 Materi Kompetensi
Dasar
Indikator Jenis
Soal
Nomor Soal Jumlah
Descriptive
text
3.10 Memahami
fungsi sosial,
struktur teks,
dan unsur
kebahasaan dari
teks deskriptif
dengan
menyatakan dan
menanyakan
tentang
deskripsi orang,
binatang, dan
benda, sangat
pendek dan
sederhana,
sesuai dengan
konteks
penggunaannya.
1. Mengidentifikasi
makna dan
gagasan utama
dalam teks
deskriptif.
2. Mengidentifikasi
informasi yang
terdapat dalam
teks deskriptif.
3. Menyebutkan
tujuan/isi yang
terdapat dalam
teks deskripitif.
4. Menebak makna
dan kosakata.
5. Menyebutkan
kata ganti
(pronounce
reference).
6. Melengkapi teks
deskriptif.
7. Menentukan
struktur teks
deskriptif.
PG
PG
PG
PG
PG
PG
PG
3, 29.
4, 5, 6, 15,
16, 17, 19,
21, 22, 23,
26, 27, 28.
9, 25.
1, 24.
2, 18, 20,
30.
10, 11, 12,
13, 14.
7, 8.
30
131
Appendix 10 Teacher’s Field Note of Cycle 1
132
Appendix 11 Teacher’s Field Note of Cycle 2
133
Appendix 12a Lesson Plan for Cycle 1 (Meeting 1)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Satuan Pendidikan : SMPIT Ar-Risalah
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/Genap
Materi Pokok : Teks deskriptif
Sub Materi : Teks deskriptif lisan dan tulis tentang orang
Alokasi Waktu : 1x pertemuan = 2JP @40 menit
1. Tujuan Pembelajaran
- Siswa mampu mengembangkan rasa ingin tahu dan tanggung jawab.
- Siswa mampu mengidentifikasi fungsi dan tujuan teks deskriptif.
- Siswa mampu mengidentifikasi struktur teks deskriptif.
- Siswa mampu mengidentifikasi informasi yang terdapat dalam teks
deskriptif tentang orang.
- Siswa mampu menyebutkan ide pokok dari teks deskriptif.
2. Kompetensi Dasar
3.10 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks deskriptif
lisan dan tulis tentang orang, benda, dan binatang, sangat pendek dan sederhana.
3. Langkah-langkah Kegiatan Pembelajaran
3.1 Alat dan Bahan
- Alat : Spidol, papan tulis, laptop, proyektor.
- Bahan : worksheet, contoh teks, cue card.
3.2 Metode Pembelajaran
- Model pembelajaran : Collaborative Strategic Reading
- Pendekatan : Scientific learning approach
3.3 Siswa berlatih praktik /mengerjakan project berdiskusi, menganalisis,
membuat dan menjawab pertanyaan dari teks deskriptif.
3.4 Menyimpulkan dan Penilaian Pembelajaran
- Kesimpuan pembelajaran
Siswa dapat menyimpulkan topik pembelajaran mengenai teks
deskriptif dan memastikan bahwa mereka benar-benar paham tentang
topik tersebut.
134
- Penilaian
Rasa ingin tahu : Melalui pengamatan pada saat
proses pembelajaran
Tanggung jawab : Melalui pengamatan pada saat
proses dan hasil pembelajaran.
Pengetahuan dan keterampilan : Melalui diskusi, tanya jawab, dan
tugas yang diberikan oleh guru.
PROSES PEMBELAJARAN
Kegiatan Pembelajaran Alokasi Waktu
Kegiatan Pendahuluan 10 menit
Apersepsi:
- Melakukan pembukaan dengan mengucapkan salam dan
mengajak peserta didik untuk berdoa.
- Memeriksa kehadiran peserta didik.
- Menyampaikan rencana pembelajaran.
- Menyampaikan tujuan pembelajaran.
Kegiatan Inti 55 menit
- Guru menjelaskan secara rinci materi tentang deskriptif
text.
- Guru memberikan contoh teks deskriptif tentang orang.
- Guru melibatkan peserta didik dalam memberikan
contoh.
- Guru menjelaskan tentang Collaborative Strategic
Reading kepada peserta didik.
- Guru membagi peserta didik kedalam beberapa
kelompok. Setiap kelompok terdiri dari 4-5 orang.
- Guru memberikan peran kepada peserta didik dalam
setiap kelompoknya sebagai leader, clunk expert, gist
expert, dan announcer.
- Guru menjelaskan langkah-langkah Collaborative
Strategic Reading (preview, click and clunk, get the gist,
dan wrap up).
- Guru meminta peserta didik untuk melakukan langkah
Collaborative Strategic Reading (preview, click and
clunk, get the gist, dan wrap up).
Before Reading:
135
- Guru meminta peserta didik untuk mengamati teks dan
menebak teks tersebut.
During Reading:
- Peserta didik diminta membaca teks yang telah diberikan.
- Secara berkelompok, guru meminta peserta didik untuk
mengidentifikasi informasi-informasi yang terdapat
dalam teks deskriptif.
- Guru memberi kesempatan untuk berpikir, menganalisis,
menyelesaikan masalah, dan bertindak tanpa rasa takut.
After Reading:
- Guru memberikan pertanyaan yang bersumber dari teks
tersebut.
- Guru meminta peserta didik untuk menyimpulkan isi teks
deskritif yang telah dibaca.
Konfirmasi:
- Guru memberikan umpan balik berupa koreksi dan
masukan kepada peserta didik.
- Guru menanggapi pertanyaan dan memberikan penjelasan
apabila masih terdapat misunderstanding.
- Guru dan siswa bersama-sama menyimpulkan
pembelajaran yang telah dilaksanakan.
Kegiatan Penutup 15 menit
- Bersama-sama dengan peserta didik guru membuat
simpulan atau rangkuman pelajaran.
- Guru memberikan kesempatan kepada peserta didik
untuk bertanya tentang pelajaran yang telah diberikan.
- Guru menutup kegiatan pembelajaran.
Kamis, 28 Januari 2021
Mengetahui
Guru Bahasa Inggris Peneliti
SMPIT Ar-Risalah
Ika Adiliani S.Pd Widya Husniati
Lampiran I: Rubrik Penilaian
136
1. Rubrik Penilaian Sikap
No Nama Siswa Aspek Perilaku yang Dinilai
Jumlah Skor BS JJ TJ DS
1
2
3
Keterangan:
• BS : Bekerja Sama
• JJ : Jujur
• TJ : Tanggung Jawab
• DS : Disiplin
Catatan:
Aspek perilaku dinilai dengan kriteria:
• 100 = Sangat Baik
• 75 = Baik
• 50 = Cukup
• 25 = Kurang
2. Rubrik Penilaian Pengetahuan
No Nama Siswa Pengetahuan
I II III IV Jumlah
1
2
3
Keterangan: Tes tertulis dalam bentuk soal. Penilaiannya dilakukan dengan cara
menghitung jumlah jawaban benar dari jumlah soal yang diberikan.
3. Rubrik Penilaian Keterampilan (Individu)
No Nama Siswa Konsep Jawaban Kreativitas Waktu Hasil Jumlah
1
2
137
3
...
4. Rubrik Penilaian Keterampilan (Kelompok)
No Kriteria Kelompok
1 2 3 4 5 6 7
1 Kesesuaian dengan konsep dan
prinsip bidang studi.
2 Ketepatan menjawab pertanyaan
3 Kreativitas
4 Ketepatan waktu pengumpulan
tugas.
5 Kerapihan hasil
Jumlah
Keterangan:
4 = sangat baik
3 = baik
2 = cukup baik
1 = kurang baik
Nilai perolehan = 𝐽𝑢𝑚𝑙𝑎ℎ𝑆𝑘𝑜𝑟
20𝑥 10
Lampiran II: Materi Pembelajaran
138
Lusia is my classmate. She is very beautiful and friendly. Her hair is as long as her
shoulders. She is very energetic. She is very active in her school and takes some
extracurricular subjects. One of them is dancing.
She has been practicing dance since she was six years old. She can dance both
traditional and modern dances, but she prefers traditional dances to modern ones.
Her favourite dance is pakarena dance. It is from makassar.
Every time she performs the dance on the stage, she always gives her best
performance to her audience so they really enjoy her dance . So far, she has
appeared may times in formal ceremonies so she is very famous in our school. She
often performs abroad as a member of Indonesia cultural delegations. Someday, she
dreams to become a well-known dancer and if she has enough money, she will own
a dancing company.
Read the text again and then answer the question below!
1. What kind of dance does she prefer?
2. what is the main idea of the third paragraph?
3. Why does the audience like her performance?
4. What is a good title of the text above?
5. What doest the text describe? Person or thing?
Appendix 12b Lesson Plan for Cycle 1 (Meeting 2)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
139
Nama Satuan Pendidikan : SMPIT Ar-Risalah
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/Genap
Materi Pokok : Teks deskriptif
Sub Materi : Teks deskriptif lisan dan tulis tentang orang
Alokasi Waktu : 1x pertemuan = 2JP @40 menit
1. Tujuan Pembelajaran
- Siswa mampu mengembangkan rasa ingin tahu dan tanggung jawab.
- Siswa mampu mengidentifikasi fungsi dan tujuan teks deskriptif.
- Siswa mampu mengidentifikasi struktur teks deskriptif.
- Siswa mampu mengidentifikasi informasi yang terdapat dalam teks
deskriptif tentang orang.
- Siswa mampu menyebutkan ide pokok dari teks deskriptif.
2. Kompetensi Dasar
3.10 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks deskriptif
lisan dan tulis tentang orang, benda, dan binatang sangat pendek dan sederhana.
3. Langkah-langkah Kegiatan Pembelajaran
3.1 Alat dan Bahan
- Alat : Spidol, papan tulis, laptop, proyektor.
- Bahan : worksheet, contoh teks, cue card.
3.2 Metode Pembelajaran
- Model pembelajaran : Collaborative Strategic Reading
- Pendekatan : Scientific learning approach
3.3 Siswa berlatih praktik /mengerjakan project berdiskusi, menganalisis,
membuat dan menjawab pertanyaan dari teks deskriptif.
3.4 Menyimpulkan dan Penilaian Pembelajaran
- Kesimpuan pembelajaran
Siswa dapat menyimpulkan topik pembelajaran mengenai teks
deskriptif dan memastikan bahwa mereka benar-benar paham tentang
topik tersebut.
- Penilaian
140
Rasa ingin tahu : Melalui pengamatan pada saat
proses pembelajaran
Tanggung jawab : Melalui pengamatan pada saat
proses dan hasil pembelajaran.
Pengetahuan dan keterampilan : Melalui diskusi, tanya jawab, dan
tugas yang diberikan oleh guru.
PROSES PEMBELAJARAN
Kegiatan Pembelajaran Alokasi Waktu
Kegiatan Pendahuluan 10 menit
Apersepsi:
- Melakukan pembukaan dengan mengucapkan salam dan
mengajak peserta didik untuk berdoa dengan mengaitkan
doa tersebut kepada fenomena alam atau sosial yang
sedang terjadi saat itu.
- Memeriksa kehadiran peserta didik.
- Me-recall materi yang telah dipelajari pada pertemuan
sebelumnya.
Kegiatan Inti 55 menit
Eksplorasi:
- Guru mengulas kembali materi yang sebelumnya telah
diberikan.
- Guru mengulas kembali tentang Collaborative Strategic
Reading.
- Guru mengacak peran kepada peserta didik dalam setiap
kelompoknya sebagai leader, clunk expert, gist expert,
dan announcer.
- Guru menjelaskan langkah-langkah Collaborative
Strategic Reading (preview, click and clunk, get the gist,
dan wrap up).
- Guru meminta peserta didik untuk melakukan langkah
Collaborative Strategic Reading (preview, click and
clunk, get the gist, dan wrap up).
Elaborasi:
141
- Guru meminta peserta didik untuk mengidentifikasi
informasi-informasi yang terdapat dalam teks deskriptif
secara berkelompok.
- Guru meminta peserta didik untuk menyimpulkan isi teks
deskritif yang telah dibaca.
- Guru memberikan pertanyaan yang bersumber dari teks
tersebut.
- Guru memberi kesempatan untuk berpikir, menganalisis,
menyelesaikan masalah, dan bertindak tanpa rasa takut.
Konfirmasi:
- Guru memberikan umpan balik berupa koreksi dan
masukan kepada peserta didik.
- Guru menanggapi pertanyaan dan memberikan penjelasan
apabila masih terdapat misunderstanding.
- Guru dan siswa bersama-sama menyimpulkan
pembelajaran yang telah dilaksanakan.
Kegiatan Penutup 15 menit
- Guru dan peserta didik membuat simpulan atau
rangkuman pelajaran.
- Guru memberikan kesempatan kepada peserta didik
untuk bertanya tentang pelajaran yang telah diberikan.
- Guru menutup kegiatan pembelajaran.
Jumat, 29 Januari 2021
Mengetahui
Guru Bahasa Inggris Peneliti
SMPIT Ar-Risalah
Ika Adiliani S.Pd Widya Husniati
Lampiran I: Rubrik Penilaian
1. Rubrik Penilaian Sikap
No Nama Siswa Aspek Perilaku yang Dinilai
142
BS JJ TJ DS Jumlah Skor
1
2
3
Keterangan:
• BS : Bekerja Sama
• JJ : Jujur
• TJ : Tanggung Jawab
• DS : Disiplin
Catatan:
Aspek perilaku dinilai dengan kriteria:
• 100 = Sangat Baik
• 75 = Baik
• 50 = Cukup
• 25 = Kurang
2. Rubrik Penilaian Pengetahuan
No Nama Siswa Pengetahuan
I II III IV Jumlah
1
2
3
Keterangan: Tes tertulis dalam bentuk soal. Penilaiannya dilakukan dengan cara
menghitung jumlah jawaban benar dari jumlah soal yang diberikan.
3. Rubrik Penilaian Keterampilan (Individu)
No Nama Siswa Konsep Jawaban Kreativitas Waktu Hasil Jumlah
1
2
3
143
...
4. Rubrik Penilaian Keterampilan (Kelompok)
No Kriteria Kelompok
1 2 3 4 5 6 7
1 Kesesuaian dengan konsep dan
prinsip bidang studi.
2 Ketepatan menjawab pertanyaan
3 Kreativitas
4 Ketepatan waktu pengumpulan
tugas.
5 Kerapihan hasil
Jumlah
Keterangan:
4 = sangat baik
3 = baik
2 = cukup baik
1 = kurang baik
Nilai perolehan = 𝐽𝑢𝑚𝑙𝑎ℎ𝑆𝑘𝑜𝑟
20𝑥 10
Lampiran II: Materi Pembelajaran
144
THREE CHILDREN AND A CAT
Carol and mark are married and have two boys and a girl. The girl’s name is erin
and the boy’s name are tim ad alex. They also have a cat named tabby.
Erin is 17, she is the oldest child. She studies in senior high school and will graduate
in June. She is an excellent student and the captain of the basketball team. Tim is
12 and he is in the seventh grade. He is good in school and maths is the only subject
he enjoys. He also pays the piano and the guitar. The last is Alex. He is in the
kindergarten and thinks school is fun, but he frequently gets into trouble at school.
They also have a pet named tabby. Tabby is a young and active cat who is always
playing ad jumping. The children love tabby very much. Tabby has become a part
of the family.
Decide whether the following statementts are true (T) or false (F) based on the
text.
1. Erin does very well in school ( ... )
2. Tim thinks that school is interesting ( ... )
3. Alex enjoys school, but he gets in trouble a lot ( ... )
4. Tabby is a lazy cat ( ... )
5. Carol and mark have three children and a cat ( ... )
6. Alex is in the kindergarten ( ... )
7. Erin is 17 years old ( ... )
8. Carol and mark have 3 daughter and 1 son ( ... )
9. The name of cat is tabby. ( ... )
10. Tabby can be playing and jumping ( ... )
145
Appendix 12c Lesson Plan for Cycle 1 (Meeting 3)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Satuan Pendidikan : SMPIT Ar-Risalah
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/Genap
Materi Pokok : Teks deskriptif
Sub Materi : Teks deskriptif lisan dan tulis tentang benda
Alokasi Waktu : 1x pertemuan = 2JP @40 menit
1. Tujuan Pembelajaran
- Siswa mampu mengembangkan rasa ingin tahu dan tanggung jawab.
- Siswa mampu mengidentifikasi fungsi dan tujuan teks deskriptif.
- Siswa mampu menyebutkan ide pokok dari teks deskriptif.
- Siswa ikut terlibat aktif dalam mencari informasi pada teks deskriptif
tentang hewan.
2. Kompetensi Dasar
3.10 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks deskriptif
lisan dan tulis tentang orang, benda, dan binatang, sangat pendek dan sederhana.
3. Langkah-langkah Kegiatan Pembelajaran
3.1 Alat dan Bahan
- Alat : Spidol, papan tulis, laptop, proyektor.
- Bahan : worksheet, contoh teks, cue card.
3.2 Metode Pembelajaran
- Model pembelajaran : Collaborative Strategic Reading
- Pendekatan : Scientific learning approach
3.3 Siswa berlatih praktik /mengerjakan project berdiskusi, menganalisis,
membuat dan menjawab pertanyaan dari teks deskriptif.
3.4 Menyimpulkan dan Penilaian Pembelajaran
- Kesimpuan pembelajaran
Siswa dapat menyimpulkan topik pembelajaran mengenai teks
deskriptif dan memastikan bahwa mereka benar-benar paham tentang
topik tersebut.
- Penilaian
146
Rasa ingin tahu : Melalui pengamatan pada saat
proses pembelajaran.
Tanggung jawab : Melalui pengamatan pada saat
proses dan hasil pembelajaran.
Pengetahuan dan keterampilan : Melalui diskusi, tanya jawab, dan
tugas yang diberikan oleh guru.
PROSES PEMBELAJARAN
Kegiatan Pembelajaran Alokasi Waktu
Kegiatan Pendahuluan 10 menit
Apersepsi:
- Melakukan pembukaan dengan mengucapkan salam dan
mengajak peserta didik untuk berdoa dengan mengaitkan
doa tersebut kepada fenomena alam atau sosial yang
sedang terjadi saat itu.
- Memeriksa kehadiran peserta didik.
- Guru menstimulasi siswa dengan pertanyaan terkait
pembelajaran yang akan dibahas.
- Guru mengumpulkan respon siswa dan menyimpulkan
jawabannya, serta menyampaikan tujuan dari materi
pembelajaran
Kegiatan Inti 55 menit
- Guru memberikan contoh teks deskriptif tentang benda.
- Guru menanyakan isi teks tersebut kepada peserta didik.
- Guru menjelaskan struktur teks tersebut.
- Guru mengacak peran peserta didik dalam setiap
kelompoknya sebagai leader, clunk expert, gist expert,
dan announcer.
- Guru menjelaskan kembali langkah-langkah
Collaborative Strategic Reading (preview, click and
clunk, get the gist, dan wrap up).
Before Reading:
- Siswa diminta memprediksi teks yang diberikan oleh
guru.
During Reading:
- Guru meminta peserta didik membaca teks deskriptif
yang telah diberikan.
147
- Secara berkelompok, guru meminta peserta didik untuk
mengidentifikasi informasi dan menentukan ide utama
yang terdapat dalam teks deskriptif.
- Guru memberikan pertanyaan yang bersumber dari teks
tersebut.
- Guru memberi kesempatan untuk berpikir, menganalisis,
menyelesaikan masalah, dan bertindak tanpa rasa takut.
After Reading:
- Guru meminta peserta didik untuk menyimpulkan isi teks
deskriptif yang telah dibaca.
Konfirmasi:
- Guru memberikan umpan balik berupa koreksi dan
masukan kepada peserta didik tentang materi pelajaran.
- Guru menanggapi pertanyaan dan memberikan penjelasan
apabila masih terdapat misunderstanding.
Kegiatan Penutup 15 menit
- Guru memberikan kesempatan kepada peserta didik
untuk bertanya tentang pelajaran yang telah diberikan.
- Guru menutup kegiatan pembelajaran.
Rabu, 03 Februari 2021
Mengetahui
Guru Bahasa Inggris Peneliti
SMPIT Ar-Risalah
Ika Adiliani S.Pd Widya Husniati
Lampiran I: Rubrik Penilaian
1. Rubrik Penilaian Sikap
148
No Nama Siswa Aspek Perilaku yang Dinilai
Jumlah Skor BS JJ TJ DS
1
2
3
Keterangan:
• BS : Bekerja Sama
• JJ : Jujur
• TJ : Tanggung Jawab
• DS : Disiplin
Catatan:
Aspek perilaku dinilai dengan kriteria:
• 100 = Sangat Baik
• 75 = Baik
• 50 = Cukup
• 25 = Kurang
2. Rubrik Penilaian Pengetahuan
No Nama Siswa Pengetahuan
I II III IV Jumlah
1
2
3
Keterangan: Tes tertulis dalam bentuk soal. Penilaiannya dilakukan dengan cara
menghitung jumlah jawaban benar dari jumlah soal yang diberikan.
3. Rubrik Penilaian Keterampilan (Individu)
No Nama Siswa Konsep Jawaban Kreativitas Waktu Hasil Jumlah
149
1
2
3
...
4. Rubrik Penilaian Keterampilan (Kelompok)
No Kriteria Kelompok
1 2 3 4 5 6 7
1 Kesesuaian dengan konsep dan
prinsip bidang studi.
2 Ketepatan menjawab pertanyaan
3 Kreativitas
4 Ketepatan waktu pengumpulan
tugas.
5 Kerapihan hasil
Jumlah
Keterangan:
4 = sangat baik
3 = baik
2 = cukup baik
1 = kurang baik
Nilai perolehan = 𝐽𝑢𝑚𝑙𝑎ℎ𝑆𝑘𝑜𝑟
20𝑥 10
Lampiran II: Materi Pembelajaran
150
My Bedroom
Let me tell you about my bedroom. There are many kinds of furniture in my
bedroom.
In the centre of my room, there is my bed. The bed is made of wood. There is a nice
bed cover and a warm blanket for my bed. On the right side of my bed, there is a
wardrobe. I put my clothes in it. On the left side of my bed, there is a bookshelf. I
put my books there. There IS a table and a chair next to the shelf. I usually sit there
to study. On the table, there is a desk lamp. When I study in the evening, I always
turn on the lamp. There is also an alarm clock on my table. I set the alarm in the
evening before I go to bed. It wakes me up in the morning. I always clean my
bedroom every day. I arrange things neatly to make my bedroom comfortable to
live in.
Appendix 13a Lesson Plan for Cycle 2 (Meeting 1)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Satuan Pendidikan : SMPIT Ar-Risalah
151
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/Genap
Materi Pokok : Teks deskriptif
Sub Materi : Teks deskriptif lisan dan tulis tentang benda
Alokasi Waktu : 1x pertemuan = 2JP @40 menit
1. Tujuan Pembelajaran
- Siswa mampu mengembangkan rasa ingin tahu dan tanggung jawab.
- Siswa mampu mengidentifikasi fungsi dan tujuan teks deskriptif.
- Siswa mampu menyebutkan ide pokok dari teks deskriptif.
- Siswa ikut terlibat aktif dalam mencari informasi pada teks deskriptif
tentang hewan.
2. Kompetensi Dasar
3.10 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks deskriptif
lisan dan tulis tentang orang, benda, dan binatang, sangat pendek dan sederhana.
3. Langkah-langkah Kegiatan Pembelajaran
3.1 Alat dan Bahan
- Alat : Spidol, papan tulis, laptop, proyektor.
- Bahan : worksheet, contoh teks, cue card.
3.2 Metode Pembelajaran
- Model pembelajaran : Collaborative Strategic Reading
- Pendekatan : Scientific learning approach
3.3 Siswa berlatih praktik /mengerjakan project berdiskusi, menganalisis,
membuat dan menjawab pertanyaan dari teks deskriptif.
3.4 Menyimpulkan dan Penilaian Pembelajaran
- Kesimpuan pembelajaran
Siswa dapat menyimpulkan topik pembelajaran mengenai teks
deskriptif dan memastikan bahwa mereka benar-benar paham tentang
topik tersebut.
- Penilaian
Rasa ingin tahu : Melalui pengamatan pada saat
proses pembelajaran.
152
Tanggung jawab : Melalui pengamatan pada saat
proses dan hasil pembelajaran.
Pengetahuan dan keterampilan : Melalui diskusi, tanya jawab, dan
tugas yang diberikan oleh guru.
PROSES PEMBELAJARAN
Kegiatan Pembelajaran Alokasi Waktu
Kegiatan Pendahuluan 10 menit
Apersepsi:
- Melakukan pembukaan dengan mengucapkan salam dan
mengajak peserta didik untuk berdoa dengan mengaitkan
doa tersebut kepada fenomena alam atau sosial yang
sedang terjadi saat itu.
- Memeriksa kehadiran peserta didik.
- melakukan Warming up.
- Me-recall materi yang telah dipelajari pada pertemuan
sebelumnya.
Kegiatan Inti 55 menit
- Guru mengulas kembali materi yang sebelumnya telah
diberikan.
- Guru mengingatkan kembali tentang teknik Collaborative
Strategic Reading.
- Guru membentuk kelompok belajar baru yang terdiri dari
4-5 orang.
- Guru mengingatkan kembali peran kelompok sebagai
leader, clunk expert, gist expert, dan announcer.
- Guru mengingatkan kembali langkah-langkah
Collaborative Strategic Reading (preview, click and
clunk, get the gist, dan wrap up).
- Guru memandu peserta didik untuk melakukan langkah
Collaborative Strategic Reading dengan panduan guru
(preview, click and clunk, get the gist, dan wrap up).
Before Reading:
- Guru memberikan contoh teks deskriptif tentang benda.
- Guru membantu peserta didik memprediksi teks yang
akan dibahas.
During Reading:
153
- Guru meminta peserta didik membaca teks yang telah
diberikan.
- Guru meminta peserta didik untuk mengidentifikasi
informasi-informasi yang terdapat dalam teks deskriptif
secara berkelompok.
- Guru memberikan pertanyaan yang bersumber dari teks
tersebut.
- Guru memberi kesempatan untuk berpikir, menganalisis,
menyelesaikan masalah, dan bertindak tanpa rasa takut.
After Reading:
- Guru meminta peserta didik untuk menyimpulkan isi teks
deskritif yang telah dibaca.
Konfirmasi:
- Guru memberikan umpan balik berupa koreksi dan
masukan kepada peserta didik.
- Guru menanggapi pertanyaan dan memberikan penjelasan
apabila masih terdapat misunderstanding.
Kegiatan Penutup 15 menit
- Guru memberikan kesempatan kepada peserta didik
untuk bertanya tentang pelajaran yang telah diberikan.
- Guru menutup kegiatan pembelajaran.
Kamis, 04 Februari 2021
Mengetahui
Guru Bahasa Inggris Peneliti
SMPIT Ar-Risalah
Ika Adiliani S.Pd Widya Husniati
Lampiran I: Rubrik Penilaian
1. Rubrik Penilaian Sikap
No Nama Siswa Aspek Perilaku yang Dinilai
154
BS JJ TJ DS Jumlah Skor
1
2
3
Keterangan:
• BS : Bekerja Sama
• JJ : Jujur
• TJ : Tanggung Jawab
• DS : Disiplin
Catatan:
Aspek perilaku dinilai dengan kriteria:
• 100 = Sangat Baik
• 75 = Baik
• 50 = Cukup
• 25 = Kurang
2. Rubrik Penilaian Pengetahuan
No Nama Siswa Pengetahuan
I II III IV Jumlah
1
2
3
Keterangan: Tes tertulis dalam bentuk soal. Penilaiannya dilakukan dengan cara
menghitung jumlah jawaban benar dari jumlah soal yang diberikan.
3. Rubrik Penilaian Keterampilan (Individu)
No Nama Siswa Konsep Jawaban Kreativitas Waktu Hasil Jumlah
1
2
3
155
...
4. Rubrik Penilaian Keterampilan (Kelompok)
No Kriteria Kelompok
1 2 3 4 5 6 7
1 Kesesuaian dengan konsep dan
prinsip bidang studi.
2 Ketepatan menjawab pertanyaan
3 Kreativitas
4 Ketepatan waktu pengumpulan
tugas.
5 Kerapihan hasil
Jumlah
Keterangan:
4 = sangat baik
3 = baik
2 = cukup baik
1 = kurang baik
Nilai perolehan = 𝐽𝑢𝑚𝑙𝑎ℎ𝑆𝑘𝑜𝑟
20𝑥 10
Lampiran II: Materi Pembelajaran
My Diary
156
I have a new diary. It soon becomes my favorite thing. I like writing about my days in the diary.
The diary has a blue color. Blue is my favorite color. There are a hundred pages inside the diary. The pages are in different pictures. Each page has a washed-out background. The backgrounds are the cover of the super league heroes. Another special thing about my new diary is that it has a lock to keep the diary a secret. On the first page, there is a beautiful poem. The poet tells about the importance of keeping memories. It says "bad memories are to learn and good memories are to entertain". I love the poem. It encourages me to keep a diary. By doing so, I believe I can improve my English.
Answer the following questions based on the text before!
1. What is the colour of the writer's diary?
.............................................................................................................................
2. Why does the writer like the diary?
.............................................................................................................................
3. How many pages does the diary have?
.............................................................................................................................
4. What picture is on each page?
.............................................................................................................................
5. How does the writer improve her English with the diary?
.............................................................................................................................
Appendix 13b Lesson Plan for Cycle 2 (Meeting 2)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Satuan Pendidikan : SMPIT Ar-Risalah
157
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/Genap
Materi Pokok : Teks deskriptif
Sub Materi : Teks deskriptif lisan dan tulis tentang binatang
Alokasi Waktu : 1x pertemuan = 2JP @40 menit
1. Tujuan Pembelajaran
- Siswa mampu mengembangkan rasa ingin tahu dan tanggung jawab.
- Siswa mampu mengidentifikasi fungsi dan tujuan teks deskriptif.
- Siswa mampu menyebutkan ide pokok dari teks deskriptif.
- Siswa ikut terlibat aktif dalam mencari informasi pada teks deskriptif
tentang benda.
2. Kompetensi Dasar
3.10 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks deskriptif
lisan dan tulis tentang orang, benda, dan binatang sangat pendek dan sederhana.
3. Langkah-langkah Kegiatan Pembelajaran
3.1 Alat dan Bahan
- Alat : Spidol, papan tulis, laptop, proyektor.
- Bahan : worksheet, contoh teks, cue card.
3.2 Metode Pembelajaran
- Model pembelajaran : Collaborative Strategic Reading
- Pendekatan : Scientific learning approach
3.3 Siswa berlatih praktik /mengerjakan project berdiskusi, menganalisis,
membuat dan menjawab pertanyaan dari teks deskriptif.
3.4 Menyimpulkan dan Penilaian Pembelajaran
- Kesimpuan pembelajaran
Siswa dapat menyimpulkan topik pembelajaran mengenai teks
deskriptif dan memastikan bahwa mereka benar-benar paham tentang
topik tersebut.
- Penilaian
Rasa ingin tahu : Melalui pengamatan pada saat
proses pembelajaran.
158
Tanggung jawab : Melalui pengamatan pada saat
proses dan hasil pembelajaran.
Pengetahuan dan keterampilan : Melalui diskusi, tanya jawab, dan
tugas yang diberikan oleh guru.
PROSES PEMBELAJARAN
Kegiatan Pembelajaran Alokasi Waktu
Kegiatan Pendahuluan 10 menit
Apersepsi:
- Berdoa dan membuka pelajaran.
- Memeriksa kehadiran peserta didik.
- Guru menstimulasi siswa dengan pertanyaan terkait
pembelajaran yang akan dibahas.
- Guru mengumpulkan respon siswa dan menyimpulkan
jawabannya, serta menyampaikan tujuan dari materi
pembelajaran
Kegiatan Inti 55 menit
- Guru memberikan contoh teks deskriptif singkat tentang
binatang.
- Guru menanyakan isi teks tersebut kepada peserta didik.
- Guru menjelaskan kembali struktur teks tersebut.
- Guru mengacak peran peserta didik dalam setiap
kelompoknya sebagai leader, clunk expert, gist expert,
dan announcer.
- Guru mengingatkan kembali tugas-tugas peran dalam
kelompok.
- Guru menjelaskan kembali langkah-langkah
Collaborative Strategic Reading (preview, click and
clunk, get the gist, dan wrap up).
- Guru memberikan contoh teks deskriptif tentang binatang
yang berbeda.
- Guru meminta peserta didik untuk melakukan langkah
Collaborative Strategic Reading (preview, click and
clunk, get the gist, dan wrap up).
Before Reading:
- Guru memberikan teks deskriptif tentang binatang yang
berbeda.
- Guru meminta peserta didik mengamati dan memprediksi
teks yang telah diberikan.
159
- Guru meminta peserta didik menuliskan prediksi nya
dalam lembar kerja yang telah diberikan.
During Reading:
- Guru meminta peserta didik membaca teks deskriptif
yang telah diberikan.
- Peserta didik diminta menuliskan kosakata yan tidak
dimengerti “clunk” dalam lembar kerja.
- Secara berkelompok, guru meminta peserta didik untuk
mengidentifikasi informasi dan menentukan ide pokok
yang terdapat dalam teks deskriptif.
- Guru memberi kesempatan untuk berpikir, menganalisis,
menyelesaikan masalah, dan bertindak tanpa rasa takut.
After Reading:
- Peserta didik diminta menjawab pertanyaan yang
bersumber dari teks tersebut.
- Guru meminta peserta didik untuk menyimpulkan isi teks
deskriptif yang telah dibaca.
Konfirmasi:
- Guru memberikan umpan balik berupa koreksi dan
masukan kepada peserta didik tentang materi pelajaran.
- Guru menanggapi pertanyaan dan memberikan penjelasan
apabila masih terdapat misunderstanding.
Kegiatan Penutup 15 menit
- Guru memberikan kesempatan kepada peserta didik
untuk bertanya tentang pelajaran yang telah diberikan.
- Guru menutup kegiatan pembelajaran.
Jumat, 05 Februari 2021
Mengetahui
Guru Bahasa Inggris Peneliti
SMPIT Ar-Risalah
Ika Adiliani S.Pd Widya Husniati
Lampiran I: Rubrik Penilaian
1. Rubrik Penilaian Sikap
160
No Nama Siswa Aspek Perilaku yang Dinilai
Jumlah Skor BS JJ TJ DS
1
2
3
Keterangan:
• BS : Bekerja Sama
• JJ : Jujur
• TJ : Tanggung Jawab
• DS : Disiplin
Catatan:
Aspek perilaku dinilai dengan kriteria:
• 100 = Sangat Baik
• 75 = Baik
• 50 = Cukup
• 25 = Kurang
2. Rubrik Penilaian Pengetahuan
No Nama Siswa Pengetahuan
I II III IV Jumlah
1
2
3
Keterangan: Tes tertulis dalam bentuk soal. Penilaiannya dilakukan dengan cara
menghitung jumlah jawaban benar dari jumlah soal yang diberikan.
3. Rubrik Penilaian Keterampilan (Individu)
No Nama Siswa Konsep Jawaban Kreativitas Waktu Hasil Jumlah
1
2
3
161
...
4. Rubrik Penilaian Keterampilan (Kelompok)
No Kriteria Kelompok
1 2 3 4 5 6 7
1 Kesesuaian dengan konsep dan
prinsip bidang studi.
2 Ketepatan menjawab pertanyaan
3 Kreativitas
4 Ketepatan waktu pengumpulan
tugas.
5 Kerapihan hasil
Jumlah
Keterangan:
4 = sangat baik
3 = baik
2 = cukup baik
1 = kurang baik
Nilai perolehan = 𝐽𝑢𝑚𝑙𝑎ℎ𝑆𝑘𝑜𝑟
20𝑥 10
Lampiran II: Materi Pembelajaran
162
Milo is my pet. He is my lovely cat. He is not an expensive cat. I found him
in front of my house. Though he is not a pricey cat, I love him so much.
Milo has long whiskers and green eyes. He is orange with two gradations of
colors. He is not fat though he eats a lot because he is very active. He likes to play
with balls, but his favorite toy is a ball of yarn. He likes to roll it and then chase it.
Once he catches it, he throws it from one of his front paws to the other one. At
night, he always sleeps with me.
Appendix 13c Lesson Plan for Cycle 2 (Meeting 3)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
163
Nama Satuan Pendidikan : SMPIT Ar-Risalah
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/Genap
Materi Pokok : Teks deskriptif
Sub Materi : Teks deskriptif lisan dan tulis tentang binatang
Alokasi Waktu : 1x pertemuan = 2JP @40 menit
1. Tujuan Pembelajaran
- Siswa mampu mengembangkan rasa ingin tahu dan tanggung jawab.
- Siswa mampu mengidentifikasi fungsi dan tujuan teks deskriptif.
- Siswa mampu menyebutkan ide pokok dari teks deskriptif.
- Siswa ikut terlibat aktif dalam mencari informasi pada teks deskriptif
tentang benda.
2. Kompetensi Dasar
3.10 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks deskriptif
lisan dan tulis tentang orang, benda, dan binatang, sangat pendek dan sederhana.
3. Langkah-langkah Kegiatan Pembelajaran
3.1 Alat dan Bahan
- Alat : Spidol, papan tulis, laptop, proyektor.
- Bahan : worksheet, contoh teks, cue card.
3.2 Metode Pembelajaran
- Model pembelajaran : Collaborative Strategic Reading
- Pendekatan : Scientific learning approach
3.3 Siswa berlatih praktik /mengerjakan project berdiskusi, menganalisis,
membuat dan menjawab pertanyaan dari teks deskriptif.
3.4 Menyimpulkan dan Penilaian Pembelajaran
- Kesimpuan pembelajaran
Siswa dapat menyimpulkan topik pembelajaran mengenai teks
deskriptif dan memastikan bahwa mereka benar-benar paham tentang
topik tersebut.
- Penilaian
Rasa ingin tahu : Melalui pengamatan pada saat
proses pembelajaran.
164
Tanggung jawab : Melalui pengamatan pada saat
proses dan hasil pembelajaran.
Pengetahuan dan keterampilan : Melalui diskusi, tanya jawab, dan
tugas yang diberikan oleh guru.
PROSES PEMBELAJARAN
Pertemuan Kedua
Kegiatan Pendahuluan 10 menit
Apersepsi:
- Melakukan pembukaan dengan mengucapkan salam dan
mengajak peserta didik untuk berdoa.
- Mengkondisikan suasana kelas.
- Melakukan ice breaking.
- Memeriksa kehadiran peserta didik.
- Me-recall materi yang telah dipelajari pada pertemuan
sebelumnya.
Kegiatan Inti 55 menit
- Guru mengingatkan kembali tujuan, fungsi, dan struktur
teks deskriptif.
- Guru mengacak peran peserta didik dalam setiap
kelompoknya sebagai leader, clunk expert, gist expert,
dan announcer.
- Guru mengingatkan kembali tugas-tugas peran dalam
kelompok.
- Guru menjelaskan kembali langkah-langkah
Collaborative Strategic Reading (preview, click and
clunk, get the gist, dan wrap up).
- Guru meminta peserta didik untuk melakukan langkah
Collaborative Strategic Reading (preview, click and
clunk, get the gist, dan wrap up).
Before Reading:
- Guru memberikan teks deskriptif tentang binatang.
- Guru meminta peserta didik memprediksi teks yang telah
diberikan dan menuliskannya dalam lembar kerja.
During Reading:
- Guru meminta peserta didik membaca teks deskriptif
yang diberikan.
- Guru meminta peserta didik menulis kosakata yang tidak
dimengerti “clunk.”
165
- Secara berkelompok, guru meminta peserta didik untuk
mengidentifikasi informasi dan menentukan ide utama
teks tersebut.
- Guru memberi kesempatan untuk berpikir, menganalisis,
menyelesaikan masalah, dan bertindak tanpa rasa takut.
After Reading:
- Peserta didik diminta menjawab pertanyaan yang
bersumber dari teks tersebut.
- Guru meminta peserta didik untuk menyimpulkan isi teks
deskriptif yang telah dibaca.
Konfirmasi:
- Guru memberikan umpan balik berupa koreksi dan
masukan kepada peserta didik tentang materi pelajaran.
- Guru menanggapi pertanyaan dan memberikan penjelasan
apabila masih terdapat misunderstanding.
Kegiatan Penutup 15 menit
- Guru memberikan kesempatan kepada peserta didik untuk
bertanya tentang pelajaran yang telah diberikan.
- Guru menutup kegiatan pembelajaran.
Rabu, 10 Februari 2021
Mengetahui
Guru Bahasa Inggris Peneliti
SMPIT Ar-Risalah
Ika Adiliani S.Pd Widya Husniati
Lampiran I: Rubrik Penilaian
1. Rubrik Penilaian Sikap
No Nama Siswa Aspek Perilaku yang Dinilai
166
BS JJ TJ DS Jumlah Skor
1
2
3
Keterangan:
• BS : Bekerja Sama
• JJ : Jujur
• TJ : Tanggung Jawab
• DS : Disiplin
Catatan:
Aspek perilaku dinilai dengan kriteria:
• 100 = Sangat Baik
• 75 = Baik
• 50 = Cukup
• 25 = Kurang
2. Rubrik Penilaian Pengetahuan
No Nama Siswa Pengetahuan
I II III IV Jumlah
1
2
3
Keterangan: Tes tertulis dalam bentuk soal. Penilaiannya dilakukan dengan cara
menghitung jumlah jawaban benar dari jumlah soal yang diberikan.
3. Rubrik Penilaian Keterampilan (Individu)
No Nama Siswa Konsep Jawaban Kreativitas Waktu Hasil Jumlah
1
2
3
167
...
4. Rubrik Penilaian Keterampilan (Kelompok)
No Kriteria Kelompok
1 2 3 4 5 6 7
1 Kesesuaian dengan konsep dan
prinsip bidang studi.
2 Ketepatan menjawab pertanyaan
3 Kreativitas
4 Ketepatan waktu pengumpulan
tugas.
5 Kerapihan hasil
Jumlah
Keterangan:
4 = sangat baik
3 = baik
2 = cukup baik
1 = kurang baik
Nilai perolehan = 𝐽𝑢𝑚𝑙𝑎ℎ𝑆𝑘𝑜𝑟
20𝑥 10
Lampiran II: Materi Pembelajaran
168
I love dogs very much. I keep some dogs in my house. They are Timmy,
Brownie, Migu, and Buddy.
Timmy is a Dachshund. He is short with a long body and four strong legs.
Brownie is a Collie. She has long and thick fur. What color is her fur? Brown, of
course, that’s why I call her Brownie. Migu is a Dalmatian. She has a slim body and
four long legs. She has thin fur and dots all over her body. The last is Buddy. He is
a bulldog. He has a large head, a short neck, and thick short legs. He is very strong.
I always take care of my dogs every day.
Answer the following questions based on the text before!
1. What is the purpose of the text above?
.............................................................................................................................
2. What does Timmy look like?
.............................................................................................................................
3. Who has thin hair and dots all over her body?
.............................................................................................................................
4. How many dogs does the writer have?
.............................................................................................................................
5. Why does the writer call the Collie, Brownie?
.............................................................................................................................
Appendix 14a Observation Sheet Cycle 1
Classroom Observation Sheet Cycle I/II
169
Class : 7B
Cycle/Meeting : 1 / 1
Date : 28 – 01 – 20121
Give checklist (√) according to the result of observation!
No The Activities Observed in
Teaching and Learning
Grade
Very
Good
(5)
Good
(4)
Enough
(3)
Bad
(2)
Very
Bad
(1)
The Teacher
1 Menyiapkan materi
pembelajaran dengan baik. √
2
Mengkondisikan situasi belajar
dan menyiapkan siswa agar
terlibat dalam proses
pembelajaran.
√
3 Guru menjelaskan kompetensi
yang harus dicapai. √
4
Memberikan motivasi kepada
siswa terkait pemahaman
membaca teks bahasa Inggris.
√
5
Guru menjelaskan proses
pembelajaran bahasa Inggris
menggunakan Collaborative
Strategic Reading.
a. Preview √
b. Click and Clunk √
c. Get the Gist √
d. Wrap up √
6
Guru menerapkan Collaborative
Strategic Reading dalam proses
pembelajaran.
√
7 Guru memberikan kesempatan
kepada siswa untuk bertanya. √
8
Guru memberikan kesempatan
kepada siswa untuk berbicara,
menyampaikan pendapat, dan
berdiskusi.
√
9 Guru memberikan tanggapan
kepada siswa. √
10 Guru menciptakan pembelajaran
yang aktif dan menyenangkan. √
The Student
170
1
Siswa merasa senang dan
antusias mengikuti proses
pembelajaran.
√
2
Siswa mendengarkan penjelasan
guru mengenai kompetensi yang
ingin dicapai.
√
3 Siswa memperhatikan penjelasan
materi yang diberikan guru. √
4
Siswa mengikuti petunjuk yang
diberikan guru mengenai
penerapan Collaborative
Strategic Reading.
√
5
Siswa aktif mendiskusikan
materi pelajaran dengan guru dan
antar siswa.
√
6
Siswa berbagi dan
mengungkapkan pemikirannya
tentang materi pelajaran.
√
7
Siswa mengajukan pertanyaan
untuk mendapatkan lebih banyak
informasi.
√
8
Siswa mengangkat tangan untuk
menjawab pertanyaan atau
memberikan informasi.
√
9 Siswa berusaha menyelesaikan
tugas yang diberikan. √
10
Kemampuan siswa untuk bekerja
sama dan berinteraksi dengan
baik.
√
Classroom Observation Sheet Cycle I/II
171
Class : 7B
Cycle/Meeting : 1 / 2
Date : 29 – 01 – 20121
Give checklist (√) according to the result of observation!
No The Activities Observed in
Teaching and Learning
Grade
Very
Good
(5)
Good
(4)
Enough
(3)
Bad
(2)
Very
Bad
(1)
The Teacher
1 Menyiapkan materi
pembelajaran dengan baik. √
2
Mengkondisikan situasi belajar
dan menyiapkan siswa agar
terlibat dalam proses
pembelajaran.
√
3 Guru menjelaskan kompetensi
yang harus dicapai. √
4
Memberikan motivasi kepada
siswa terkait pemahaman
membaca teks bahasa Inggris.
√
5
Guru menjelaskan proses
pembelajaran bahasa Inggris
menggunakan Collaborative
Strategic Reading.
a. Preview √
b. Click and Clunk √
c. Get the Gist √
d. Wrap up √
6
Guru menerapkan Collaborative
Strategic Reading dalam proses
pembelajaran.
√
7 Guru memberikan kesempatan
kepada siswa untuk bertanya. √
8
Guru memberikan kesempatan
kepada siswa untuk berbicara,
menyampaikan pendapat, dan
berdiskusi.
√
9 Guru memberikan tanggapan
kepada siswa. √
10 Guru menciptakan pembelajaran
yang aktif dan menyenangkan. √
The Student
172
1
Siswa merasa senang dan
antusias mengikuti proses
pembelajaran.
√
2
Siswa mendengarkan penjelasan
guru mengenai kompetensi yang
ingin dicapai.
√
3 Siswa memperhatikan penjelasan
materi yang diberikan guru. √
4
Siswa mengikuti petunjuk yang
diberikan guru mengenai
penerapan Collaborative
Strategic Reading.
√
5
Siswa aktif mendiskusikan
materi pelajaran dengan guru dan
antar siswa.
√
6
Siswa berbagi dan
mengungkapkan pemikirannya
tentang materi pelajaran.
√
7
Siswa mengajukan pertanyaan
untuk mendapatkan lebih banyak
informasi.
√
8
Siswa mengangkat tangan untuk
menjawab pertanyaan atau
memberikan informasi.
√
9 Siswa berusaha menyelesaikan
tugas yang diberikan. √
10
Kemampuan siswa untuk bekerja
sama dan berinteraksi dengan
baik.
√
Classroom Observation Sheet Cycle I/II
173
Class : 7B
Cycle/Meeting : 1 / 3
Date : 03 – 02 – 2021
Give checklist (√) according to the result of observation!
No The Activities Observed in
Teaching and Learning
Grade
Very
Good
(5)
Good
(4)
Enough
(3)
Bad
(2)
Very
Bad
(1)
The Teacher
1 Menyiapkan materi
pembelajaran dengan baik. √
2
Mengkondisikan situasi belajar
dan menyiapkan siswa agar
terlibat dalam proses
pembelajaran.
√
3 Guru menjelaskan kompetensi
yang harus dicapai. √
4
Memberikan motivasi kepada
siswa terkait pemahaman
membaca teks bahasa Inggris.
√
5
Guru menjelaskan proses
pembelajaran bahasa Inggris
menggunakan Collaborative
Strategic Reading.
a. Preview √
b. Click and Clunk √
c. Get the Gist √
d. Wrap up √
6
Guru menerapkan Collaborative
Strategic Reading dalam proses
pembelajaran.
√
7 Guru memberikan kesempatan
kepada siswa untuk bertanya. √
8
Guru memberikan kesempatan
kepada siswa untuk berbicara,
menyampaikan pendapat, dan
berdiskusi.
√
9 Guru memberikan tanggapan
kepada siswa. √
10 Guru menciptakan pembelajaran
yang aktif dan menyenangkan. √
The Student
174
1
Siswa merasa senang dan
antusias mengikuti proses
pembelajaran.
√
2
Siswa mendengarkan penjelasan
guru mengenai kompetensi yang
ingin dicapai.
√
3 Siswa memperhatikan penjelasan
materi yang diberikan guru. √
4
Siswa mengikuti petunjuk yang
diberikan guru mengenai
penerapan Collaborative
Strategic Reading.
√
5
Siswa aktif mendiskusikan
materi pelajaran dengan guru dan
antar siswa.
√
6
Siswa berbagi dan
mengungkapkan pemikirannya
tentang materi pelajaran.
√
7
Siswa mengajukan pertanyaan
untuk mendapatkan lebih banyak
informasi.
√
8
Siswa mengangkat tangan untuk
menjawab pertanyaan atau
memberikan informasi.
√
9 Siswa berusaha menyelesaikan
tugas yang diberikan. √
10
Kemampuan siswa untuk bekerja
sama dan berinteraksi dengan
baik.
√
175
Appendix 14b Observation Sheet Cycle 2
Classroom Observation Sheet Cycle I/II
Class : 7B
Cycle/Meeting : 2 / 1
Date : 04 – 02 – 2021
Give checklist (√) according to the result of observation!
No The Activities Observed in
Teaching and Learning
Grade
Very
Good
(5)
Good
(4)
Enough
(3)
Bad
(2)
Very
Bad
(1)
The Teacher
1 Menyiapkan materi
pembelajaran dengan baik. √
2
Mengkondisikan situasi belajar
dan menyiapkan siswa agar
terlibat dalam proses
pembelajaran.
√
3 Guru menjelaskan kompetensi
yang harus dicapai. √
4
Memberikan motivasi kepada
siswa terkait pemahaman
membaca teks bahasa Inggris.
√
5
Guru menjelaskan proses
pembelajaran bahasa Inggris
menggunakan Collaborative
Strategic Reading.
a. Preview √
b. Click and Clunk √
c. Get the Gist √
d. Wrap up √
6
Guru menerapkan Collaborative
Strategic Reading dalam proses
pembelajaran.
√
7 Guru memberikan kesempatan
kepada siswa untuk bertanya. √
8
Guru memberikan kesempatan
kepada siswa untuk berbicara,
menyampaikan pendapat, dan
berdiskusi.
√
9 Guru memberikan tanggapan
kepada siswa. √
176
10 Guru menciptakan pembelajaran
yang aktif dan menyenangkan. √
The Student
1
Siswa merasa senang dan
antusias mengikuti proses
pembelajaran.
√
2
Siswa mendengarkan penjelasan
guru mengenai kompetensi yang
ingin dicapai.
√
3 Siswa memperhatikan penjelasan
materi yang diberikan guru. √
4
Siswa mengikuti petunjuk yang
diberikan guru mengenai
penerapan Collaborative
Strategic Reading.
√
5
Siswa aktif mendiskusikan
materi pelajaran dengan guru dan
antar siswa.
√
6
Siswa berbagi dan
mengungkapkan pemikirannya
tentang materi pelajaran.
√
7
Siswa mengajukan pertanyaan
untuk mendapatkan lebih banyak
informasi.
√
8
Siswa mengangkat tangan untuk
menjawab pertanyaan atau
memberikan informasi.
√
9 Siswa berusaha menyelesaikan
tugas yang diberikan. √
10
Kemampuan siswa untuk bekerja
sama dan berinteraksi dengan
baik.
√
177
Classroom Observation Sheet Cycle I/II
Class : 7B
Cycle/Meeting : 2 / 2
Date : 05 – 02 – 2021
Give checklist (√) according to the result of observation!
No The Activities Observed in
Teaching and Learning
Grade
Very
Good
(5)
Good
(4)
Enough
(3)
Bad
(2)
Very
Bad
(1)
The Teacher
1 Menyiapkan materi
pembelajaran dengan baik. √
2
Mengkondisikan situasi belajar
dan menyiapkan siswa agar
terlibat dalam proses
pembelajaran.
√
3 Guru menjelaskan kompetensi
yang harus dicapai. √
4
Memberikan motivasi kepada
siswa terkait pemahaman
membaca teks bahasa Inggris.
√
5
Guru menjelaskan proses
pembelajaran bahasa Inggris
menggunakan Collaborative
Strategic Reading.
e. Preview √
f. Click and Clunk √
g. Get the Gist √
h. Wrap up √
6
Guru menerapkan Collaborative
Strategic Reading dalam proses
pembelajaran.
√
7 Guru memberikan kesempatan
kepada siswa untuk bertanya. √
8
Guru memberikan kesempatan
kepada siswa untuk berbicara,
menyampaikan pendapat, dan
berdiskusi.
√
9 Guru memberikan tanggapan
kepada siswa. √
178
10 Guru menciptakan pembelajaran
yang aktif dan menyenangkan. √
The Student
1
Siswa merasa senang dan
antusias mengikuti proses
pembelajaran.
√
2
Siswa mendengarkan penjelasan
guru mengenai kompetensi yang
ingin dicapai.
√
3 Siswa memperhatikan penjelasan
materi yang diberikan guru. √
4
Siswa mengikuti petunjuk yang
diberikan guru mengenai
penerapan Collaborative
Strategic Reading.
√
5
Siswa aktif mendiskusikan
materi pelajaran dengan guru dan
antar siswa.
√
6
Siswa berbagi dan
mengungkapkan pemikirannya
tentang materi pelajaran.
√
7
Siswa mengajukan pertanyaan
untuk mendapatkan lebih banyak
informasi.
√
8
Siswa mengangkat tangan untuk
menjawab pertanyaan atau
memberikan informasi.
√
9 Siswa berusaha menyelesaikan
tugas yang diberikan. √
10
Kemampuan siswa untuk bekerja
sama dan berinteraksi dengan
baik.
√
179
Classroom Observation Sheet Cycle I/II
Class : 7B
Cycle/Meeting : 2 / 3
Date : 010 – 02 – 2021
Give checklist (√) according to the result of observation!
No The Activities Observed in
Teaching and Learning
Grade
Very
Good
(5)
Good
(4)
Enough
(3)
Bad
(2)
Very
Bad
(1)
The Teacher
1 Menyiapkan materi
pembelajaran dengan baik. √
2
Mengkondisikan situasi belajar
dan menyiapkan siswa agar
terlibat dalam proses
pembelajaran.
√
3 Guru menjelaskan kompetensi
yang harus dicapai. √
4
Memberikan motivasi kepada
siswa terkait pemahaman
membaca teks bahasa Inggris.
√
5
Guru menjelaskan proses
pembelajaran bahasa Inggris
menggunakan Collaborative
Strategic Reading.
i. Preview √
j. Click and Clunk √
k. Get the Gist √
l. Wrap up √
6
Guru menerapkan Collaborative
Strategic Reading dalam proses
pembelajaran.
√
7 Guru memberikan kesempatan
kepada siswa untuk bertanya. √
8
Guru memberikan kesempatan
kepada siswa untuk berbicara,
menyampaikan pendapat, dan
berdiskusi.
√
9 Guru memberikan tanggapan
kepada siswa. √
180
10 Guru menciptakan pembelajaran
yang aktif dan menyenangkan. √
The Student
1
Siswa merasa senang dan
antusias mengikuti proses
pembelajaran.
√
2
Siswa mendengarkan penjelasan
guru mengenai kompetensi yang
ingin dicapai.
√
3 Siswa memperhatikan penjelasan
materi yang diberikan guru. √
4
Siswa mengikuti petunjuk yang
diberikan guru mengenai
penerapan Collaborative
Strategic Reading.
√
5
Siswa aktif mendiskusikan
materi pelajaran dengan guru dan
antar siswa.
√
6
Siswa berbagi dan
mengungkapkan pemikirannya
tentang materi pelajaran.
√
7
Siswa mengajukan pertanyaan
untuk mendapatkan lebih banyak
informasi.
√
8
Siswa mengangkat tangan untuk
menjawab pertanyaan atau
memberikan informasi.
√
9 Siswa berusaha menyelesaikan
tugas yang diberikan. √
10
Kemampuan siswa untuk bekerja
sama dan berinteraksi dengan
baik.
√
181
Appendix 15a Photographs of the Activity in the Class
182
Appendix 15b Photographs of the Students’ Work
183
184
185
186
Appendix 16 Reference of Examination Paper
187
188
189
190
191
192
193
194
195
Appendix 17a Skripsi Guidance Letter
196
Appendix 17b Skripsi Guidance Letter
197
Appendix 18 Letter of Research License
198
Appendix 19 Letter of Evidence
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