1 PB
1 PB
1 PB
1 DESEMBER 2018
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text, comparing one ideas to another, and using new information to get new
conclusion. Thus, making inference, identifying the big picture and rewriting the
main points of the text will be a hard task for them.
The condition above lead to the students’ failure in getting the meaning
and message from what they read and the new information they really have to
absorb. They are having problems in relating and expressing their ideas to
support the facts, opinions or arguments they find in the text. This is showed by
the score they achieved in daily test. The averarage score was only 67,56 in their
daily test while in mid semester test, the students got even worse worse scores
(56,76). That condition shows that students , are having problems in reading
comprehension and need a treatment to improve, otherwise they will fail in
reading and this will restrict them to improve their knowledge in broader area.
Casey (2002: 3) states that failing to learn to read and write in the early years will
result in more special education placement, retention, and poor self-esteem for
the learners than any other cause.
Therefore, some methods and techniques were applied to overcome the
problems faced by the students in reading comprehension. As Martha (1982:4)
claimed that reading is such a complex process that it is important to be taught
intentionally at schools, thus teaching the students some techniques and methods
to read will certainly ease them in reading. One of the techniques applied has
become one of the best techniques to minimize the students’ difficulties and
improve their reading comprehension. This technique is called Collaborative
Strategic Reading. In applying this technique, the students are encouraged to do 4
activities (preview, click and clunk, get the gist, and wrap up) in three phases:
before reading, whilst reading, and after reading (Klingner, J. K., & Vaughn,
S:1996).
B. The Problems and The strategy of problem Solving
1. The Problems
Based on the background of the problem introduced, the problems are
formulated as follows:
1) How is the Collaborative Strategic Reading applied in reading
comprehension classes of grade XII social science 1 of SMAN 3 Padang
Panjang?
2) How does the Collaborative Strategic Reading implementation improve
the students’ reading comprehension of grade XII social science 1 of
SMAN 3 Padang Panjang?
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happen?” “What does the writer say in this paragraph?” Then, the
students were required to write the gist from each paragraph by
using simple sentence. Finding the gists also helped the students to
find the main idea of each paragraph. Klingner and Vaughn (1998:
33) suggest teaching students to provide the gist in as few words as
possible while conveying the most meaning, leaving out details.
Students were taught to do this by writing the main points (person,
place, thing) and the important ideas about them next to the
paragraph or they were required to complete the following table:
Table 1: Get the gist
No. Important Ideas
parts
Parag- Person:
raph I
Place:
Thing:
When the students have completed their table with the gists
they got from the text, then the teacher asked the students to swap
their tables and give comments to each other. This activity
encouraged the students to activate their critical thinking when they
analyzed the gist and when they wrote it in their own words.
After Reading Phase
d) Wrap Up
In this phase, they were encouraged to question what they
have understood from the text. They were taught to write the
questions which need both lower order thinking and higher order
thinking skills. The questions which need lower order thinking
skills are about the details, the facts and the information which is
explicitly written in the text and can be easily identified. Thus,
writing this type of questions are not really hard for them. The
questions which need higher order thinking skills are supported by
providing the stems. Klingner and Vaughn (1998:35) provided the
example of the stems of higher level questions below:
How were __ and __ the same? Different? What do you think
would happen if ___?
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Evaluation
Useful Verbs Sample Question Stems
judge What are the strengths and weaknesses of...
select Judge the value of...
choose Do you think ... is a good or a bad thing?
decide What changes to ... would you recommend?
verify Are you a ... person?
recommend How would you feel if...?
assess How effective are...?
determine What do you think about...?
Create
Useful Verbs Sample Question Stems
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evaluating the ideas in the text, retelling the content of the text,
generating and offering other solutions for the problems found in the
text etc. When the students can ask some questions about the content
of the text, it means that the students have gotten the content of the
text, therefore teachers are required to develop the effective reading
activities in the classroom (Harmer, 1998:68). Also, their creative and
critical thinking are absolutely improved. It is the teacher’s role to
facilitate them to use the stems of questions. The teacher is suggested
to model and teach this activity before asking the students to do it by
themselves.
To review the students understanding on the whole content of
the text, they were required to reflect and rewrite briefly what they
have learned. The following chart was used to begin the reflection:
Today I learn about___________________________________
____________________________________________________
____________________________________________________
_______________________. The lesson taught by the text
is___________________________________________________
_
2) Group Work
After doing the individual activities of Collaborative Strategic
Reading, then the students were led to do the group activity. The
students were grouped consists of 5 students. The members of the group
were given roles:
a) The leader
The leader who led the members to do the strategies in the
Collaborative Strategic Reading by saying what to read next and
which strategy to apply.
b) The announcer and Reporter
The announcer who called on different members to read or to state
their ideas. She/he would make sure only one person to talk at a
time. During the Wrap Up session, this student was also responsible
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for reporting the main ideas the group learned at the most and shared
the most important question that the group has generated to the class
c) The clunk expert
This student used the clunk cards to remind the members what
strategy could be used to fix the clunks
d) The gist experts (2 students)
The students wrote down the important person, place or things and
the ideas that go along with them. These students with the support
from the other members tried to get the main points of each
paragraph.
To do the activities, each group used a learning log, clunk
cards (the strategies to fix the clunks), and the worksheet to answer
the questions in the ‘get the gist’ and ‘wrap up’ session. The
followings are the forms needed to implement the Collaborative
Strategic Reading :
a) Learning Log
Collaborative Strategic Reading LEARNING LOG
Before Reading During Reading After Reading
Preview Wrap up
Knowledge. What do Clunks : Make a list! Questions and
you know about the discussions:
topic? 1.
2.
3.
4.
5.
Section B
Section C
Section D
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b) Clunk Cards
1 2
Reread the sentence Reread the sentence with
without the words and the clunks and the
think about what would sentence before and after
make sense the clunks to get the clues
3 4
Analyze the prefix or
Break the words to find the
suffix of the words that
smallest part of the word
might help to get the clues
that you know
Thing:
Parag- Person:
raph 2
Place:
Thing:
d) Wrap Up worksheet
No. Write the questions that can be scanned in the text, you may start
with QW: Who, What, When, Where, Why and How!
(Tulislah pertanyaan yang jawabannya dapat langsung
ditemukan di dalam teks, awali pertanyaanmu dengan Who,
What, When, Where, Why and How!)
1.
2.
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3.
4.
5.
No. Answers
1.
2.
3
4.
5.
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solution to overcome the problem found in the text. The students chose 5 best
questions to wrote in the learning log and write the answers. Then, they could
exchange the questions to the other groups. Once they could do this process
very well, they would be able to sum up the whole content of the text.
As the whole package, the students have improved the way they process
the text. They have changed the way they perceive the text and the way they
read. By implementing the collaborative strategic reading, the students are
engaged in reading and they are not reluctant to continue reading although they
found some difficult words. They work quite hard to get the gist of each
paragraph. Thus, when they were given the reading comprehension test, they
could do it better and this can be seen through the result they get. Before the
implementation of the strategy, the students average score was 67,56 for their
daily exam and 56,76 in their mid semester test. But after applying this
strategy, the students can achive the average score of 77,19 in their reading
comprehension test and the writer is sure that they can do even better in the
next reading tests.
2. The obstacles
In applying this strategy, the writer needs to cope with the following
obstacles:
a. The students’ self confidence
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to finish. For example, it was said that in previewing, they were given 2
minutes to read the headings, bold typed or underlined words, charts,
pictures etc but then they did it slower. In another time, they were given
chance to fix the clunks for about 10 minutes and get the gist from each
section (paragraph) for about 15 minutes. But then some of the students
did another things and did not focus on the activities they were doing. As
the result, the students could not finish the task on time. Therefore, the
students’ commitment and discipline needed to be improved to ensure
their success.
c. Monitoring tool
The writer prepared the monitoring tools only for the group works
as for individual works, the writer did the monitoring by walking around
the class to give some helps when needed and made sure that the students
really did their activities. However, sometimes there were a few students
in the class who did not follow the whole instructions given in their
worksheet. If the writer only reminded them, then they would focus for a
while but then they would do it again. On the other hand, when the students
joined the group activity, they worked seriously based on the roles that
have beed determined for them. They focused on the steps they had to do in
applying the strategy and they collaborated quite well. This might because
they had been awared of the activities that they had to do as they had got
the experience when the teacher taught and modelled the strategy for the
first time followed by two meetings for their individual exercises on
different texts. Another cause could be the fact that the group activities are
monitored by using teacher and peer observation checklists. Thus, the
writer decided to use an observation checklist for individual works next
time.
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than other students or when they could be the first person to say the most
important part of the paragraph/section they read. These also happened in
applying the group activity. The students were competing in getting the
important information in the text and providing the best questions to
exchange with each other among the groups. Although this activity was
hard to do for the first time, but once they understood one step, they were
eager to do it several times. This ensured the writer to use this strategy
for reading comprehension activity.
b. Teacher
Teacher is the director and facilitator of the whole classroom
learning activities. The teacher set the plans and she implemented all she
has planned. The teacher had to prepare plan A and plan B before she
comes to the classroom. Whenever unexpected problems happened, then
changes and improvements on the plan/scenario had to be done. The
implementation of the Collaborative Strategic Reading required the
teacher to be creative and well-prepared.
4. Alternative Improvement
Regarding the importance of the reading comprehension skills for
students, the teacher is always challenged to develop more interesting
reading activities. Collaborative Strategic Reading has become one of the
best strategies to be implemented in reading comprehension classes.
However, it still needs these following improvements :
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a. Extra guidance for slow learners and the students who have
learning difficulties
For the students who were slow learners or those who had
learning difficulties, the teacher need to provide extra time to guide them
to be able to do the whole activities included in the Collaborative
Strategic Reading. When the students understand what to do and they are
able to do the activities by themselves then they will have good self
confidence.
b. Using Alarm Timer for reminding the students on the time limit of
each activity
Using this type of timer can promote the competition climate
among the students and this can absolutely encourage them to commit
with the time allocation determined for each stages in the strategy
applied. This will help them to improve their discipline to do the activities
properly.
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Based on the test result and the progress that students make, this strategy
has helped the students to improve their reading comprehension. The class average
score has improved from 67, 56 into 77,19. The improvement also lies on the
students’ ways to process the text. They are ready to connect their background
knowledge to what they read in the text. They also begin to engage in reading
although they found the unfamiliar words while reading. They will fix the clunks
and they do not stop reading. Although it was very hard for them to find the gist
and sum up the whole text by questioning themselves, they kept doing it. This
enabled them to find the explicit and implicit information and coping with the
questions that need highe rorder thinking However some students still need
more guidance to be aware of the activity and build their self confident. Some
other needs to build stronger commitment to work on the activites based on the
time alocation given. Finally some improvement in the monitoring tools.
Regarding the improvements and the positive impact achieved by the
students, the writer suggeststhat this strategy need to be applied for teaching
reading comprehension of different genres of text during the semester for better
result.
Reference
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Leadership, 1 (1) : 5
Brown, H. D. 2001. Teaching By Principles: An Interactive Approach to Language
Pedagogy. New York: Pearson Longman
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Online, (Online), Vol. 5, No. 3. (http://www.readingonline.org Retrieved on december
22, 2013)
Dalton, J. & Smith, D. 1986. Extending Children’s Special Abilities. Strategies for primary
classrooms, (Online) Vol. 36, No. 7 (http://search.4shared.cx
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Students’ Reading Comprehension”. Jurnal UNIMED, (online), Vol. 395, No. 202,
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Elementary School Journal, 96, 275- 293.
Klingner, J. K., Vaughn, S., & Schumm, J. S. (in press).1998. Collaborative strategic reading
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