THE IMPLEMENTATION OF COLLABORATIVE

STRATEGY IN ENGLISH TEACHING ON STUDENTS’

COMPREHENSION AT SMPN 1 GALESONG SELATAN

PROPOSAL

SRI NUR AISYAH

105351102718

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MUHAMMADIYAH MAKASSAR
2022
 CHAPTER I

INTRODUCTION

A. Background of Study

Reading is one of the subjects tested in the final exam of English lessons.

According to Pardo (2004) reading comprehension is the process of the reader and

understanding the meaning of the texts, applying the use of prior knowledge, and

information found in the texts. According to Vos in Dryden, G. et al (1999), "The

more we read, the more we know". In one statement that we realize how important

reading is in improving our mind and perspective. Teaching and learning to read

comprehension is not necessary if we know how to understand the reading text.

Reading ability is a basic ability which in learning aims to identify words,

the meaning of words and understand a text. A person's reading ability does not

come by itself, but through a process, namely the learning process. The process of

learning to read needs to be done because reading occupies an important position

in human life. Through reading a person gains experience and obtains information

for the benefit of science. A person who can read but does not understand what is

being read is actually not capable of reading.

Reading is an ability that must be in students in learning. Students are

expected to read various texts and understand them into knowledge. Meanwhile,

reading comprehension in school involves understanding assignments, and affects

the ability to understand written instructions, homework, and other literature

(Harris 2006).
 This finding is reinforced by the results A 2009 study, the IEA (International

Association for the Evaluation of Educational Achievement) revealed that

students' reading habits Indonesia is at the bottom of several countries studied. The

low reading ability is influenced by internal and external factors. Based on the

results of the Research IEA (2009), it can be said that the use of the approach, and

appropriate learning strategies are determinants of the success of the reading

learning process.

Reading comprehension strategies in learning for students already exist and

have been implemented. However, teachers often find it easy to operate and

implement these strategies to facilitate the teaching and learning process. The

teaching strategy used must also be adapted to the needs of students so that

teaching reading comprehension only includes reading activities, then the teacher

asks students to answer questions related to reading.

Based on the description above, this researcher is interested in conducting a

research entitled "Implementation of Collaborative Strategies in Teaching English

on Students' Reading Comprehension".

B. Problem Statement

Based on the background that has been described, the researchers found

several problems and then formulated them in a way, how to The Implementation

of Collaborative Strategy in English Teaching on The Students’ Reading

Comprehension ?
C. Objective of The Research

The purpose of this study was "To find out the Application of Collaborative

Strategies in Teaching English to Students' Reading Comprehension".

D. Significance Research

This Research expect can benefit many people in the learning process, such as:

1. Theoretical benefits

The result of this research expect to bring the result for teacher to get

reference in learning process at SMPN 1 Galesong Selatan and can also

develop teaching materials according to students’ needs.

2. Practical benefits

The result of this research hope to be reference for the next researcher

to be used for additional reference in conducting a research with the

same content of the topic. Special for students’ English education

department.

E. Scope of The Research

This study focuses on the implementation of collaborative strategies in

English teaching on students' reading comprehension, especially for the seventh

grade students of SMPN 1 Galesong Selatan.

 CHAPTER II

RIVIEW OF LITERATURE

A. Previous Research Finding

There are several previous related studies used in research: the first is Rajaei,

Hassan, Abadikhah (2020). The title The Effects of Collaborative and Non-

Collaborative Approaches to Teaching Reading Strategies on Iranian EFL

Learners’ Reading Comprehension and Attitude toward Reading. As the purpose

of this study was to investigate the effect of collaborative and non-collaborative

approaches to reading instruction on reading comprehension and attitude toward

reading in English. This study was designed including a pretest, posttest control

group, with one control and two experimental groups, in an attempt to study the

effectiveness of teaching reading strategies on reading comprehension and attitude

toward reading in individualistic and collaborative approaches to reading

instruction. And the results of this study indicate that the collaborative or non-

collaborative nature of the reading teaching strategy itself does not have a

significant effect on gains in reading comprehension or improving attitudes toward

reading.

The second research is Lee & Kent (2017), with the title Using Collaborative

Strategic Reading with Refugee English Language Learners in an Academic

Bridging Program. This study aims to increase refugee students' awareness and use

of reading strategies, thereby potentially improving their reading comprehension,

and providing them with oral interaction opportunities for additional English
practice in an academic setting. This study uses a qualitative descriptive method

in the use of students' reading strategies.

The third research is Anita dian (2018), the title Collaborative Strategic

Reading (CSR): An Attractive Strategy for Teaching Reading Skill. The purpose

of the study is to describe the students’ attitude toward the implementation of

Collaborative Strategic Reading (CSR) in the process of reading comprehension

learning. In addition, the study is a survey research with opinions as the instrument.

The results showed that students gave positive attitude towards the implementation

of CSR. Moreover, CSR influenced the students’ interest towards English lesson,

especially reading successfully.

The next research is Latifa Ammang (2021), the title is Collaborative Learning

as A Strategy to Improve the English Reading Comprehension of Indonesian

Learners in The Agribusiness Department at Muhammadiyah University of

Parepare. The researcher used a Quasi-Experimental design using the experimental

and control groups. Data was collected through reading tests and questionnaires.

The results showed that the use of collaborative learning strategies improved

students' reading comprehension of agribusiness students at UMPAR. The t-test

results of the Pre-test were -1.25 and 2.50 in the Post-test. Post-test results are more

significant than t-table (2.50>2.023). This shows that H0 is rejected and H1 is

accepted. The results also revealed that collaborative learning strategies improve

students' ability in teaching Reading Comprehension.

And the last research is Anggeraini, Nurhasanah, Darningwati, Madenta

(2020), this study aims to explore the significant improvement of paired reading
 strategies on the reading habits of eighth graders and their reading comprehension.

Quasi-experimental design was used to collect data and two classes were selected

through cluster random sampling as the experimental and control groups. The

results of the independent sample t-test showed that the comparison between

reading habits and students' reading comprehension in the experimental and

control groups was sig. (2-tailed) or p-value (0.00) is smaller than the alpha value

(0.05). It can be concluded that the use of the pair reading strategy significantly

improved the reading habits of the eighth graders and their reading ability

understanding.

B. Collaborative Strategy Reading

1. Collaborative

In the American Heritage Dictionary (2000), the notion of collaborative is the

essence of working together, especially in an effort to combine ideas. 2. According

to Jonathan (2004), the notion of collaborative is a continuous process of interaction

between several people.

Collaborative is a group learning process in which each member contributes

information, experiences, ideas, attitudes, opinions, abilities and skills to increase

students' understanding of all parts of the discussion. This collaboration will also

make all students have the same understanding collaboratively.

This collaboration goes further and deeper than just be cooperative. The basis

of collaboration is interactional theory which views learning as a process of

building understanding through social interaction.

2. Strategy

According to the book Big Indonesian Language Dictionary (KBBI) in 2007,

Strategy: (1) the science and art of using all the nation's resources to implement

certain policies on war and peace; (2) the science and art of leading troops to face

the enemy in war, to obtain favorable conditions; (3) careful planning regarding

activities to achieve certain targets; (4) a good place according to war tactics.

In this article, I adapt Afflerbach, Pearson, and Paris’s (2008) conceptualization

of reading strategy and skill: Reading strategies are deliberate, goal-directed

attempts to control and modify the reader’s efforts to decode text, understand words,

and construct meanings of text. Reading skills are automatic actions that result in

decoding and comprehension with speed, efficiency, and fluency and usually occur

without awareness of the components or control involved. (p. 368).

Based on the definition of strategy according to the meaning of the language

used it can be concluded. Strategy is a long-term plan that is structured to lead to

the achievement of certain goals and objectives.

3. Collaborative Strategy Reading

Since 1980, CSR has been used in teaching and learning due to its benefits such

as enhancing motivation, critical thinking skills, collaborative learning, a positive

attitude, group work and social skills (Brown, 2008; Salomon & Globerson, 1989;

Lin et al., 2011). Vygotsky's theory that knowledge is socially constructed provides

a foundation for CSR. Children learn when they interact with people from their

environment and in cooperation with their peers (Vygotsky, 1978, p.104). Vygotsky

argued that a child has two different levels of development. The first level is the
actual level, where a child can solve problems by him/herself. The second level is

the potential level, where a child can solve problems with the assistance of others

(Seng, 2007). The difference between both levels is called the zone of proximal

development (ZPD). The second level can be achieved under adult guidance or

through collaborative learning (Vygotsky, 1978, p.86).

According to Vaughan and Klingnerm (1999), Collaborative Strategy Reading

is an approach used to improve students' reading comprehension skills and has been

shown to be able to improve students' reading comprehension skills of texts, with

various types of students including students with learning difficulties, low achievers

and students who difficulty mastering English.

According to Vaughan, Klingner and Bryant (2001) proved that Collaborative

Strategy Reading can improve students' academic abilities. Students show

significant progress in understanding the text and lesson content (through peer

learning both in small groups and in pairs). According to him, Collaborative

Strategy Reading is designed for common problems in education, namely 1)

preparing learning practices that improve text understanding and learning skills

from texts, 2) preparing procedures that facilitate peer learning. 3) identify the

learning needs of diverse student populations, particularly English learners and

students with learning difficulties.

Based on the problems described above, this research will focus on The

Implementation of Collaborative Strategy in English Teaching on The Students'

Reading Comprehension, especially for students who have problems in reading

English. This research is expected to assist students in improving their reading

 comprehension skills through maximum involvement of teachers and peers to help

students use reading comprehension strategies while reading.

C. Reading Comprehension

Reading comprehension is the ability to process text, understand its meaning, and

to integrate with what the reader already knows. Fundamental skills required in efficient

reading comprehension are knowing meaning of words, ability to understand meaning

of a word from discourse context, ability to follow organization of passage and to

identify antecedents and references in it, ability to draw inferences from a passage

about its contents, ability to identify the main thought of a passage, ability to answer

questions answered in a passage, ability to recognize the literary devices or propositional

structures used in a passage and determine its tone, to understand the situational mood

(agents, objects, temporal and spatial reference points, casual and intentional

inflections, etc.) conveyed for assertions, questioning, commanding, refraining etc. and

finally ability to determine writer's purpose, intent and point of view, and draw

inferences about the writer (discourse-semantics).

There are many reading strategies to improve reading comprehension and

inferences, including improving one's vocabulary, critical text analysis (intertextuality,

actual events vs. narration of events, etc.) and practicing deep reading. Ability to

comprehend text is influenced by readers' skills and their ability to process information.

If word recognition is difficult, students use too much of their processing capacity to

read individual words, which interferes with their ability to comprehend what is read.

Learning is the process of acquiring knowledge, skills, attitudes, or values through

learning experiences that cause continuous behavioral changes that are measurable, and
determined or allow individuals to formulate new mental constructs or revise previous

mental ones. According to Joyce, B., & Weil (1984:2) states that the result of any

learning experience is not only content, but also a greater ability to acquire future

learning tasks. The results we get in learning include information, ideas, skills, values,

ways of thinking, means of expression, and learning how to learn.

Collaborative Reading Strategy is a combination of two methods, namely

reciprocal teaching strategies and cooperative learning activities in groups or students

in pairs. The Collaborative Reading Strategy is designed for students who have very

low comprehension in reading English texts. According to Klingner et al (1998), this

strategy is used to promote content learning, language acquisition, and reading

comprehension in English classes.

The Students are able to apply Collaborative Strategy Reading comprehension

strategies and helping each other when working in cooperative groups, the teacher's

role is to move around between groups and provide ongoing assistance. In the teaching

and learning process the teacher helps by actively listening to student discussions and

providing feedback, clarifying difficult words, modeling the use of strategies,

encouraging students to participate, and giving positive influence to students. What

students should focus on is learning the material and helping their classmates learn it

too, not just through the given strategy steps. In addition, teachers should regularly

preview and cover the entire class to introduce new material, facilitate follow-up

activities, and reinforce learning.

D. Conceptual Frameworks

Collaborative Strategy
Reading

Process of Teaching
Students’

Interview Students

Implementation of
Collaborative in Teaching
Students’ Reading
Comprehension

The researcher made several conclusions, namely: First, the researcher

Implementation Collaborative Strategy in Teaching Students' Reading

Comprehension. the two researchers conducted interviews with students about

reading comprehension at SMPN 1 Galesong Selatan.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the types of the research design, subject of the research,

instrument of the research, data collection technique, data analysis technique.

A. Type of Research Design

According to Sugiyono Qualitative research methods are research used to

investigate, describe, explain, find the quality or privilege of social influences that

cannot be explained, measured or described through a quantitative approach. The

purpose of using this method is to provide a more detailed explanation, so that the

final results of the research can be easily understood.

B. Subject of The Research

Research subjects are individuals or objects or objects that are used as a place

to collect data for the purposes of research variables and problems (Arikunto 2011).

Based on the title of this study, the main subjects observed in this study were

English teachers and 15 grade VII students of SMPN 1 Galesong Selatan. Before

conducting research, researchers will make observations first.

C. Instrument of The Research

The research instrument that the researcher uses is observation, interviews,

and documentation. The researcher used interviews to get student responses in

collecting data about The Implementation of Collaborative Strategy in English

Teaching on Students' Reading Comprehension by making previous observations.

D. Data Collection Technique

The research will observe the class, after that the researcher interviewed

several students with reading comprehension. The researcher will ask students

about The Implementation of Collaborative Strategiy in English Teaching on

Students' Reading Comprehension. After collecting observational data and

interviews, the researcher will summarize the findings, and draw some conclusions

from these findings.

E. Data Analysis Technique

After collecting the data, the researcher will analyze the data from the interview

1. Transcribe

Transcription is the process of transferring data from recordings into

sentences. After that the researcher will listen to the results of the interview and

write down the student's words.

2. Classify

In this step, the researcher will classify the data in more detail. The

researcher will write down the results, summarize, and conclude the

identification of data from this research.

3. Conclusion

Make a summary of the results of the interview to find out The

Implementation of Collaborative Strategy in English Teaching Students'

Reading Comprehension.
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