DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Using Modified Collaborative Strategic Reading (MCSR) to Improve the Reading Comprehension Ability of the Eighth Graders of SMPN 1 Borobudur

lutfi amaliya fuadah




Fuadah, Lutfi Amaliya. 2016. Using Modified Collaborative Strategic Reading (MCSR) to Improve the Reading Comprehension Ability of the Eighth Graders of SMPN 1 Borobudur. Thesis, English Language Teaching Program of State University of Malang. Advisors: (I) Dr. Johannes A. Prayogo, M.Pd., M.Ed (II) Dr. Arwijati Wahyudi M, M.Pd. Dip.TESL.


Keywords: modified collaborative strategic Reading (mcsr), reading comprehension, reading ability.

As an important language skill, reading should be mastered by students because it has a great influence on their academic achievement. However, the researcher found some difficulties faced by the eighth graders of SMPN 1 Borobudur concerning reading comprehension i.e. determining implicit and explicit information of the text, comprehending the meaning of difficult words, and finding main ideas, and determining topic of the text. Therefore, this research implemented Modified Collaborative Strategic Reading (MCSR) to solve the problems. The research problem in this study was formulated as “How can MCSR improve the reading comprehension ability of 8th graders of SMPN 1 Borobudur?”

This study is aimed at implementing MCSR to improve the reading comprehension ability of the eighth graders of SMPN 1 Borobudur. Collaborative Classroom Action Research was used as the research design which consisted of Planning, Acting, Observing, and Reflecting. It was conducted in 2 cycles each of which consisted of three meetings. The participants of this research were 32 8th graders of SMP N 1 Borobudur in the academic year 2015/2016. The data were collected from reading comprehension test, field notes, observation checklist, and questionnaire. The criteria of success in this research covered the students’ reading comprehension score, involvement, and responses.

The implementation of the strategy covered four stages. The steps of the strategy were as follows: (1) Preview (asking the students to collect information based on the picture and make prediction about the topic), (2) Click and Clunk plus Context Clues Map (asking the students to read the passage and identify the clunk using context clues map), (3) Get the Gist (asking the students to state the main idea and find the most important information in the text), (4) Wrap Up (asking the students to formulate questions and answers).

The present research proved that the 4 steps of MCSR led the students to achieve the criteria of success. It was indicated by the data that 83.3% or 10 students of the upper group increased their score at least 5 points and 85% or 17 students of the lower group successfully increased their score at least 10 points. The students’ involvement during the implementation of the strategy was 84.5% and their positive responses reached 94.55%.

For English teachers, the researcher suggests to apply MCSR in their reading classroom to overcome the same issue dealing with reading comprehension ability and improve their students’ reading comprehension ability. Meanwhile, future researchers are suggested to conduct similar research using different level of students and different genres to strengthen the theory that MCSR can improve the students’ reading comprehension ability.