SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2017

Ukuran Huruf:  Kecil  Sedang  Besar

implenting numbered collaborative strategic reading (NCSR) to improve the eighth graders' reading comprehension

resti listiani

Abstrak


This study aimed to improve students’ reading comprehension in reading narrative texts by implementing numbered collaborative strategic reading (NCSR). This study was conducted in SMPN 2 Malang because there were only 5 out of 32 students or about 15.6% of the class who passed the minimum score in reading test 1 as the preliminary test. The result of the observation and interview with the English teacher showed that the teacher usually used a conventional teaching strategy. As a result, the students were passive and had low reading comprehension. To solve this problem, the researcher decided to employ NCSR strategy that could increase the students’ participation and the students’ reading comprehension.

The NCSR consisted of six steps: (1) Numbering in which the students are grouped in groups of four and numbered from 1 up to 4 as their identity within each group; (2) Giving Roles, giving students specific roles: Leader, Clunk Expert, Gist Expert and Question Expert with its responsibility to each member of groups; (3) Preview, brainstorming and making prediction about the reading text led by the Leaders; (4) Click and Clunk, identifying the difficult words that were found in reading text led by the Clunk Expert; (5) Get the Gist, identifying any important information/gist in the text led by the Gist Expert; and (6) Wrap Up, reviewing the text and making a good conclusion with their own words led by the Question Expert.

The design of the study was Classroom Action Research design by Kemmis & McTaggart (1988). The study was conducted in one cycle of four stages: planning, implementing, observing, and reflecting. This cycle was implemented in two meetings. The subjects of the study were 32 students of VIIIG at SMPN 2 Malang in the academic year of 2015/2016. The researcher used two reading comprehension tests, field notes and questionnaires to collect the data. The criteria of success are at least 70% of the students in class should reach at least 15 points higher than the first reading test and at least 80% of students in class show positive responses toward the implementation of NCSR.

The findings of the study showed that there were 23 out of 32 students or about 72 % gained 15 points or higher score in their second reading test and there were 29 out of 32 students or about 92.5% students gave positive responses toward the implementation of NCSR.

 

Based on the findings, it can be concluded that NCSR strategy could improve students’ reading comprehension of narrative texts and most students gave positive responses towards the implementation of NCSR. Based on the findings, the suggestions are directed to the English teacher and the further researcher. For the English teachers, it was suggested to use numbered collaborative strategic reading (NCSR) as one of the reading strategies in their reading classes as an alternative strategy to improve the students’ reading comprehension gradually. For further researchers, it is suggested to implement numbered collaborative strategic reading (NCSR) strategy in teaching other reading types of texts at different grades that involve more meetings.