CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with the theoretical framework that support this study.
This chapter will discuss about the reading as language skill, Strategy in reading
comprehension, teaching reading in indonesia, and previous studies related to the
teaching and learning by using collaborative strategic reading and KWL Plus
strategy.
2.1 Reading as Language Skill
Reading is one of the basic skills of language learning. It can not be
separated from other skills of language learning besides writing, speaking and
listening. Those skills must be learned all by English language learners. Reading
skill can help improve other language skills. Generally, the skill of reading is
developed in societies with literary taste, because it can lead to develop
comprehension, and enrich vocabulary. This is in line with Patel and Jain (2008,
p.113 114) states that Reading is an important activity in life with which one
can update his/her knowledge. Reading skill is an important tool for academic
success. So, Reading is the most important activity in any language class.
Therefore, Reading is not only a source of information and a pleasurable activity
but also as a means of consolidating and extending ones knowledge of the
language. And also reading is very necessary to widen the mind, again and
understanding of the foreign culture.
According to Harmer (2007, p.99) reading is useful for language
acquisition. So, it Provides the students more or less understand what they read,

19

the more they read, the better they get at it. In accordance with Grellet (2004, p.7),
reading is a constant process of guessing, and what one brings to the next is often
more important than what one finds in it. Furthermore, good reading texts can
introduce the students know the topics, stimulate discussion, encourage the
students to give creative answers, and become the platform for interesting lessons.
According to Day and Bamford (1998, p.12) reading is the construction of
meaning from a printed or written message. It means that the construction of
meaning involves the reader connecting information from the written message
with previous knowledge to arrive at meaning and understanding. According to
Pang (2003, p.6) reading is defined as understanding written texts.He says that
reading consists of two related processes: word recognition and comprehension.
Word recognition is defined as the process of getting how written symbols
correspond to ones spoken language while comprehension is the process of
making the meaning of words, sentences and connected text. So, the reader who
has background knowledge, vocabulary, grammatical knowledge,experience with
text and other strategies can help them understand written texts.
The explanations

above indicates that reading can be defined as the

instantaneous recognition of various written symbol with existing knowledge and

it also can be defined as comprehension of the information and the idea
communicated. It means that when a reader interacts with printed messages,
he/she tries to get the visual (written) information result or to get meaning in
comprehending the messages or the texts from the writer. It also can be said that
reading not only the process of getting the written symbols correspond to ones

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spoken language but it is also the process of making the meaning of words,
sentences and connected text that can be called comprehension.
2.1.1 The Concept of Reading Comprehension
Reading comprehension has multiple definitions and explanations.
According to Klingner (2007, p.2) reading comprehension is the process of
constructing meaning by coordinating a number of complex processes that
included word reading, word and world knowledge, and fluency. It refers to the
ability in interpreting the words, understanding the meaning and the relationships
between ideas conveyed in a text. He summarized that reading comprehension has
following a three-step procedure: mentioning, practicing, and assessing. In
mentioning procedure, teachers mention the skills that the students want to use,
then they give them opportunities to practice those skills through workbooks or
work sheets, and finally assess whether or not they use the skill successfully. It
means that reading comprehension is a process by reader to understand the text in
finding out the meaning based on the readers backround knowledge.
Alderson (2000: 28) defines reading is an enjoyable, intense, private
activity in which the readers get much pleasure and can totally absorb the reading.
According to Pang (2003:14) comprehension is the process of making sense of
words, sentences and connected text. He says that comprehension is the processes
of deriving the meaning of one word to another in a text. Readers typically make
use of background knowledge, vocabulary, grammatical knowledge, experience
with atext and other strategies to help them understand the written texts.
According to Pardo in Mominah (2013), reading comprehension is defined as "a

21

process in which readers construct meaning by interacting with text through the
combination of prior knowledge and previous experience, information in the text,
and the stance the reader takes in relationship to the text." Reading comprehension
is also defined as "The ability to interact with words and ideas on the page in
order to understand what the writer has to say. It involves the meaningful
interpretation of written language and it involves an interaction of the reader, the
text and the situation in which the text is read, "(Bunner, 2002, p.51). It can be
inferred that reading comprehension is the result of the interaction between the
background knowledge of the reader and the text. In other words, comprehension
is the end goal of reading, whether an individual reads for pleasure, to learn, or to
locate information
Mayer in Mominah (2013) referred to reading comprehension as a
"technique for improving students' success in extracting useful knowledge from
text." Reading comprehension is defined by Badr El Deen (2011, p.11) as the
ability to communicate a text leading to an integrated process that involves
decoding vocabulary and sentences, employing prior knowledge relevant to the
text and using cognitive and metacognitive strategies in order to make sense and
to get the target message the author wants to convey. Further definition is
suggested by Beck &Mckeown (2001), who state Reading comprehension
remains the process by which individuals construct meaning from information and
from new "schemata" through specific activities including:

Generating and answering questions that demand higher order thinking

about old andnew ideas.

Exploring and making discoveries.
22

Summarizing and discussing.

Relating new understanding to other concepts.
Applying new ideas and information in basicproblemsolving activities.
Verbalizing about cognitive processes involved in comprehension.
While reading comprehension according to Miller (2002, p.8) "is the

ability to understand or to get meaning from any type of written material". In

other words, Durkin (1993, p.3) defines reading comprehension as an intentional
thinking during which meaning is constructed through interactions between text
and reader. Along the same line, Mahmoud (2001, p.13) states that reading
comprehension is not just understanding words, sentences, or even text, but
involves complex integration of the reader prior knowledge, language proficiency
and metacognitive strategies.
Snow in Mominah (2013) defines reading comprehension as the process
of simultaneously extracting and constructing meaning through interaction and
involvement with written language. Words extracting and constructing are used to
emphasize both the importance and the insufficiency of the text as a determinant
of reading comprehension. Comprehension entails three elements:
1. The reader who is doing the comprehending
2. The text that is to be comprehended
3. The activity in which comprehension is a part.
Finally, it can be concluded that reading comprehension is the process of
simultaneously extracting and constructing meaning through interaction and
involvement with written language. Consequently, reading comprehension can be
simply defined as the capability to perceive and understand the meanings
communicated by text, it involves a meaningful interpretation of written language

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and it involves an interaction of the reader with the text. It is important for the
reader here to assign his/her purpose in order to be able to comprehend according
to his/her level and interests. Also, the EFL teacher has an essential role in helping
students understand reading texts by adopting suitable reading comprehension
strategies to motivate the students thinking and develop their mental abilities in
order to help in comprehension.
2.1.2 The Importance of Reading Comprehension
Reading comprehension enables students to gain exposure to the target
language and receive valuable linguistic input to build up language proficiency.
Moreover, students need reading to reinforce their other language skills. Gu in
Mominah (2013) confirms that those who read more, have larger vocabulary, do
better on test of grammar and write better. Abu Nejmah in Mominah (2013)
affirms that a reading knowledge of a foreign language is often important to
academic studies, professional success and personal development. In addition,
Abu Shamla (2010, p.15) states that reading is the most essential skill needed to
acquire knowledge. It develops critical thinking and increases students' ability to
concentrate. It also increases pleasure and effectiveness. The theories indicated
that reading comprehension is a basic language skill that any learner needs. In
other words, it is one of the most important skills among language skills. It is the
barrier between one's being literate and illiterate. Unlike reading, a person who
does not hear (not having the listening skill) is not called illiterate unless s/he does
not read.

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Moreover, reading comprehension helps in all the other subjects and in the
personal and professional lives. Likewise, Vacca (2002, p.23) reports that students
need reading skills to analyze and comprehend the plethora of knowledge and
facts available through the Internet and other media. Adolescents need to have
strong reading skills so they can excel in academics, create meaning in their
environment, and productively function in society (Meltzer, 2001). Kaddoumi in
Mominah (2013) also indicates that a reading knowledge of a foreign language is
often important to academic studies, professional success and personal
development. Mikulecky (1986, p. 1) clarifies that Reading helps us learn to think
in the new language and build a better vocabulary. It can be concluded that
reading comprehension helps us to be more comfortable with written English. It is
clear that reading has a very important role in acquiring knowledge, helping one
to achieve academic success and build better vocabulary.
2.1.3 Types of Reading
According to Patel and Jain (2008, p.117-123) the types of reading:
a. Intensive Reading
Intensive reading is related to further in language learning under the
teachers guidance. Intensive reading will provide a basic for explaining
difficulties of structure and for extending knowledge of vocabulary and idioms.
Intensive reading material will be the basis for classroom activity. It will not only
be read but will be discussed in detail in the target language, sometimes analyzed
and used as a basis for writing exercises. Intensive reading is text reading or
passage reading. In this reading the learner read the text to get knowledge or

25

analysis. The goal of this reading is to read shorted text. This reading is done to
carry out to get specific information.
b. Extensive Reading
Extensive reading is used to obtain a general understanding of a subject
and includes reading longer texts for pleasure. The reader wants to know about
something. The reader doesnt care about specific or important information after
reading. Usually people read for to keep them update.
c. Aloud Reading
Aloud reading is basic form of classroom organization and disciplines. In
reading aloud, the students are confronted with written sentences which havent
spoken before. The aim of reading aloud is the achievement or better speaking
ability and the pronunciation of the students.
According to Elizabeth (2004: 286 - 288) aloud reading means reading a
book by producing sounds audible to other. Reading aloud by the teacher can help
the students in the improvement of their listening ability. Reading aloud is useful
at specific moment alone. Reading aloud prevents the students from learning to
understand the meaning of a sentence even when he may not know one word in
the sentence.
d. Silent Reading
Silent reading is a very important skill in teaching of English. This reading
should be employed to increase reading ability among learners. Silent reading is
done to acquire a lot of information. Silent reading must be based on students
selected text. Silent reading enables the students to read completely silently

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without making sounds and moving his lips. It helps him read with speed, ease
and fluency. It aids comprehension and expands the students vocabulary.
According to Elizabeth (2004: 287- 288) silent reading means reading
something without producing sounds audible to other. In silent reading the
students can more easily work at their own material pace or speed.
2.1.4 Models of Reading
There are three theories models of reading. i.e, schema theory, an
interactive view of reading and views of metacognition in reading. Schema theory
was the most prominent representational theory for reading researchers and
educators during late 1970s and early 1980s. Schema points to the readers
background knowledge structures. Schema theory refers to the role of background
knowledge in language comprehension. It refers to the knowledge, background,
and conceptual framework that a reader brings to a text. Schema theory is viewed
as a psychological framework that covers both top-down and bottom-up
processing. Carrell and Eisterhold (1988) proposed that text itself does not carry
meaning; the text only offers guidance to readers to find out meanings. It means
that the comprehension occurs when readers background knowledge interacts
with texts. Schema theory stresses much more on top-down processing than on
bottom-up one in the comprehension process.
According to Anderson (2003), top-down processing is an approach for
processing a text in which the reader uses background knowledge, makes
predictions, and searches the text to confirm or reject the predictions that are
made. On the other hand, bottom-up processing is an approach for processing a
27

text in which the reader builds up a meaning from the black marks on the page:
recognizing letters and words, working out sentence structure. In accordance with
Rumelhart (1985), researchers have proposed an interactive review of reading
which argues that lower-level and high-level processes work together interactively
as parts of the reading process. An interactive view of reading holds that reading
is both top-down and bottom-up. It is indicated that part of the reading
process involves bottom-up , and part of top-down. Both top-down and bottom-up
models were linear models which passed information along in one direction only
without the interaction of information contained in a higher stage with that of a
lower stage to make up for the deficiency.
According to Carrell, Pharis and Liberto (1989), they explained the term
metacognition refers to a readers understanding of any cognitive process.
Metacognition in the context of reading consists of (1) a readers knowledge of
strategies for learning from texts, and (2) the control readers have of their own
actions while reading for different purposes. In brief, metacognition refers to
awareness of ones own reading processes (Brown, 1980). It means awareness of
ones own understanding and non-understanding of reading strategies, and of
monitoring comprehension during reading. Nuttal (1996) proposed that learners
needed to understand how texts worked and what they did while reading.
Meanwhile, the students must be able to monitor their own comprehension. For
example, students are able to recognize that they dont understand a text, and then
adopt a strategy that will improve matters.
2.1.5 Teaching Reading Comprehension
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Kimbly and Garmezy in Brown (2000, p.7) define that teaching is the
activities to show or help someone to learn how to do something, give
instructions, guide in the study of something, provide with the knowledge, cause
to know, understand knowledge and give new knowledge. Brown (2000, p.7) also
says that teaching cannot be defined apart from learning. Teaching is guiding and
facilitating learning, enabling the learners to learn, setting the conditions for
learning. Meanwhile learning is getting the knowledge or the acquisition of the
knowledge. The definitions indicate that teaching as helping, facilitating, and
giving instructions how to learn and get something or knowledge. Here the
teacher is the subject in doing those because the teacher has the obligation to help
the students getting or acquiring the second language that is English.
According to Harmer (2007: 23) teaching is not an easy job, but it is a
necessary one and can be very rewarding when we see our students progress and
know that we have helped to make it happen. It is true that some students can be
difficult and stressful at times, but it is also worth remembering that at its best
teaching can also be extremely enjoyable. It indicates that teaching activities and
manages the environment in a good condition to make and give the opportunity
for the students in learning process to get the purpose.
It can be inferred that in teaching reading, the teachers responsibilities in
helping learners achieve these goals is to motivate reading by selecting or creating
appropriate texts, to design useful reading tasks, to set up effective classroom
procedure, to encourage critical reading, and to create supportive environment for
practicing reading. In the classroom, teacher has to decide what the purpose in

29

reading will be done. It is reading for pleasure or getting understands the passage.
If the purpose of reading that will be done is for pleasure, the topic of reading text
can be free. And if the purpose of reading text that will be done is for getting
understands the passage, so the topic of reading text should be prepared before
teachers teach in reading class.
In teaching reading comprehension, the teachers need some strategies to
make the students comprehend the reading texts. According Brown (2000, p.306311), the following are ten strategies which can be applied in the teaching reading
comprehension in the classroom:
a) Identifying the purpose in reading
By knowing the purpose of what the reader reads, the reader can throw the
unwanted distraction or information. By doing this, students know what
information they want to know in reading the texts. (Brown, 2000:306).
b) Using graphemic rules and patterns to aid in bottom up decoding (especially
for the beginning level learners)
At the beginning levels of learning English, one of the difficulties that
students encounter in learning to read is making the correspondences between
spoken and written English. Here teacher also need to teach how to read the sound
words with sort vowel sound such as (bat, leg, wish, etc) and the soundwords with
final silent e such as (late, time, bite, etc) (Brown, 2000: 306).
c) Using efficient silent reading techniques for relatively rapid comprehension
(for intermediate to advanced levels)

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In advanced learner, teacher can apply reading fast to reduce

timeconsuming in reading. Readers do not need to pronounce every word and do
not need to know the meaning of every word but the comprehension of the text is
more important. (Brown, 2000: 306).
d) Skimming the text for the main ideas
Skimming is the one of the most valuable reading strategies for learners.
Skimming consist of quickly running ones eyes across a whole text (such as an
essay, article, or chapter) to find out what the text tells about or to find out the
main idea of the text. Skimming gives readers the advantages of being able to
guess the purpose of the passage, the main topic, or massage, and possibly some
of the developing or supporting ideas (Brown, 2000: 308).
e) Scanning the text for specific information
Scanning is quickly searching for some particular piece or pieces of
information that the reader needs in reading a text. Scanning exercises may ask
students to look for names or dates, to find a definition of a key concept, or to list
a certain number of supporting details (Brown, 2000: 308).
f) Using semantic mapping or clustering
Readers can resume the long string of ideas or events by grouping the
important key of the word they get from the reading. The strategy of semantic
mapping, or grouping ideas into meaningful clusters, helps the reader to
remember the contents of the text. (Brown, 2000: 308).
g) Guessing when you are not certain

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Brown (2000, p.309) states that guess are an extremely broad category.
Learners can use guessing to their advantages to:
(1) guess the meaning of a word,
(2) guess grammatical relationship (e.g., a pronoun reference),
(3) guess a discourse relationship,
(4) infer implied meaning (between the lines),
(5) guess about a cultural reference, and
(6) guess content massages,
Those micro skills can be used for the teacher as strategies to overcome
the difficulties in the students reading comprehension. Moreover, the students
should encourage themselves to be strong readers. Strong reading comprehension
skills help the students in all the other subjects and in the personal and
professional lives on their future.
2.1.6 Asessing Reading Comprehension
Students in the classroom study reading to get information and
understand about the text given by the teacher. At the end of teaching learning
process, the students will get such a test to make the teacher knows that his
students understand about the text or not. Teacher makes some questions to
measure the students comprehension of the text and make sure by answering the
questions the students understand about the text.
The Barrett Taxonomy (Climer, 1968) designed originally to assist
classroom teachers in developing comprehension questions and / or test questions

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for reading, is especially useful for classroom questioning in other content areas
as well. Barrett taxonomy consists of five parts:
1) Literal Comprehension
It focuses on ideas and information which are explicitly stated in reading
selection. Literal comprehension divided into 2 parts:
a. Recognition : it requires students to locate or identify ideas or
information explicitly stated in reading selection.
b. Recall: it requires students to produce from memory ideas and
information explicitly stated in reading selection.
2) Reorganization
It requires the students to analyze, synthesize, and / or organize ideas or
information explicitly stated in the reading selection.
3) Inferensial comprehension
It is demonstrated by the student when he/she uses the ideas and
information explicitly stated in the reading selection, his/her intuition, and his/her
personal experiences as a basis for conjectures and hypothesis.
4) Evaluation
It requires responses by students which indicate that an evaluative
judgment has been made. Students may compare idea presented in the reading
selection with external criteria provided by the teacher, other authorities, or
written source with internal criteria provided by students experiences,
knowledge or value.
5) Appreciation
Involves all the previously cited cognitive dimensions of reading, for it
deal with the psychological and aesthetic impact of selection on the reader.
In conclusion, Barrett taxonomy is important to be used by teacher as
guidance to make relevant questions to develop students reading comprehension.
In Academic Support Guide (2011, p.14) states that to increase your
comprehension you must do:

33

1. Locating the topic, main idea, and supporting details helps you
understand the point(s) the writer is attempting to express. Identifying
the relationship between these will increase your comprehension.
2. Making inferences
This means that the information is never clearly stated. Writers often
tell you more than they say directly by giving clues. Using these clues
to give you a deeper understanding of your reading.
3. Antonym and contrasts
When the meaning of a word is not implied by the general sense of its
context or by examples, it may be implied by an antonym or by a
contrasting though in a context.
According to Riabtseva and Arestova (2006, p.309) says thatthere are
different types of reading activities that may be used for checkingreading
comprehension skills of students (RCS). They are:
1. Reading for Details.
2. Reading for Reference and Vocabulary.
3. Reading for Main Ideas.
4. Reading for Inference.
As to Reading for Details, we should speak about working with Detailed
Questions. Detail questions ask the students about specific information in the
passage. This type of detail question asks about what is not in the passage or what
is not true according to the passage. The following are examples of such
questions:
-Which of the following is NOT mentioned in the passage?
-According to the passage, all of the following are true EXCEPT

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As to Reading for Reference and Vocabulary, we can distinguish two

types of questions: Reference Questions and Vocabulary questions.
Reference Questions ask what certain reference words, such as they or
this, refer to. Instead of repeating words or phrases, the second time we use
them we refer to them by reference words. Reference words are in many cases
pronouns such as it, them, they, or this.
Vocabulary Questions ask about a word in the passage. Many times the
meaning of a word is given in the sentences around the word in the form of
synonyms or paraphrases.
Reading for Main Ideas. For this type of activity we use Main Idea
Questions. One of the most frequently asked questions in

Reading

Comprehension is about the main idea of the passage. There is usually one such
question for each reading passage. The following are examples of main idea
questions:
-What is the main idea of the passage?
-What does the passage mainly discuss?
-The primary idea of the passage is. . . .
-The main topic of the passage is. . . .
As to Inference Questions, which are meant for checking skills of
Reading for Inference, they are perhaps the most difficult questions to answer in
Reading Comprehension. The answers to these questions are not directly stated in
the passage but are understood, or implied. The following are examples of
inference questions:
-Which of the following can be inferred about . . . ?

35

-From the passage, it can be inferred that . . .

-The passage implies that . . .
-The passage suggests that . . .
In short, if we want to know the students have already understood or
comprehend about a passage, we can give some questions that can measure their
comprehension such as main idea, specific information, vocabulary, reference and
inference.
2.1.7 Reading English Text
John M. Swales states that

Genre involves a more functional and

differentiated structuring of texts that serves important social and communicative

purposes(1990, p.58). An English text usually contains more than one structure
that builds the organization of the text. It has a function to convey information to
the readers because the writers of text also uses genre as the way to present the
information logically.
Every genre of text contains the text organization pattern or called the
generic structure. It explains the purposes of the writers in writing the text. It also
shows how the writers organize every idea and makes the ideas into the unity of
text.
In teaching genre, the English teachers should give the basic materials
about genre. According to Pardiyono M.Pd, the basic materials in teaching genre
of text to the students in the class are about (2007, p.2):
1. The clear communicative purpose.

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2. The information, messages, or ideas that are packaged effectively into a

certain text with the kind of elements of text that have to be arranged well
into a good rhetorical structure or called.
3. The generic structure, the generic structure that should be shown into the
sentences with the use of appropriate and effective grammatical patterns.
The concept of genre also explains that an English text has the different
purposes and different rhetorical structure or generic structure. In addition, the
concept of genre also explains the different language features, for example: the
difference in the use of tenses and sentence patterns. When the English teachers
ask their students to identify the genre of texts, the English teachers have to
remember with the three criteria in the form of text above. This is because every
genre of text has different purpose, the generic structure and language features.
In teaching reading English text, the teacher introduced the text types
based on curriculum in Nurul Falah Senior High School, the text types for the
second grade in the first semester were report, narrative and analytical exposition
texts. In the second semester were narrative, spoof, and analytical exposition.

A. Narrative Text
Narrative text is one of English text types. According to Anderson(1997),
narrative text is a text that has a purpose to entertain the reader or listener.
However, narrative can also be written to teach or inform, to change attitudes or
social opinions and to show the moral of a story. Porter (2002)defines narrative as
the representation of an event or a series of events. Some examples of narrative
text are fantasy novel, historical fiction and stories. Narrative text is writing in

37

which a story is told, the details may be fictional or based on fact. Meyers (2005)
states that narrative is one of the most powerful ways of communicating with
others. A good written story lets your reader response to some event in your life as
if it were own. They not only understand the event, but they can almost feel it.
The action, details, and dialogue put the readers in these seem and make it happen
for them.
In Curriculum 2006, narrative text is defined as a text which function is to
amuse, entertain, and to deal with actual or various experience in different ways.
Narrative deals with problematic event lead to a crisis or turning point of some
kind in turn finds a resolution. Typically, the events described in narrative text are
written sequentially. For instance, novels depict numerous episodes of action
while short stories may only contain a few or even one episode. Nevertheless,
both relate a causal chain of events: each event in the story leads to another, as the
protagonist, or main character, tries to reach a goal or solve a problem.
A narrative text consists of some steps. Neo (2005) states that a narrative
has a structure, a shape or a pattern. It can be represented graphically in this
following way:
CLIMAX

FALLING
ACTION

RISING ACTION

Figure 2.1 : Freytag Triangle

EXPOSITION
a. That picture
is known as the Freytag triangle. The
idea of the Freytag
RESOLUTION
triangle is to serve as a kind of blue print or map which can be used to
guide us systematically in our writing. The Freytag triangle consists of: (a)

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the composition, it establishes the characters and situation. (b) Rising

action, it refers to a series of complication leads to the climax. (c) The
climax is the critical moment when problem/conflicts demand something
to be done about them. (d) Falling action is the moment away from the
highest peak ofexcitement. (e) The resolution consists of the result or
outcome. (Neo, 2005)
b. On the other hand, according to Anderson (1997), the steps of narrative
text are an orientation, a complication, a sequence of events, a resolution,
and a coda. An orientation is about the opening paragraph where the
characters are introduced, where and when the story takes place. A
complication is about the problems that the participants have. The
complication is pushed along by a serious of events, during which we
usually expect some sort of complication or problem to arise. It just would
not be so interesting if something unexpected did not happen. This
complication will involve that main characters and oven serves to
(temporally) toward them from reaching theirgoal. A sequence of events
where the characters react to the complication. A resolution is about how
the problem is solved. It includes their feeling and what they do. The event
can be told in chronological order (the order in which they happen) or with
flashback. The audients is given the narrators point of view. And a coda
provides a comment or moral based on what has been learned from the
story, but it is an optional step.
c. There are language features of narrative text. According Anderson (1997),
the language features usually found in a narrative text are specific

39

characters such as The King, time words to tell when they occur such as
one upon a time, verbs to show the action, and descriptive words to
portray the characters and settings. Beside that, the reader usually found
direct and indirect sentences in narrative text and the writer uses past
tense; simple past, past continuous and past perfect tense.
d. In addition, there are some types of narrative. They are humour, romance,
crime, real-life fiction, historical fiction, mystery, fantasy, sciencefiction,
diary-novel, and adventure (Anderson, 1997). There can be a combination
within each of these types. For example, a romance novel could include
crime and mystery.
B. Analytical Exposition Text
According to Anderson (1997, p.122) an exposition text is a piece of text
that present one side of an issue. The purpose of an exposition text isto persuade
the reader or listener by presenting one side of an argument.Exposition text is one
of persuasive texts and it is studied in two types; analytical text and hortatory text.
There are three steps in constructing an analytical exposition text. Those are:
(a) An introductory statement / thesis
It presents the writers point of view and previews the arguments to be presented.
(b) A series of arguments
It aims to persuade and convince the reader.
(c) A conclusion
It sums up arguments and reinforces writers point of view.
C. Spoof

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Spoof text is one of genre of texts. According to Gerot and Wignell (1994)
spoof text is a text to retell an event with a humorous twist. It means spoof text is
a text which tell factual story with unpredictable ending. We often find
understanding about the funny story in our society life but we find it in anecdote
text. However, the unpredictablething in spoof text is called twist. Twists, in term
of text type, belong to spoof. In anecdote we cannot find twist. The social
functions of spoof text are to entertain and shave the story. Slade (1999) has
identified the generic structure of different story, which are: 1) anecdote consist of
orientation, crisis, reaction and coda and 2) spoof consist of orientation-crisistwist. The lexicon grammatical of spoof text are focus on specific participant, use
action verb, circumstance of time and place and told in chronological order.
2.2 Reading Comprehension Strategies
Literature on reading strategies has been abundant in recent years though
different people have addressed the issue from different perspectives. Some
researchers attempted to identify reading strategies available to various groups of
readers (Anderson, 1991; Block, 1986, 1992; Young & Oxford, 1997). Based on
their theoretical and empirical research, they recommended strategies and
techniques that can be used to facilitate reading comprehension. Still others have
investigated

the

effects

of

various

reading

strategies

on

improving

comprehension.
Reading strategy which is defined varies from researcher to researcher.
According to Cohen (1986), reading strategies refer to those mental processes
that readers consciously choose to use in accomplishing reading tasks. As Block
(1986) defined, reading strategies are techniques and methods readers use to
41

make their reading successful. These methods include how to conceive a task,
what textual cues they attend to, how readers makes senses of what they read, and
what they do when they do not understand.
The term skill and strategy are used interchangeably, but there is still
difference between both of them. An important distinction can be made between
strategies and skills (McDonough, 1995). So, Strategies can be defined as
conscious actions that learner takes to achieve desired objectives, but a skill is a
strategy that has become automatic. This characterization underscores the active
role that readers play in strategic reading. Anderson (2003) emphasized that as
learners consciously learn and practice specific reading strategies, the strategies
move from conscious to unconscious, also from strategy to skill. The goal for
explicit strategy instruction is to move readers from conscious control of reading
strategies to unconscious use of reading skills.
As Oxford (1990) explained, strategies are the tools for active, selfdirected involvement that is necessary for developing communicating ability.
Strategies are not a single event, but rather a creative sequence of events that
learners use actively. It is indicated that there is no single set of processing
strategies that significantly contributes to success in second language tasks.
Pressley et al. (1989) described that reading strategies were conscious,
instantiated, and flexible plans readers applied and adapted to a variety of texts
and tasks. In short, strategic reading means not only knowing what strategy to
use, but knowing how to use and integrate a range of strategies.
In short, to achieve success in teaching reading comprehension in the
classroom, teachers should take the active role in strategic reading, learning how

42

to use a range of reading strategies that serve their purposes. It caused reading
strategies are tools which allow students to be more actively involved in reading.
A. Collaborative Strategic Reading (CSR)
Many students perform poorly in reading subjects because they have
lack the metacognitive skills that necessary to monitor their reading
comprehension, as well as strategies to improve their understanding when
they have difficulty. Collaborative Strategic Reading (CSR) combines reading
comprehension strategy instruction with cooperative learning to enhance
students understanding of textual material. Students learn four strategies
through direct instruction and teacher modeling: Preview (previewing and
predicting), Click and Clunk (monitoring for understanding and vocabulary
knowledge), Get the Gist (identifying the main idea), and Wrap Up (selfquestioning for understanding). After students have become proficient in
applying the strategies during teacher directed activities, they work in groups
to implement the strategies collaboratively, with each student performance
(Rathvon,2008).
Collaborative Strategic Reading (CSR) is a set of instructional strategies
designed to help students with diverse abilities acquire and practice
comprehension strategies for use with informational text (Klingner and Vaughn,
1996). CSR was adapted from reciprocal teaching, an instructional activity that
involves a dialogue between teacher and students. In reciprocal teaching, teacher
and students take turns assuming an instructional role in leading this dialogue
(Palincsar, 1986). Reciprocal teaching includes four components: previewing text

43

to obtain a sense of what will be learned when fully immersed in reading,

generating questions for one self about what the text is attempting to convey,
clarifying unclear information, and summarizing main points.
CSR was developed to incorporate four foundational elements of
cooperative learning: positive interdependence, promoting interaction, individual
accountability, and social skills (Johnson & Johnson, 1999; Klingner et al., 2012).
Positive interdependence means that each member of the CSR group is valued and
necessary for the group to function effectively (Klingner et al., 2012b). This
positive interdependence is at the heart of cooperative learning as students learn to
sink or swim together (Johnson & Johnson, 1999). Interaction is promoted
through CSR groups as strategies are implemented and teacher feedback is
provided. Individuals in CSR groups are individually accountable, produce their
own work, and are required to participate in discussions (Klingner et al., 2012b).
Social skills develop through interaction in CSR groups as students work together
to learn (Johnson & Johnson, 1999). Teachers support this development through
explicit instruction in sharing, listening attentively, giving feedback, and asking
clarifying questions (Klingner et al., 2012b).
Cooperative learning in CSR classrooms is intentionally designed
(Klingner et al., 2012b). Students are strategically placed in heterogeneous groups
of mixed abilities. Grouping diverse students heterogeneously exposes the
students to a variety of ideas and perspectives, generates cognitive disequilibrium
stimulating learning and creativity, and engages them in more elaborate thinking
deepening their understanding (Johnson & Johnson, 1999). Each member of the

44

group has an assigned role: Leader, Clunk Expert, Gist Expert, and Question
Expert (Klingner et al., 2012b). Their assigned task is very specific, and each
individual is responsible for his or her own learning and group learning. With this
design, students engage in higher-level thinking beyond which they which they
could have accomplished on their own, and they learn effective strategies from
their peers as the strategy use is observable and relevant (Paris & Paris, 2001).
Furthermore, CSR is an instructional approach for English language
learners that combines cooperative learning and reading comprehension
strategy instruction, was designed to promote content learning, language
acquisition, and reading comprehension in diverse classroom. This is in line
with Jetton & Dole (2004), he states that students mixed reading and
achievement levels work in small, cooperative groups to assist one another in
applying four reading strategies to facilitate their comprehension of content
are a text. Students use this strategy to preview a text before they read it to
distinguish between what they do and do not understand as they read and to
review as they have read. The teacher first coaches students on how to use
CSR. Later, students use this strategy in small groups (Kinberg,2007).
1. Procedure of Collaborative Strategic Reading (CSR)
a. CSR Students Roles
The first in CSR strategy the students role are the Leader (Klingner et al.,
2012b). The Leader guides the group through each of the CSR steps, monitors
time, and keeps the group focused and on task. The Clunk Expert ensures that
each member of the group records their clunks in their learning log and then

45

guides the group members through fix-up strategies to determine the meaning of
unknown words or ideas. The Gist Expert makes sure students write down their
gist in their learning logs and guides the group in sharing gist. Last, the Question
Expert guides the group in creating teacher-like questions at a variety of levels
that address important information from the text. He or she also ensures all
students write the questions and answers in their learning logs (Klingner et al.,
2012b). Each student is provided a cue card that specifies the role and its
responsibilities.

b. CSR Learning Logs

Learning logs are incorporated into CSR (Klingner et al., 2012b). They are
used in each step of CSR and provide valuable information for teacher feedback
and follow-up activities. During Preview, students record their brainstorms and
predictions. During Click and Clunk, students record their clunks and later write
the definitions. During Get the Gist, students write their gists stating the main
idea. Finally during Wrap Up, students write their questions and review,
incorporating the most important ideas from the passage. Learning log forms are
available for both informational and narrative text (Klingner et al., 2012b).
Preview
Preview is a skill and cognitive strategy that can be used throughout the
school day through all content instruction (Vaughn et al., 2001). Its purpose is to
increase students interest, activate background knowledge, and assist students in

46

making predictions (Vaughn &Klingner, 1999). It is always teacher led with active
engagement by the students (Klingner et al., 2012b). Teachers pre-teach
vocabulary, provide short video clips, and show pictures, charts, diagrams, etc. to
help build background for the students (Harvey &Goudvis, 2007). Students
preview the text prior to reading it by examining its text structure and features
(Block & Pressley, 2007), such as the title, headings, bolded or highlighted words,
and pictures, tables, and graphs (Harvey &Goudvis, 2007; Palmer & Stewart,
2005). Using learning logs, the students write down their brainstorms and
predictions and share them with a partner or in a small group (Klingner et al.,
2012b).
Click and Clunk
Click and Clunk is a self-monitoring, metacognitive strategy (Vaughn
&Klingner, 1999). Its purpose is to teach students to monitor while they are
reading and think about what is causing difficulties (Vaughn &Klingner, 1999).
Clunks are words or ideas students do not understand, while clicks are portions of
the text that make sense (Klingner et al., 2012b). The clicks and clunks serve as
triggers for the students to monitor their understanding. Students are taught to use
fix-up strategies to fix their clunks. There are four fix-up strategies:

Fix-up strategy one: Reread the sentence with the clunk and look for key
ideas to help you figure out the word. Think about what makes sense.

Fix-up strategy two: Reread the sentence with the clunk and the sentences
before or after the clunk looking for clues.

47

Fix-up strategy three: Break the word apart and look for a prefix, suffix, or
a root word.

Fix-up strategy four: Look for a cognate that makes sense. (Klingner et al.,
2012b, p. 7)

When students gather in their cooperative groups, they write down their
clunks and with the help of the Clunk Expert use the fix-up strategies to determine
the meaning of their clunks. If they are still not able to find the meaning of the
clunk, the Leader asks for teacher assistance.
Get the Gist
The purpose of Get the Gist is to teach students to find and write the main
idea of assigned text in their own words (Vaughn &Klingner, 1999). A restatement
of the most important information in text is a good indicator of reading
comprehension and promotes students memory (Klingner et al., 2012b). Get the
Gist is incorporated immediately after Click and Clunk. Students first agree on the
most important who or what from the text (Harvey &Goudvis, 2007). Then, they
write their own gist statements in their learning logs and share them with the
group. Students are encouraged to limit their gists to 12 or fewer words (Vaughn
&Klingner, 1999). This encourages them to synthesize information and decide
what is most important (Brown, Day, & Jones, 1983; Klingner et al., 2012b).
Sometimes groups come up with a super gist which is a combination of the gists
presented in the group.

48

Wrap Up
The purpose of Wrap Up is to teach students to identify the most important
ideas from the passage they read (Vaughn et al., 2001). It contains two
components: questions and review.
Students learn to wrap up by formulating questions and answers about
what they have learned and by reviewing key ideas. The goals are to improve
students knowledge, understanding, and memory of what was read. Students
generate questions that ask about important information in the passage they have
just read. The best way to teach wrap up is to tell students to use the following
question starters to begin their questions: who, what, when, where, why, and how
(the 5 Ws and an H). It is also a good idea to tell students to pretend they are
teachers and to think of questions. They would ask on a test to find out
if their students really understood what they had read. Other students should try to
answer the questions. If a question cannot be answered, that might mean it is not a
good question and needs to be clarified.
Teach students to ask some questions about information that is stated
explicitly in the passage and other questions that require an answer not right in the
passage, but in your head. Encourage students to ask questions that involve
higher-level thinking skills, rather than literal recall.
2. The Advantages of CSR
Just a research has demonstrated the benefits of incorporating
collaborative learning activities into the instructional context for students who
reflect cultural and linguistic diversity, research also supports the positive effects
49

of collaborative activities for students diagnosed with learning disabilities.

Collaboration provides academically diverse students not only with the
opportunity to act as both teacher and student, but also with the invaluable
opportunity to observe the academic tools and strategies used by their more
capable counterparts. Another advantage of incorporating collaborative activities
into classroom instruction in found in the motivational aspect of providing
students the chance to work together within the type of social context they must
be enjoy (Risko& Bromley).
Both the national reading panel (2000) and the RAND report on reading
comprehension (Sweet and Snow, 2003) emphasize the potential impact of
multiple strategies on reading comprehension. CSR is designed to bring multiple
strategies together in coherent way, helping students to develop solid habits in
reading and learning. CSR has been researched at elementary and secondary
school levels. The findings indicate positive CSR outcomes on both teachers made
and distal standardized test scores. More recently a computer application of CSR
has been used successfully with middle school students. CSR requires little other
than reading materials and is intended to balance with other instruction methods,
such as lecture and hands-on learning projects (Wood & Blanton, 2009). Another
prove comes from Bryan and Colleagues (2000) studied the integration of CSR
into middle school instructional teams and the role of peer mediated strategies in
improving academic outcomes. Average achieving, low achieving, and students
with language devices improved in accuracy of oral reading and fluency, word
identification, and comprehension (Jetton & Dole, 2004).

50

The promise of CSR is that it promotes active reading and active

engagement of all learners. Secondary teachers frequently complain that their
students do not complete reading assignments. CSR not only gets students reading
but it also provides a format for ELL students, or for struggling readers whose
voices may not be heard in whole class settings (Wood & Blanton, 2009). In
addition, Conderman (2009) also states that CSR is designed to maximize student
involvement and enable all students to be successful to diverse general education
classrooms.
Furthermore, Klinger and Vaughn (2000) investigate the effect of CSR on
the science reading vocabulary of 37 fifth graders. After a month of collaborative
strategic reading instruction, Klinger and Vaughn compared the students ability,
prior to study and after the study, to write definition for words in two science book
chapters. Although all of the students made significant gains on the pre-post test
measures, the students with greater English proficiency did the best. Their
findings suggest that students with low levels of English proficiency may need
more explicit vocabulary support than what the intervention provided (Jetton &
Dole, 2004). Macceca (2007) also states that CSR has been successful in
improving comprehension learning disabled and students learning English due to
peer interaction.
Collaborative strategy reading is an instructional framework that can help
students to understand all text that they read. CSR helps students to improve their
reading comprehension, increase their vocabulary, and work cooperatively with
peers. It is an instructional approach for multilevel classrooms that has been used
51

successfully by teachers heterogeneous intermediate grade class (William &

Larkin, 2009).
B. Know Want Learn Plus (K.W.L-Plus) Strategy
K.W.L Plus was developed by Donna Ogle in 1986. Since its origin, the
K.W.L strategy has been used as an instructional reading strategy. As a reading
strategy, it helps new teachers engage students from the beginning of a reading
lesson by activating prior knowledge. K.W.L-Plus also helps teachers keep
students interested as they think about what they want to know and what they
have learned (Sasson, 2008). Accessing prior knowledge and engaging learners
interest before beginning a reading activity can improve learners ability to make
associations, enhance understanding, and increase comprehension (Bailey,
2002:1). Their proficiency is enhanced in setting purposes for reading, searching
information from texts, organizing that information into graphic outlines, and
writing summaries based on those graphic outlines (Bader, 2007). The strategy
offers a framework that learners can use to monitor their decoding of a text
through listing, mapping and summarizing what was learned. It means that,
Accessing prior knowledge and engaging students interest before beginning
reading activity can improve students ability to make associations, clarify
understanding, and increase comprehension.
1. The Procedure of K.W.L Plus Strategy
Bailey (2002) states that, KWL Plus is used to extend the KWL chart by
including concept mapping and summarization of expository text. The strategy
requires students to access prior knowledge of the topic and then monitors their

52

understanding while reading.The students then reflect on what they read by

listing, mapping, and summarizing what they have learned.

K
W

Mapping

What do I know?- Students list facts about the

concept using their prior knowledge
What do I want to know?- Students build off
their prior
knowledge to generate questions they have
about the topic and
would like to find out more information
What did I learn?- Students write what they
learned during the
reading while answering any of their questions
from the W
column
Students categorize what they listed under the
L column. They
then construct a concept map with their topic in
the middle and
have similar sub topics grouped together to
show a relationship
What did I learn?- Students write what they
learned during the
reading while answering any of their questions
from the W
column.

Summarizing

KWL Plus helps students active prior knowledge and gives them achance
to reflect on and organize what they have learned from readingabout a topic from
one several sources. They focus on what is important inthe text to develop
comprehension (Kathrine, 2001, p.120).It means KWL strategy facilitates tomake
connection between what students already know and what the text isabout that
students will be reading, encourage students to write what theywant to know

53

about the topic and from what they know and the studentswill learn about the
topic and summarize what the students have read.
KWL plus strategy is used with small groups. While using the strategy,
probing is essential to motivate students. The information on the organizer can be
used as a basis for mapping summaries. KWL plus can be used with students any
grade level and with verifying abilities. The strategy using three- column, each
column have category. It makes students easy to make summary from what they
read. The students can categories of information what teacher expect to use.

2. The Advantages of Know Want Learn Plus (K.W.L-Plus)

Anderson & Pearson (1984) states that K.W.L-Plus encourages EFL
students to think more actively about what they are reading and, therefore,
improve their comprehension abilities in general and perhaps learn more about
what they are reading .K.W.L also helps teachers to activate a learners prior
knowledge concerning a topic or subject and it promotes research, active reading
and inquisition. The use of K.W.L Plus is particularly beneficial like the prereading strategy and it also serves like a test of what learners have studied during
a certain study unit. According to Daniel (2011) there are some benefits of K.W.LPlus in learning English:
A) Promoting Active Learning
Active learning has become an important factor of education success and it
involves other activities that learners do together in class apart from simply

54

listening to lectures. Studies show that students comprehend the topics better and
also retain them for long if they can actively react to course material. K.W.L Plus
fosters active learning through enabling teachers to better assess their students
learning levels during the course.
B) Encouraging Academic Success
Because learners learn actively using the K.W.L plus, it is likely that they
will become even more connected to class and the topics or subject matter. They
will interact with class members and the teacher, increasing their chances for
academic success. The great relationship between faculty and students as an
essential part of K.W.L Plus fosters student retention in school.
C) Enhances Learning
The prior knowledge that a student has usually affects the learner's
performance. There is also a well-recognized relationship between learning
comprehension and prior knowledge. Regardless of the ability of a student to read,
high prior understanding of a certain subject area normally means better scores.
Moreover, high prior understanding is also associated with enhancement of
the learner's interest in specific topics.It can be inferredthat the benefits of K.W.L
Plus as follow:
1. The first benefit of K.W.L Plus is to help the students check their prior
knowledge of atopic, concept, or process before learning about it. With this prior
knowledge, the brains of the students will recall what they already know (the K of
K.W.L) about the topic. When they get new information, the students will use
their brains to join the old knowledge with the new one, it fosters active learning

55

through enabling teachers to better assess their students learning levels during the
course.
2. The second benefit of is to stir interest in what students also want (the W of
K.W.L)to know additionally about the topic.
3. The third benefit is to provide a chance for students at the end of a lesson to
look back and assess what they learn in the lesson.
2.3 Teaching Reading In Indonesia
In Indonesia especially in senior high school, reading courses

are

generally sequenced according to readability word level (5000, 6000, 7000

word level or more), type of reading (Intensive Course, Interpretative and
AffectiveReading,

Critical

Reading,

and

type(including descriptive, narrative, and

Extensive

Reading)and

text

argumentative)(Widayati

&

Anugerahwati, 2005; 2011). The main focus has been on intensive reading
which is normally done in the classroom, using relatively short text
accompanied by tasks (Cahyono & Widiati, 2006).
Extensive reading, on the other hand, is usually given as the last
reading course, aimed to provide the students with opportunities to improve
their English vocabulary and gain better insight into English culture by
developing their appreciation of English literary works. The reading activities can
be inside and outside the class depending on the availability of self-access centre
and library (Widayati & Anugerahwati, 2005).
The teachers face problems similar to those in other contexts in
Thailand, China, and Japan of economic, administrative, cultural, population

56

and academic constrains (Baker, 2008; Hui, 1997; Mori, 2004). The main
problem is minimal use of English in social interactions outside the
classroom

where

students

have

quite

limited

contact

with

English

communities (Baker, 2008; Hui, 1997; Mori, 2004). Lie (2007) argues that only
students coming from middle and upper socio-economic backgrounds can
afford private English courses or have sufficient opportunities to access
Internet, Western culture-oriented programs in TV cables, foreign films, and
expatriate networks.
The second issue is cultural. One of the main features in the
research of successful EFL reading classes is learner centeredness, covering
learning

objectives,

evaluation

which

contents
supports

and

progress, methods and techniques and

learners

autonomy,

needs,

and

interests

(Dardjowidjojo, 1997 ; Richards & Rodgers, 2001). The notion of learnercentredness, however, does not generally align with learner expectations,
previous

experiences

of

education,

and attitudes to learning Indonesian

students, especially those from rural areas, may not be accustomed to the
idea that learning activities are student centred. Two famous Javanese
philosophies

such

as manutlanpiturut (to obey and to follow) and ewuh-

pakewuh(feeling uncomfortable and uneasy) are reported as keys to understanding

Indonesian peoples way of thinking. The impact of these concepts could be
linked to patterns of reading classes. Setiono (2004) argues that it is not easy to
expect the students to openly challenge and criticise their teachers opinions. They

57

might feel uncomfortable to disagree with their teacher or feel uneasy to talk
about controversial matters.
2.4 Related Studies
Related studies are some previous researches conducted by other
researchers in which they are relevant to this research itself. Besides, the related
studies have to analyze what the point that focuses on, inform the design, find the
conclusion of the previous researches, as follows:
a) Klinger & Vaughn (1998) conducted a research entitled Collaborative
Strategic Reading during social studies in heterogeneous fourth grade
classroom. The aim of this research is to investigate the effectiveness of a
cooperative learning approach designed to foster strategic reading in 3
heterogeneous, culturally and linguistically diverse, general education
classrooms in 1 school. The first study using CSR was conducted with 26
seventh-and eighth graders with low learning abilities who used English as
a second language. In this study, students learn to use modified reciprocal
teaching methods in cooperative learning groups (i.e., brainstorm, predict,
clarify words and phrases, highlight main idea, summarize main ideas and
important detail, and ask and answer the questions. The researchers found
that CSR was effective in improving reading comprehension for most of
the students with low learning abilities. The similarities his study with this
study lies on the research design (both are experimental research) and the
strategy used in reading comprehension. And the difference of his study
with this study lies on the sample was taken by the researcher. He took the

58

heterogeneous sample but this research took homogenous sample. In

addition this study compare the use of two strategies in two classes who
have equal abilities.
b) Bryant et al., (2000) carried a research entitled Reading outcomes for
students with and without reading disabilities in general education middles
school content area classes. The aim of this research is to find out the
students reading outcomes with or without reading disabilities. This
research has also been combined with other approaches to address the
range of skills needed for reading competence in middle school and high
school. In a study of 60 sixth-grade middle school students with varied
reading levels in inclusive classrooms, a multi component reading
intervention was used to address the range of reading. CSR was used in
conjunction with two other research-based strategies: Word Identification
and Partner Reading Results revealed that students with low learning
abilities significantly improved their word identification and fluency, but
not reading comprehension. The similarities of his study with this study
lies on the use of CSR as the strategy in teaching reading comprehension.
In addition this study also use CSR to treat the students in teaching reading
comprehension. But in his study he used CSR strategy as only conjunction
with two other research-based strategies: Word Identification and Partner
Reading. While, this study used and compare CSR strategy in teaching
reading comprehension.
c) Klingner, Vaughn &Schumm( 2000) conducted a research entitled
Collaborative Strategic Reading during social studies in heterogeneous

59

fourth grade classroom. The aim of this research is to investigate the

effectiveness of a cooperative learning approach designed to foster
strategic reading in 3 heterogeneous, culturally and linguistically diverse,
general education classrooms in 1 school They implemented CSR with
fourth graders with a wide range of reading levels. Students in the CSR
group significantly outperformed those in the control group on
comprehension. In a subsequent study, fifth-grade students were taught to
apply CSR by trained classroom teachers during English as a Second
Language (ESL) science classes. It was shown that the students
significantly increased their vocabulary from pre-to post-testing.
Furthermore, students in CSR groups spent greater amounts of time
engaged in academic-related strategic discussion and assisted one and
another while using CSR. The similarities his study with this study lies on
the research design (both are experimental research) and the strategy used
in reading comprehension. And the difference of his study with this study
lies on the sample was taken by the researcher. He took the heterogeneous
sample but this research took homogenous sample. In addition this study
compare the use of two strategies in two classes who have equal abilities.
d) Fan (2010) conducted a research entitled Implementing Collaborative
Strategic Reading (CSR) in an EFL context in Taiwan . The research was
conducted on 110 Taiwanese students from two intact classes. The purpose
of the research is to investigate the impact of CSR towards EFL Taiwanese
students reading comprehension. Mixed method is used as a research
design. The questionnaire and standardized reading pre-test, post-test and

60

interviews were used to gather the data. The research findings showed that
the statistical results confirm CSR is more effective than the traditional
teacher-led reading approach which focuses on vocabulary and grammar
teaching in improving the students reading comprehension scores. The
findings indicated that CSR had a positive effect on the Taiwanese
university learners reading comprehension particularly in relation to the
comprehension questions on getting the main idea and finding the
supporting details. Moreover, a detailed analysis of qualitative data
suggested that the learners with relatively homogenous English ability
provided collaborative scaffolding for text comprehension through coconstruction, elaboration, and appeal for assistance, corrective feedback
and prompts. The similarities his study with this study lies on the research
design (both are experimental research) and the strategy used in reading
comprehension. And the difference of his study with this study lies on the
method that was used in his study. He used mixed method which is
quantitative and qualitative method are used in analyzing the data. The
questionnaire and standardized reading pre-test, post-test and interviews
were used to gather the data.
e) Wang (2008) carried out a research entitled The Effect of modified
Collaborative

Strategic

Reading

on

EFL

learners

Reading

Comprehension. The purpose of this research is to find out the effect of

CSR on sixth-graders reading comprehension and learning attitudes. Sixty
two pupils from two intact classes were divided into a control group
receiving the traditional teacher-directed reading instruction and an

61

experimental group of CSR instruction in combination with story retelling

strategy training for fifteen weeks. It was reported that modified CSR
approach was effective in fostering her six-graders overall reading
comprehension and understanding of the meaning of the stories, and that it
increased their English learning motivation. The similarities his study with
this study lies on the research design (both are experimental research) and
the strategy used in reading comprehension. The differences of his study
with this study lies on the multiple measures were used in his study. They
consisted of a questionnaire of English learning background, pre-tests and
post-tests of reading comprehension, five post-tests administered after
reading stories, a story reading post-test which students had not ever read
in the class and a questionnaire of students attitudes towards the
intervention.
f) Fitri (2010) conducted a research entitled The effectiveness of
Collaborative Strategic Reading (CSR) on the Reading Comprehension
Achievement of the Fourth Semester Students of PGSD Suryalaya. The
main purpose of this research is to investigate the effectiveness of
Collaborative Strategic Reading (CSR) towards the students reading
comprehension achievement by using quasi experimental research design
with 56 intact students of PGSD Suryalaya, west Java, Indonesia. The
result showed that means score between CSR and conventional reading
activities are significantly different. It means that the CSR is effective to
increase students reading comprehension achievement. The similarities
her study with this study lies on the research design (both are experimental

62

research) and the strategy used in reading comprehension. The differences

of her study with this study lies on the purpose of her study. She
investigates the effectiveness of Collaborative Strategic Reading (CSR)
towards the students reading comprehension achievement. While this
study to investigate what is useful strategy that can be used in teaching and
learning process and how to improve reading comprehension.
g) Mo'minahMahmmoud Abu Youniss(2013) carried out research entitled
The Effectiveness of Using (K.W.L) Strategy on Developing Reading
Comprehension Skills. This study aims at examining the effectiveness of
using (K.W.L) strategy on developing reading comprehension skills for the
eighth graders in Khanyounis Governorate schools. In order to achieve the
aim of the study, the researcher adopted an experimental research design.
The sample of the study consisted of (82) students and it was purposefully
chosen from the eight students level. The experimental group included
(41) students who were taught by K.W.L strategy, while the control group
included (41) students who were taught reading lessons through the
ordinary way of teaching. The experiment was accomplished in two
months during the second term of the school year (2012). A content
analysis card was designed to choose the reading comprehensionskills to
be developed. An achievement test was also designed to serve as a pre-post
test. The validity of the test was refereed by specialists and the reliability
of the test was measured by Alpha Cronbach formula and Kuder
Richardson 21 equation. The results of the achievement test were
statistically analyzed by using T-test paired Sample measured the

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differences between the performance of the experiment group in the pre

and the post tests. T-test independent sample was used to measure the
differences in reading comprehension skills at each level of the four levels
(literal, eliciting, evaluative, and creative) for the experimental group and
control group in the post test. The effectiveness of K.W.L on the levels of
the reading comprehension skills was measured by "Effect Size" technique
by Eta square. The study results indicated that there were statistically
significant differences at (0.05) between pre and post test of the
experimental group in reading comprehension skills in favor of the post
test. The results also proved that there were significant differences at (
0.05) between the levels of reading comprehension skills for the
experimental group compared with the control group. The similarities her
study with this study lies on the research design (both are experimental
research) and the strategy used in reading comprehension. The differences
of her study with this study lies on the purpose of her study. She
examining the effectiveness of using (K.W.L) strategy on developing
reading comprehension skills. While this study to investigate what is
useful strategy that can be used in teaching and learning process and how
to improve reading comprehension.
h) Roozkhoon1 et. al(2013) carried a research entitled the effects of using
KWL strategy on their comprehension of culturally unfamiliar English
texts . The aim of this study is to examine the effects of using KWL charts
strategy on EFL learners comprehension of culturally unfamiliar texts. For
this purpose, forty two intermediate EFL learners were participated in the

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present study; all participants were female and native speakers of Persian
in BaharLaguage School in Shiraz. The participants were divided into two
groups: Group 1 as the experimental group and Group 2 as the control
group. Group 1 learned reading sections through using KWL charts and
group 2 learned reading in a traditional way (e.g., through questioning and
summarizing, etc.). The participants were given a pretest in order to check
their reading comprehension before the treatments. Moreover, group two
did not receive any treatment. Then, the posttest was given to the
participants to see whether the application of KWL charts had any effect(s)
on EFL learners comprehension. The result of study showed that there
was no significant improvement on EFL learners performances on reading
quizzes while using KWL charts and KWL charts did not have any
positive effect on Iranian EFL learners comprehension. The findings of
this study can be useful for English teachers, researchers, and learners. The
results of this study refer to the importance of reading strategies and their
impacts on students performances in reading classes. The similarities his
study with this study lies on the research design (both are experimental
research) and the strategy used in reading comprehension. The differences
of his study with this study lies on the purpose of his study. he examines
the effects of using KWL charts strategy on EFL learners comprehension
of culturally unfamiliar texts. While this study to investigate what is
useful strategy that can be used in teaching and learning process and how
to improve reading comprehension especially in narrative text.

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i) Muhammad HuseinHamdan (2014) conducted a study entitled the

KWL-Plus Effectiveness in improving reading comprehension of tenth
graders of jordanian male students. The main purpose of the study is to
examine the effectiveness of the KWL-Plus strategy on the performance of
the Jordanian Tenth Grade male students in reading comprehension. To
achieve this aim, the sample of the study was selected from a private
school and a public school. They participants were divided into an
experiment group and a control group. All the public school students
represented the experimental group. Whereas, the private school students
represented the control group. The experimental group was taught reading
with the KWL-Plus strategy, while the control group was taught with the
conventional reading strategies. To collect the data, pre and post reading
comprehension tests were administered. The pre-test was conducted prior
to the application of the strategy, and the post-test was given to the
students in the two groups after the application of the strategy. Data were
analyzed by using mean scores, standard deviation, t-test and covariance.
The findings indicated that the experimental group of the public school
scored higher on the reading comprehension post-tests than their peers did
in the control group. The researcher concluded that the strategy was
effective in improving the reading comprehension performance and
recommended that the strategy should be integrated into the English
curriculum of the Jordanian schools. The similarities his study with this
study lies on the research design (both are experimental research) and the

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strategy used in reading comprehension. The differences of his study with

this study lies on the purpose of his study. he examined the effectiveness
of the KWL-Plus strategy on the performance of the Jordanian Tenth
Grade male students in reading comprehension. While this study to
investigate what is useful strategy that can be used in teaching and
learning process and how to improve reading comprehension especially in
narrative text.
j) Dreman Abdel-Heck (2010) conducted a research entitiled Using K.W.L.
plus Strategy in developing some Reading Comprehension Skills among
EFl Freshmen. The aim of this research paper is to investigate the effect of
using KWL Plus strategy on developing some reading comprehension
skills among EFL freshmen.The design of the study is pre-post,
experimental control group. The sample of the present study consisted of
second year English section students at Benha Faculty of Education
(N=60).They were divided into two groups: the experimental group (N=
30) and the Control group (N=30).The experimental group students were
taught using the KWL Plus Strategy ,while the control group students did
not receive any training. The tools of the present study consist of a reading
comprehension test prepared by the researcher. It was applied on the study
sample before and after implementing the strategy. Results of the study
revealed that the EFL reading comprehension skills of the experimental
group students was developed as a result of teaching through KWL Plus
strategy than those of the control group. This confirmed that the KWL Plus
strategy was effective in developing the EFL reading comprehension skills

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among EFL freshmen. The similarities his study with this study lies on the
research design (both are experimental research) and the strategy used in
reading comprehension. The differences of his study with this study lies on
the purpose of his study. he investigated the effect of using KWL Plus
strategy on developing some reading comprehension. While this study to
investigate what is useful strategy that can be used in teaching and
learning process and how to improve reading comprehension especially in
narrative text.
k) Paninda (2012) conducted a research entitled the effect of KWL Plus
Technique on reading comprehension of Mattayam Suska III Students. The
purposes of this study were to investigate the effect of KWL-Plus
technique on grade 9 students reading comprehension lesson were
studied. The participant of this study were conveniently selected from
grade 9 students learning. the design of research is experimental research.
The analysis of quantitative data revealed the following findings. First,
there was a significant difference between overall mean scores of students
pre-test and post-reading comprehension test .01 level. The students
opinions towards the instruction based on KWL Plus technique also
indicated that the students were satisfied with KWL Plus tecchnique at the
high level. The findings suggest that English teachers should help students
to develop their reading ability, and vocabulary learning by selecting the
variety of passages based on students interest and their english
proficiency level and engaging them by using the strategies. The
similarities his study with this study lies on the research design (both are

68

experimental research) and the strategy used in reading comprehension.

The differences of his study with this study lies on the purpose of his
study. he investigated the effect of KWL-Plus technique on grade 9
students reading comprehension lesson were studied. While this study to
investigate what is useful strategy that can be used in teaching and
learning process and how to improve reading comprehension especially in
narrative text.

The relevance studies above indicates that those strategies are useful to
increase students achievement and make students active in learning process in
teaching reading comprehension. The strategies have positive responses on in
reading classroom because it can improve students students reading
comprehension. Since the previous researches have been shown the improvement
of students achievement and make students active in learning process, through
this strategy or technique, it is expected that in this research this strategy or
technique also improve students reading comprehension. Although several
researchers have conducted research by using students achievement and make
students active in learning process, none of them has been carried out this
strategies or technique in reading comprehension in two different strategies. This
research will compare collaborative and metacognitive strategy that will be used
in the classroom as treatment to the experimental class. Because of those reason,
the researcher wants to conduct a research at second year students of Senior High
School Nurul Falah Pekanbaru to know how effective these technique or strategy.

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2.5 Operational Concepts and Indicators.

2.5.1 Operational Concepts
Operational concept is a main element to avoid misunderstanding and
misinterpreting in a specific study. As a concept, it is still operated in an abstract
from the research planning which should be interpreted into particularly words in
order to be easy to measure. The operational concept in this research can be seen
on the diagram below:
Diagram 2.1 The operational Concept

a)
Independent
b)
Variable
(X)
c)
CSR(X1)

Dependent
Variable
Treatment of
CSR&KWL-Plus
Strategies

KWLPlus( X2)

2.5.1. Indicators.
a. Collaborative Strategy Reading (CSR)

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(Y)
Reading
Comprehension
(Y1)

The following treatments are the procedures about the implementation of

Collaborative Reading Strategy (CSR) strategy that can be seen in the following
steps
Preview
1. The teacher introduces previewing to students by asking them to think
about the previews they have seen at the texts.
2. The teacher prompts students to tell what they learn from previews by
asking questions.
3. The teacher asks them to skim information such as headings, pictures, and
words that are bolded or underlined.
Click and Clunk
4. The teacher describes a click as something that you really get. You know
it just clicks.
5. The teacher explains a clunk:A clunk is like when you run into a brick
wall.
6. The teacher reads a short piece aloud and asks students to listen carefully
for clunks.
7. The teacher asks students to write down their clunks and then teaches fixup strategies to figure out the clunks.

Get the Gist

8. The teacher asks the students to identify the most important person, place,
or thing in the text the teacher asks students to tell what is most important
about the person, place, or thing in the text.

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9. The teacher teaches students to put it all together in a sentence containing

ten words or less.
Wrap-Up
10. The teacher suggests the following question starters: who, what, when,
where, why, and how.
11. The teacher asks students to write down the most important ideas from the
days reading assignment
b. Know Want Learn Plus (K.W.L-Plus)
The following treatments are the procedures about the implementation of
Know Want Learn (KWL) Plus strategy that can be seen in the following steps:
a. Teacher gives the text to the students and distributes KWL Plus worksheet.
b. Teacher brainstorms what they already know about the topic.
c. The teacher asks Students to write what they know about topic in K column.
d. Students write questions that teacher gives on worksheet on column W (want).
e. Teacher gives the text to the students.
f. The teacher asks Students to read the text.
g. The teacher asks the student to match the information in K (know) column with
the text.
h. The teacher asks to the Students answer the questions that they write on column
W (want) to column L (learn) based on the text.
i. The teacher asks the Students to make map and write the information in
mapping based on the content of learn (L) column.

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j. The teacher asks the Students to categorize the important information from the
text.
k. The teacher asks The students to make summary from what they have learned
based on the text.
C. Reading Comprehension on Narrative Text
a)

Students ability in identifying the main idea in narrative text

b)

Students ability in identifying the detail information in narrative text

c)

Students ability in identifying the vocabulary in narrative text

d)

Students ability in identifying the references in narrative text

e)

Students ability in identifying the inferences in narrative text

2.6 Assumptions and Hypotheses

2.6.1 The Assumption
In this research, the researcher knows that there are many strategies which
the teacher can use in teaching learning process to build the students capability in
English. So, there is indication that (CSR) and Know Want Learn Plus (K.W.LPlus) are suitable strategies to teach a reading comprehension for the students and
to increase their capability in Reading comprehension.

2.6.2Hypotheses
Ho1 : There is no any significant difference of students reading comprehension
between before being taught by using CSR strategy and before being
taught by using KWL-Plus strategies.

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Ha1 : There is any significant difference of students reading comprehension

between before being taught by using CSR strategy and before being
taught by using KWL-Plus strategies.
Ho2 : There is no any significance difference between before and after the use of
CSR strategy on students reading comprehension.
Ha2 : There is any significance difference between before and after the use of
CSR strategy on students reading comprehension.
Ho3 : There is no any significant difference between before and after the use of
KWL-Plus strategy on students reading comprehension.
Ha3 : There is any significant difference between before and after the use of
KWL-Plus strategy on students reading comprehension.
Ho4 : There is no any significant difference of students reading comprehension
between the students who are taught by using CSR strategy and those who
are taught by using KWL-Plus strategies.
Ha4 : There is any significant difference of students reading comprehension
between the students who are taught by using CSR strategy and those who
are taught by using KWL-Plus strategies.

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