CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter describes about theoritical review, review of previous

research, rationale and hypothesis.

A. Theoritical Review

1. Reading

Reading is understanding information in written text or indirectly. This

statement is supported by Graber and Stoller (2011: 3), “Reading is the ability to

draw meaning from the printed page and interpret this information appropriately”.

It means that reading is skill to understand the meaning of the content of text by

interpreting it appropriately.

Grabe (2005: 14) adds, “Reading is centrally a comprehending process”.

It means that reading is a comprehending process what the writer intends to

convey in writing. According to Linse (2005: 71), “Reading comprehension refers

to reading for meaning, understanding, and entertainment”. It means that reading

comprehension is understanding process the meaning of text to get information

and for pleasure. Based on the explanation above, it can be concluded that reading

is comprehending process to get information from text by interpreting it

appropriately so that know the purpose of writer.

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2. Types of Reading

In understanding a text, students must know several types of reading with

different techniques and they should master which technique is most suited,

depending on the reading task required by the text or by their teacher. According

to Patel and Jain (2008: 117), types of reading consist of intensive reading,

extensive reading, aloud reading and silent reading. It will be explained as follow:

a. Intensive Reading

Intensive reading is one of some types of reading comprehension. This

reading type is used to find specific information in a text. Intensive reading is

usually concerned with shorter texts. According to Patel and Jain (2008: 117),

“Intensive reading is related to further progress in language learning under the

teacher's guidance.” It means that intensive reading is an activity to teach reading

comprehension to students in which they have to focus intensively on reading

under the teacher’s guidance.

Patel and Jain (2008: 117) adds, “Intensive reading will provide a basis for

explaining difficulties of structure and for extending knowledge of vocabulary and

idioms.” It means that intensive reading will make students understand more the

content of the text effectively by paying attention its grammar structure and

improve the students’ vocabulary and idioms.

b. Extensive Reading

Extensive reading is reading with large quantity of text in short time to get

the content of text where reading confidence and reading fluency are the most

important. According to Brown (2000: 313),

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Extensive reading is carried out to achieve a general understanding of a

usually somewhat longer text (book, long article, or essays, etc.). Most
extensive reading is performed outside of class time. Pleasure reading is often
extensive.

It means that extensive reading is reading longer text like book, long article,

or essays, etc to get a general understanding and for pleasure which this reading

activity is done outside of class time. Furthermore, Patel and Jain (2008: 120)

state, “The reader does not care about specific or important information after

reading.” It means that in intensive reading, the reader reads a text for enjoyment

and to develop general reading skill without paying attention specific or important

information.

c. Aloud Reading

Reading aloud is reading a text with clear intonation and pronunciation. The

purpose of aloud reading is able to pronounce words, phrase and sentences

correctly. According to Patel and Jain (2008: 120),

Reading aloud also plays important role in teaching of English. Teacher

should know that the training of reading aloud must be given at primary
level because it is the base of words pronunciation. If it is not cared, it will
be vary difficult at secondary level.

It means that reading aloud gives great influence in teaching of English so

that it should be given at primary level to train words pronunciation on students in

order to they don’t have difficult at secondary level.

d. Silent Reading

Silent reading is reading a text without voice that intends to train students

concentrate in comprehending the text. In this reading activity, students do not

need read one word at a time and without using correct words pronunciation. They
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only want to get information from the text. This statement is supported by Patel

and Jain (2008: 123), “Silent reading is done to acquire a lot of information.” It

means that silent reading is reading a text to get as much as possible information

with good comprehension. Patel and Jain (2008: 123) add, “Teacher has to make

them read silently as and when they are able to read without any difficulties.” It

means in this reading activity, the teacher has to make sure students read silently

and fluently.

Based on explanation above, it can be concluded that silent reading is

reading activity silently and fluently to get as much as possible information with

good comprehension.

3. Teaching Reading

In teaching reading, a teacher plays an important role to guide and facilitate

the students towards the success of reading activity. Therefore teaching reading

has to give students’ experience in order to students are able to understand the

information contained in the reading. Study reading in SMK based on Standard

Content No. 21 Year 2016, students are able to, “Menangkap makna teks naratif

lisan dan tulis berbentuk cerita pendek sederhana”. It means in comprehending

the meaning of narrative text, students must be able to identify the purpose of the

text, identify specific information, identify main idea, explain the meaning of the

word reference, explain explicit information, explain implicit information,

conclude general description and conclude moral value.

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To achieve that, a teacher needs to give learning experience. The learning

experience is no other process of how students achieve competence. The standard

refers to standard process. According standard process No. 22 Year 2016:

Pola pembelajaran pasif menjadi pembelajaran aktif mencari

(pembelajaran siswa aktif mencari semakin diperkuat denan model
pembelajarn pendekatan sains); pola belajar sendiri menjadi belajar
kelompok (berbasis tim)

Based on standard process, students must be active in learning process and

learning model is group. In this case, one of strategies that can be used in teaching

reading based on the standard process that is Collaborative Strategic Reading

(CSR).

4. Collaborative Strategic Reading (CSR)

Collaborative Strategic Reading (CSR) is one of effective strategies that can

be applied in teaching reading comprehension. This statement is supported by

Vaughn and Klingner (1998: 284),

Collaborative Strategic Reading (CSR) consist of previewing and

predicting (Preview), monitoring for understanding and vocabulary
knowledge (Click and Clunk), main idea (Get the Gist), and self-questioning
and passage understanding (Wrap-Up). These reading comprehension
strategies have been demonstrated to be effective in enhancing students’
understanding of text, as well as in improving skills at reading for meaning
for a range of learning types, including students with learning disabilities,
low achievers, and students who are not native English language speakers.

In addition, Klingner and Vaughn (1998) in Nurhayati (2015) state,

‘’Collaborative Strategic Reading is an excellent strategy for teaching students

reading comprehension and building vocabulary and also working together

cooperatively’’. Based on the statement above, it means Collaborative Strategic

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Reading (CSR) is good strategy in teaching students’ reading comprehension

because it can increase vocabulary and learn how to work together cooperatively.

5. Teaching Reading Comprehension Using Collaborative Strategic

Reading (CSR)

There are two phases in teaching Collaborative Strategic Reading (CSR): (a)

teaching the strategies, and (b) cooperative learning group roles.

a. Teaching the strategies

In this phase, students study four strategies. Those are previewing and

predicting (Preview), monitoring for understanding and vocabulary knowledge

(Click and Clunk), main idea (Get the Gist), and self-questioning and passage

understanding (Wrap-Up). In implementation Collaborative Strategic Reading

(CSR), a teacher should manage time in every strategy. When one of strategies is

done, the teacher must give sign like say stop or give applause and students have

to present their discussion.

The following explanation of each strategy:

1) Preview. In this stage, students do two activities before reading. Those are

brainstorming and predicting. The first is brainstorming, students think about what

they already know about the topic. The second is predicting. Students scan the

material quickly, look for clues in the story, the setting, and the main

characters.The objectives of preview are to generate interest and enthusiasm about

text, stimulate their background knowledge, previous experiences, and vocabulary

related to text and provide an opportunity for them to develop hypotheses about

what they will read and predictions about what they will learn.
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2) Click and Clunk. In this phase, students read text carrefully. They will do

Click and Clunk while reading the text. Click refers to smoothness of students in

understanding a word. While Clunk refers to students’ difficulties in

understanding a word. The Clunk can be solved by using Fix up strategy. Fix up

strategies involve: the first, reread the sentence containing the clunk. The second,

read the sentence before and after the clunk. The third, look for a prefix or suffix

in the word. The last is break the word apart and look for smaller words. The

objectives of the Click and Clunk strategy that is to teach students to monitor what

they are reading and to give solution if they find difficult in understanding a text.

3) The third is Get the Gist. In this phase, students are asked to find the main

idea of each paragraph. They have to identify the most important ideas, for

examples the most outstanding characters and their activities in the story. Then

students have to write it by using their own words. The goal of Get the Gist is to

teach students how to determine the main idea of a passage.

4) Wrap up. In this stage, students do two activities. Those are generating

questions and reviewing. The first is generating questioning, students generate

questions about important information in the passage they have just read. The

questions involve: who, what , when, where, why and how. Moreover, they have

to know the answer also. The second is reviewing, students individually make a

summary about important information of the text. After that, the student shares

what he/she has written to be discussed together. The purpose of this strategy is to

give students an opportunity to review what they have read and to assist in

understanding and remembering what they have learned.

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b. Phase 2. Cooperative Learning Group Roles

In this strategy, students will be divided into some groups. According to

Haris and Meltzer (2015: 118), the role involves leader, clunk expert, gist expert

and question expert. The leader has a duty to lead the group in implementation of

CSR and makes sure each group participate in discussion. The clunk expert

directs the group about the steps to find the meaning of difficult word. The gist

expert directs the group about the steps to identify main idea. The last is question

expert. This student directs the group to generate and share questions about

important information from the text. Thus, students will be active in reading

activity and they will study to cooperate to help one another in understanding

reading. Therefore, Collaborative Strategic Reading (CSR) is effective strategy to

be applied in learning process.

The following is teaching procedures Collaborative Strategic Reading (CSR)

in reading activity.

 Pre-teaching

1) The teacher introduces the procedures of Collaborative Strategic Reading

(CRS) to students involve preview, click and clunk, get the gist, and wrap up and

tell them about the advantages of using this strategy in reading activity.

2) The students are divided into some groups which each group consists of four

student. After that, the group has to decide the role of every member. The role

involves leader, clunk expert, gist expert and question expert.

 Whilst-reading

1) The teacher gives an instruction about the strategy will be done by students.
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2) The teacher controls all group when the students work.

3) The teacher discusses the students’ work.

 Post-teaching

1) Teacher provides feedback on student learning outcomes today

B. Review of Previous Research

This research related to previous research that was conducted by Rosalina

(2014) entitled The Influence of Collaborative Strategic Reading (CSR) technique

on students’ achievement in reading comprehension of narrative text (a quasi

experimental study on the implementation of CSR at SMA PGRI 109 Tangerang).

The aim of this study is to know the empirical evidence of the influence in using

Collaborative Strategic Reading (CSR) technique on students' achievement in

reading comprehension of narrative text. The sample was taken from the second

grade students by using simple random sampling. The research method used a

quasi experimental-study. Collaborative Strategic Reading (CSR) was taught in

the experimental class while the contol class was taught without using CSR. The

instrument used for measuring the achievement was a test. The result showed that

Collaborative Strategic Reading can be implemented by teacher to make the

learning process more interesting so that make students pay more attention and are

more active.

The same research was conducted by Nurhayati (2015) entitled The

effectiveness of using Collaborative Strategic Reading (CSR) on students' reading

comprehension of Narrative text: a quasy-experimental study at the first grade

students of SMA Mathla'ul Huda Parung Panjang-Bogor. This research aims to

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find out the effectiveness of using Collaborative Strategic Reading (CSR) on

students' reading comprehension of narrative text. This study applied quasi-

experimental study. The sample is 60 students from the first grade that consist of

two classes, that is, experimental class was taught by using Collaborative

Strategic Reading (CSR) and the control class was taught without using

Collaborative Strategic Reading (CSR). The instrument used for measuring the

achievement was a test. The result of the study showed that Collaborative Strategy

Reading (CSR) is effective applied in teaching reading. It is proven from students

score in experimental class higher than in the control class.

The last similar research that was conducted by Lustyantie (2017) entitled

Improvement of French text reading comprehension through Collaborative

Strategic Reading (CSR). The research method is descriptive method by using two

types of data: qualitative and quantitative data. The results indicate that the

students’ reading comprehension is improvement based on percentage of French

text comprehension level is very satisfying. It is also can be seen from students’

activity in reading in which they can know the meaning words (vocabulary),

identify main idea of text, search for implicit and explicit information in a text and

decide references in a text. Beside that, after applying this strategy all the students

pay more attention and and are more active. Base on the explanation above,

Collaborative Strategic Reading gives many benefit for students in enhancing

students’ reading comprehension so that it is effective in teaching reading.

Based on explanation above, it can be concluded that Rosalina (2014),

Nurhayati (2015), and Lustyantie (2017) found out that Collaborative Strategic
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Reading (CSR) has effect to make students active in reading activity so that it is

effective in teaching reading.

C. Rationale

The researcher found some problems when she taught reading at a school.

The problems relate to students, reading material, and method. The first is about

students’ problem. The students have difficulties in understanding text English

because they are lack of mastering vocabularies so that it makes them lazy to read.

When the students have to answer some questions, they will cheat their friends’

answer, unfortunately the answers are not totally correct either. Moreover,

students are not interested in reading a text mainly English. The students feel

bored and stressed when they have to read and answer questions. The second is

about reading material’s problem. The topic is not appropriate by students’ want

and the text is too long. The third is about method’s problem. The use of methods

lack of giving students’ experience in understanding text so that the students are

passive in reading activity. Moreover, in reading activity, the students have to

study individually not group so that there is no cooperation one another to

understand a text. To solve the problem, the researcher decides to use one of

strategies that is Collaborative Strategic Reading (CSR) that consists of

previewing and predicting (Preview), monitoring for understanding and

vocabulary knowledge (Click and Clunk), main idea (Get the Gist), and self-

questioning and passage understanding (Wrap-Up) by working together

cooperatively.
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In this strategy, students will be divided into some groups. Each group

consists of four students and each group member has different role. The role

involves leader, clunk expert, gist expert and question expert. The leader has a

duty to lead the group in implementation of CSR and makes sure each group

participate in discussion. This role will guide the group to cooperate one another

to understand the text so that the discussion can be done well. The clunk expert

directs the group about the steps to find the meaning of difficult word. This role

will help the group to understand the meaning of word so that indirectly, students’

vocabularies will improve. The gist expert directs the group about the steps to

identify main idea. This role will help the group to find main idea. The last is

question expert. This student directs the group to generate and share questions

about important information from the text. This role will help the group

understanding the text by making question and its answer also. Thus, students will

be active in reading activity and they will study to cooperate to help one another

in understanding text. Therefore, Collaborative Strategic Reading (CSR) is

effective strategy to be applied in learning process.

D. Hypothesis

Based on the title of the research, the researcher uses two hypothesis as

follow:

1. Null hypothesis (Ho)

There is no significant effect on reading comprehension before and after

being taught by using Collaborative Strategic Reading (CSR) to the tenth

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grade students of SMK PGRI 2 Kediri at X accounting 4 class in academic

Year 2017/2018.

2. Alternative hypothesis (Ha)

There is significant effect on reading comprehension before and after being

taught by using Collaborative Strategic Reading (CSR) to the tenth grade

students of SMK PGRI 2 Kediri at X accounting 4 class in academic Year

2017/2018.