Khairi Gusman (2011) THE CONTRIBUTION OF COLLABORATIVE STRATEGY READING TOWARD THE SECOND YEAR STUDENT’S READING COMPREHENSION AT MA AL- KAUTSAR BOARDING SCHOOL. Thesis thesis, Universitas Islam Negeri Sultan Syarif Kasim Riau.

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Abstract

There are some reasons why the students are hard to get information from reading text. First, there are some difficult words that the students found. They do not know the meaning. In other words, the students have limited vocabulary. The students are hesitant to remember new words, because they often get bored with it. Second, the teachers do not use a suitable reading strategy to solve the problem. It influences on the students reading comprehension. Third, there is a limited time that the teacher and students have to learn reading text, so, comprehending a reading text becomes more complicated for the students. The subject of the research is the all second year students of MA Al-Kautsar Boarding School, and the object is students’ reading comprehension, there are five classes, which comprise of 150 students. Because the number of population was relatively big, the writer uses randomization technique to see equal competency from the student, after implementing try out, the writer has 60 students as homogeneity sample, by flapping a coin, one group was randomly chosen as experimental group and other control group. There are two variables which are operated in this research, variables X: experiment class and control class and variable Y: students’ reading comprehension. The data analysis was analysis by using formula “independent sample T-test. t o = 2 2    1       1    N SDy N SDx Mx My Based on the data analysis, the writer concludes that: the mean of students who are taught by using Collaborative Strategic Reading (CSR) or experimental group is 23.97, while the mean of students Control group without using Collaborative Strategic Reading (CSR) is 5. The standard deviation of the students who are taught by using Collaborative Strategic Reading (CSR) is 1.77 and the standard deviation of the students without using Collaborative Strategic Reading (CSR) is 3.03. And the Tcalculation is 8.66. Because of the Tcalculation is higher than Ttable, so, the significant is 6.66.. The hypothesis calculation, the calculated is 9.31 by using t-table at the 05 level of significant and 60 degree of freedom 58 resulted in a figure is 2.00. Since the t-calculated is bigger than t-table, the null hypothesis (Ho) is rejected. Consequently the alternative hypothesis is accepted. It means that the use of collaborative strategic reading is able to help the students’ reading comprehension.

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