Applying Collaborative Strategic Reading Strategy in Improving Reading Comprehension Achievement of 7 th Grade Students at Buddhis Bodhicitta School

. This study attempts to explore the application of collaborative strategic reading strategy in improving reading comprehension achievement of 7 th grade students at Buddhis Bodhicitta School and difficulties faced by the students in learning it. The methodology used in this research is Classroom Action Research (CAR). The data of this research are the result of reading tests taken from pre-test I & II and supported by the results of the questionnaires. The subjects of the research are forty-four students of the seventh grade of Buddhis Bodhicitta School. The findings of the research are the mean of pre-test I is 54,3 and the mean of post-test I is 70,2, the mean of pre-test II is 73,6 and the mean of post-test II is 75. It is concluded that using collaborative strategic reading can improve students’ achievement in reading comprehension. Then, there are some difficulties faced by the students in learning reading comprehension such as difficult to get the point of the text in preview strategy, did not know the meaning of difficult words, wrote the text by using their own words, did not know how to wrap up the text, difficult to work in a group, and could not follow the instruction.

creatures. It is a communication media between speaker and listener or writer and reader. There is no human activity with no use of language. There are millions of languages in this world; one of them is the English language. Therefore, to know and to understand the English language whether it is spoken or written, we have to learn.
The English language has been considered as one of the most spoken languages in the world. Harmer (1983) states that however, every language has its own rules and uniqueness, English does too. English has four basic language skills. They are listening, speaking, writing, and reading skills.
Reading, as one of the language skills, has a very important role (Romli, 2014). According to Grellet (1981), reading is a construction process of guessing and an active process of deriving meaning. Reading is one of the most important foreign language skills. Students who learn the English language should comprehend the reading for several purposes. However, to comprehend and improve reading skills, it needs a suitable method. Carnie (1990) says that reading is the ability to get information from the text. The habit of reading also helps readers to receive new words or phrases which for sure will come across in their daily conversation. Harmer stated that "reading is not a passive skill. Reading is an active occupation. It involves many skills as guessing, predicting, checking, and asking oneself question".
Reading comprehension is defined as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language (Catherin, 2002). It is also a strategic process that can be taught. It means that a good reader is one who understands what they read and can interact with the text to get meaning from their reading.
From those statements above, it is understood that comprehension is the most important in reading. Since comprehension of the text is the principal goal in reading.
Comprehension or understanding in every reading activity is an important part of skill learning.
The readers must be able to read a text consisting of many sentences and select the main idea to which all the sentences refer. After the reader can comprehend what the most important thought is, they need to be able to identify the details that support the main idea. He must think about what they read to interpret the meaning as well as to get the factual information given. Yet, reading comprehension can be described as understanding a text that is read, or the process of constructing meaning from a text.
Good reading comprehension will be accomplished if learners have four reading abilities: determining the main idea, guessing word meanings, finding detailed information, and making inferences. Grabe and Stoller (2014) state reading as the ability to draw meaning from the printed page and interpret the information appropriately. They mention seven purposes of reading, which are: 1. Reading to search for simple information.
3. Reading to learn from the text. 4. Reading to integrate the information.
5. Reading to write (search information needed for writing).

Reading for general comprehension.
A readers' purpose determines how he treats a passage and which comprehension skills he uses.
Because what the readers get from reading also depends on what they bring to the reading of selection and the purpose for reading it.
The idea of this research comes from research by Agustiara (2014). According to Agustiara (2014) in her research at SMPN 13 Bandar Lampung, she found that the students still faced some problems and difficulties in answering the questions in English especially in answering the questions in reading comprehension exercise. The same case was found in the 7th Grade students of Buddhis Bodhicitta School. During the observation, it was found that there were some problems and difficulties faced by the students in their reading, such as: getting the idea or the main idea of the text, finding the important or specific information, finding the reference, and making an inference. The students also do not have the amount of knowledge in vocabulary.
This happened for the reading activity in the class only focused on asking students to read a text and answering the questions based on the text without facilitating them to comprehend texts properly. The lack of explanation and monotonous strategy used by the teacher discouraged students to comprehend reading. The other reason is that the writer also experienced those things above because the writer used to study at Buddhis Bodhicitta School and it has happened to most of the students.
Teacher's role is very important to improve the reading ability of the students to solve this problem. Teacher, as the facilitator, needs to have and select a suitable strategy to help the students in improving their reading skill.
In this research, the researcher applied the Collaborative Strategic Reading (CSR) strategy to comprehend a narrative text. Collaborative Strategic Reading is a collaborative strategy that teaches students to use comprehension strategies while working cooperatively (Klingner and Vaughn, 1999). According to Klingner, et al. (2004) Collaborative Strategic Reading helps students learn some specific strategies such as learning in cooperative environment ( work in a group), brainstorming and predicting (Preview), monitoring understanding (Click and Clunk), finding the main idea (Get the Gist), and answering questions (Wrap Up).
Collaborative Strategic Reading (CSR) was found and developed by Klinger & Vaughn (1999).
To improve the ability of reading comprehension, one of the available strategies suggested and being discussed here is used the Collaborative Strategic Reading (Klinger & Vaughn, 1999).
Collaborative Strategic Reading is a collaborative strategy that teaches students to use comprehension strategies while working cooperatively (Klingner and Vaughn, 2004). They add the characters feature of collaborative strategic reading are:

The four comprehension strategies
The strategies include :

Preview
Students preview the entire passage before they read each section. The goals of previewing are (a) for students to learn as much about the passage as they can in a brief period (2-3 minutes), (b) to activate their background knowledge about the topic, and (c) to help them make predictions about what they will learn. Previewing serves to motivate students' interest in the topic and to engage them in active reading from the onset.

Click and Clunk
Students click and clunk while reading each section of the passage. The goal of clicking and clunking is to teach students to monitor their reading comprehension and to identify when they have breakdowns in understanding.

Get the Gist
Students learn to "get the gist" by identifying the most important idea in a section of text (usually a paragraph). The goal of getting the gist is to teach students to re-state in their own words the most important point as a way of making sure they have understood what they have read.

Wrap up
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. 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).
Students are not only encouraged to work together in comprehending the text but also increasing their responsibility to get and understand the idea which was given by the text well by doing this activity. The teacher can do this by asking students to mention the elements of the task that will be used to determine the completion criteria.
By using this formation, the teacher can provide feedback on student performance, whether in the form of narrative reports or class reports. There are several techniques were used in obtaining the data; classroom action research, test (pre-test and post-test) and questionnaire.
In this research, the researcher wants to find out if collaborative strategic reading strategy can improve reading comprehension of 7 th grade students at Buddhis Bodhicitta School through Collaborative strategic reading strategy (CSR) strategy.

Research Method
This research followed the principal working of classroom action research (CAR) that contained four stages they are: planning, implementation of the action, observation, and reflection. It is relevant because the study focuses on a particular problem and a particular group of students in a certain classroom. According to Arikunto (2009), it is action research that is carried out at the classroom aimed to improve learning practice quality.
There are elements in CAR according to Kunandar (2008), which are: (1) Research is an activity to improve an object by using an appropriate methodology rules for getting data and information and then analyze to solve the problem. (2) Acting is an activity that is done for a certain purpose, in cycle sequence form activity. (3) Class is a group of students when at the same time, they receive the same lesson from their teacher.
The procedure of research was conducted by making the classroom action research method. The procedure of research has six meetings which are divided into two cycles. Each cycle has three meetings and involves four phases: planning, acting, observing and reflecting.

a. Planning
According to Arikunto (2010) in action planning, the researcher determined point or event get special attention to be observed, and then make the observation instrument to help the researcher record the class condition when the learning teaching occurs. In this phase, the researcher prepared the lesson plan for six meetings and the researcher also prepares assessment and the equipment that were necessary like a laptop or LCD and paper.

b. Action
Action is the implementation or application of design content in the class, which was used class action (Arikunto, 2010). The acting was the process of doing things. It was the implementation of planning. The researcher was flexible and welcome to the situation changing in the classroom.

c. Observing
It was a purpose to find out information on activities, such as the students" attitude during the teaching-learning process and to record how well the process of teaching and learning is. Thus, the observation was done through a questionnaire sheet.

d. Reflecting
Reflection is activities to restate what occurred (Arikunto, 2010). Reflecting was been a feedback process forms the action, which was done before. In this phase, the researcher reflected everything that was done. The reflecting process bases on the data: composition task, diary note, and interview sheet. Thus, based on the reflecting process, the second cycle was done. The second cycle was a revision of the first cycle.
This research was conducted at Buddhis Bodhicitta School which is located at Jl. Selam The researcher used the qualitative descriptive in this study. Data were collected from various sources and techniques such as using the reading test and questionnaires. In this research, the researcher distributed the reading tests to the students. They answered the questions according to the narrative text given in pre-test and post-test to answer the first research question.

a. Pre-test
The pre-test aims to find out the initial ability of the students in reading comprehension. The pre-test in this research was done by giving the students a reading test consists of 10 multiple choice questions and each correct answer will be rated 10. At last, the score of the students was calculated by using the statistical formula as following (Sudjana, 2005): X = X : the mean of students' score in the pre-test x : the score of students' in the pre-test f : the frequency of the students b. Implementation The researcher divided the students into 5 groups (one group will consist of 8 students and four groups will consist of 9 students). After that, the researcher taught the students reading comprehension by using the CSR technique steps: Preview, Click and Clunck, Get the Gist, and Wrap Up.

c. Post-test
The post-test was conducted after teaching. Post-test aims to find out whether the technique used could influence the ability of the students in reading comprehension or not. Post-test in this research was done by giving the students a reading test consists of 10 multiple choice questions and each correct answer will be rated 10. At last, the score of the students was calculated by using the statistical formula as following (Sudjana, 2005 From the researcher's observation, the students were difficult to answer some questions as they were focusing on some difficult words. Many of the students got a lower scores at the first meeting.

The Second Meeting
The researcher divided the students into 5 groups which 4 groups consist of 9 students in each group and 1 group consists of 8 students and the researcher taught the students with narrative In this meeting, students acted as good listeners and the students were able to find the ideas and the answers more easily. This meeting also lasted for 2x40 minutes.

The Third Meeting
The researcher did the post-test I with 2x40 minutes allocated time. She asked the students to answer the post-test about "Sangkuriang" which consists of ten multiple-choice questions. The purpose of doing the post-test is to find out whether the CSR technique improves the students' reading comprehension or not. The result is many of the students' post-test I score is higher than the pre-test I score.

Cycle 2
The activities which were done on the second cycle are based on the reflection of the first cycle.
The second cycle was the follow up to the first cycle.

The Fourth Meeting
The researcher asked the students to answer pre-test II. The title was "Please All And You Will Please None" consisting of ten multiple-choice questions with 2x40 minutes allocated time. The students were still difficult to answer some questions as they were focusing on some difficult words. But, many of the students' pre-test II score is higher than in pre-test I and post-test I.

The Fifth Meeting
After divided the students into 5 groups which 4 groups consist of 9 students in each group and 1 group consists of 8 students, the researcher taught the students with narrative texts which lasted for 2x40 minutes using Collaborative Strategic Reading technique steps.

The Sixth Meeting
The researcher did the post-test II with 2x40 minutes allocated time. She asked the students to answer the post-test about "The History of Jack and Beanstalk" which consists of ten multiplechoice questions. The purpose of doing the post-test is to find out whether the CSR technique improves the students' reading comprehension or not. The result is many of the students' posttest II score is higher than the pre-test II score.

The Result of Cycle 1
The Analysis of Pre-test I There were 44 students in the class and all of them attended the class on the day of the pre-test.
There were 3 students whose score was 40, 9 students whose score was 50, 8 students whose score was 60, 10 students whose score was 70, 12 students whose score was 80, and 2 students whose score was 90. The data in the table above can be calculated by using the following steps: Xa = Xa : the mean of students' score in the pre-test in cycle I x : the score of students' in the pre-test f : the frequency of the students The mean of students' score in pre-test is 54,3 ≈ 54 The Analysis of Post-test I There was 1 student whose score was 40, 3 students whose score was 50, 10 students whose score was 60, 14 students whose score was 70, 12 students whose score was 80, and 4 students whose score was 90.The data in the table above can be calculated by using the following steps: The Analysis of Pre-test II There were 3 students whose score was 50, 7 students whose score was 60, 12 students whose score was 70, 15 students whose score was 80, and 7 students whose score was 90. The data in the table above can be calculated by using the following steps: Xb = Xb : the mean of students' score in the pre-test in cycle II x : the score of students' in the pre-test II f : the frequency of the students The mean of students' score in pre-test is 73,6 ≈ 74 The Analysis of Post-test II There were 2 students whose score was 50, 7 students whose score was 60, 15 students whose score was 70, 12 students whose score was 80, 3 students whose score was 90, and 5 students whose score was 100. The data in the table above can be calculated by using the following steps: Yb : the mean of students' score in the post-test cycle II y : the score of students' in the post-test f : the frequency of the students The mean of students' score in post-test is 75 ≈ 75 The aim of determining the mean score was to know the average ability of students in the pretest and post-test. The writer found out that the mean score between the two tests in cycle 1 and cycle 2 was different. There is an improvement of students' ability in reading comprehension through Collaborative Strategic Reading (CSR) between pre-test I (before the action) and posttest I (after the action). There is also an improvement of students' ability in reading comprehension through Collaborative Strategic Reading (CSR) between pre-test II (before the action) and post-test II (after the action). Due to the improvements from cycle 1 and cycle 2, the writer concluded that Collaborative Strategic Reading is effective to improve students' reading comprehension even though the improvement is not significant.

The Analysis of the Questionnaire
The data is processed in the form of a frequency distribution table by using the formula: In which:   The table above shows more than half of the students (18,2% of the students strongly agree and 68,2% of the students agree) agree that "Click and Clunk" Strategy in Collaborative Strategic Reading facilitates them to understand reading the text. In Click and Clunk strategy, the writer asked students to underline difficult words which everyone in their group did not know the meaning of the words. Then, they have to guess the meaning of difficult words by reading them many times. Furthermore, the rest of the students (13,6%) state Click and Clunk did not help them to understand the reading text because when they read difficult words many times, they still could not find the meaning of the words.
"Get the Gist" Strategy in Collaborative Strategic Reading facilitates me to understand the reading text   According to the table above, it can be seen that some of the students (4,6% of the students strongly agree and 84% of the students agree) didn't face difficulties working in a group while most of the students (4,6% of the students strongly disagree and 6,8% of the students disagree) faced the difficulties working in a group.
Collaborative Strategic Reading Technique used by teacher help me in learning reading comprehension It can be seen from the table above that most of the students (13,6% of the students strongly agree and 68,2% of the students agree) felt easy answering the questions using the technique while the other 18,2% disagree about it.
The material taught become easier because of Collaborative Strategic Reading It can be seen that 86,4% of the students felt that the technique effective to improve their reading comprehension ability while 13,6% of the students felt that the technique didn't effective.

Conclusion and Suggestion
Based on the data from the tests, it could be concluded that using the Collaborative Strategic Reading technique in teaching reading could enhance students' reading comprehension. It was proved by the mean score of post-test I (70) and II (75) increased from the pre-test I (54) and II (74). There are some difficulties faced by the students in learning reading comprehension such as difficult to get the point of the text in preview strategy, did not know the meaning of difficult words, wrote the text by using their own words, did not know how to wrap up the text, difficult to work in a group, and could not follow the instruction.
The writer would like to propose some suggestions for those who are interested in this study. In teaching-learning process, especially in teaching reading, the teacher has to choose an appropriate technique to enhance students' ability because an appropriate method will enhance students' ability. So, the teacher should be active, creative and also innovative in teachinglearning process.