Implementing Collaborative Strategy to Imrove Reading Comprehension the Eleventh Graders of Smk Kertha Wisata Malang

In this classroom action research, the researcher used the model of classroom action research developed by Kemmis and Mc Taggart (1999). There are four steps of teaching. Before doing those four steps, the researcher did reconnaissance step by observing the class situation and interviewing the class teacher and the students to know the problems. After knowing the problems, the researcher started to do the four steps of teaching they were planning, implementing, observing, and reflecting. The findings of this result showed that teaching reading comprehension using collaborative strategic reading improved the students` reading comprehension skill. In the first cycle the result was not satisfactory.  The students were still passive in class because they did not understand about the method and many of them still found difficulty in understanding the texts. Their mean score of the first cycle was under the MMC. The criterion of success is when students give good response to this method, and also get the mean score that reach the MMC. After implementing the second cycle, the researcher found that the students were more enthusiastic because they knew about the topics of the texts and enjoyed comprehending the texts using CSR. They felt that the method was not boring. Besides that, the students` mean score was 72.85. The second cycle succeeded and proved that the students` mean score improved. It was above the MMC.

hension is the s combining and their own d meaning. Mc. s that reading ing information bining different le. It means that an be described rting sentence, in discourse, ucture and then nding with one s not as easy as is a complex me difficulties ople when they through reading. ms to be too difficult for them bec conditions. The conditions the failure of understandi the sentences, the sentenc organization, and the lac concentration. Those pro faced by the students in the text. Students may no themselves, fail to unde relationship between the whole meaning of text. T frustrating and de-mo attitudes often make experience in reading. This is also support of researcher interview w before the research was done teacher explained that he in pair method, and it ma so bored and the result significant improvement (2019), 1 (2): 60-66 hp/journey VE READING RTHA WISATA n research developed those four steps, the the class teacher and tarted to do the four findings of this result proved the studentsè students were still still found difficulty C. The criterion of score that reach the students were more nding the texts using score was 72.85. The bove the MMC.
ISH IKIP BU Malang because of some tions here refer to anding the words, ntences 'unity and lack of interest or problems are often in comprehending not be able to read understand the the sentence and . This case will be motivating. Such ke unsuccessful supported by the result with the teacher s done . The class he just used work made students feel sult did not show a ent. The students were still difficult to underst and the meaning of the te teacher just used school book their learning process. In teacher only targeted to materials and exercises from The teacher also explaine students had low motivation English especially in re tended to be passive in students even did not have reading the text in front of The reason was that beca limited knowledge of vocabulary. Based on the fa researcher concluded that problems appeared due English vocabulary, low m learning English and ineffe of the English teacher To strengthen the re research, the researcher also class to observe the condi student. From the observati that some of the stude difficulties to do their task a it with their friends. Some ot were busy opening their di find the English words. At t class, the teacher asked the their work.
In conclusion, the rese many problems during the First, the teacher taught in a way. It was not interesting the students get bored. Thi help them to improve Second, the teacher was also because he only applied ac on the school book.
To overcome the reading above the researche collaborative strategy to students improve the comprehension. As it is Johnson (1987)  terials at students which generally ng able to decode ords correctly, (b) ving themes and and (c) reading ng of several cards. Each of the ontains one fix-up egies included in : (a) reread the unk and look for key re out the words sense, (b) reread nd after the clunk ook for a prefix or t might help, and part and look for ou know. 1. Cue ne the procedures ooperative learning udents of each step of CSR for each role. Eac with a corresponding cue explains the steps to be fulfill that role Learning learning logs serve two role documentation of learning, individual accountability tha cooperative learning, and guides for students.

Research Method
The research desig that research In research, t used class action research CAR model used here wa developed by Kemmis and (1999: 32). According to the implementation of the ac includes four steps. They ar problems and planning implementing the action a or monitoring the action, r result of the observation, the plan for the following st Related to the rese above, this research used qua obtained through obser interview. However, this used quantitative data resul because the researcher gav the end of every cycle students` improvement. Those to support the analysis of f CAR since the test result c the indications of whether comprehend the material

Acting Phase
In this step, conducted the action whi in the previous phase suc technique would be used would be chosen. In researcher applied collab method to teach in the While teaching the researcher also observed response to get the quali researcher also gave the the last meeting to suppor

Observing Phase
According to the Taggart (1999), the obser done while doing acting that the researcher also activity while doing obse acting, the researcher gave students. In this phase, th wrote all which happened and also carried out observa implementation of the class note focusing on the stude comprehension aspects. Whe the researcher noticed and the activities in the classroom

Reflecting Phase
The reflecting phas evaluation from three previ was done based on the data t collected to hold eva completing the action and result. After implementing t researcher obtained the st result. In this research, the 70. If the first cycle was unsuc is necessary to conduct the To determine the success researcher used qualitative from the observation a quantitative data taken from test.

Discussion
This classroom act was conducted in two cycle consisted of four steps; planni observing, and reflecting. T of SMK Kertha Wisata. Eve conducted in 7 meetings test. In every last meeting, t conducted the test to f improvement of student capability. The descript findings and the interpreta cycle would be explained as f

The Result of Observing Cycle
While implementing researcher observed the learning process and made was about class situation, response to the method researcher used and the si they comprehended the readi Related to the students4 0% of the students we class and paid attention w that the teacher used. them were still passive attention when the resea the lesson materials. Th chat with their friends, and manage them. When the the students to conclude only half of the enthusiastically while the still kept silent and looked c Related to com reading text, 30% of the able to do it without m while 70% students fou do it. They still foun finding the meaning eve cards. They still got diffic idea of the text. These were still passive wh difficulty in understandi and often finished their w the work of other friends groups.

The Reflecting of the Fir
In this phase, evaluated and revised the steps to get accurate dat result of the first cycle, analyzed the data that the In the process of researcher found that the already gave them som they did not improve reading comprehension c of the students found understanding the text, vocabulary. They felt bor method that the class te implementing the techni one, the researcher found students felt happy in process because they got and teacher. Some of th active in following the me of them still found (2019), 1 (2): 60-66 hp/journey nts` response, only were active in the on with the method d. While 60% of ve and gave less searcher delivered They preferred to nds, and it was hard to the researcher led ude the materials, them answered the rest of them ooked confused.
comprehend the the students were t many obstacles, ound difficulty to ound difficulty in even with clunk fficulty to find the hese 70% students hen they faced nding the method r work by copying nds from different First Cycle , the researcher the topic and the data. To know the le, the researcher the researcher got. interview, the the class teacher some methods, but ove the studentsò n capability. Most ound difficulty in t, and had limits t bored with the ss teacher gave. In hnique, in cycle found that the in the learning got new method the students were method, but many ound difficulty in understanding the text. It coul from their learning log implementing the techni researcher gave the test in cycle one, and the resear result score. The studentsẁ as 64.64, while the MMC means that the first unsuccessful.
Related to the resul researcher needed to conduc cycle. Because the student was not satisfactory, they st difficulty in understanding and reading text. Moreover, mean score was still under t Mastery Criteria (MMC). I cycle, the researcher gave ne and revised the activities the students to participa learning process.

The Findings of the Secon
The second cycle w based on the result of cycl the result from observation the quality was still low, it w conduct the second cycle improve the students` c reading comprehension. cycle was conducted on O 2018. The Second cycle was i the collaborative strate method in teaching comprehension. In the second researcher still used CSR difference between cycle one two was that the researche activities and topics. For c researcher revised the steps different topic, the t Indonesian stories, ordered to bring their dictionaries, sc time for the students to assignment in every meet researcher also prepared the in the end of cycle two t data. sult above, the duct the second udents` response still found ing the method er, the studentsè r the Minimum ). In the second e new materials s to encourage ipate more in ond Cycle was conducted ycle one. When ion showed that , it was needed to cle in order to capability in . The second n October 12th s implementing ategic reading ing reading econd cycle, the R method. The e one and cycle cher revised the r cycle two, the ps and prepared topics were red the students s, scheduled the to submit their eeting, and the the second test o to collect the

The Observing of the Se
The observing in showed the better re previous cycle. In the se students were more comprehending the reading CSR. The students partic the learning process espe groups during comprehe They cooperated very we The students were also answering the questions teacher. They did not fac finding the main ideas be them already understood In this cycle, the studentsì mproved day to day researcher gave more d and feedback. They were ask when they faced comprehending the tex result on the second cy than the first cycle.

The Reflecting of the Se
The reflection of research (CAR) was ca getting the result of the know the result of the se researcher analyzed the obtained and found from steps to know the diffe first cycle`s and the results.
According to the evaluation done by the the English teacher, it coul that collaborative stra method was appropr implemented to improve reading comprehension case, every action was pla possible so that teaching accomplished. The st enthusiastic. It was eas understand the texts and were more confident to because CSR not only (2019), 1 (2): 60-66 hp/journey Second Cycle in second cycle result than the second cycle, the enthusiastic in ding text by using rticipated more in especially in their ehending the text. well in this cycle. lso interested in stions from the face difficulties in s because most of ood about the text.
nts` daily exercise day because the detail correction ere not reluctant to ed problems in text. The finding ond cycle was better Second Cycle on of class action carried out after he second test. To second cycle, the the data that she rom the previous difference between he second cycle`s the results of the he researcher and could be assumed strategic reading opriate to be ove the studentsò n skill. In this s planned as well as ng goals could be students were easy for them to and the students to read the texts only help them to understand the text well, but them to be brave in readi loudly. The problems that t faced in implementing the the students` weakness in limited knowledge of vocabulary.
In the interview to the the last meeting after impl technique, the students sta technique made them improve their reading com skill, especially in under reading texts. In addition, was also interesting and students could work coope researcher always had the st the correct word spelling and past forms. In the end, the said that CSR method was t method to teach reading com It was able to improve capability in reading. It coul from the last test result.
The result of the test showed that the mean students improved. The m the students in the first cyc After CSR method was impl second cycle, the studentsẁ as 72.85. It proved that mean score improved afte cycle was conducted. T mean score was above the Mastery Criterion (Kriteria Minimal/KKM). The MMC Therefore, the researcher conducting the classroom ac (CAR). Related to the result of t above, it could be conclude researcher got good response reading by using CSR method.

Conclusion
Collaborative strate (CSR) is an excellent teac for teaching studentsc omprehension, building voc rategic reading eaching method nts` reading ng vocabulary and also working together (Klingner, 1998). CSR i to improve students` rea the students become learning process, because is that students work in arranged activity. This m of four comprehension students apply before, d reading in small coop They are; preview (before and clunk (during reading (during reading), and w reading). The used of CS to improve their readi through some steps of CS In this research implementing CSR on the not successful, because m were still passive and understanding the method. mean score also still unde Here fore, the researcher second cycle and succeed result. The students enthusiastic and i comprehending the text usi students also giving good not being reluctant to ask they faced problem in le Besides that, the studen achieved 72.85 which in researcher succeed in CSR.
her cooperatively is good method reading skill with e the centre of use the way to do k in groups on an s method consists on strategies that , during and after ooperative groups. ore reading), clink ding), get the gist nd wrap up (after CSR help students eading capability CSR. h the process of on the first cycle is use most of students nd felt difficult in ethod. Their testù nder the MMC. her conducted the eed with the better nts were more interested in t using CSR. The good response by ask question when n learning process. udents` mean score h indicated that the in implementing