THE EFFECT OF COLLABORATIVE STRATEGIC READING ON THE EIGHTH-GRADE STUDENTS’ READING COMPREHENSION

Renata Fatrisia Destari, Tri Rositasari, Nadya Rezkhita Dwiana, Dwi Rara Saraswaty, Finza Larasati

Abstract


This study investigated the effect of Collaborative Strategic Reading (CSR) on the reading comprehension of eighth-grade students at SMP Muhammadiyah 7 Palembang. A quasi-experimental pretest-posttest design was used with 50 students from two intact classes, comprising 25 students in the experimental group and 25 in the control group. The experimental group received CSR-based instruction for eight meetings, while the control group received conventional instruction. Data were collected using a 25-item multiple-choice reading comprehension test with a reported Cronbach’s alpha of 0.935. The experimental group’s mean score increased from 40.00 to 79.84, whereas the control group increased from 53.76 to 73.04. An independent-samples t-test showed a statistically significant difference between the posttest scores, t(48) = -3.825, p < .001. The findings indicate that CSR was associated with higher reading comprehension performance in the studied context.


Keywords


Collaborative Strategic Reading (CSR); reading comprehension; recount text; EFL reading; junior high school

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References


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DOI: https://doi.org/10.32502/ecj.v10i2.11602

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