Enhancing Reading Comprehension Through Collaborative Strategic Reading (CSR): A Quasi-Experimental Study at SMAN 3 Takengon

Ricki Ayudiwa

Abstract


This study investigates the effectiveness of This study investigates the effectiveness of Collaborative Strategic Reading (CSR) in enhancing students’ reading comprehension in an EFL (English as a Foreign Language) context. The research was conducted at SMAN 3 Takengon using a quasi-experimental design involving 34 eleventh-grade students, divided into experimental and control groups. The experimental group received instruction through the CSR strategy, while the control group was taught using conventional reading methods. CSR is a cooperative learning technique that integrates four key strategies: Preview, Click and Clunk, Get the Gist, and Wrap-Up. These strategies are applied before, during, and after reading to help students activate prior knowledge, monitor understanding, extract main ideas, and reflect on key points. CSR also assigns specific roles to students in small groups, promoting peer collaboration and responsibility in the learning process. Data were collected through pre-tests and post-tests composed of multiple-choice questions to assess reading comprehension. The results were analyzed using an independent samples t-test. The findings revealed that students in the experimental group showed significantly greater improvement than those in the control group (tcount = 7.2 > ttable = 1.70, α = 0.05). This indicates that CSR had a substantial impact on students' reading comprehension performance. In conclusion, CSR proves to be an effective instructional strategy to foster reading skills, encourage active learning, and increase engagement among EFL students. The findings support the integration of CSR in English language classrooms to enhance reading outcomes, especially in contexts where reading motivation and comprehension levels are relatively low.

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