Collaborative Strategic Reading (CSR) to Improve Students’ Achievement in Reading Comprehension

Abstract

Reading is the most important activity in any language class, not only as a source of information and a pleasurable activity, but also as a means of consolidating and extending one’s knowledge of the language. In this case, the teaching of reading is essential for preparing students with the basic reading skill in order to be able to gain information and knowledge from any reading text. In the process of learning, the central goal of reading is to develop learners’ comprehension. In this case, the researcher proposes Collaborative Strategic Reading (CSR) as a technique of teaching reading in general English classes. The researcher formulates the statement of the problems in the form of questions as: (1) is there any significant improvement of students’ achievement in reading comprehension after being taught by using Collaborative Strategic Reading (CSR)? (2) How do the students respond to Collaborative Strategic Reading (CSR) in the teaching of reading comprehension?. Since the present study is to measure the effect of Collaborative Strategic Reading (CSR) towards the students’ reading comprehension achievement, it is classified into quantitative research. Here, the researcher collected numerical data by comparing the results of pre-test and post-test between two groups of experimental study – control and experimental groups. The data is used to investigate whether there is a significant increase in students’ reading comprehension achievement after being given the Collaborative Strategic Reading (CSR) treatment in reading class. After the data of this research was found to be distributed normally, through the calculation of the normality test, there was also a need to identify the homogeneity of the data of the whole scores of the test for both experimental and control groups. The results of the calculation of the t-test indicate that the score of the tvalue is bigger than ttable (2.18 > 2.021). This means that there is a significant improvement in the students’ achievement after they were treated using Collaborative Strategic Reading (CSR) strategy when studying reading comprehension in the classroom. The results of the analysis of the students’ response to the application of Collaborative Strategic Reading (CSR) strategy in the teaching learning activities in the classroom provide a strong preference for the students study reading comprehension using Collaborative Strategic Reading (CSR) strategy. Since this current study is an action research, it is advisable that future researchers could follow up the results of this study for the development of similar research in the field of teaching methods and strategies. This is strongly suggested because there is still plenty of problems and the essences of Collaborative Strategic Reading (CSR) strategy that need to be uncovered. It is also important to see how Collaborative Strategic Reading (CSR) could be applied in the other language skills, not only for the students of the tertiary education but also at the secondary education.