Progressive outcomes of collaborative strategic reading to EFL learners

Abstract

     This study aimed to discover the effects of using Collaborative Strategic Reading (CSR) in teaching reading to EFL learners. The method used in this study was experimental research which referred to the true experimental design through tests and a questionnaire as data collection instruments. The questionnaire consisted of items to gain the students' responses toward 3 categories of Collaborative Strategic Reading (CSR) implementation on their reading ability, namely: instruction, procedure, and impact. In total, 67 students in a senior high school in Banda Aceh were involved as participants (32 students in the experimental group and 35 students in the control group). The data were analyzed using the mean, standard deviation, and Z-test percentage. The Z-score between the experimental group and control group was 2.37. The critical value of the Z-score for 68 degrees of freedom was 2.01 at the .05 significance level. Therefore, the critical value of the students' Z-score (2.37) was significant at the .05 level. This indicated that the students who were taught reading using CSR achieved better scores than those who were taught using the non-CSR approach. The results of the questionnaire further showed that more than 80 percent of the students gave vastly positive responses in relation to CSR classroom implementation. This approach not only helped them to develop their reading skills, but also produced positive outcomes in their social relationships and interactions in the classroom.