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This study was conducted to investigate the effectiveness of Collaborative Strategic Reading (CSR) in enhancing students’ reading comprehension. Pre-experimental research was applied in the form of one group pre-test/post-test design to understand the influence of CSR on the students’ reading comprehension. Study participants included 30 English as a Foreign Language (EFL) students in their second semester of study in the English Department of a West Java private university. This sampling was determined through purposive sampling. The data for the research question of this study was collected through two test instruments - a pre-test and a post-test - with each consisting of 50 questions in each test in the form of multiple choice and observation. Both tests contained questions based on the five indicators of Barrett's taxonomy: literal comprehension, reorganization, inferential comprehension, evaluation, and appreciation. The study applied a gain-score calculation in which the average N-gain score is 61.38. The results showed that the Sig. (2-tailed) value was 0.000 <0.05. Therefore, based on the decision-making criteria, it can be concluded that there is a significant difference between learning outcomes in the pre-test data and post-test data. This means that the implementation of CSR is quite effective in enhancing the students’ reading comprehension competence.
E. et al. (Mon,) studied this question.