COLLABORATIVE STRATEGIC READING IN TEACHING COMPREHENSION SKILL

Abstract

The purpose of this mix method study was to investigate the extent to which Collaborative Strategic Reading (CSR) serves as an instruction in teaching reading skill developing students' targeted comprehension skills. This study was conducted to 42 participants of eight-grade in one of junior high schools in Sumedang, West Java, Indonesia. The data were collected through observation, students' learning logs, and comprehension tests. The data analysis was conducted in several steps, including statistical analysis of pre- and post-test using Wilcoxon signed-ranked test, students learning logs, and observation. The findings of the study indicated that CSR developef three out of seven comprehension skills, namely Brainstorming, Predicting, and Identifying clunks (problems). In addition, students syllabus-targeted comprehension skills were also improved, particularly answering detailed questions and contex-driven vocabulary meaning. Moreover, collaborative working through peer interaction appeared to foster students' active engagement in group discussion. The implication of this study was that CSR seemed to be beneficial to be implemented in teaching English reading since this method was relatively comprehensive. However, during the implementation, teachers had to adjust this learning model with students condition and competence.