ROLE OF COLLABORATIVE STRATEGIC READING IN POST-PANDEMIC EFL READING CLASS: A QUASI-EXPERIMENTAL STUDY
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Keywords

Collaborative reading
collaborative strategic reading
reading proficiency
reading comprehension
post-pandemic learning

How to Cite

HERDA, R. K., MARGANA, M., & PUTRO, N. H. P. S. (2023). ROLE OF COLLABORATIVE STRATEGIC READING IN POST-PANDEMIC EFL READING CLASS: A QUASI-EXPERIMENTAL STUDY. Issues in Language Studies, 12(2), 211–226. https://doi.org/10.33736/ils.5491.2023

Abstract

The transition of learning mode from online to offline in this post-pandemic era affects

the EFL struggling students’ achievement in the reading context. This quasi-experimental

study with a One-Group Pretest-Posttest design was intended to know the significant

difference between the mean scores of the pretest and the posttest in reading obtained

using Collaborative Strategic Reading (CSR) and reveal students’ reflections on using CSR

in the reading classroom. Sixty-eight students in a senior high school in Indonesia were

involved as participants. Data were collected through pretest-posttest and a

questionnaire. The pretest and posttest results indicated that using CSR as a reading

strategy significantly improved students’ reading skills in collaborative nuance. The

students' perspectives on using CSR were positive since they felt highly motivated to

practice reading collaboratively, where each reading phase has a relevant strategy,

namely, Preview, Click and Clunk, Get the Gist, and Wrap up. Integrating CSR into reading

may have positive pedagogical impacts for EFL teachers who want to try CSR in teaching

reading in this post-pandemic nuance since it eliminates students' anxiety in the transition

of learning mode after the COVID-19 outbreak.

https://doi.org/10.33736/ils.5491.2023
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