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