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.

Keywords

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