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.