Unveiling the Power of Collaboration: Collaborative Strategic Reading in Enhancing Undergraduate Reading Comprehension
DOI:
https://doi.org/10.33394/jo-elt.v12i2.16462Keywords:
Collaborative strategic reading, Reading comprehension, Undergraduate learningAbstract
This study investigates the effects of Collaborative Strategic Reading (CSR) on undergraduate students’ reading comprehension. A convergent parallel mixed-methods design was employed, involving 30 purposively selected undergraduate students (11 males and 19 females, aged 18-20) enrolled in reading comprehension courses. Data were collected using reading comprehension tests and questionnaires, and were subsequently analyzed with SPSS to evaluate the impact of the CSR intervention. The results demonstrated a statistically significant improvement in students’ reading scores, as evidenced by a t-test result at the 0.05 significance level (p = 0.000 < 0.05). These findings confirm the effectiveness of CSR as an instructional strategy for enhancing reading comprehension. Students particularly commended CSR’s straightforward structure and ease of adaptation into the curriculum. Thus, the study concludes that CSR not only sharpens academic reading but also increases motivation to engage in reading. This study seeks to close the gap between theoretical research and practical teaching approaches, showcasing the need for the implementation of CSR in higher education.
References
Aldossary, K. (2024). Evaluating the effectiveness of collaborative strategic reading on EFL female university students’ reading comprehension. Forum for Linguistic Studies, 6(6), 785–799. https://doi.org/10.30564/fls.v6i6.7544
Alqarni, F. (2015). Collaborative strategic reading to enhance learners’ reading comprehension in English as a foreign language. Academic Journal of Interdisciplinary Studies, 4(1), 161–166. https://doi.org/10.5901/mjss.2015.v4n1p161
Amjadi, A. (2024). Extending the efficacy of collaborative strategic reading (CSR) in teaching reading strategies: A socio-cultural emotional perspective. Language Teaching Research, 28(2), 714–748. https://doi.org/10.1177/13621688211011501
Amumpuni, R. S., Hartono, R., Rukmini, D., & Haryanti, R. P. (2022). Teaching reading using Zoom: Students’ perception of reading class through Zoom. International Conference on Science, Education and Technology, 1(1), 1039–1043.
Amumpuni, R. S., Hartono, R., Rukmini, D., & Haryanti, R. P. (2024). Collaborative strategic reading as solution to enhance students’ reading comprehension skills: Is it effective? Proceedings of the UNNES-TEFLIN National Conference, 6(1), 472–478.
Ardiana, A., Widiastuti, N., & Putri, R. N. (2024). Improving the students’ reading comprehension in narrative text through patterned partner reading. Exposure: Jurnal Pendidikan Bahasa dan Sastra Inggris, 4(2), 140–150. https://doi.org/10.26618/ejpbi.v4i2.923
Ardiana, K., Putra, K. A., & Drajati, N. A. (2024). Teacher beliefs on collaborative strategic reading in TOEFL preparation course: A case study. JOLLT Journal of Languages and Language Teaching, 12(4), 1800–1814. https://doi.org/10.33394/jollt.v12i4.12535
Aritonang, R., & Swondo, A. (2021). The effect of using collaborative strategic reading (CSR) on students’ reading comprehension. MELT Journal, 6(1), 31–53.
Azizah, W., Amiza, E., Dewi, M. P., & Syahrul, S. (2024). The effect of using collaborative strategic reading (CSR) toward students’ reading comprehension at eleventh grade of SMA Negeri 1 Banuhampu. Education Achievement Journal of Science and Research, 5(2), 416–422. https://doi.org/10.51178/jsr.v5i2.1929
Bilici, O. U., Subasi, G., & Dolgunsoz, E. (2023). The effects of strategy training on the use of global reading strategies: Implications from think-aloud and eye-tracking data. Turkish Online Journal of Distance Education, 24(3), 1–20. https://doi.org/10.17718/tojde.1097449
Buphate, T., & Esteban, R. H. (2022). Using ideation discussion activities in design thinking to develop EFL students’ speaking and critical thinking abilities. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 682–708.
Chowdhury, S., & Ara, R. (2021). Non-native English-speaking graduate students still face significant disadvantages. MIT Faculty Newsletter, 33(4). https://doi.org/10.5555/mitfn.v33i4.5678
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE.
Creswell, J. W., & Park, V. L. P. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
Fithriyah, N. L., Nasih, A. M., & Suryati, N. (2022). The effect of collaborative strategic reading (CSR) on Muhammadiyah University students’ reading comprehension and their perceptions. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 7(3), 90–99. https://doi.org/10.17977/jptpp.v7i3.15200
Herda, R. K., Setiawan, T., & Principe, R. A. (2023). Investigating the implementation of collaborative strategic reading (CSR) in EFL context: Proficiency and perspectives. LLT Journal: Journal on Language and Language Teaching, 26(2), 469–479. https://doi.org/10.24071/llt.v26i2.6408
Hermida, R. (2023). The use of collaborative strategic reading (CSR) in English reading comprehension class: A study among undergraduate students in Aceh. Accentia, 3(1), 27–38. https://doi.org/10.37598/accentia.v3i1.1710
Khonamri, F., & Karimabadi, M. (2015). Collaborative strategic reading and critical reading ability of intermediate Iranian learners. Theory and Practice in Language Studies, 5(7), 1375–1382. https://doi.org/10.17507/tpls.0507.09
Mendieta, J., Múnera, L., Olmos, T., Onatra, C., Pérez, P., & Rojas, E. (2015). Fostering reading comprehension and self-directed learning in a collaborative strategic reading (CSR) setting. Íkala, 20(1), 15–42. https://doi.org/10.17533/udea.ikala.v20n1a02
Mohseni, F., Seifoori, Z., & Ahangari, S. (2020). The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension. Cogent Education, 7(1), 1–22. https://doi.org/10.1080/2331186X.2020.1720946
Moore, B., Boardman, A. G., Smith, C., & Ferrell, A. (2019). Enhancing collaborative group processes to promote academic literacy and content learning for diverse learners through video reflection. SAGE Open, 9(3), 1–15. https://doi.org/10.1177/2158244019861480
Mustapha, R., & Zoghi, M. (2010). Collaborative strategic reading with university EFL learners. Journal of College Reading and Learning, 41(1), 67–94.
Nurdiana, N., Afrizal, A., & Puspita, M. (2024). The efficacy of collaborative strategic reading in enhancing narrative text comprehension among tenth-grade learners. Jurnal Bahasa dan Sastra, 11(3), 158–166. https://doi.org/10.24036/jbs.v11i3.126109
Nurhalimah, N., & Najoan. (2022). Students’ reading habit and their reading comprehension in learning English. Marco International Journal of Social Science, 1(9), 805–822. https://doi.org/10.55927/marcopolo.v1i9.6587
Putri, L. A., & Yuliana, R. (2021). Improving reading comprehension ability through collaborative strategic reading technique application. Jurnal Ilmiah Publipreneur, 9(1), 41–46. https://doi.org/10.46961/jip.v9i1.266
Rajaei, A., Talebi, S. H., & Abadikhah, S. (2020). The effects of collaborative and non-collaborative approaches to teaching reading strategies on Iranian EFL learners’ reading comprehension and attitude toward reading. Íkala, 25(1), 55–73. https://doi.org/10.17533/udea.ikala.v25n01a05
Ratanaruamkarn, S., Sakulku, J., & Udomkit, C. (2023). The challenges of being a non-native English speaker in academia. Editage Insights. https://doi.org/10.5555/editage.v1i1.1234
Sa’adah, U. M., Faridi, A., & Hartono, R. (2023). The effectiveness of collaborative strategic reading (CSR) and think, predict, read, and connect (TPRC) strategies to teach reading comprehension. International Journal of Research and Review, 10(3), 196–205. https://doi.org/10.52403/ijrr.20230323
Saputra, M. D., Joyoatmojo, S., Wardani, D. K., & Sangka, K. B. (2019). Developing critical-thinking skills through the collaboration of Jigsaw model with problem-based learning model. International Journal of Instruction, 12(1), 1077–1094. https://doi.org/10.29333/iji.2019.12169a
Sarshogh, M., Rezvani, E., & Karimi, F. (2024). Effects of collaborative strategic reading (CSR) on EFL learners’ reading comprehension, reading motivation, and metacognitive awareness. Innovare Journal of Education, 12(1), 34–40. https://doi.org/10.22159/ijoe.2024v12i1.50053
Siahaan, L. H., Rahmat, A., & Nuruddin. (2022). Collaborative strategic reading effect on reading comprehension by considering learners’ cognitive styles. English Review: Journal of English Education, 10(2), 707–712. https://doi.org/10.25134/erjee.v10i2.6330
Sulistyani, S., Khoiriyah, K., Wicaksono, A., & Aji, M. P. P. (2022). Collaborative strategic reading (CSR) and its influence on students’ reading comprehension. Journal of English Education and Teaching, 6(3), 367–378.
Topalov, J. (2023). Effectiveness of cooperative grouping in developing reading skills of university-level EFL learners. Journal of Language and Education, 9(1), 139–152. https://doi.org/10.17323/JLE.2023.12399
Vaughn, S., Roberts, G., Klingner, J. K., Swanson, E. A., Boardman, A., Stillman-Spisak, S. J., Mohammed, S. S., & Leroux, A. J. (2013). Collaborative strategic reading: Findings from experienced implementers. Journal of Research on Educational Effectiveness, 6(2), 137–163. https://doi.org/10.1080/19345747.2012.741661
Wui, M. G., & Aziz, A. (2022). Teaching reading comprehension strategies in descriptive text. JELTIS: Journal of English Language Teaching, Linguistics, and Literature Studies, 1(2), 121–130. https://doi.org/10.5555/jeltis.v1i2.1671
Yon, A. E., Halimah, & Nuraida, I. (2024). The effectiveness of collaborative strategic reading (CSR) in improving students’ reading comprehension. Journal of Language Teaching and Research, 15(4), 1292–1302. https://doi.org/10.17507/JLTR.1504.27
Zoghi, M., Mustapha, R., & Rizan, T. N. (2014). Collaborative strategic reading with university EFL learners. Journal of College Reading and Learning, 41(1), 67–94. https://doi.org/10.1080/10790195.2010.10850336
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Rengganis Siwi Amumpuni, Rudi Hartono, Dwi Rukmini, Rahayu Puji Haryanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities “tacitly or explicitly“ of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and publishing agreement.
Copyright
Authors who publish with Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
- Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1.jpg)
