THE EFFECTIVENESS OF COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ CRITICAL READING AND VOCABULARY KNOWLEDGE IN RECOUNT TEXTS

NESTITI LINTANG PERTIWI, 1880510230009 and SUSANTO, 197308311999031002 and ARINA SHOFIYA, 197705232003122002 (2025) THE EFFECTIVENESS OF COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ CRITICAL READING AND VOCABULARY KNOWLEDGE IN RECOUNT TEXTS. [ Thesis ]

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Abstract

Critical reading skills play an important role in helping students understand, interpret, and evaluate texts. However, many students still experience difficulties in critical reading due to limited vocabulary. Critical reading and vocabulary knowledge are interrelated, so effective strategies are needed to improve them. One of the methods that can be used is Collaborative Strategic Reading (CSR), which allows students to work together in analyzing and evaluating text through several stages, namely preview, click and clunk, get the gist, and wrap up. This research aimed to verify the effectiveness of CSR in improving students' critical reading skills and vocabulary knowledge in recount texts. The problem formulations in this research were: 1) Is there any significant differences scores on students' critical reading skills in recount text of the class taught by using the Collaborative Strategic Reading and the class taught by using Non-Collaborative Strategic Reading? 2) Is there any significant differences scores on students' vocabulary knowledge in the recount text of the class taught by using Collaborative Strategic Reading and the class taught by using Non-Collaborative Strategic Reading? 3) Is there any significant influence of Collaborative Strategic Reading (CSR) on students' critical reading and vocabulary knowledge? This research used quantitative approach with a quasi-experimental design. The sample consisted of two classes of VIII students at MTsN 5 Kediri which were divided into an experimental group (36 students) and a control group (35 students). The sample was selected through purposive sampling. The research instruments were a critical reading test (20 multiple choice questions) and a vocabulary test (40 multiple choice questions), which were carried out before (pre-test) and after (post-test) the treatment. Data analysis used the Mann-Whitney test to compare the difference in scores between the experimental and control groups and the Multivariate Generalized Linear Model (GLM) to measure the influence of CSR. The results showed that: (1) The average critical reading score of experimental group was (76.53) and it was higher than that of the control group (64.43), with a significance value of 0.001 (< 0.05). It indicated that there was a significant difference score on students’ critical reading in recount text of the class taught using CSR and the class taught by using Non-CSR; (2) The average score of vocabulary mastery in the experimental group was (75.17), and it was higher than the control group (57.06), with a significance value of 0.002 (< 0.05). It indicated that there was a significant difference score on students’ critical reading in recount text of the class taught using CSR and the class taught by using Non-CSR; (3) The results of the Multivariate GLM test showed a significance value of 0.000 (< 0.05), which indicated that CSR has a significant influence on students' critical reading skills and vocabulary knowledge. Thus, this research concluded that CSR was effective in improving students' critical reading skills and vocabulary knowledge in recount texts. These findings emphasize that the implementation of CSR in English classes can contribute as a strategic approach to improve students' critical reading and vocabulary development simultaneously.

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