article review 2

Progressive outcomes of collaborative strategic reading to EFL learners

CSR was found to increase the experimental students' scores in reading comprehension from the beginning to the end of the experiment. It further ascertained that the students from the experimental group gained higher scores that those from the control group who were taught using a non-CSR approach. Additionally, the students from the experimental group gave positive responses towards the implementation of CSR in their class. This approach fostered them with constructive effects not only on their academic achievement, but also on their social relationships among peers. Therefore, we recommend that English teachers, especially in countries that treat English as a foreign language, use the CSR approach as a focal and alternative point in teaching reading comprehension to their students. This approach is realized as being a flexible set of strategies that lead students to work collaboratively alongside teachers as their guide. Furthermore, CSR helps students to grasp the content of their reading and to improve their understanding to assist them to become more thoughtful and purposive readers. Due to the limitations of this study (that is, the number of students involved, the time limitation, and the number of treatments carried out), the writers suggest that other researchers who intend to conduct similar studies should opt for wider population samples, such as extending the subjects to more junior high schools in comparative studies

or even to those at university level. More treatments could involve observations and in-depth interviews with every subject being advised to gain more concentrated data on the implementation of CSR in teaching reading.