ENHANCING ENGLISH READING COMPREHENSION SKILLS OF UPPER SECONDARY SCHOOL STUDENTS THROUGH COLLABORATIVE STRATEGIC READING INSTRUCTION

Abstract

This quasi-experimental research aims to 1) investigate the effectiveness of Collaborative Strategic Reading instruction on students’ English reading comprehension and 2) explore the satisfaction of students toward learning by using Collaborative Strategic Reading instruction. The sample group of this research was randomly selected 45 eleventh grade students who enrolled in the English Reading and Writing 3 (En32205) course in the first semester of academic year 2022 of Bandugwittaya School, Udonthani Province. The research instruments consisted of 1) reading comprehension test (pre-test and post-test), 2) three lesson plans, and 3) the questionnaire asking for the satisfaction of the students toward learning by using Collaborative Strategic Reading instruction. The data were analyzed by using means of standard deviation and t-test (Dependent Sample). The results showed that 1) students’ post-test scores after receiving collaborative reading instruction were higher than the pre-test scores at the significant level of .05, and 2) the satisfaction of the students toward learning by using Collaborative Strategic Reading instruction was at the high level. It can be concluded that students’ comprehension was improved and have a good attitude toward learning by using Collaborative Strategic Reading instruction.