This research aims at revealing: (1) whether or not Collaborative Strategic
Reading (CSR) strategy is more effective than lecturing strategy in teaching content area
reading comprehension; (2) whether the students who have high intelligence have better
content area reading comprehension ability than those who have low intelligence; and (3)
whether there is an interaction between teaching strategies and intelligence in teaching
content area reading.
This experimental research was carried out in MAN 1 Bojonegoro in the academic year of
2012/2013 from September to November 2012. The population was the first semester of
Rintisan Madrasah Bertaraf Internasional (RMBI) students in the academic year of 2012/2013.
The number of population was three classes (72 students) that consisted of XI-Bilingual 1, XI-
Bilingual 2, and XI-Bilingual 3. The samples were XI-Bilingual 2 as the experimental group and
XI-Bilingual 3 as the control group. Each group consisted of 24 students. The experimental
group was treated by using Collaborative Strategic Reading (CSR) Strategy, while the control
group was treated by using Lecturing Strategy. The post-test was conducted in form content
area reading comprehension test. Before the content area reading comprehension test was
administered to the both groups, it was firstly tried out to non-sample class to know the
validity and the reliability of the test. Then, the data from the post-test were described using
descriptive statistics and were tested their normality and homogeneity. It was found out that
the data were in normal distribution and homogeneous. After that, the data were analyzed
using ANOVA and Tukey test.
The data analysis shows that: (1) Collaborative Strategic Reading (CSR) Strategy is more
effective than Lecturing Strategy in teaching content area reading; (2) Students with high
intelligence have better content area reading comprehension ability than those having low
intelligence; and (3) There is no interaction between teaching strategies and intelligence in
teaching content area reading.
Collaborative Strategic Reading (CSR) is an effective strategy in teaching content area reading
for both high and low intelligence students. Therefore, it is recommended that: (1) teachers
should be well-trained in using Collaborative Strategic Reading (CSR); (2) the students need to
get accustomed to learning reading in content areas (science and social study); (3) the school
needs to upgrade teachers’ competence; and (4) future researchers may conduct replication
research with different sample and condition
