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The aim of this study is to identify the most effective strategy used for teaching reading skills, especially reading comprehension for students who had difficulty in comprehending reading texts. This study was designed as a quasi-experimental research. There were two groups in this study namely control and treatment groups. There were three variables which were used to be tested in study, namely PQ4R, Collaborative Strategic Reading, and Direct Instruction. The participants were Grade X of 1 Godean Senior High School who were selected by using cluster random sampling who has homogenous reading skills level. The qualitative data were collected by doing interview to the English teacher and observation in the class during the teaching and learning process. The quantitative data were collected by conducting pretest and posttest in the students’ reading skills, especially in reading comprehension. The result of the pretest and posttest analysis showed that there was difference in the participants’ reading comprehension achievement in those taught using PQ4R, Collaborative Strategic Reading, and Direct Instruction. The mean of pretest score of PQ4R group was 61,75 and the mean of posttest score was 71,63. The mean score of the Collaborative Strategic Reading group was 63,32 and the mean score of posttests was 75,50. The mean score of pretests of participants taught using Direct Instruction was 62,5 and the pretest was 68,38. Among the three teaching strategies, there was differences in the effectiveness in the students reading skills. Students taught using CSR showed more understanding in comprehending the text for they worked in small groups. Keywords—reading skills, CSR, PQ4R

PQ4R and Collaborative Strategic Reading: The Effectiveness on Reading Skills