The Effect of Using Collaborative Strategic Reading and Personality Toward Students’ Reading Comprehension at Grade XI of Social Science at SMAN 7 Padang.

This research was a kind of experimental research. It was conducted at SMAN 7 Padang. This research is aimed at testing the effectiveness of Collaborative Strategic Reading and students’ personality (extrovert and introvert) compared to conventional technique in improving students’ reading comprehension of analytical exposition, narrative and spoof texts. Collaborative Strategic Reading can be used as an alternative teaching technique in teaching analytical exposition, narrative and spoof texts. This research was classified into quasi experimental study with factorial design 2X2 which was done for 5 weeks (9 meetings) to the students of grade XI of social science at S MAN 7 Padang that consisted of 36 students for control class and 36 students for experimental class. At the end of the research, the students in both experimental and control class were given a posttest of reading comprehension that was used as the data of the research in order to compare the mean score of the two classes. Besides, personality questionnaire was also used as the data in order to find out the effect of personality as the moderator variable toward the students’ reading comprehension. The result of this research showed that (1) Collaborative Strategic Reading (CSR) gave significant effect toward students’ reading comprehension compared with conventional technique that is usually used by the teacher in teaching reading. The result showed that t-observed was 5.76 higher than t-table which was 2.06, (2) extroverted students who were taught by using CSR had better reading comprehension than those who were taught by conventional technique, (3) introverted students who were taught by using CSR had better reading comprehension than those who were taught by using conventional technique, (4) there was no interaction between both teaching strategy and students’ personality toward students’ reading comprehension of analytical exposition, narrative and spoof texts. The finding showed that F-calculated (0.0219) was lower than F-table (3.18).In conclusion, the teaching strategy can improve the students’ reading comprehension of analytical, narrative, and spoof texts in learning English by considering students’ personality.