STUDENTS PERCEPTIONS OF COLLABORATIVE READING IN UNDERSTANDING EXPLANATION TEXTS: A QUALITATIVE STUDY IN CLASS XI SENIOR HIGH SCHOOL

• Windasari

  UNIVERSITAS ISLAM MADURA

  Author

• Lailatul Jannah

  UNIVERSITAS ISLAM MADURA

  Author

• Ina Daril Hanna

  UNIVERSITAS ISLAM MADURA

  Author

• Arisandi Setyawan

  UNIVERSITAS ISLAM MADURA

  Author

This study aims to investigate eleventh-grade students' perceptions of the application of collaborative reading in understanding explanation texts in English language learning. The background of the study is based on the importance of language competence, especially reading skills, as a basis for accessing academic information, analyzing scientific concepts, and completing text-based assignments at the secondary school level. Despite the importance of reading skills, many students still experience difficulties in understanding explanation texts individually due to linguistic, cognitive, and motivational factors. Collaborative reading is considered an effective approach because it emphasizes interaction between students, the construction of shared meaning, and guided understanding through group discussions. This research employed a qualitative approach with a case study design and was conducted at a public high school in Pamekasan during the 2025/2026 academic year. Data were collected through observation, semi-structured interviews with ten students selected using purposive sampling techniques, and documentation. Data analysis was conducted using the interactive model of Miles and Saldaña (2014), including data reduction, data presentation, and conclusion drawing. Research findings indicate that students perceive collaborative reading as beneficial in improving their comprehension of explanation texts, reducing individual reading difficulties, increasing motivation, and encouraging active participation in learning. Specifically, the findings show that group discussions and peer explanations help students clarify difficult concepts, collaborative summarizing strengthens their retention of information, and the overall process enhances both comprehension and engagement in reading activities. However, several challenges remain, such as uneven group participation and limited vocabulary. This study emphasizes the importance of more interactive and collaborative learning strategies to help students understand complex texts and provides insight into the role of student perceptions in enhancing the effectiveness of reading instruction.

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