Abstract: The objectives of this research are to describe how far Collaborative Strategic Reading (CSR) can improve the ability of French text reading comprehension and identify the condition of teaching and learning process at the lecture of learning and teaching interaction when collaborative. The research method is descriptive method by using two types of data: qualitative and quantitative data. The results indicate that improvement of reading comprehension of students shows that the percentage of French text comprehension level is very satisfying which means that all students can pass from the lecture. Improvement of French text reading comprehension in the lecture of french learning and teaching interaction can be seen that the students can decide the meaning of words (vocabulary), identify main idea of a text, search for implicit and explicit information in a text and decide references in a text. Improvement is also seen from the changes in the learning and teaching process; almost all students pay more attention and are more active.