Senior High School English Narrative Reading

Good short story reading habits are expected to have a positive influence on narrative writing skills, which is one of the essential skills in learning Indonesian. This study aims to describe: 1) short story reading habits as an independent variable; 2) narrative writing skills as a dependent variable; 3) the relationship between short story reading habits and narrative writing skills. This study uses a quantitative approach with a correlational method. This study took place in the even semester of the 2024/2025 academic year, which was implemented at SMA Negeri Wongsorejo. The population of this study was 152 tenth-grade students of SMA Negeri Wongsorejo who submitted a questionnaire on their short story reading habits and took a narrative writing skills test. The sample was determined at 111 students based on a statistical formula and randomly selected using a technique without replacement from each population group. Data on short story reading habits were collected using a questionnaire, while data on narrative writing skills were collected using a test. Each research instrument is declared valid because it is compiled using objective and systematic procedures. Data on reading habits and narrative writing skills were analyzed using descriptive statistics. Pearson's correlation coefficient was used to analyze the level of relationship between the independent and dependent variables. The results of the study: 1) short story reading habits are categorized as moderate; 2) narrative writing skills are in the moderate category; 3) there is a positive and significant relationship between the habit of reading short stories and students' narrative writing skills, as indicated by a correlation coefficient of 0.845. Therefore, the contribution of the short story reading habit variable to the narrative writing skills variable is 0.8452, or 71.40 percent.

The purpose of this study is to determine the students’ perceptions of the roles of narrative structure in reading engagement of senior high school students. This study used qualitative method of research and descriptive approach as its research design, in addition to a set of structured interview questions to gather data from senior high school students of Pinagtongulan Integrated National High School, located at Lipa City, Batangas. These structured interview questions were carefully designed to cover various dimensions of the study, including the roles of narrative structure in the reading engagement of the students, how narrative structure affects the reading engagement and proposed activities to engage other students in reading using narrative structure. The results revealed that students perceived narrative structure as a crucial role as it serves as an organizer and backbone of each literature and through this, it helps the readers to easily understand the story in a more comprehensible way. It also allows reader to decode the information given and shows the sequence, organization and the flow of the story. This study also showed how narrative structure affects the reading engagement of the students as it enhances comprehension and gives students drive to learn more. Furthermore, it also affects reading engagement of the students in terms of motivation, character development and creates impact with their emotion. Lastly, students also concluded varied activities to engage other students to read using narrative structure. These includes activities like alternating/rewriting ending and making predictions, creating story boards and interactive materials and sharing experiences through reading, visualizing and group storytelling. By integrating these approaches, students concluded that other students will be more engaged to reading and it can help them to express themselves.

This study aims to determine the effect of using graphic organizers as a strategy on students' ability to understand narrative text. The study employed a quasi-experimental design with a pretest-posttest control group format. The sample consisted of two 10th-grade classes from a high school in Gresik, selected through convenience sampling. Data analysis was conducted using a t-test, and the effect size was calculated using the eta squared (η²) formula. The findings showed that the use of graphic organizers had a significant impact on students’ comprehension of narrative texts (p = 0.02 < 0.05). Based on the results of manual calculation, the η² value of 0.1305 was obtained, which, referring to Cohen (2007) criteria, is included in the small effect category. Although it falls into the small effect category, the positive change is still visible, which indicates that graphic organizers can be an alternative learning method that supports the reading comprehension process. The experimental group showed that they had an advantage in reading comprehension, which can be seen from their ability to identify and explain the main idea in their own words, effectively find supporting information through group discussions and practice questions, and make logical inferences by connecting information in the text with prior knowledge. The findings suggest that English teachers can consider using graphic organizers-based strategies as an effective learning method, especially for understanding plot, character, and conflict in texts. Schools can support this strategy approach by providing teacher training and the necessary resources. From a theoretical point of view, this approach is proven to improve students' literacy skills and has potential as a basis for future research across different contexts and text types.

No abstract available

Purpose of the study: This study aimed to improve the reading comprehension skill of the eleventh-grade students of State Islamic Senior High School Palopo through the implementation of Know, Want, Learn (KWL) technique. The study focused on helping students understand narrative texts more effectively and increasing their active participation during the reading process. Methodology: This study used Classroom Action Research (CAR) consisting of two cycles: planning, acting, observing, and reflecting. The subjects were 26 students of class XI Natural science 1 State Islamic Senior High School Palopo. The instruments included observation sheets, interview lists, reading comprehension tests, and a camera for documentation. Data were analyzed using descriptive quantitative and qualitative methods. Main Findings: The findings showed that students’ reading comprehension improved after applying the KWL technique. In the first meeting of Cycle I, the mean score was 52.88, and in the second meeting it increased to 61.01. Students also showed better participation, stronger motivation, improved understanding of narrative texts, and greater confidence in completing the KWL chart activities. Novelty/Originality of this study: This study provides a practical classroom strategy by integrating the KWL technique into reading comprehension instruction for narrative texts. It emphasizes activating prior knowledge, setting reading purposes, and reflecting on learned information, which creates a more structured, student-centered, and interactive reading process for senior high school students.  

This research aims to find out the effect of using the MangaPlus application on students' reading comprehension in the narrative text at tenth-grade students of SMAN 8 Muaro Jambi. This research used a quantitative research design with a quasi-experimental approach, including quantitatively accepted pre- test and post-tests. This research uses tenth-grade students of SMAN 8 Muaro Jambi from XE1 Fase and XE3 Fase as a sample class. Before offering treatment, the exam should assess the student's reading comprehension with 25 multiple-choice reading tests. In the pre-test experimental group, the researcher received 32 sample scores with mean values of 54, 70, 88, and. 32. After treatment, the researcher acquired 32 sample scores with means of 55, 58, 80, and 32. Based on the result of the research it can be concluded that the Mangaplus application can help students to enhance their reading skills.Keywords: Reading Comprehension, Narrative Text, Mangaplus Application

The objectives of this study were to find out the validity, practicality, and potential effect of the developed Palembang-local-culture narrative reading materials about Palembang food. This study was designed as research and development involving three phases including analysis, design, and evaluation and revision phases. The formative evaluation was done through one-to-one evaluation, small group evaluation, and field trial. The subjects of this study were eleventh grade of senior high school in  Palembang. The validity was done in expert review. The validity score of the developed product was 3,20 which was categorized as high validity level. The practicality was conducted in one-to-one and small group evaluation. The practicality of one-to-one evaluation was 3,6 which was at very high practical level and the practicality in small group evaluation was 3,7 which was at very high practical level. The result in field trial was categorized as effective. It showed that there were 18 students (78,26%) out of 23 students in field trial reached the MMC (Minimum Mastery Criterion) which was 75.

Penelitian ini dilakukan sebagai respons terhadap kesulitan yang dihadapi siswa saat belajar bahasa Inggris, khususnya saat membaca teks narasi. Dalam hal ini, penulis ingin menyelidiki masalah ini lebih lanjut. Strategi SOAPS dapat digunakan untuk membantu siswa memahami ide-ide utama teks narasi atau untuk meningkatkan pemahaman bacaan mereka. Penelitian ini bertujuan untuk mengetahui apakah ada dampak signifikan dari strategi SOAPS terhadap pemahaman membaca teks narasi siswa di sekolah Islam. SMA Darul Hikmah Pekanbaru. Hal ini juga berusaha untuk mengetahui pemahaman membaca siswa terhadap teks narasi yang diajarkan tanpa strategi SOAPS. Penelitian ini dilakukan dengan menggunakan desain eksperimen semu. Data pemahaman membaca teks narasi siswa di SMA Islam Darul Hikmah Pekanbaru dikumpulkan oleh penulis dengan menggunakan pendekatan pre-test dan post-test. Populasi penelitian berjumlah 270 siswa. Hanya dua kelas dijadikan sampel oleh penulis karena besarnya populasi: XI IPA 1 (kelas eksperimen yang berjumlah 29 siswa) dan XI IPA 2 (kelas kontrol yang juga berjumlah 29 siswa). Dengan demikian, sampel dari kedua kelas tersebut berjumlah 58 siswa. Dengan menggunakan SPSS 22.00, penulis menggunakan uji-t sampel independen untuk analisis data. Pada akhirnya, penulis menyimpulkan dari analisis rumus uji T bahwa pendekatan SOAPS mempunyai dampak yang signifikan terhadap pemahaman membaca teks narasi siswa di SMA Islam Darul Hikmah Pekanbaru, dimana Sig.2 Tailed = 0,000 kurang dari 0,05. Artinya Ho ditolak sedangkan Ha diterima.

Abstract: Reading comprehension is an essential skill that students need to master. It helps students to develop their knowledge, skill, and memory to prepare for real life challenges. However, students in Indonesia still experience reading comprehension problems. Both PISA and the National Reading Index show that Indonesian students’ literacy in Indonesian text is low. Previous research also indicate that most Indonesian students do not understand English texts especially narrative text. This study aimed to identify what problems the senior high school students faced in reading English texts and how many percent of them faced reading comprehension problems. The design of the study was a survey. The findings of this research reveal that 52% of the students had problems in vocabulary and 43.2% of the students had problems in background knowledge when reading English texts. Therefore, the students need to exercise more on their vocabulary and background knowledge skills by reading more narrative text. Keywords: reading comprehension problems, survey, narrative text Abstrak: Pemahaman membaca adalah keterampilan penting yang harus dikuasai oleh siswa. Ketrampilan tersebut dapat membantu siswa untuk mengembangkan pengetahuan, keterampilan, dan memori mereka untuk menghadapi tantangan di kehidupan nyata. Namun, siswa di Indonesia masih mengalami masalah dalam memahami bacaan. Survey dari PISA dan Indeks Literasi Nasional menunjukkan bahwa literasi siswa Indonesia dalam teks bahasa Indonesia masih rendah. Penelitian sebelumnya juga menunjukkan bahwa sebagian besar siswa Indonesia tidak memahami teks bahasa Inggris terutama teks naratif. Penelitian ini bertujuan untuk mengidentifikasi masalah apa yang dihadapi siswa sekolah menengah atas dalam membaca teks bahasa Inggris dan berapa persen dari mereka yang masih ada masalah di pemahaman bacaan. Desain penelitian ini adalah survei. Temuan penelitian ini mengungkapkan bahwa 52% siswa memiliki masalah dalam kosakata dan 43,2% siswa memiliki masalah dalam pengetahuan latar belakang saat membaca teks bahasa Inggris. Oleh karena itu, siswa perlu lebih banyak melatih kosakata dan keterampilan pengetahuan latar belakang mereka dengan membaca lebih banyak teks naratif. Kata kunci: permasalahan dalam memahami bacaan, survei, teks naratif

The research was conducted to describe students’ activities in reading comprehension classroom, especially in learning narrative text. A qualitative descriptive approach was used in this research. To collect the data, observation, interview, and test were employed to gather the data of students’ activities in learning narrative text within reading comprehension class. Data from observation and interview were analyzed descriptively, while data from test were first calculated to find the mean of the score, then they were used to analyzed the minimum criteria of achivement (Kriteria Ketuntasan Minimun/ KKM). Based on the observation, it yielded that the student activities in learning narrative text were 1) identifying difficult vocabulary, 2) translating the vocabulary over dictionary, 3) asking teachers or peers to comprehend meaning, 4) writing the correction in the paper, 5) reviewing initial analysis, 6) asking teachers or peers for main ideas and supporting detail, 7) giving overall corrections, and 8) summarizing. Furthermore, the test result showed that the student's scores are different from other students such as five students getting a good score, twelve students getting enough score, and three students getting less score. The students' average score of reading is 73,75 which was above KKM. The interview result discovered that most of them thought that the eight reading activities above gave much influences on students understanding on reading narrative texts and their ability in completing the test. The research conclusion was the eight reading activities found were relevant because most students’ reading comprehension were above KKM.  

The objectives of this study were to find out whether or not there was a significant improvement before and after the treatment on the eleventh grade students‟ reading comprehension scores at one Islamic senior high school in Palembang by using Subtext strategy and to find out whether or not there was a significant difference on the eleventh grade students‟ reading comprehension scores between the students who were taught by using Subtext Strategy and those who were not. In this study, Quasi Experimental Design using pretest-posttest nonequivalent groups design was used. There were 60 students taken as sample. Each class consisted of 30 students from class XI IPS 2 as control group and class XI IPS 3 as experimental group. In collecting the data, reading comprehension test was used. The test was given twice to both experimental and control groups, as a pretest and posttest. To verify the hypotheses, the data of pretest and posttest were analyzed by using independent sample t-test and paired sample t-test in SPSS program. The findings showed that the p-output from paired sample t-test (sig2-tailed) was 0.000 which was lower than 0.05 and t-value 11.399 was higher than t-table with df=29 (2.0452). The result of p-output from independent sample t-test was 0.001 which was lower than 0.05, and the t-value 3.465 was higher than t-table with df=58 (2.0017). It means that teaching reading narrative text by using Subtext strategy had significant effect on the students‟ reading comprehension scores.

This study investigates the effect of self-assessment on the reading comprehension of narrative texts among grade X students in a senior high school EFL context. The primary objective is to determine whether the application of self-assessment significantly improves students’ reading comprehension skills. Employing a quasi-experimental design with pre-test and post-test measures, the study involved 42 students selected through simple random sampling from a population of 183 grade X students. Class XD, consisting of 19 students, served as the experimental group receiving self-assessment interventions, while class XC, with 23 students, functioned as the control group using conventional learning methods. Results revealed that the experimental group’s average pre-test score increased markedly from 51.89 to 75.89 post-intervention. In contrast, the control group’s average score showed a marginal increase from 44.87 to 48.08. To further confirm, an independent sample t-test was conducted with the help of SPSS 25 because the data had met the requirements of normality and homogeneity. Based on the comparison of post-test scores between the experimental and control classes, the results of the independent sample t-test showed a significance value (sig. 2-tailed) of 0.000. Since this value is smaller than the significance standard of 0.05, the null hypothesis (H₀) is rejected, and the alternative hypothesis (Hₐ) is accepted, which means that there is a significant improvement in reading ability among students using self-assessment. The findings suggest that self-assessment effectively enhances engagement and understanding of narrative texts, highlighting its value in EFL reading instruction to promote autonomous learning and literacy.

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AbstractThis study was to investigate the influence of story face strategy and reading motivation towards reading comprehension achievement of the tenth grade students of State Islamic Senior High School Number 1 of Palembang. The population of this study was all the tenth grade students ofState Islamic Senior High School Number 1 of Palembang. The sample was 72 students were taken by using two-stage random sampling; cluster random sampling and simple random sampling technique. In carrying out the research, the writer used an experimental method; factorial design.The writer distributed pre-test, post-test, and reading motivation questionnaire in collecting thedata. Then, in analyzing the data, the writer used t-test and two-way ANOVA. The result of this study analysis that; First, there was a significant difference on reading comprehension achievement between the students who had high reading motivation and those who had low reading motivation taught by using story face strategy.Second, there was not any significant difference on reading comprehension achievement between the students who had high reading motivation and those who had low reading motivation taught by using conventional strategy. Third, there was a significantdifference on reading comprehension achievement between the students who had high reading motivation and those who had low reading motivation taught by using story face strategy and conventional teaching. The last, there was an interaction effect between story face strategy and students’ motivation on reading comprehension achievement of The Tenth Grade Students of State Islamic Senior High School Number 1 of Palembang.Keywords: Story face strategy, Motivation and Students’ Narrative Reading Comprehension Achievement.

The problem in this research is the relationship between attitudes towards literature and the ability to read short stories together with the narrative writing skills of class X SMA Swasta RK Bintang Timur Pematangsiantar students. The aim of this research is to describe the relationship between attitudes towards literature and the ability to read short stories, together with the narrative writing skills of class X SMA Swasta RK Bintang Timur Pematangsiantar students. The method used in this study was a descriptive method using correlation analysis techniques. The author used this method because the author wanted to find the relationship between the three variables in this research, namely attitudes towards literature (X1), ability to read short stories (X2), and narrative writing skills as variable Y. The population in this study was all classes, and the instruments used in data collection were tests and questionnaires. Tests were used to obtain data on short story reading abilities and narrative writing skills, and questionnaires were used to obtain data on students' attitudes towards the literature. The research results showed that "There is a significant relationship between attitudes towards literature and the ability to read short stories together with narrative writing skills by class X SMA Swasta RK Bintang Timur Pematangsiantar students at a significance level of 5%". Compared with the assessment criteria that had been proposed previously, it turns out that the t-test value is greater than ttable, so hypothesis Ha is accepted and Ho is rejected. Thus, attitudes towards literature have a significant relationship with students' narrative writing skills, and the ability to read short stories also has a significant relationship with Class X students' narrative writing skills at RK Bintang Timur Private High School Pematangsiantar

No abstract available

AbstractThe aim of this study was to find out whether or not the use of story gloves could increase students’ ability in reading narrative text. The writer used cluster random sampling to select the sample. The sample of this study was the 8.1 students of State Junior High School 7 of Palembang. The data were collected by using test. Then, toanalyze the data, the writer used matched t-test. The result showed that story gloves could increase students’ ability in reading narrative text because there was difference students’ score between pre-test and post test. The students’ average score in the pretest was 78,8 and the students’ average score in the post test was 86,8. Finally, theresult of matched t-test calculation was 9.638 and the degree of freedom (df) 39, t-table was 1.697. The t-obtained is higher than t-table, it means that alternative hypothesis was accepted and null hypothesis was rejected. In other word, it was effective teaching reading narrative text through story gloves to the eighth grade students of State Junior High School 7 of Palembang.Keywords: Teaching Reading, Narrative Text, Story Gloves

: Higher-order thinking is an important part of the quality of thinking. In recent years, relevant research has also attracted much attention. At present, senior high school English reading teaching still focuses on language input and ignores language output, which leads to the lack of active exploration spirit and migration and innovation ability of students. Students study at a shallow level. Based on this, this study attempts to make use of the research results of narrative theory to explore the teaching mode of senior high school English reading from the perspective of “Questioning the Author” theory, aiming to provide some reference for first-line English teachers in reading teaching.

No abstract available

This research explores the impact of using Google Sites for Differentiated Instruction on the learning motivation and reading comprehension of Grade XI students at SMK Negeri 4 Banjarmasin. The study aims to enhance literacy by integrating digital media into English narrative text instruction. A quasi-experimental design was employed, with an experimental group using Google Sites and a control group using conventional methods. Data were collected through pre-tests and post-tests measuring reading comprehension and questionnaire to describe learning motivation. The Independent Sample T-Test, Mann Whitney Test and N-Gain, and Multivariate Analysis of Variance (MANOVA) were used for statistical analysis. The results indicated that the experimental group showed significant improvements in both learning motivation and reading comprehension compared to the control group. The use of Google Sites provided a personalized and engaging learning experience, contributing to these positive outcomes. In conclusion, integrating Google Sites into Differentiated Instruction effectively enhances students' motivation and reading comprehension. This approach addresses individual learning needs and leverages technology to create a more interactive educational environment. The study suggests broader implementation of digital tools in education to improve literacy skills and student engagement.

The observed low reading proficiency among Indonesian students can be attributed to several variables, such as the level of readability or the degree of text difficulty. The comprehension of the suitability of texts for students was of utmost importance for English teachers. The correlational research methodology was employed in this study to ascertain the presence or absence of a statistically significant relationship between student reading comprehension and the outcome variable under investigation. The participants of this study consisted of tenth-grade students from SMA Gajah Mada and SMAN 7 Bandar Lampung, who were selected to participate in the research project conducted throughout the 2020-2021 academic year. To acquire pertinent data regarding the reading comprehension abilities of pupils, an assessment specifically designed to evaluate reading comprehension was administered. A total of 12 narrative reading materials were identified in this study, sourced from three different textbooks: the Pathway to English Textbook published by Erlangga, the Talk Active Textbook authored by Yudhistira, and the Bahasa Inggris Textbook developed by the Ministry of Education and Culture. The researcher evaluated text readability using the Flesch Reading Ease Formula, with the subsequent classification of the readability level based on the Common European Framework of Reference for Languages (CEFR) Level. The results of this study revealed a statistically significant positive correlation (r = 0.9054). A selection of six narrative reading materials, deemed suitable for tenth-grade students, was made accessible.

Reading comprehension is an essential skill in language learning, particularly for students studying English as a foreign language (EFL). However, many students struggle with understanding narrative texts due to limited vocabulary and a lack of engagement with traditional teaching methods. This study aims to develop and evaluate the effectiveness of the Panda Adventure Game, an interactive educational game designed to enhance students' reading comprehension of narrative texts. The research follows a Research and Development (R&D) approach, employing a modified version of Sugiyono’s model, which includes stages such as data collection, design and development, expert validation, teacher and student feedback, evaluation, and final product publication. The game was tested in three junior high schools: SMPN 1 Sutojayan, SMPN 2 Sutojayan, and SMPN 2 Panggungrejo. The results from expert validation indicate high validity, with material experts rating it at 97% and media experts at 96%. Additionally, teacher and student feedback suggest positive engagement, with 94% of teachers and 83.7% of students responding favorably. These findings suggest that the Panda Adventure Game is an effective alternative learning medium for teaching narrative texts, making reading comprehension more interactive and engaging for students. Future research could explore its implementation in broader contexts and its impact on different language skills.

This study  aims at  finding out  whether there is a significant difference between reading comprehension scores among students with different learning styles; visual auditory,  and kinaesthetic of the second semester  students of English language education study program in  one private university in Bandung Regency.  This study used quantitative method and causal-comparative design. The instruments of this study included learning style questionnaire and  reading comprehension test. Further, it used independent sample t-test to analyze the data from learning styles questionnaire, and reading and reading  comprehension scores. Findings of the result reveal that there was significant difference between students’ reading comprehension scores based on there  groups’ learning styles: visual, auditory and kinaesthetic . The result shows that  that using e-storybooks in Project-Based Learning (PjBL) helped improve the reading comprehension of students with different learning styles: Visual, Auditory, and Kinesthetic.For Visual learners, the use of e-storybooks led to a significant improvement, with their average score increasing from 29.23 in the pre-test to 67.46 in the post-test. The use of print picture books in Project-Based Learning (PjBL) proved to be highly effective in improving the reading comprehension of students with different learning styles. For Visual learners, there was a significant improvement in reading comprehension, with the mean score increasing from 28.13 in the pre-test to 84.63 in the post-tes

Reading comprehension continues to pose a considerable challenge for learners of English as a Foreign Language (EFL), particularly when they are required to interpret and comprehend narrative texts. While story books have long been incorporated into reading instruction as pedagogical resources, empirical evidence regarding their effectiveness among learners with varying levels of reading interest remains limited. Accordingly, this study examined the effect of story book–based instruction on students’ narrative reading comprehension while also investigating the role of reading interest and its potential interaction with the instructional approach. Employing a true experimental method with a 2 × 2 factorial design, the study involved 60 junior high school students who were randomly assigned to experimental and control groups. Based on their responses to a reading interest questionnaire, the participants were further categorized into high- and low-reading-interest groups. Data were obtained through a narrative reading comprehension test constructed with reference to Barrett’s Taxonomy and were analyzed using independent-samples t-tests and two-way analysis of variance (ANOVA). The findings demonstrated that students receiving story book–based instruction significantly outperformed those receiving conventional instruction across both high- and low-reading-interest categories (p < .001). In contrast, reading interest did not produce a statistically significant main effect on reading comprehension (p = .292), nor was there a significant interaction between instructional approach and reading interest (p = .435). These findings suggest that the instructional benefits of story books are relatively consistent across different levels of reading interest. The study therefore provides empirical support for incorporating story books into EFL reading instruction as an effective pedagogical resource for strengthening junior high school students’ comprehension of narrative texts.

This study examines the challenges faced by eighth-grade students at SMP Ma’arif Miftahul Ulum Melirang in comprehending English narrative texts, a crucial component of reading comprehension. The research addresses two main questions: what specific difficulties students face, and what factors contribute to these challenges. Using a descriptive qualitative method, the study involved 23 students through tests and questionnaires. The tests consisted of multiple-choice, short-answer, and true/false questions, while the questionnaire gathered students’ perceptions of their reading difficulties. The findings reveal that students struggle with four key aspects of reading comprehension: identifying main ideas, understanding vocabulary, making inferences, and recognizing detailed information. The most significant challenge was answering short-answer questions, which indicated a gap in understanding detailed content and vocabulary. Additionally, the study identified three primary factors contributing to these difficulties: the students’ backgrounds, including low motivation and fear of English; teaching techniques that were not well-aligned with students’ needs; and unsupportive learning environments. These findings highlight the need for improved teaching strategies and supportive environments to enhance students’ reading comprehension skills.

This research aimed to investigate whether there was an improvement in student’s reading comprehension before and after being taught through LRD strategy and find out their response toward the strategy. This research conducted at SMPN 3 Jati Agung academic year 2019/2020, with the total number of samples was 32 third grade students. The data collected by using multiple choice and questionnaire. To analyze quantitative data, the researcher used t-test while qualitative data applied scale Likert. The result showed there was an improvement in student’s reading comprehension after being taught through LRD strategy with the significant level <0.05. The students also agreed this strategy was easy to follow in the lesson to understand the materials. It can be concluded LRD strategy makes a positive impact on student’s reading comprehension.

In an increasingly globalized world, English reading comprehension is an essential skill, particularly for young learners in non-native English-speaking contexts such as Thailand. This study explores the effectiveness of narrative engagement in enhancing English reading comprehension among Thai elementary students through an explanatory sequential mixed-methods design. The research involved 27 fifth and sixth-grade students from a primary school in Satun Province, Thailand. Data were collected through a reading comprehension post-test, a questionnaire, and classroom observation. Quantitative results revealed a high average post-test score (M = 86.67, SD = 8.77), indicating substantial improvement in reading comprehension following the narrative-based intervention. The findings show that students experienced emotional connection, attention, and identification with the stories. The majority of students reported feeling engaged, visualizing the scenes vividly, and relating to the characters’ experiences. These findings confirm that narrative engagement significantly contributes to students’ cognitive and emotional involvement in reading, leading to improved comprehension. The study recommends the integration of narrative texts into English language instruction to foster deeper reading experiences and motivation among young EFL learners.

The study reported in this article aims to investigate whether the use of the Direct Reading Thinking Activity (DRTA) strategy can help students find ways to enhance their English reading comprehension of narrative texts at a vocational senior high school in the Province of Gorontalo. The study focused on first-grade students, particularly in class X TKJ. A quantitative method was employed, utilizing a one-group pre-test post-test design to determine the significant difference in students’ comprehension before and after being taught using the strategy. The results indicate that the use of the Direct Reading Thinking Activity (DRTA) strategy help enhances students’ reading comprehension of English narrative texts. This was evidenced by a significant difference between the mean scores of the pre-test (8.7) and post-test (18.48). The t-test result indicated that T-test was higher than T-list: 13.91 > 2.056, with a significance level (α) of 0.05 = 2.056. Thus, H1 was accepted since L0 < L-list (0.100 < 0.173). Moreover, the use of this strategy facilitated students in maintaining focus, fostering critical thinking, active engagement in the learning process, enhancing comprehension of reading components, and understanding reading texts more easily.

This study aims to analyze and test the truth of the hypothesis regarding the influence of Vocabulary and Grammar Mastery on Students' Reading Comprehension in Narrative Texts. The research hypotheses tested include: 1) The influence of Vocabulary and Grammar Mastery together on Reading Comprehension in Narrative Texts. 2) The influence of Vocabulary Mastery on Reading Comprehension in Narrative Texts. 3) The influence of Grammar on Reading Comprehension in Narrative Texts. The study was conducted using a survey method. The population was grade XI students of State Senior High Schools in Bandung City with a sample size of 60 students, with the sampling technique used being random sampling. The research instrument used was a multiple-choice test with 30 options that had been tested for normality with a sig. 0.200 > 0.05. Data analysis used multiple linear regression analysis. The results of the hypothesis testing obtained the following conclusions: 1) There is a significant influence of vocabulary and grammar mastery together on students' reading comprehension in narrative texts. This is evidenced by Fcount = 150.500 and Sig. 0.001 < 0.05. 2) There is a significant influence of vocabulary mastery on students' reading comprehension in narrative texts, this is evidenced by tcount = 8.517 and Sig. 0.001 <0.05. 3) There is a significant influence of grammar on students' reading comprehension in narrative texts, this is evidenced by tcount = 6.059 and Sig. 0.003 <0.05. The results of this study are useful for improving the quality of vocabulary mastery and improving English grammar at the high school level.

This study discusses students' challenges in reading narrative texts. In this study, we have discussed the effectiveness test of the Google Sites digital multimodal platform to improve students' comprehension in reading. This study used pre-experimental approach with a single-group pretest-posttest design. The subjects of this study were 79 ninth-grade students at SMP Ma’had Islam Semarang. They were selected using purposive sampling. In this method. Iit systematically explored basic comprehension through pretests, intervened students using Google Sites, and ended with a posttest to determine the improvement in reading comprehension achieved by students. The main findings of this study show an increase in students' understanding in reading narrative texts through the Google Sites digital multimodal platform. So it can be concluded that Google Sites' learning tools are significant for improving the reading comprehension of narrative texts. The limitation of this study is the absence of a control group, but the results of the study show that this method approach is highly recommended to maximize students' reading comprehension instruction.

This research was carried out to investigate the use of Pair Check technique on improving students’ reading comprehension on narrative text at grade X of SMKS 1 Tamansiswa. The research methodology used in this research was a quantitative method. The population of this research was grade X of SMKS 1 Tamansiswa in the academic year 2024/2025. The researcher took two classes as the sample. The samples were X-MPLB 1 as experimental group consisted of 25 students and X-MPLB 2 as control group consisted of 25 students. The experimental group was taught by Pair Check technique meanwhile control group was taught by Conventional technique. The data were obtained by using pre-test and post-test given to both groups. The experimental class’ mean score on the pre-test was 66,4 and the mean score of control class was 58. On the other hand, the mean of variable in experimental class on post-test was 80,4, while the mean score of control class on post-test was 68. To acquire data, the researcher used test as instrument. The result of t-test was 3,536 which was higher than t-table at 5% of level significance (1,6772). The result of significance value indicates that alternative hypothesis (Ha) was accepted, while the null hypothesis (Ho) was rejected. It meant that there was significant effect by using Pair Check technique at grade X of SMKS Tamansiswa in reading comprehension narrative text. In short, the Pair Check technique enhances students' critical thinking skills by encouraging them to analyze and discuss texts collaboratively. This method promotes active engagement with the material, allowing learners to clarify misunderstandings and reinforce their comprehension through peer interaction. Additionally, Pair Check fosters a supportive learning environment where students can build confidence in their reading abilities and develop effective communication skills.

The Effect of Using Survey, Question, Re-read, Question, Construct, Question (SQRQCQ) Method Toward Students’ Reading Comprehension on Narrative Text at First Grade of SMKS Teknologi YPL Lirik. This research aims to determine the effect of using the SQRQCQ (Survey, Question, Re-read, Question, Construct, Question) method on students’ reading comprehension of narrative texts. The study employed a quantitative approach using a quasi-experimental design. The population of this research consisted of 107 first-grade students at SMKS Teknologi YPL Lirik, while the sample included 48 students divided into two groups: an experimental class (treated with SQRQCQ) and a control class (taught using conventional methods). The instrument used in this research was a reading comprehension test in the form of multiple-choice questions. The data were analyzed using an independent sample t-test with SPSS 26. The results showed that the post-test mean score of the experimental group was higher (M = 79.79) than that of the control group (M = 77.29). The t-value was 2.978 with a significance level of 0.005, indicating a significant difference between both groups. Furthermore, the Eta Squared value was 0.113, which shows a medium-to-large effect size. In conclusion, the SQRQCQ method significantly improves students’ reading comprehension on narrative texts and can be considered an effective strategy for English reading instruction at vocational high school.  

The problem in this study is that many Indonesian students still face significant challenges in English reading comprehension, especially with narrative texts, which hinder their academic progress. Addressing this issue requires innovative pedagogical approaches utilizing technology. This research investigated the effect of the Storybird application in improving students’ reading comprehension of narrative text among ninth graders at SMP Negeri 3 Tangerang Selatan. A quantitative pre-experimental one-group pretest-posttest design was employed. The sample consisted of 47 ninth-grade students selected through convenience sampling. Data were collected using pre-test and post-test assessments and analyzed using descriptive statistics and a paired samples t-test. Data analysis revealed a significant increase in students’ scores, with an average improvement of 18.98 points between the pre-test (M=65.11) and post-test (M=84.09). The statistical calculation confirmed this difference was significant (t(46) = -16.492, p < 0.05). The study concluded that the Storybird application was effective as a teaching and learning medium for improving students’ reading comprehension of narrative text in this context.

This study investigates the effectiveness of using narrative texts to enhance student motivation and reading comprehension in English learning among XI IPA 1 students at MAN 1 Barru during the 2023/2024 academic year. Employing a one-group pretest and post-test design, this quantitative research systematically collects and analyzes numerical data to measure student progress. The findings reveal a significant improvement in students’ reading comprehension, as indicated by an increase in the mean score from 69.00 in the pre-test to 87.00 in the post-test. Additionally, the number of students achieving the mastery threshold (≥75) rose from 16.0% (4 students) in the pre-test to 48.0% (12 students) in the post-test. Statistical analysis confirmed that this improvement was highly significant (p = 0.000). These results indicate that learning with narrative texts effectively enhances students' reading comprehension skills, contributing to their overall English language proficiency. The findings of this study confirm that the implementation of narrative texts in reading instruction significantly improves students’ comprehension abilities. The substantial increase in post-test scores suggests that narrative texts can serve as an effective pedagogical approach to foster motivation and engagement in reading activities. Educators are encouraged to integrate narrative texts into English language instruction to optimize student learning outcomes.

Reading is essential for English language learners, as it enhances their comprehension and academic success. However, eighth-grade students at SMPN 2 Secang confronted challenges regarding reading comprehension, necessitating the implementation of suitable learning strategies to improve their understanding of texts. The objective of this study is to find out how effective is the use of Index Card Match strategy for students' reading comprehension improvement of narrative text and to find out the difference in reading comprehension of narrative text between the students who are taught by using Index Card Match strategy and STAD (Students Team Achievement Division) strategy. This study carried out quantitative research in Quasi-Experimental Design. Two classes were involved in this study, class VIII-F (experiment class) and class VIII-G (control class), with 65 students at SMP N 2 Secang. Reading comprehension tests were administered as the instrument for collecting data. The result of this study reveals that the experiment class showed an improvement in their posttest scores compared to the pretest. Moreover, the N-gain score results in 48.6013, meaning that the Index Card Match strategy falls into the less effective category. The independent sample t-test reveals a significant value of 0.071, which exceeds 0.05, indicating that the scores of the two groups are pretty similar, as well as the acceptance of H0 (null hypothesis). This study holds significant implications for enhancing teaching and learning practices in junior high school contexts. The findings can contribute to developing adaptive learning strategies, ultimately improving students' engagement and academic performance in reading.

This study aims to investigate the design of Electronic Comics to enhance students' reading comprehension of Narrative Text, and to identify the strengths and weaknesses of Electronic Comics in this regard. This study uses the Design and Development Research (DDR) method, which involves three main phases: analysis, design, development, and evaluation. Data were collected through observation, interviews, and comic trials. The research participants were three English teachers, one media expert, and eleventh-grade MIA students. The findings obtained in designing were: In the analysis stage, researchers conducted observations and interviews to understand students' constraints and preferences for learning media. In the design and development stage, two narrative texts were transformed into electronic comics and validated by experts. Validation results showed that the first Electronic comic achieved a score of 83%, and the second achieved a score of 96%. After that, an Electronic comic trial was conducted in the eleventh grade of MIA for the evaluation section to find strengths and weaknesses. The strengths of electronic comics include visual appeal that increases students' interest in reading and the ability to present information interactively and engagingly. However, the weakness is the limited access to technology for some students, which can affect the effectiveness of its use.

This study aims to analyze the difficulties encountered by Grade 7 students at SMP Panca Budi Medan in understanding narrative texts in an English as a Foreign Language (EFL) classroom. Employing a qualitative case study approach, data were collected through classroom observations, student and teacher interviews, and document analysis. The findings reveal that students face various challenges, including limited vocabulary, lack of understanding of narrative text structure, difficulty in making inferences, and low motivation toward reading. These difficulties are influenced by both linguistic and non-linguistic factors, such as students’ limited exposure to English reading materials and the lack of effective reading strategies. The study highlights the need for more interactive and strategy-based teaching practices to improve students' reading comprehension skills. It also recommends increased support from schools and teachers in promoting reading habits and providing engaging narrative texts suited to students' language proficiency levels.

Reading comprehension is crucial for academic success, and the rise of digital platforms like Wattpad has transformed reading habits, particularly among young learners. While Wattpad offers opportunities for engagement and access to diverse literary content, its impact on reading comprehension, especially in EFL contexts, remains unclear. Existing research on digital reading and comprehension often focuses on broader comparisons between digital and print modalities without specifically examining the unique characteristics of platforms like Wattpad and their potential influence on specific comprehension skills related to narrative text understanding.  Aim: This study investigated the correlation between Wattpad reading habits and students' reading comprehension of narrative texts among Indonesian EFL learners. Data analysis using Spearman's correlation revealed a weak, positive, and non-significant correlation (r = .285, p = .267) between Wattpad reading habits and narrative text comprehension. This suggests that, in this sample, increased engagement with Wattpad did not significantly translate to improved comprehension skills. These findings challenge assumptions about the direct link between digital reading engagement and comprehension gains. The study highlights the need for a more nuanced understanding of how digital platforms like Wattpad can be effectively integrated into EFL instruction to enhance reading comprehension, particularly concerning narrative texts.

Based on one of the major sections of my unpublished doctoral thesis defended in 2015, the current study investigates the extent to which Moroccan EFL first-semester university students utilize and transfer (meta) cognitive reading strategies in processing differing English (L3) written texts (i.e., narrative, expository). By addressing 113 university learners (Experimental Group: n=63; Control Group: n=50), the study seeks to find out whether EFL university learners transfer reading strategies (i.e., cognitive, metacognitive) from the narrative written text to the expository one with similar or different frequencies along the continuum of the pre- and post- intervention. To gather the relevant data, such instruments as the reading comprehension texts (i.e., narrative, expository), narrative and expository reading tests, explicit strategy intervention, and a retrospective questionnaire (RQ) were utilized. The findings show that the targeted learners did transfer a host of cognitive and metacognitive reading strategies (CMRSs) across text types with varying frequencies of use at both pre- and post-testing levels. Thus, it is deducible that text genre is an influencing variable on the learners’ frequent usage and flexible transfer of CMRSs in the achievement of L3 reading comprehension. Further, some implications and limitations related to this undertaken study are stated.  Article visualizations:

This research deals with students' understanding of moral values ​​in English narrative texts. This research was conducted by students’ of SMP IT Nurul Ikhwan Pantai Cermin. This research focused on "what moral values ​​are understood by students after reading the narrative text and analyzing the moral values ​​contained in the narrative text. This research aimed to analyzed what moral values understood by students that were consisted of patience, kindness, helpful and humbleness. The method used in this research is qualitative method. The subjects of the research were 9 students and they divided into 3 groups: students with higher reading comprehension, students with moderate reading comprehension and students with lower reading comprehension. Technique of collecting the data was done by providing narrative texts that have moral values ​​to students, researchers provided questions related to moral values ​​and then researchers determine students' understanding of moral values. From the results of data collection it was concluded that there are still many students who did not understand the moral values ​​in narrative texts due to lacked of English vocabulary and lacked of understanding of information contained in English texts

This study investigates students' perceptions of digital storytelling as a pedagogical tool for teaching reading narrative texts, particularly in the context of English as a Foreign Language (EFL) education. With the increasing integration of technology in educational settings, digital storytelling has emerged as an innovative method that combines traditional storytelling with multimedia elements, thereby enhancing student engagement and comprehension. Conducted at SMAN 5 Lubuk Linggau, the research utilized a survey design to gather insights from EFL students regarding their experiences and attitudes towards digital storytelling. The findings reveal a predominantly positive perception among students, who believe that this method not only makes reading more enjoyable but also fosters a deeper understanding of narrative content. However, the study also uncovers concerns about the potential for disinterest among some students, highlighting the need for thoughtful implementation by educators. By tailoring digital storytelling experiences to align with students' interests and learning needs, educators can maximize its effectiveness and enrich the reading experience. The study contributes valuable insights into the role of digital storytelling in education, advocating for its continued exploration and integration to enhance student learning outcomes and engagement in reading narrative texts.

This classroom action research (CAR) examined how the Question–Answer Relationship (QAR) strategy supported eighth-grade students’ reading comprehension of narrative texts at SMP Negeri 2 Surakarta. The study addressed students’ difficulties with identifying narrative elements and answering inferential questions in an EFL context. Two CAR cycles were implemented through collaborative planning, action, observation, and reflection with the classroom teacher. Data were generated from reading comprehension tests, classroom observations, and teacher interviews. The findings indicate a consistent improvement in students’ comprehension performance across cycles, accompanied by increased engagement and strategic reading behavior. Qualitative evidence shows that students became more aware of question types and more confident in locating textual evidence and making inferences. Rather than claiming causal effectiveness, this study demonstrates that QAR functioned as a pedagogically useful strategy within a reflective CAR process. The study offers practical insights for EFL teachers seeking to scaffold students’ literal and inferential comprehension of narrative texts.

This paper reports a six-month survey on final year students from English Department Faculty of Cultural Sciences Hasanuddin University. The purpose of this survey was to reveal the extent to which narrative text could induce metacognitive strategies of the students.. Using MARSI questionnaire to investigate their metacognitive strategies for 25 samples, the survey came up with encouraging results. The majority of the samples reported significant improvement in reading narrative texts.The students experienced improvement in all aspects of metacognitive strategies, such as Support Strategy, Global Strategy, and Problem Solving Strategy. The majority of the students declared to have the inclination of reading a variety of text using metacognitive strategies with good comprehension. The findings supports the previous research that confirms assurance of reading improvement through narrative text. The survey warrants pedagogical implication for teachers to utilize abundant of narrative text to improve learning skills especially literacy skills of tertiary EFL learners to strengthen their comprehension over the English texts..

This study examines the needs of junior high school students for developing English narrative reading materials that integrate local culture, drawing on perspectives from both learners and teachers. Data were collected through questionnaires and semi-structured interviews and analysed using a combination of quantitative and qualitative approaches. The findings indicate that students perceive English as necessary to support their academic development and future opportunities, yet most demonstrate only basic proficiency. Students reported difficulties understanding narrative texts, particularly with vocabulary, identifying main ideas, and organising events. Narrative text emerged as the most frequently requested genre, and students preferred multiple-choice and short-essay assessments. The study also found a strong need for materials that reflect students’ learning contexts, as they possess limited knowledge of local cultural heritage and currently have no access to English reading materials that incorporate local culture. Both students and teachers emphasised that integrating local cultural content, especially folklore, would not only strengthen language competence but also enhance motivation and cultural awareness. Based on these findings, the development of supplementary narrative reading materials grounded in local culture is recommended to ensure alignment with students’ proficiency levels, address reading comprehension challenges, and foster meaningful, culturally responsive learning experiences.

Abstract This study investigates the implicit reading beliefs (RBs) of a cohort of diverse English-as-a foreign language (EFL) undergraduate university students and their responses to a narrative text. Sixty-two (n = 62) students enrolled in an introductory reading education course participated in the study. The participants completed a demographic questionnaire and a modified version of the Schraw and Bruning Reader Belief Inventory (RBI). In addition, they read and responded to a narrative text. Descriptive statistics (means, standard deviations, frequencies, percentages, mean rank order) were computed as well as theme coding analysis and a Factorial Multivariate Analysis of Variance (MANOVA) test was conducted to address the study questions. Results indicate that the study participants hold dichotomous as well as less contrasting transmission and transaction RB beliefs. Likewise, they tend to read in a balanced way that reflects combination of text-based, critical evaluation, and personal reaction responses to narrative reading. Conceptual, and pedagogical implications and suggestions for further research into the formation of reading implicit beliefs and their interplay with the comprehension of texts of various types and difficulty levels are discussed.

This study was designed to examine the effects of applying different cognitive reading comprehension strategies on the comprehension of descriptive, narrative, argumentative, and expository texts among Iraqi beginner, intermediate, and advanced EFL learners to investigate whether the benefits of cognitive reading strategies are consistent across EFL learners of different English proficiency levels and various text types. Hence, 300 Iraqi EFL learners were selected through a convenience sampling procedure from undergraduate students of Thi Qar University and were equally divided into three levels of English proficiency; each level included four experimental groups according to four text types. To measure the participants' improvement after implementing the treatment, 12 reading comprehension tests were constructed and administered twice, once before the study's treatment and once after the participants' exposure to cognitive reading comprehension strategies as a post-test. The findings implied the effectiveness of cognitive reading comprehension strategies for improving the comprehension of various text types among EFL learners of different proficiency levels. Moreover, it was revealed that cognitive reading comprehension strategies were more effective for the descriptive and the narrative texts. The results also showed that the intermediate and the advanced learners benefitted more than the beginners from the cognitive reading strategies.

This study investigates how integrating Literature Circles with the Teaching and Learning Cycle enhances junior secondary English as a Foreign Language students’ engagement, comprehension, and motivation in extensive reading of narrative texts. Using a qualitative classroom action research design with phenomenological orientation, data were collected through semi-structured interviews, reflective journals, and classroom observations. The intervention followed four Teaching and Learning Cycle stages—Building Knowledge of the Field, Modelling of the Text, Joint Construction of the Text, and Independent Construction of the Text—combined with rotating Literature Circle roles to scaffold comprehension and collaboration. Findings reveal that students progressed from supported participation to independent analysis, showing gains in vocabulary noticing, inferential reasoning, and critical response. Students also reported heightened intrinsic motivation, confidence, and ownership of learning, facilitated by structured peer interaction and equitable participation. Challenges such as time constraints, text difficulty, and performance anxiety emerged but also suggested avenues for refinement in instructional design. This study contributes conceptually by bridging constructivist, sociocultural, and genre-based perspectives, pedagogically by operationalizing scaffolding through structured roles, and contextually by adding evidence from Indonesian junior secondary classrooms. These findings highlight the potential of Literature Circles integrated with the Teaching and Learning Cycle as a sustainable model for student-cantered reading instruction and provide directions for future research on scalability, digital mediation, and application across genres

ABSTRACT Compared to reading text alone, pictures are regarded as easier for readers to comprehend the context. For EFL readers, their reading behavior on text with pictures needs to be carefully inspected. The study aims to examine how different are the viewing behaviors of EFL beginners versus intermediate readers on reading narrative paragraphs and accompanying pictures. Seventeen junior high and twenty-one senior high students represented as EFL beginners and intermediate readers, respectively. Both of them read consecutively three screens with narrative texts and pictures illustrating the texts. The results showed that both beginners and intermediate readers paid more attention to the texts than the pictures. The beginners almost solely fixated on the texts and few fixations fell on to the pictures while the intermediates had more fixations on both texts and pictures. The eye-movement data in the specific AOIs showed that the intermediates made more references between text and pictures when they encountered difficult words or processed semantic meaning making. The beginners were less efficient in reading, having less fixated time on each screen, and encountered greater difficulties in comprehension than the intermediates. Based on eye-movement data, a personalized strategy to alter display sequence could be provided to support EFL beginners: Before going into narrative reading, a reminding message could be dispatched onscreen guiding them to view standalone pictures and to inspect pictorial components carefully to serve as the macro-reading strategy. The personalization could also be realized by posting cognitive and meta-cognitive level questions during the inspection of picture.

Low reading interest and comprehension difficulties among EFL junior high school students, particularly in understanding narrative texts, remain significant challenges in Indonesian education, especially in rural settings. This mixed-methods research investigated the reading strategies used by third-grade junior high school students in comprehending narrative texts and how they use those strategies in reading class. A qualitative case study design was employed, supported by quantitative data from a questionnaire. The subjects were 27 third-grade students at a junior high school in Kolaka Regency, Southeast Sulawesi. Data were collected through classroom observations using field notes and a questionnaire based on (Banditvilai, 2020) framework of four reading strategies: skimming, scanning, making predictions, and questioning. Thematic analysis was applied to qualitative data, while descriptive statistics (percentages) were calculated for quantitative data. The findings revealed that students employed all four strategies with distinct patterns. Skimming and scanning functioned as efficiency-oriented strategies: 74.1% of students sometimes skipped small details during reading. Prediction and questioning functioned as depth-oriented strategies: 55.6% often compared predictions with actual information. The integration of questionnaire and observation data through methodological triangulation indicates that students actively combine multiple metacognitive strategies. However, the gap between "Sometimes" and "Often" responses suggests that consistent application remains a challenge requiring explicit instructional support.

This mixed methods study examined whether perceived metacognitive reading strategies differed in Iranian EFL learners with different reading abilities. It also compared their actual (real) utilization of metacognitive reading strategies in different English text types (narrative and expository). Four hundred Iranian university students studying TEFL were selected according to their performance on the Oxford Placement Test. A Persian Reading Comprehension Placement Test, Reading Section of PET, and English and Persian Perceived Reading Strategy Questionnaires were administered. One hundred thirty-three students were selected and divided into two groups based on the Persian Reading Comprehension Placement Test scores. Those who achieved above the mean score were classified as high readers and others as low readers. After administering the questionnaires and conducting think-aloud, the data were analyzed through chi-square, MANOVA, and theme-based analysis. The findings revealed that the realizations of global reading strategies regarding frequency and type were not different in Iranian EFL learners’ perceived metacognitive reading strategies. The findings also indicated a significant difference between the frequency and type of problem-solving reading strategies. The results confirmed that learners used the same global and problem-solving strategies in reading narrative and expository text types, while the pattern of using support-reading strategies was different. The most frequent support reading strategies used in expository text were paraphrasing, circling the information, and reading aloud while summarizing and asking questions were the most frequent support reading strategies used in narrative text. The theoretical and pedagogical implications of the study were finally pointed out.

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This study was designed to examine the effects of applying different cognitive reading comprehension strategies on the reading comprehension of four text types (descriptive, narrative, argumentative, and expository) among Iraqi beginner, intermediate, and advanced EFL learners to investigate whether the benefits of cognitive reading strategies are consistent across different English proficiency levels and various text types. Hence, a total of 300 Iraqi beginner, intermediate, and advanced EFL learners were selected through a convenience sampling procedure from undergraduate students of Thi Qar University and were equally divided into three levels of English proficiency; each level included four experimental groups according to four text types. To measure the participants' improvement after implementing the treatment, 12 reading comprehension tests were constructed and administered twice, once before the study's treatment and once after the participants' exposure to cognitive reading comprehension strategies as a post-test. The findings of both quantitative and qualitative phases of the study denoted to the effectiveness of cognitive reading comprehension strategies for improving the comprehension of various text types among EFL learners of different proficiency levels. Moreover, it was revealed that these strategies were more effective for the comprehension of descriptive and narrative texts than the argumentative and the expository ones. The results also showed that the intermediate and the advanced learners benefitted more than the beginners from the cognitive reading strategies. Finally, pedagogical implications are discussed in the light of the findings.

The multiple-choice test is familiar to Foreign English Language Learners (EFL) and is able to measure students' HOTS especially in Indonesia. Although it has a number of limitations, multiple choice is widely used because it is able to measure learning outcomes from the simple to the complex. The aim of this study was to analyze the students' ability to answer Higher Order Thinking Skills (HOTS)-oriented questions in a multiple-choice form. In collecting data, the researchers used a narrative reading test of questions that had been carefully developed by the English teacher with a focus on the top three HOTS domains (e.g., analyzing, evaluating, and creating) and interviews with two students who were taken from upper and lower group. his study employed descriptive qualitative method. Moreover, the data obtained were sorted verified, analyzed, interpreted, drawn conclusions, and presented descriptively-qualitatively. The findings of this study indicated that there was not a single student in the excellent category (0%), 11 students in the good category (37%), 3 students in the fair category (10%), 6 students in the poor category (20%), and 10 students in the very poor category (33%). In addition, based on analysis of students’ answer errors, it was known that the percentage of students’ answer errors on the HOTS-oriented questions was analyzing 25%, evaluating 39%, and creating 36%. This indicated that some ninth-grade students at MTs Satu Atap Tangerang who have not been able to answer the HOTS oriented questions correctly.

: This study examines the application of the drama teaching method in junior high school English reading instruction, with a particular focus on its impact on student engagement, reading comprehension, and language output. The study employed a qualitative research design, using literature analysis and in-depth interviews with four teachers and eight students in a junior high school to explore their experiences with drama-based activities. The findings suggest that drama activities significantly enhance student participation, making learning more interactive and enjoyable. Students reported a deeper understanding of the texts, particularly through the use of role-playing, which helped them analyze characters' motivations and gain insights into narrative structures. Moreover, drama activities were found to improve oral proficiency, especially through improvisation, as students were encouraged to engage in spontaneous language use. The study also revealed that the collaborative nature of drama fosters higher-order thinking and increases students' confidence in using English. However, the study also highlighted challenges such as time constraints and the need for professional development for teachers. Despite these challenges, the research provides empirical support for the integration of drama-based methods in junior high school English reading instruction and manifests that such methods can significantly enhance both student motivation and language skills. The paper concludes with suggestions for future research, including the exploration of the long-term impacts of drama on language development and strategies to overcome implementation challenges in diverse educational contexts.

In response to the new curriculum standards 'requirements for cultivating critical thinking, this study explores effective approaches to foster logical reasoning, critical analysis, and creative thinking in high school English reading classes. Using the ‘Scientists Who Changed the World’ unit from Yilin Press Edition 4 as a case study, we integrated cognitive stratification, constructivist tasks, and a three-dimensional critical model. Through observation, interviews, and text analysis tracking the entire classroom intervention process, the results demonstrated that chain tasks focusing on title prediction, structural summarization, viewpoint questioning, and role transfer can continuously activate students' higher-order thinking. These tasks guide learners from information extraction to meaning creation and value judgment, significantly enhancing independent thinking and cross-textual expression abilities. The research indicates that explicitly embedding critical thinking cultivation into news narrative reading provides an operational framework for implementing core competencies in English education.

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Abstract: The main purpose of this study was to find out whether or not there was any significant difference between students who taught by using Anchored Instruction Strategy to the eighth grade students of State Junior High School 46 of Palembang. This research was conducted by using quasi-experimental design, that is, pretest posttest non equivalent control group design that compare 2 groups of the students. The population consisted of 276 students from the eight classes of State Junior High School 46 of Palembang in academic year 2017/2018. The sample of the study was selecting by purposive sampling involving 62 students as the sample. Thirty one students were in the experimental group and thirty one students in the control group. To collect the data, a written test in multiple choice was used. The written test was administered twice as pretest and posttest. the result of the test analyzed by using t-test (paired sample t-test and independent sample t-test. In this study, the value of t-obtained was higher than the value of t-table (7.93 > 1.697) consequently the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. In conclusion, the use of Anchored Instruction Strategy was effective in teaching reading of the eighth grade students in improving reading comprehension achievement, particularly narrative paragragph.

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This study investigates the effectiveness of arts integration in improving reading comprehension among high school students in Pakistan, particularly in English as a Medium of Instruction (EMI) contexts. It employs a mixed-methods approach, combining quantitative needs analysis with qualitative feedback from three intervention cycles. These cycles utilized various arts integration strategies, such as narrative essay illustration, expository essay doodling and semantic mapping, and novel-based arts activities. Data collection included pre-and post-intervention questionnaires, diagnostic assessments, and reflective sessions. Findings reveal significant improvements in students' reading comprehension, memory retention, and motivation. Students reported better understanding, recall, and enjoyment of learning through arts-integrated activities. The study contributes to the literature on arts integration in language education and offers recommendations for curriculum design, teacher training, assessment practices, and community engagement to support and expand arts integration in education.

This study investigates the effectiveness of the Read–Cover–Remember–Retell (RCRR) technique in enhancing EFL learners’ reading comprehension of narrative texts in a junior high school context. The research was conducted with ninth-grade students of SMP Negeri 15 Palu using a quasi-experimental design involving two intact classes. One class was assigned as the experimental group, taught using the RCRR technique, while the other served as the control group and received conventional reading instruction. Data were collected through pre-test and post-test reading comprehension assessments consisting of multiple-choice items that measured students’ ability to identify main ideas, supporting details, vocabulary meaning, and inferences. Descriptive statistics were used to examine students’ initial and final performance, and an independent samples t-test was employed to determine the significance of differences between the two groups. The results showed that the experimental group’s mean post-test score increased substantially compared to its pre-test score and outperformed the control group, which demonstrated only modest improvement. The statistical analysis confirmed that the difference between the post-test scores of both groups was significant, indicating that the RCRR technique had a positive impact on students’ reading comprehension. The findings suggest that the structured stages of RCRR promote active engagement, deeper processing of textual information, and better recall, making reading a more interactive and meaningful activity. This study concludes that RCRR is an effective and practical strategy for improving reading comprehension in EFL classrooms and offers pedagogical implications for teachers seeking student-centered approaches aligned with curriculum demands.

This study explores the efficacy of the Directed Reading Thinking Activity (DRTA) technique in enhancing reading comprehension among Junior High School students. Addressing a gap in traditional reading strategies, the research aimed to assess whether DRTA could improve comprehension of narrative texts for eighth graders at MTSN 2 Bandar Lampung. Employing a mixed-methods approach, the study utilized pre-tests, post-tests, and student questionnaires to gather both quantitative and qualitative data. The experimental group, which received DRTA instruction, showed significant improvements in post-test scores compared to their pre-test results, indicating enhanced comprehension skills. Qualitative feedback further revealed increased student engagement and motivation. The findings confirm that DRTA not only aids in comprehension but also promotes critical thinking and a deeper understanding of texts. Consequently, the study recommends the integration of DRTA into reading curriculums to meet contemporary educational demands and improve student learning outcomes effectively. This technique promises to bridge the gap between current educational practices and the evolving needs of students in the digital era

Reading comprehension is an essential skill for English language learners, yet junior high school students experience difficulties in understanding narrative texts because of limited vocabulary, low reading motivation, and insufficient exposure to culturally relevant reading materials. Integrating local folktales into English instruction may enhance students’ comprehension. This research aims to investigate the effectiveness of Napu folktales in improving the reading comprehension of eighth-grade students at SMP Negeri 2 Lore Peore. A quantitative pre-experimental one-group pre-test-post-test design was used. The participants consisted of 40 eighth-grade students selected through total sampling. Because the population at SMP Negeri 2 Lore Peore was fewer than 100 students, 20 students from SMP Negeri 1 Lore Peore were included to complete the sample. Data were collected using a reading comprehension test consisting of 20 multiple-choice questions and 5 essay questions. Data were analyzed using descriptive statistics and a paired-samples t-test with SPSS version 25. The findings revealed a statistically significant improvement in students’ reading comprehension, with the mean score increasing from 30.0250 in the pre-test to 72.5750 in the post-test (p 0.05), indicating that the use of Napu folktales effectively improved students’ reading comprehension and promoted appreciation of their local cultural heritage.

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Reading comprehension, particularly of narrative texts, remains a persistent challenge among Indonesian high school students. Conventional reading instruction often results in passive learning and low student engagement. This study aimed to investigate the effectiveness of the “Escape Room Reading Challenge” as an innovative, gamified instructional strategy to enhance students’ reading comprehension and engagement. This Classroom Action Research (CAR) was conducted in two cycles involving 33 tenth-grade students at SMAN 1 Baregbeg, Ciamis, Indonesia. The research followed the Kemmis and McTaggart model, which consists of planning, acting, observing, and reflecting stages. Data were collected through reading comprehension tests, observation checklists, and field notes. The results indicated a consistent improvement in students’ reading comprehension and classroom participation. In Cycle 1, the average post-test score increased from 61.58 to 69.09. Following instructional refinement in Cycle 2, the average post-test score rose significantly to 83.76. Observation data revealed that active participation also improved from 60% in Cycle 1 to 90% in Cycle 2. These findings suggest that the escape room approach effectively promotes critical thinking, teamwork, and student motivation while supporting deeper comprehension of narrative texts. The study concludes that integrating gamified strategies like escape rooms into reading instruction can create a more meaningful, collaborative, and enjoyable learning environment. Further research is recommended to explore its adaptability across genres and its long-term impact on literacy development.  

Despite various efforts to enhance reading comprehension, a preliminary study revealed that tenth-grade students at Pekanbaru's State Islamic Senior High School faced challenges comprehending narrative texts. This quasi-experimental study aimed to determine whether Collaborative Strategic Reading (CSR) instruction could improve students' narrative text comprehension. A total of 202 students were randomly assigned to two groups: a control group receiving traditional instruction and an experimental group receiving CSR instruction. Pre- and post-tests were administered to both groups to assess their comprehension abilities. Data analysis using SPSS version 20 revealed a significant difference between the two groups, indicating that CSR instruction effectively enhanced narrative text comprehension. The effect size, however, was relatively weak (η² = 0.111). These findings suggest that incorporating CSR into English language instruction can positively impact students' comprehension of narrative texts, even though the effect size is relatively small. Future research is needed to further investigate the effectiveness of CSR in enhancing reading comprehension across different genres and grade levels.

This study aims to identify the types of cultural values found in English learning materials for 11th-grade high school students and to analyze how these values are represented from the perspectives of students and teachers. Using a qualitative approach and Émile Durkheim’s theory of social facts, the study categorizes cultural values into four dimensions: externality, coerciveness, generality, and independence. The findings reveal that these values are embedded in narrative texts such as folktales and moral stories, serving both as language learning tools and character-building media. Externality and coerciveness are reflected in obedience to authority and social norms, while generality and independence appear in collective values and critical thinking. Students' reading skills also play a significant role in understanding and internalizing these values. Integrating cultural values into English instruction supports the development of literacy, character, and students’ cultural awareness.

This study, derived from one of the major sections of my unpublished doctoral dissertation tackling the correlation between explicit training in cognitive and metacognitive reading strategies (CMRSs) and EFL reading achievement in tertiary education (Defended in 2015), is an endeavor to reveal the perceived effect of metacognitive evaluating strategies (MESs) instruction on Moroccan English Department learners’ strategic reading behavior. Targeting 113 EFL university learners (experimental group: n=63; control group: n=50), the study explores the impact of explicit metacognitive intervention on the learners’ recourse to recalling and summarizing, as metacognitive reading strategies (MRSs) tapped for assessing their understanding of the EFL textual input. To collect the relevant data, explicit reading strategy instruction (ERSI), reading comprehension texts (i.e., narrative, expository), narrative and expository reading tests, and a retrospective questionnaire (RQ) were relied upon. The results evince that, whilst the experimental group (n=63) advanced at the level of both metacognitive evaluating strategies use and text summary-related scores, its counterpart (control group) in the control condition did not reveal any marked increase in the application of the targeted metacognitive evaluating strategies (MESs) and the scores pertinent to text-based summary performance across the pre-post-test stages. Accordingly, a corpus of relevant recommendations and implications are discussed, and a few limitations are set forth.  Article visualizations:

The integration of gamification in English as a Foreign Language (EFL) reading classrooms provides alternative avenues for interactive instruction and formative assessment. This qualitative case study explored a teacher’s strategies in implementing gamification in an EFL reading classroom and identified the challenges encountered during its implementation. The study focused on one experienced English teacher and a Grade XI class at a senior high school in Karawang, West Java. Data were collected through non-participant classroom observations, a semi-structured teacher interview, and instructional artifact analysis, and analyzed using the qualitative data condensation framework of Miles, Huberman, and Saldaña. The findings revealed that gamification was implemented through distinct pedagogical phases to evaluate students' comprehension of narrative texts, focusing on literal recall, contextual vocabulary, and main ideas. The teacher deliberately differentiated digital platforms: Kahoot was preferred for structured formative assessment and immediate feedback, whereas Blooket served for engagement and review. Crucially, the teacher practiced assessment moderation by examining item-level response patterns rather than accepting platform leaderboards, recognizing that scores were frequently distorted by guessing behaviors and speed mechanics. Infrastructural challenges, including limited smartphone battery and unstable connectivity, were managed through contingency collaborative device-sharing. The study emphasizes that effective gamification in EFL reading depends fundamentally on the teacher's adaptive instructional strategies, critical assessment literacy, and technological readiness.

This study analyzes the scaffolding strategies employed by EFL (English as a Foreign Language) teachers in teaching reading comprehension to secondary school students. The research aims to evaluate the effectiveness of these strategies in addressing the challenges faced by students in understanding narrative texts. A qualitative case study approach was adopted, involving observations, interviews, and documentation methods to gather data from seventh-grade students at SMPN 1 Cilamaya Wetan. The findings indicate that while the scaffolding strategies applied generally align with the principles of effective reading instruction, there are areas for improvement in both the narrative texts used and the implementation of these strategies. This research contributes to the understanding of how scaffolding can enhance reading comprehension and offers recommendations for educators to refine their teaching practices.

The use of reading strategies is closely linked to readers’ proficiency levels. While extensive research has examined strategy use among EFL readers with varying proficiency, there remains a gap in qualitatively understanding the characteristics that distinguish good and poor EFL readers in narrative texts. The study addresses this gap through a qualitative case study involving four good and four poor Chinese college EFL readers. Data were collected primarily through think-aloud protocols to gain in-depth insights into their strategy use. Findings indicate that good readers effectively employed inference-making strategies to enhance comprehension and actively monitored their reading progress. Conversely, poor readers relied heavily on translation, struggled with making inferences, and demonstrated ineffective comprehension monitoring. These contrasting behaviors revealed three key differences between the two reader groups: approaches to assisting comprehension, inference-making abilities, and monitoring of comprehension. The study concludes that successful narrative comprehension depends on both linguistic competence and strategic reading awareness. It recommends explicit instruction on rephrasing and inference-making strategies, alongside guidance for active comprehension monitoring and adaptive strategy use. Future research is suggested to examine how strategy use evolves over time and how targeted instruction influences EFL readers’ strategic behavior.

Given the well-known fact that reading any EFL academic written discourse entails the proactive exertion of cognitive efforts and the constant immersion in executive control, the use of cognitive reading strategies (CRSs) occupies an outstandingly pivotal part in effectually assimilating the textual content. By implementing these strategies during the process of textual reading, readers can ensure efficient meaning-making acts. Targeting a group of first-semester university students (N=63), this exploratory study, which is part and parcel of my unpublished Doctoral Dissertation defended in 2015, has a two-fold focus. It endeavors to (a) delve into the most frequently deployed cognitive reading strategies among Moroccan EFL university learners and (b) uncover how the strategic processes are conducted among the targeted group during the act of reading. The data were gained through the assignment of two reading comprehension texts (i.e., narrative, expository) that were coupled with a retrospective questionnaire (RQ). The results showcased that the target group makes adequate use of cognitive reading strategies during textual processing. Hence, the study spells out a host of recommendations for the academic as well as the research community and sets forth some encountered limitations. 

Based on my unpublished Doctoral Dissertation (Defended in 2015) that investigates the impact of explicit reading strategy instruction on Moroccan EFL university learners’ (meta) cognitive reading strategy use and reading achievement, the present exploratory study reflects the extent to which the learners are retrospectively conscious of the (meta) cognitive reading strategies (RSs) that facilitate the assimilation and comprehension of the textual input. It addresses 113 English department university students belonging to two groups (Group 1: N= 50; Group 2: N= 63) studying at the first-semester level. The data were obtained through the dependence on two advanced-level reading comprehension texts (i.e., narrative, expository) which were accompanied by a retrospective questionnaire (RQ). The results evince that, given that the targeted two groups unconsciously used some (meta) cognitive reading strategies (RSs) for attaining the textual comprehension, their retrospective consciousness of the core nature and essence of these metacognitively-oriented strategic moves is typically typified by utmost inadequacy. Finally, some useful recommendations relative to both EFL reading research and pedagogy as well as some unavoidable limitations are presented. 

This study investigated the effectiveness of a digital mind magnet—a structured framework of pre-, during-, and post-reading strategies—designed to enhance EFL students’ online reading comprehension. Digital texts frequently encourage distraction and cursory processing, whereas the mind magnet, derived from a paper-based model (Read. Teach. 60:373–376, 2006), offers a cognitive framework that focuses learners’ attention on essential narrative elements. A quasi-experimental pretest–posttest design was utilized, assigning 60 intermediate EFL learners to either an experimental group utilizing digital mind magnets (n = 30) or a control group employing traditional methods (n = 30). A mixed-methods approach combined quantitative assessments of comprehension with qualitative evaluations of students’ written responses. ANCOVA revealed a statistically significant and large effect, F(1, 57) = 113.85, p < .001, partial η² = 0.667, indicating the experimental group significantly outperformed the control group on comprehension tests. Qualitative analysis demonstrated a significant advancement from superficial recall to analytical and inferential reasoning, coupled with the employment of metacognitive terminology to elucidate narrative structure. Participants also reported highly positive perceptions of the strategy, citing improvements in focus, organization, and confidence. The findings demonstrate that the digital mind magnet is an effective pedagogical tool that transforms online reading from a passive act into an active, strategic, and metacognitive process, improving both the cognitive and affective dimensions of learning in EFL settings.

This paper investigates how stylistic analysis of poetry and fiction can foster critical reading skills among learners in ESL/EFL contexts. Rather than focusing on classroom interventions, the study adopts a text-based approach, examining selected poems and fictional passages to illustrate how stylistic features such as metaphor, imagery, parallelism, deixis, and narrative perspective encourage deeper interpretative engagement. Drawing on stylistics as an interface between language and literature, the analysis demonstrates that close attention to linguistic patterns enhances awareness of how meaning is shaped, disrupted, or foregrounded in literary texts. By analyzing a poem by William Blake and an excerpt from Ernest Hemingway’s A Farewell to Arms, the study shows how stylistic techniques stimulate critical awareness of thematic complexity, ambiguity, and authorial choices. The findings suggest that stylistic analysis, when applied to diverse texts, equips learners with interpretive strategies that go beyond surface-level comprehension, ultimately contributing to critical reading competence in second-language literary studies.

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This quasi-experimental study investigates Moroccan English department university students’ overall mastery of the declarative, procedural, and conditional knowledge of the text-processing strategies that facilitate textual comprehension at both the pre- and post-intervention levels. For examining this postulate thoroughly, two EFL first-semester groups pursuing their studies in English Language and Literature were randomly opted for as the informants for this study. The experimental group (n=63) received explicit training related to the declarative, procedural, and conditional knowledge of reading strategies, whereas the control group (n=50) took their normal classes. The two groups were presented with two reading texts (narrative & expository) at both the outset and the end of the metacognitive strategy intervention. This was accompanied by a ‘retrospective questionnaire’ at each stage (pre-intervention & post-intervention). The results indicate that the experimental group exhibited more substantive enhancement in metacognitive strategy knowledge than the control group did. Thus, the recommendation that instruction in the declarative, procedural, and conditional knowledge of reading heuristics be integrated in the Reading Comprehension Course at the university level is to be imparted utmost value in the sphere of academia.

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Grounded in an exploratory research design, the current study is centrally aimed at gauging the Moroccan English department learnersi¯ awareness and use of cognitive and metacognitive reading strategies (RSs). It seeks to determine the extent to which EFL learners are (meta) cognitively conscious of the use of text-based strategies. To put a bright spotlight on this issue and disclose EFL learnersi¯ dynamic potential pertaining to metacognitive strategy knowledge, a sample of sixty-three (63) EFL learners majoring in English Studies (first-semester) were targeted. The obtained data were gathered by means of the retrospective questionnaire (RQ) and the reading comprehension texts (e.g., narrative, expository). The overall findings manifestly show that Moroccan EFL learnersi¯ (meta) cognitive strategy awareness and usage are characterized by insufficiency. Thus, a range of implied suggestions related to the EFL learnersi¯ reading strategy consciousness and use in academic textual reading are put forward and some encountered research limitations are stated.

This study aims to investigate the effects of reading ability levels and two text types, narrative and expository texts, on the rational deletion cloze test performance and to study the students’ use of reading strategies on their taking the cloze test. One hundred seventy-four first-year university students participated in this study. They were assigned into three groups of high, average and low reading ability. The instruments included a rational deletion cloze test and a reading strategies questionnaire. The interaction effects of reading ability levels and text types on the cloze test performance were found to be nonsignificant. However, each of these two variables had a significant effect on the cloze test performance, with large effect sizes. The uses of reading strategies by the three reading ability groups while working on the cloze test were also found to be significantly different.

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This study examined the effects of mediation as a post-reading task on literal and inferential comprehension among adolescent learners of English as a foreign language. Mediation involves learners collaboratively constructing the meaning of a text. It was hypothesized that learners’ communication about what they had read would facilitate the reorganization of text content. Twenty 9th-grade students read narrative and expository passages in conditions with and without the mediation task. Literal and inferential comprehension were assessed using a written recall test and inferential questions. Results indicated that the effect of the mediation task on literal comprehension was stronger for narrative texts than for expository texts. Students comprehended causal antecedents and themes in narrative reading and showed better performance only for causal antecedents in expository reading. Verbal protocols obtained during the mediation task revealed meta-comments used by students to communicate text content. The study discusses pedagogical implications for collaborative reading instruction from a sociocultural perspective.

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Blended learning, an innovative approach to course design, caters consecutively a learning style that is mostly preferred by students, and assists language teachers. This study aims to investigate Blended learning impact in developing students’ ability to summarize, and then respond in writing to narrative texts. To reach this objective, Pre-test/Posttest control group design was conducted on second year English students in the Teacher Training School “Assia Djebar” of Constantine. After administering a pretest prior the beginning of the training, fifty participants were assigned either to the experimental condition, or the control condition. During six weeks, the former was subjected to blended learning environment where students could take advantage of both Moodle e-learning platform and in-class reading instruction; whereas the latter received materials, instruction and feedback through traditional Face-to-Face classes. After the experiment, the participants were post-tested, and a t test was used to compare the mean scores. Data analysis confirmed the statistical significance of change in the mean scores between the two groups showing that when using technology to combine in-class and out-of-class learning, EFL learners can reach a better level of expertise in reading comprehension skills.

While the effect of Readers Theater (RT) on English oral reading fluency has been extensively investigated, research on the effect of RT on adolescents’ English reading and listening comprehension was scant and yielded different results. This research aimed to explore how RT instruction influenced English as a Foreign Language (EFL) students, especially adolescents, in English reading and listening comprehension. This article conducted a 10-week quasi-experimental design involving two intact classes of 68 seventh-grade students from central Taiwan. The instruments included pretests and posttests of English reading and listening comprehension and nine students were interviewed for an in-depth analysis. The results revealed that the experimental group statistically significantly outperformed the control group on reading comprehension, but not on listening comprehension. Consequently, despite the advantages of RT instruction on reading comprehension stated in the article, interaction among learners in terms of listening comprehension is needed to be emphasized in the course when adopting the RT instruction.

The present study aimed to introduce an alternative method for teaching the novel in Egyptian secondary schools. Teachers stated that there is no agreed upon method for teaching stories and novels. In addition, there is no Teacher Guide for teaching the novel provided by the Ministry of Education. Therefore, this study aimed at investigating the Effect of the Reader Response Approach (RRA) on Egyptian Secondary School EFL Students’ Reading Comprehension of narrative texts. For this purpose, the researcher designed a Program to teach the novel: Gulliver’s Travels based on the Reader Response Approach. One group comprising 35 Egyptian female students at a secondyear secondary school participated in the study. A Reading Comprehension test was used to measure their comprehension of the novel at three comprehension levels. Results indicated the effectiveness of the Reader Response Approach in enhancing students’ reading comprehension and critical thinking. This finding proves that the RRA program had a significant impact on the participants’ overall reading skills.

This article is an attempt to investigate how advanced and high-intermediate learners of English receiving culturally familiar or nativized contents may differ in terms of both their performance in reading comprehension and the use of cognitive and metacognitive strategies. To this end, a total of 73 advanced and high-intermediate students of English were selected and assigned to two groups in order to acquire relevant data across different levels of language proficiency. Subsequently, the participants received culturally adapted texts with sociologically, semantically and pragmatically nativized contents in the form of narrative and expository texts. Following this step, the participants were given reading comprehension tests and cognitive-metacognitive questionnaires. While culturally familiar texts are generally believed to have facilitating impacts on the overall reading comprehension for all language groups, the findings of the present study suggest that the advanced learners of English may use these strategies more frequently compared to high-intermediate learners of English. These results may raise strong implications concerning the suitability and effectiveness of nativized or culturally adapted materials for learners at varying levels of language proficiency.

Poorer adolescent readers are often regarded by teachers as unable to read whole narratives and given short, simplified texts, yet are expected to analyse every part in a slow laborious read through. This article reports on a mixed methods study in which 20 English teachers in the South of England changed their current practice to read two whole challenging novels at a faster pace than usual in 12 weeks with their average and poorer readers ages 12-13. Ten teachers received additional training in teaching comprehension. Students in both groups made 8.5 months’ mean progress on standardised tests of reading comprehension, but the poorer readers made a surprising 16 months progress but with no difference made by the training programme. Simply reading challenging, complex novels aloud and at a fast pace in each lesson repositioned ‘poorer readers’ as ’good’ readers, giving them a more engaged uninterrupted reading experience over a sustained period. However, the qualitative data showed that teachers with the additional training provided a more coherent faster read and better supported poorer readers by explicitly teaching inference, diagnosed students’ ‘sticking places’ mid-text and created socially cohesive guided reading groups that further supported weaker readers but also stretched the average/good readers.

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Having opportunities to work with literary texts in language teaching is crucial to promoting students' language development, general education, and personal growth. Despite the recognized importance of reading literary texts in research and in policy, to date, little is known about the frequency and characteristics of literature instruction in the teaching of English as a second, foreign, or additional language. To illuminate classroom practices, this large‐scale, longitudinal, video‐observation study of naturally occurring English instruction in Norway examines to what extent students read literature in the classroom, what kinds of literary texts are read, and what opportunities teachers create for students to explore those texts across 200 lessons. The study involves lower secondary English teaching in 43 classrooms during the past decade (2015–2024) and integrates a quantitative mapping of the presence and forms of the literature read with a qualitative analysis of the literature lessons using an observation protocol for exploration in teaching. The results indicate that literary texts were often included in English teaching and that their presence was consistent over time. However, there may be a need to support teachers in implementing in‐depth explorations of literary texts that can foster students' engaged, reflective, and multilayered literary reading and response.

This study sought to investigate the influence of reading habits on the learners’ academic performance in literature; a case study of Jinja secondary school, Jinja city”. The objectives were; to investigate the reading habits of students of Jinja Senior Secondary School, to find out the types of materials they read and their purposes for reading, to find out the perception of students on reading habits and academic performance in Literature and the factors that affect their reading habits. The findings indicated that more respondents 59.5% strongly agreed, 35.9% agreed and 1.5% disagreed with the statement that “reading has improved their ability to understand”, the majority of respondents 61.8% strongly agreed, 32.1% agreed and 3.1% disagreed that reading has improved their written English, 49.6% strongly agreed with the statement that their spoken English has been improved, 44.3% agreed and 1.5% disagrees with it. A little over 40.0% of the respondents agree, 38.9% strongly agreed and 6.9% disagreed with the statement number 4 that reading has broadened their horizon. Similarly, more respondents 47.3% strongly agreed, 43.5% agreed and 1.5% disagreed with the statement number 5 that reading has improved their performance in examinations. Multi-stage sampling technique, which involves simple random sampling, was used to arrive at the sample size of 131 respondents. Quantitative data was analyzed using the Statistical Packages of Social Sciences (SPSS) version 11.5 while qualitative data was analyzed and presented thematically. The school librarian should regularly weed out outmoded materials from the library’s collection. When this is done, the students will be better encouraged to patronize the library.

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This article reports on a mixed-methods study regarding the extent to which the extramural English (EE), external attributions, self-efficacy (concerning EFL reading, speaking, writing, and listening skills), and gender of 42 students, learning English as a foreign language (EFL) in a Norwegian upper-secondary school, predicted their EFL learning outcomes. Data on participants ’ EE (receptive and productive), external attributions, and self-efficacy were collected through a questionnaire and language diaries, while their learning outcomes were measured through a language proficiency test, mock exam, in-depth project, and receptive and productive vocabulary tests. The data revealed several interesting findings, including participants ’ receptive EE statistically significantly and negatively predicting their productive vocabulary test scores, whereas their writing self-efficacy and attributions to specifically literature, TV, and film statistically significantly and positively predicted them. Moreover, neither receptive nor productive EE was found to mediate the relationship between self-efficacy, external attributions, and learning outcomes.

This study aimed to address the need for more research in literature teaching, especially in an English as a Second Language (L2) context, and to consider often overlooked micro-geographical areas to improve education quality. Supporting Sustainable Development Goal (SDG) number four, this qualitative research explored the challenges faced by L2 public secondary school literature teachers (n=30) in Southern Nueva Vizcaya, Philippines. Data were collected through semi-structured interviews and focus group discussions (FGDs). Participation was voluntary, with informed consent obtained, and confidentiality and anonymity ensured. The study found that teachers faced challenges such as low English proficiency among students, negative student attitudes, limited instructional time, and insufficient resources and materials. These findings suggest the need for significant changes in education to enhance language education in L2 countries, provide activities to improve students' attitudes towards literature, allocate adequate time for reading, and supply necessary learning materials and resources. Future research could involve a larger sample of literature teachers and compare the challenges of teaching literature in L1 and L2 contexts, as well as in urban and rural areas.

Despite the importance of strategy instruction in improving learners’ reading ability, several issues remain unresolved in literature. This study investigated the effect of explicit reading strategy instruction on improving grade 11 English as a foreign language (EFL) learners’ reading comprehension performance. Additionally, it attempted to see whether male or female students performed better in reading comprehension after the intervention. The quasi-experimental pre- and post-test research design was employed. Eighty-two grade 11 students from two intact classes of Kokebe Tsibah General Secondary School were randomly assigned as an experimental (EG) and control (CG) groups. While 40 students were assigned to the control, 42 (19 male and 23 female) students were assigned to the EG. The EG received explicit reading strategy instruction embedded into their English reading activities using the Cognitive Academic Language Learning Approach. While classroom observation was carried out for follow-up purposes, the reading comprehension test was used as a main data-gathering tool. The data were analyzed using percentages, means, and t-tests. The independent sample t-test results showed a significant difference in reading comprehension test scores between the CG and EG after the intervention. On the other hand, the independent sample t-test analysis indicated that there were no significant differences between male and female students in their post-test results. Finally, it was concluded that students’ reading comprehension can be improved if they are explicitly taught various reading strategies (RSs). Therefore, it is recommended that EFL teachers in Ethiopian secondary schools could consider incorporating explicit instruction of different RSs during teaching reading.

English language has been used globally. In Malaysia, to strengthen the English proficiency among the Malaysian students, English language is introduced as a compulsory subject at both primary and secondary schools and administered under the language education policy. Students in secondary school must learn the language for the sake of their future endeavours. As teachers, it is their role to grab the students’ attention to learn English language through reading. However, most of the students nowadays never show the interest to read. Various kinds of authentic materials could be used to help the students in their language acquisition and to bridge the gap between classroom knowledge and students’ capacity to participate in the real-world situation. Prior to this, the researcher finds that authentic materials are useful in enhancing the secondary school students to read and help the students to explore more knowledge from this borderless world. In accordance to encourage the students in secondary school to read, this review will expose the readers to the use of authentic materials in teaching reading, the roles of authentic materials in developing the reading skill among the secondary students, and the teachers’ role in teaching reading by using the authentic materials. Most of the findings have shown that authentic materials give positive impacts to the secondary school students to improve their reading skill. In short, the more materials the students read, the more knowledgeable they will become.

Literature instruction in many secondary school contexts remains shaped by examination-oriented pedagogy that offers limited scope for independent interpretation or reflective engagement with texts. This study examines literature circles - small, student-led discussion groups organised around rotating roles - as a pedagogical alternative capable of fostering learner autonomy and reflective thinking. Drawing on a four-week qualitative case study conducted with 44 Grade 9 students at a CBSE-affiliated school in India, the study analysed students' reflective journals and semi-structured interviews using thematic analysis. Findings reveal two key themes: literature circles fostered a gradual but observable shift toward greater student ownership of the reading process through structured, accountable roles; and collaborative, peer-driven discussion consistently prompted students to reconsider and articulate their own interpretive reasoning, generating both immediate and longer-arc reflective thinking. These findings suggest that autonomy and reflection are conditions built into the design of literature circles, offering practical implications for teachers seeking learner-centred approaches to literature pedagogy

In many secondary schools in Uzbekistan, English language teaching traditionally emphasizes grammar accuracy and reading comprehension. While students often perform adequately in written tasks, they frequently struggle to express their thoughts confidently in spoken English. This imbalance between knowledge of rules and practical communication skills creates challenges for learners. One pedagogical approach that may address this issue is the integration of literature into English as a Foreign Language (EFL) instruction. Literature exposes students to authentic language, meaningful contexts, and emotional engagement, all of which contribute to language development. This case study explores how literature supports the improvement of language skills, particularly speaking competence, among secondary school students in Samarkand.

The aim of writing this paper is to find out the importance of learning English at school. Writing the paper uses the literature review method (library research). From the discussion it can be concluded that learning English at school is very important. The learning method that is very often used is CLT because it is effectively used as a method in the English language teaching and learning process. This is based on the communication skills obtained by students, not just mere knowledge, students will be motivated and feel that something they have learned can be useful and used in language.

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The objectives of this study were to examine the effects of literature-based English instruction on English reading and writing ability of upper secondary school students. The subjects were 35 upper secondary school students (Grade 12) who studied at Chitralada School and enrolled in the course of English Creative Writing, second semester, academic year 2008. The experiment lasted for 8 weeks. The paired-sample t-test was used to investigate the differences between the students’ mean scores on the pre- and post-test of reading comprehension and the pre- and post-test of writing. The results of the analyses revealed that (1) the post-test mean scores on the reading comprehension test of upper secondary school students were higher than the pre-test mean scores at the significant level of 0.05 and (2) the post-test mean scores on the writing test of upper secondary school students were higher than the pre-test mean scores at the significant level of 0.05. Upper secondary school students improved their English reading and writing ability after receiving literature-based English instruction

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It is expected that Indonesian secondary school students learn to read in English for fulfilling school requirements (for both learning and testing). However, many students have a problem in reading textbooks caused by the lack of students’ understanding in answering the comprehension questions correctly. This leads to students' lack of interest in reading. Having collected the relevant pieces of literature and data, we concluded that students' motivation, the students' awareness of reading text genre, and the proper implementation of reading strategies are the effective solution to enhance Indonesian secondary students' reading comprehension skills. This study offers some important insights to the research in reading skills not only academically but in daily life. Moreover, the study is to facilitate English teachers in understanding students' reading comprehension problems, what strategies to apply in teaching reading and how to choose the suitable reading text genre to make their students achieve better in their academic performance and to make the students' love reading. Keywords: reading skill, comprehension, secondary school, students

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Every text has an underlying structure which has a vital contribution in making it a meaningful whole. Awareness of a text’s structure therefore is significant in developing an overall sense of the text. Story grammar offers a simple and effective framework to analyze a coherent structure in narrative texts, hence is assumed to facilitate the comprehension of narratives. The research has been designed to be a descriptive study, with the objective to explain and illustrate how story grammar functions in constructing and decoding meanings in a narrative text, and, to highlight its scope in pedagogy. A short story text has been randomly selected from the short story collection in the English text book by Punjab text book board for Intermediate level. A three stepped comprehensive analysis of the sample text has been done by implementing the selected story grammar model. It has been found that story grammar helped in deriving coherent structure and meanings from the selected short story text; hence it has pedagogical implications in developing narrative comprehension.

The study explores the Story Grammar Strategy’s impact on reading comprehension among Grade 5 learners at West City Central School for the 2024-2025 academic year. Using a descriptive survey and a pretest-posttest control group design, researchers assessed the strategy’s effectiveness compared to traditional teaching methods. Sixty learners were divided into experimental and control groups, each consisting of 30 participants. The experimental group employed the Story Grammar Strategy, while the control group followed conventional methods. Data collection involved a researcher-designed questionnaire and modified multiple-choice tests. Initial findings showed both groups performed below expectations in the pretest. However, post-test results revealed significant improvements in the experimental group’s reading comprehension and attitudes toward reading, demonstrating the strategy’s effectiveness. The study concludes that Story Grammar enhances learners’ ability to identify narrative elements, improving reading comprehension. It recommends prioritizing this strategy in classroom instruction. Teachers are encouraged to utilize online resources such as graphic organizers and story maps. Additionally, the school administration should conduct training and workshops on Story Grammar implementation and collaborative learning approaches. Such efforts can bolster students’ engagement and confidence in reading, leading to improved academic outcomes. This strategy shows promise as an innovative tool for teaching reading comprehension.

ABSTRACTThe objectives of this study were to find out (1) whether there was significant difference in reading comprehension achievement of narrative text between the tenth grade students of SMA Negeri 6 OKU who were taught by using story grammar strategy and that of those who were not, (2) whether there was significant difference in reading habit between the tenth grade students of SMA Negeri 6 OKU who were taught by using story grammar strategy and that of those who were not. The population of the study consisted of four classes of the tenth grade students of SMA Negeri 6 OKU with the total was 123 which divided equally in experimental and control groups by using cluster random sampling to get the two classes as the sample. At the end of the study the writer found out that there was significant difference in students` reading comprehension achievement of narrative text and their reading habit between the students who were taught by using story grammar strategy and that of those who were not. It was identified that sig. (2-tailed) or p value (0.00) was less than alpha value (0.05) and the independent sample test shows the comparison of reading habit posttest of both experimental group and control group displayed the difference between scores. It was identified that sig. (2-tailed) or p value (0.00) was less than alpha value (0.05) Keywords: Story grammar strategy, reading comprehension, narrative text, reading habit

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The purpose of this study was to investigate the effect of using the story grammar method to develop seventh grade students' narrative texts comprehension in English as a foreign language. Previous research suggests that narrative texts comprehension can be improved through story grammar method. The researcher designed a story-mapping for teaching the experimental group. The researcher also developed an instrument, which is a narrative comprehension test to measure the students' performance. The sample consisted of two classes (n= 52) of grade seven male students from a school in the Sultanate of Oman, Al-Batinah South. These classes were randomly selected. One class functioned as an experimental group and the other as a control group. The results revealed that the students in the experimental group performed better than the students in the control group. The story grammar method had a positive effect on the students' narrative textss comprehension. Based on these findings, the study presents some recommendations and suggestions for further research.

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Teaching English as Foreign Language emphasizes on teaching discourse in the classroom. This paper is presented focusing on conceptual paper in teaching reading. Specifically, this study focuses on written discourse discussing on the use of narrative text to teach students’ reading skill. In foreign language teaching, teaching reading is one of important goal that students want to achieve. This paper focuses on one of English text type that is narrative text. It covers the theoretical basis dealing with the method of teaching reading, the use of narrative text that applies the text discourse analysis and the use of story grammar strategy. Furthermore, it also covers the teaching procedure (pre-teaching, whilst-teaching, post-teaching), reflection, and conclusion. Finally, it presents the reflection and conclusion of this analysis. The result shows that students’ comprehension can be enhance through story grammar in the teaching of reading narrative text along with appropriate assessment for them.