Augmenting Students’ Reading Comprehension Using Source Culture-Oriented Texts: Eighth-Grade in Focus.

This research explores the impact of implementing the Jigsaw technique as a cooperative learning strategy on the reading comprehension skills of 10th-grade students studying English as a Foreign Language (EFL) at SMA Negeri 1 Botumoito. The study specifically focuses on students' understanding of report texts, including their ability to identify main ideas, details, vocabulary, references, and inferences. The Jigsaw technique was chosen due to its potential to enhance cooperative learning and engagement among students. The study involved a sample of 60 students over eight weeks. Data were collected through pre-test and post-test assessments, and the results were analyzed using paired samples t-tests. The analysis indicated a statistically significant improvement in students' reading comprehension, with mean pretest scores of 45.55 rising to posttest scores of 74.00. The t-test results (t = 0.000, p < 0.05) confirmed the hypothesis that the Jigsaw technique positively influences reading comprehension skills. Despite some challenges, such as time constraints and dynamics between academically strong and weak students, the research interventions facilitated a positive learning environment and stimulated students' critical thinking and problem-solving skills. These findings suggest that the Jigsaw technique is an effective strategy for improving reading comprehension in EFL contexts. The study recommends further research to explore the long-term impacts and adaptations of the Jigsaw technique in diverse educational settings.

The aim of this research was to find out whether there was an improvement in students' reading comprehension after they were taught by using Listen-Read-Discuss (LRD) Strategy.The sample of this research was 30 students ineleventh grade of IPS 3 in SMA Negeri 1 Penawar Aji in academic year 2019/2020. The data were obtained after conducting the pretest and posttest.The result of this research shows that there is a significant improvement in students’ reading comprehension. It can be seen in the mean score of pretest which was 63.4 that improved to 71.2 in posttest and the t-value is 22.015 with df 19 meanwhile in t-table of 19 is 2.0930. It means that t-value is higher than t-table (22.015 > 2.0930). The significant value was 0.00, which was lower than 0.05. It indicated that H1 is accepted, and that there was a significant improvement in students’ reading comprehension after they were taught using Listen-Read-Discuss Strategy. It can be concluded that Listen-Read-Discuss Strategy could be used as an alternative technique to improve students’ reading comprehension. Keywords: listen-read-discuss, Listen-Read-Discuss Strategy, reading comprehension.

The aim of this research was to find out whether there was an improvement in students' reading comprehension after they were taught by using Listen-Read-Discuss (LRD) Strategy.The sample of this research was 30 students ineleventh grade of IPS 3 in SMA Negeri 1 Penawar Aji in academic year 2019/2020. The data were obtained after conducting the pretest and posttest.The result of this research shows that there is a significant improvement in students’ reading comprehension. It can be seen in the mean score of pretest which was 63.4 that improved to 71.2 in posttest and the t-value is 22.015 with df 19 meanwhile in t-table of 19 is 2.0930. It means that t-value is higher than t-table (22.015 > 2.0930). The significant value was 0.00, which was lower than 0.05. It indicated that H1 is accepted, and that there was a significant improvement in students’ reading comprehension after they were taught using Listen-Read-Discuss Strategy. It can be concluded that Listen-Read-Discuss Strategy could be used as an alternative technique to improve students’ reading comprehension. Keywords: listen-read-discuss, Listen-Read-Discuss Strategy, reading comprehension.

The aim of this research study is to determine the students’ reading comprehension through the Active Reading strategy in English text. The fact showed that students have low skill of reading comprehension based on the mean score 65 while the Minimum Criterion Succes was 75. This gap become a reason that formulate the problems as, How the students’ reading comprehension improvement by using Active Reading strategy?. This research conducted under quantitative research method of Class Action research (CAR) design with the number of students are 32 from tenth grade of SMA Negeri 7 Padangsidimpuan. The written test are used to collect the data and analyzed based on statistical formula. The research finding showed that in pre test the students’ reading comprehension mean score was 44.3 then after applied Active Reading strategy the mean score in post-test cycle 1 was 71 and in post-test cycle 2 was 82.9. The students’ improvement from pre-test to post-test cycle 2 was 86.8%. It means that there was a significant improvement of students’ reading comprehension by using Active Reading strategy in reading English text. This finding was recommended to be applied in teaching and learning process of reading toward English text.

Reading comprehension is a crucial component of literacy that significantly impacts students’ academic development across various subjects. However, conventional teaching methods often fail to accommodate the diverse cognitive strengths of learners, leading to disengagement and limited understanding. This study introduces a digital and intelligence-based instructional model designed to enhance reading comprehension among third-grade elementary students. The model integrates visual-spatial and linguistic-verbal intelligences with interactive digital modules to promote more engaging and effective learning. Using a Design and Development research approach, the model was systematically designed, validated by experts, and implemented in five elementary schools. Eight instructional sessions were conducted to examine the practical application and effectiveness of the approach. Data were collected through pre-tests, post-tests, classroom observations, and teacher interviews; however, the sampling techniques used were not clarified. Statistical analysis using paired and independent t-tests revealed significant improvements in students' reading comprehension in the experimental group compared to the control group. Qualitative findings also showed increased student motivation and participation during learning activities. The results suggest that a digital instructional model grounded in learners’ cognitive profiles can substantially support literacy development at the primary level. Future studies are recommended to refine sampling procedures and extend the application across broader educational contexts.

This study explores the integration of Collaborative Strategic Reading (CSR) strategies into digital lecture platforms to support a hybrid learning model aimed at enhancing students' reading comprehension and engagement in English language classrooms. Adopting a mixed-methods design, the research involved reading comprehension assessments, semi-structured interviews, and classroom observations with English language learners. Results revealed a significant improvement in students' reading comprehension, as demonstrated by increased post-test scores compared to pre-test results. Qualitative data also indicated notable gains in student motivation and participation, particularly among previously passive learners. However, the study identified several challenges, such as technical limitations that disrupted the smooth implementation of digital CSR activities. Despite these barriers, the integration of CSR with digital tools successfully fostered a student-centered and innovative learning environment. The findings suggest that CSR, when supported by appropriate technology, can bridge the gap between traditional and modern instructional practices offering a more interactive and effective reading experience. This study highlights the value of digital reading strategies in promoting long-term literacy development and adaptability. It further encourages educators especially those in rural or under-resourced areas to adopt creative, tech-supported methods to improve reading outcomes.

This research shows that there were several problems faced by students at SMA Negeri 2 Alasa in learning English, especially learning reading comprehension. Therefore, researcher was interested in conducting research entitled " Improving Students’ Reading Comprehension by Using Story Pyramid and Plus Minus Interesting Strategy at the Tenth Grade of SMA Negeri 2 Alasa". This research aims to observe the learning difficulties of these students, whether using the Story Pyramid and Plus Minus Interesting strategies could improve reading comprehension skills of the tenth grade students at SMA Negeri 2 Alasa and find out which strategy was more effective in improving reading comprehension skills. In this research, the researcher used classroom action research (CAR). CAR is an examination of learning activities in the form of an action, which is carried out to improve the teaching and learning process so as to improve learning outcomes that are better than before. Based on the results of the analysis, the pre-test results in class X-IPS which used the Story Pyramid strategy obtained an average score of 61.05%, while in class X-IPA got 56,84%. After the students learned by using these two strategies, the average post-test score for class X-IPS was 73.68% and class X-IPA was 74.21%. From these calculations it was concluded that there was a significant improvement in students' scores in reading comprehension and the use of Plus Minus Interesting strategy was more effective in improving students' reading comprehension with an average score increase of 17.37% compared to Story Pyramid's 12.63%.

This research aimed to investigate the impact of interactive multimedia on the reading comprehension skills of fourth-grade students at SDN Ketegan. The study involved 30 students and employed a one-group pretest-posttest design with a quantitative experimental approach. Data were collected through pre-test and post-test description questions. Statistical analysis revealed a significant improvement in students' reading comprehension skills, with a mean pretest score of 57.08 and a posttest score of 84.50. These findings indicate the positive influence of interactive multimedia on students' reading skills. The results emphasize the potential of interactive multimedia as an effective tool for enhancing reading comprehension abilities among elementary school students.
 Highlights:
 
 The study investigates the impact of interactive multimedia on reading comprehension skills of fourth-grade students.
 A quantitative experimental approach is used to gather data and analyze the results.
 The findings demonstrate a significant improvement in students' reading comprehension abilities after exposure to interactive multimedia.
 
 Keywords: Reading comprehension, Fourth grade students, Interactive multimedia, Quantitative experimental study, SDN Ketegan.

The objective of the study is to know whether or not three phase technique has significant effect on students’ reading comprehension. The design of this study was quasi experimental research. The population of the study were students who were taking Reading 1 class in English study program at Halu Oleo University in academic year of 2016-2017. By employing purposive sampling technique the researcher chose class A as the sample of this study. Instrument of study was reading comprehension test in form of multiple choices questions. The result of this study confirmed that the teaching reading by using three phase reading technique could give significant effect on the students’ reading comprehension. Based on the Paired Sample Test, it was found that there was a significant difference of students’ reading comprehension score before and after they were given treatment by using three phase reading technique procedure in Reading 1 class with the significant degree of 0.013. Furthermore, there was also significant improvement in students' mean score (79.78). Therefore, the proposed hypothesis which stated “three phase reading technique has significant effect on students’ reading comprehension” was accepted. Keywords: Three Phase Technique, Reading Comprehension

This study investigates the impact of the Speed-Reading method on the reading comprehension of eighth-grade students at SMPN 8 Makassar. Utilizing a quantitative pre-experimental design, the research involved a one-group pretest-posttest approach, engaging 34 students. The intervention consisted of structured speed-reading sessions supplemented with visual aids, aimed at enhancing students' reading speed and comprehension. Data were collected through pre-tests and post-tests and analysed using SPSS to determine the effectiveness of the Speed-Reading method. The findings reveal a significant improvement in students' reading comprehension scores post-intervention. The mean pre-test score of 59.29 increased to 83.5 in the post-test, with statistical analysis confirming the significance of this improvement (p < 0.05). These results align with previous studies, highlighting the Speed-Reading method's efficacy in fostering a more engaging and cooperative learning environment. The method not only boosts reading speed but also enhances comprehension, making it a valuable addition to EFL instructional strategies. The study concludes that the Speed-Reading method is an effective pedagogical tool for improving reading comprehension in EFL contexts. Its implementation can lead to substantial gains in students' reading abilities, suggesting its broader applicability across various educational settings. Future research should explore the long-term benefits and potential adaptations of Speed-Reading techniques to further validate and expand upon these findings.

This study investigated the effectiveness of using inspiring novels as instructional media to enhance students’ reading comprehension. A pre-experimental design with one group pre-test and post-test was employed, involving 20 students selected through purposive sampling. Data were collected through reading comprehension tests administered before and after the treatment. The intervention consisted of seven sessions in which students engaged with inspiring novels through group reading and comprehension activities. The findings revealed a significant improvement in students’ reading performance. The mean score increased from 65.5 (SD = 10.50) in the pre-test to 78.5 (SD = 7.45) in the post-test. A paired-samples t-test confirmed that the improvement was statistically significant (t = 10.23, p < .05). Beyond score gains, classroom observations indicated that students were more motivated, demonstrated richer vocabulary acquisition, and actively engaged with the reading materials. These results suggest that inspiring novels are an effective medium for improving reading comprehension in EFL contexts. By combining narrative engagement with structured comprehension tasks, this approach fosters both academic achievement and learner motivation.

This research aims to find out whether there is any significant improvement in students’ reading comprehension after the students were taught through the integrated Directed Reading Thinking Activity (DRTA) and Survey, Question, Read, Recite and Reviews (SQ3R) strategy. This is a quasi-experimental research design that conducts a quantitative method with 30 students as the samples. The students were tested through the reading test before and after the treatment namely the integrated DRTA with SQ3R. The data were statistically analyzed using paired samples t-test through SPSS version 22. The finding shows that there is a significant improvement in students’ reading comprehension after the students are taught using the integrated Directed Reading Thinking Activity (DRTA) and Survey, Question, Read, Recite and Reviews (SQ3R) strategy. The average score in the pre-test is 54.33, while in the post-test, it is 72.53. The sig (2-tailed) is 0.000 which is lower than 0.05. It means that there is a significant difference between the score of pre-test and post-test. Then, it is suggested for teachers to apply this new integrated strategy at class because this is a very good choice to embrace students to the effective steps in answering the questions of reading comprehension. Last, this research could be a reference for further researchers who want to conduct similar researches.

Background (General & Specific): Reading is an important skill in English learning that is often challenging for students, especially in understanding descriptive texts. Knowledge Gap: However, the effectiveness of learning strategies such as the SQ3R method in the context of secondary school students' reading comprehension remains under-researched empirically. Aim: This study aims to evaluate the effectiveness of SQ3R (Survey, Question, Read, Recite, Review) method in improving reading comprehension of grade X students at SMA Negeri 1 Pajar Bulan. Methods & Results: Using a quasi-experimental design, two groups of students were compared: an experimental group that received instruction with the SQ3R method and a control group with the conventional method. Results showed a significant increase in the experimental group's reading comprehension score (mean 67.13) over the control group (mean 44.55), based on paired and independent t-tests. Novelty: This study shows that SQ3R effectively strengthens students' ability to summarize text content, find specific information, and understand vocabulary. Implications: The findings indicate that the integration of SQ3R strategy in reading instruction can be an effective pedagogical approach to improve students' reading comprehension in an active and structured manner.Highlights: Enhances critical reading through structured stages (Survey to Review). Demonstrates significant improvement in students' test scores. Supports vocabulary and detail identification in descriptive texts. Keywords: SQ3R Method, Reading Comprehension, Descriptive Text, English Education, Experimental Study

This study aims to investigate the implementation of the Scanning strategy to improve students’ reading comprehension. The research employed a pre-experimental design with a one-group pre-test and post-test model. The sample consisted of 30 students grades VIII-4 from SMP Negeri 6 Pematangsiantar, randomly selected through a lottery method, in which the names of the classes were written on papers and drawn to determine the sample class. The instruments used included 10 multiple-choice questions and 5 essay questions focusing on recount texts. Data were analyzed using descriptive statistics, normality tests, and the Wilcoxon Signed-Rank Test. The findings revealed a significant improvement in students' reading comprehension after the implementation of the Scanning strategy, with a p-value < 0.001. The results of the Wilcoxon test indicated that the alternative hypothesis (Ha) was accepted, stating that the application of the Scanning strategy significantly enhances students’ reading comprehension abilities. Thus, it can be concluded that the Scanning strategy is effective in improving students’ reading comprehension

This study aimed to evaluate the feasibility and effectiveness of Collaborative Strategic Reading (CSR) in improving reading comprehension among second-year female English as a Foreign Language university students. A mixed-methods approach was employed, involving quantitative pretest and posttest assessments and qualitative feedback from students and teachers. The study included 61 participants divided into three groups, with each group undergoing CSR sessions over eight weeks. Pretest and posttest scores were analyzed using paired-sample t-tests and regression analysis to determine the statistical significance of the changes in participants’ reading comprehension. This study found that CSR significantly contributed to reading comprehension. Additionally, the regression analysis showed that CSR intervention significantly predicted posttest scores, confirming the substantial positive impact of CSR on reading comprehension. The findings from the semi-structured interviews revealed that most students found the CSR sessions to be useful and enjoyed working in groups. Teachers reported significant improvements in students' reading skills and engagement with enhanced classroom dynamics. However, challenges such as resource allocation and the need for continuous teacher training were also identified. Thus, CSR is an effective and feasible instructional strategy for enhancing reading comprehension among English as a Foreign Language students. The findings of the current study highlight CSR's potential to improve academic performance and foster a collaborative learning environment, as well as have implications for reading instruction and learning. Further research is recommended to explore the long-term effects of CSR and its applicability in different educational settings.