The Use of Story Grammar Strategy to Improve Students' Reading Comprehension in Narrative Text for Class VIII of SMPN Satap Fatukoto
Keywords:
Reading Comprehension, Story Grammar Strategy, Narrative TextAbstract
The primary aim of this study is to investigate the effectiveness of story grammar strategies in improving students’ reading comprehension skills. The research was conducted at SMPN Fatukoto with a total sample of 22 eighth-grade students. Employing a quantitative approach with a pre-experimental design, data were collected using multiple-choice and essay-based reading tests. The findings reveal a significant difference between students’ pre-test and post-test scores. Statistical analysis shows that the t-calculated value (5.18) exceeds the t-table value (1.32) at a significance level with degrees of freedom (df) = N–1, indicating that the null hypothesis (H₀) is rejected and the alternative hypothesis (H₁) is accepted. This confirms that the use of story grammar strategies in narrative texts positively influences students’ reading performance. The mean pre-test score was 62.95, while the post-test score increased to 67.27. These results suggest that story grammar strategies not only enhance students' reading comprehension but also stimulate their critical thinking. Therefore, incorporating story grammar strategies into narrative text instruction can be an effective pedagogical tool for improving reading skills among junior high school students
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