ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The purpose of the research was to reveal the significant impact of implementing the role-based jigsaw method on seventh-grade students' reading comprehension at SMPN 1 Tarakan. This research employed one group pretest-posttest design and involved 32 students from Class VII-3. Data were collected through multiple-choice reading comprehension tests administered before and after the intervention. The results showed that students' average scores increased from 57.81 on the pre-test to 77.66 on the post-test. A paired t-test revealed a statistically significant difference between the pre-test and post-test scores (t=-14.248, df=31, p0.001). Therefore, the null hypothesis (Ho) was rejected, and the alternative hypothesis (H.) was accepted. Students were seen discussing the assigned reading passages in Expert Groups and sharing their understanding in Home Groups while carrying out the cognitive and functional roles assigned to them. The N-Gain effectiveness score of 47% indicates that the implementation of this method is categorized as "Less Effective" based on the effectiveness criteria used. However, because this research employed one group pretest-posttest design without a control group, these findings must be interpreted within the limitations of the research design and do not establish a direct cause-and-effect relationship. Through the division of cognitive and functional roles within the group, students are encouraged to actively participate in text comprehension, discussions, taking responsibility for tasks, and sharing information with other group members. Based on the research findings, English teachers are advised to implement the role-based jigsaw method as an alternative reading instruction strategy that can encourage student engagement and improve comprehension. Future researchers are advised to use a more comprehensive research design, such as including a control group and extending the duration of the intervention, in order to obtain optimal and in-depth results.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Kemampuan membaca pemahaman adalah kompetensi dasar yang berhubungan dengan kefasihan dalam kemampuan siswa memahami isi bacaan. Penelitian ini bertujuan untuk meningkatkan kemampuan membaca pemahaman siswa melalui penerapan metode membaca terbimbing. Penelitian ini mengaplikasikan jenis Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas empat tahap, yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas V A SDN Utama 2 Tarakan. Teknik pengumpulan data meliputi observasi, tes membaca, tes membaca pemahaman, dan dokumentasi. Hasil penelitian menunjukkan bahwa aktivitas mengajar guru mengalami peningkatan dari 82,5% pada siklus I menjadi 95% pada siklus II dengan kategori tinggi. Aktivitas belajar siswa pada siklus I mencapai 87,2% dan pada siklus II sebesar 83,5%, yang keduanya berada pada kategori tinggi. Hasil tes membaca pemahaman pada siklus I menunjukkan kategori baik sekali sebesar 16,67%, baik 25%, dan kurang 58,33%. Pada siklus II, kategori baik sekali meningkat menjadi 25%, baik 25%%, sedang 33,33% dan kategori kurang menurun menjadi 16,67%. Dengan demikian, metode membaca terbimbing terbukti dapat meningkatkan kemampuan membaca pemahaman siswa. Reading comprehension skills are basic competencies related to students' fluency in understanding reading content This study aims to improve students' reading comprehension through guided reading. This study applies a Classroom Action Research (CAR) type conducted in two cycles. Each cycle consists of four stages, namely planning, implementation, observation, and reflection. The research subjects were fifth-grade students of SDN Utama 2 Tarakan. Data collection techniques. included observation, reading tests, reading comprehension tests, and documentation. The results showed that the teacher's teaching activities improved from 82.5% in cycle I to 95% in cycle II, which was categorized as high. Student learning activities in cycle I reached 87.2% and in cycle II reached 83.5%, both of which were in the high category. The results of the reading comprehension test in cycle I showed that 16.67% were in the very good category, 25% were in the good category, and 58.33% were in the poor category. In cycle II, the very good category increased to 25%, good 25%, fair 33.33%, and poor decreased to 16.67%. Thus, the guided reading method has been proven to improve students' reading comprehension skills.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Membaca pemahaman diartikan dalam memahami isi bacaan yang mewakili dari ide, gagasan, pikiran dan pendapat. Penelitian ini bertujuan untuk mendeskripsikan kemampuan membaca pemahaman mahasiswa PGSD Angkatan 2023 Universitas Borneo Tarakan dalam menyelesaikan soal cerita. Jenis penelitian yang digunakan yaitu kualitatif deskriptif. Teknik pengumpulan data berupa tes soal, wawancara dan dokumentasi. Subjek terdiri dari sepuluh mahasiswa diambil dari lima lokal yang dipilih secara acak berdasarkan hasil nilai tes. Hasil penelitian menunjukkan deskripsi dari kemampuan membaca pemahaman mahasiswa PGSD Angkatan 2023 Universitas Borneo Tarakan pada 4 indikator (literal, interpretatif, kritis, dan kreatif) dengan kategori sangat baik pada skror 58% mahasiswa mampu: 1) memahami informasi tersurat dan tersirat dalam teks secara tepat; 2) mengevaluasi isi bacaan secara kritis dengan alasan yang jelas; 3) menghasilkan gagasan baru secara kreatif berdasarkan isi bacaan. Sedangkan kategori cukup baik pada skor 40% mahasiswa mampu: 1) memahami informasi yang jelas dan mengartikan makna tersirat secara umum; 2) dapat menunjukkan sikap kritis dan merespons bacaan; 3) argumen dan pengembangan ide mereka masih dasar karena penjelasan yang diberikan belum memadai. Sedangkan kategori kurang baik pada skor 2% mahasiswa: 1) belum memahami isi teks secara utuh; 2) penafsiran makna tersirat kurang tepat; 3) kemampuan evaluasi kritis rendah; 4) pengembangan ide masih sangat terbatas. Reading comprehension is defined as grasping the substance of a text that expresses ideas, thoughts, or opinions. The purpose of this study is to describe the reading comprehension abilities of PGSD students from the 2023 class at the University of Borneo Tarakan when completing story problems. The method testing, interviews, and documentation. The subjects were 10 students chosen at random from five different sites based on their test scores. The study’s findings describe the reading comprehension ability of PGSD students from the 2023 class at the University of Borneo Tarakan on four indicators (literal, interpretative, critical, and creative), with a very good category of 58% of students being able to: 1) Correctly comprehend the explicit and implicit information in the text. 2) critically assess the reading’s content with explicit explanations; and 3) produce new creative ideas based on the reading’s content. Meanwhile, in the relatively good category, with a score of 40% students can: 1) comprehend clear material and interpret general implicit meanings; 2) adopt a critical mindset and respond to the reading; and 3) their arguments and concept development remain basic due to insufficient explanations. Meanwhile, in the poor category, 2% of students: 1) did not fully understand the text’s content, 2) misread the implicit meaning, 3) lacked critical assessment abilities, and 4) had very few ideas.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aimed to enhance students' reading comprehension of narrative texts through the implementation of the Cooperative Integrated Reading and Composition (CIRC) learning model. This research used a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The research subjects were 32 students of class VIII-1 at SMP Negeri 7 Tarakan in the 2024/2025 academic year. The data were collected through reading comprehension tests and observation sheets of teacher and students' activities. The results showed an improvement in students' reading comprehension from Cycle I to Cycle II. In Cycle I, only 37% of students achieved the Learning Objective Achievement Criteria (KKTP) score of 74, which increased to 62% in Cycle II. Student activity increased from 92% to 96%, and teacher performance improved from 91% to 96%. The increase in student activity reflected higher engagement in key CIRC activities, including reading, group discussion, and writing. Teacher performance also improved as the CIRC steps were implemented more effectively, supporting students' engagement in reading activities. Thus, the CIRC model is effective in enhancing students' reading comprehension of narrative texts.
ThesisOpen AccessMetadata saja
2025•
This study aims to improve the reading comprehension skills of eighth-grade students at MTs Negeri Tarakan through the application of the Reciprocal Teaching Strategy. This study was a Classroom Action Research (CAR) conducted in two cycles, consisting of four meetings in each cycle. The research subjects were 32 eighth-grade students of MTs Negeri Tarakan in the 2024/2025 academic year. Data were collected through reading comprehension tests, observation sheets of teacher and student activities, and documentation. The results revealed an increase in students' reading comprehension skills after the implementation of the Reciprocal Teaching Strategy. The average score of students in cycle I was 68, with 56% of students achieving the Minimum Completion Criteria (KKM) of 70. In cycle Il, the average score increased to 77 with 81% of students achieving the KKM. Also, student and teacher activities during the learning process improved from the "fair" category to "good." The indicator that had the highest increase in both cycles was specific information, showing that students were increasingly able to find detailed information in the text after the implementation of this strategy. Therefore, it can be concluded that the implementation of the Reciprocal Teaching Strategy is effective in improving students' reading comprehension skills in recount texts and encouraging the active involvement of students and teachers in the English learning process in the classroom.
ThesisOpen AccessMetadata saja
2025•
This study investigates the effect of Reciprocal Teaching on the reading comprehension of eighth-grade students at SMPN 10 Tarakan, focusing on narrative texts. Employing a pre-experimental design, the study involved 25 students from class VIII-4 as the sample. Data were obtained using multiple-choice reading comprehension tests administered as a pretest and a posttest. The findings demonstrate a meaningful improvement in students' performance, with the mean score increasing from 31.60 in the pretest to 56.20 in the posttest. The Wilcoxon Signed-Rank Test revealed a significance value of 0.000 (p 0.05), indicating a statistically significant difference between pretest and posttest scores. In addition, the Normalized Gain (N-Gain) score was 0.35, which falls within the moderate category. These results suggest that Reciprocal Teaching contributes to improving students' reading comprehension through its four instructional steps predicting, questioning, clarifying, and summarizing-which encourage learners to engage actively with texts through collaborative discussion. In practice, this approach supported students in addressing vocabulary-related difficulties and strengthening inferential comprehension. The study implies that Reciprocal Teaching can enhance students' independence in monitoring and regulating their understanding, offering practical value for teachers in addressing reading challenges and providing a reference for future research on literacy-focused interventions.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This purpose of the research was to increase the students' reading comprehension using the SGD (Small Group Discussion) method. This purpose was conducted at SMPN 09 Tarakan. The subjects of this research were 30 students from class VIII-1 at SMPN 09 Tarakan. The research method used was classroom action research (CAR). This classroom action research used the Kemmis and Me Taggart model, which was carried out in two cycles, each consisting of the stages of planning, acting, observing, and reflecting. The research instruments used were observation sheets and reading tests. The results of this research showed that there has been an improvement in students' reading comprehension. Based on the reading test results, in the first cycle, 16 students (53%) achieved the score of KTTP and 14 students (47%) did not achieve the score of KKTP. Meanwhile, the reading test results in the second cycle showed that 25 students (83%) achieved the score of KKTP and 5 students (17%) did not achieve the score of KKTP. The results of the observation sheets for teacher and student activities have met the criteria for success. Thus, it can be concluded that the use of the SGD (Small Group Discussion) method can increase the students' reading comprehension of students in class VIII-1 at SMPN 09 Tarakan.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aimed to investigate the effectiveness of Let's Read application in enhancing tenth-grade students' reading skills at SMKN 2 Tarakan. It employed a pre-experimental design with a one-group pretest-posttest model, involving 24 students selected through non-probability sampling. Data were gathered using reading comprehension tests administered before and after the intervention using the Let's Read application. During the treatment period, students interacted with narrative texts through the application, accompanied by structured assignment activities. The data were then analyzed using SPSS 26 software, including descriptive statistics, normality and homogeneity tests, and paired sample t-tests. The results revealed a significant improvement in students' reading comprehension, with a p-value of 0.045, confirming the effectiveness of the application. These findings support the integration of digital tools such as Let's Read in English language teaching to increase student engagement and improve learning outcomes.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The study aimed to determine whether there is a significant effect of the Make a Match strategy on the reading comprehension of ninth-grade students at MTs Al-Khairaat Tarakan. The method used in this study was pre-experimental research. The population in this study was 23 ninth-grade students at MTs Al-Khairaat Tarakan. The research instrument was a narrative text reading test with 25 multiple-choice questions. To analyze the data, the researcher used the SPSS program version 27.0. The study results showed that the average post-test score after using the Make a Match strategy was higher than the pre-test score before using the Make a Match strategy. The average pre-test score was 49.22, and the post-test score was 59.65, which increased by 10.43 points. It means there is a significant effect on the post-test score compared to the pre-test score. The results of the paired sample t-test also showed that the Sig. (2-tailed) value is below 0.05 (0.001 0.05), meaning that H0 is rejected and Ha is accepted. It can be concluded that using the Make a Match strategy significantly influences the reading comprehension of narrative texts of class IX students at MTs Al-Khairaat Tarakan.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Reading Comprehension is one of the essential skills in English language learning. However, students often face challenges in understanding texts in depth. This study aims to investigate the effect of using the Nearpod Application on the reading comprehension of seventh-grade students at MTs Alkhairaat Tarakan. The research employed a pre-experimental method with a one-group Pretest-posttest design involving 17 students. The results indicated an increase in the average score from 40.88 on the pretest to 70.29 on the posttest. Hypothesis testing also showed a significance value of Sig 0.05, indicating a significant improvement after using Nearpod. In addition to the test score enhancement, classroom observations revealed that students became more active, motivated, and confident while learning through the interactive Nearpod media. Despite technical constraints like internet connectivity, the application effectively enhanced students' reading comprehension. Therefore, using the Nearpod application positively affects reading comprehension and students' learning behaviour in seventh-grade students at MTs Alkhairaat Tarakan
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aimed to determine the reading comprehension problems experienced by students in the implementation of Merdeka Curriculum at SMPN 10 Tarakan and the causes of reading comprehension issues among seventh-grade students in class 7-1 at SMPN 10 Tarakan. The study employed a qualitative research with a descriptive qualitative model. This research was conducted at SMPN 10 Tarakan. The subjects of this study were 31 students from class 7-1, and one of English teacher who teaches in class 7-1 at SMPN 10 Tarakan. This research used observation sheets and interview guides to collect data. The researcher conducted classroom observation three times. And then the researcher interviewed six selected students and one English teacher. The data obtained were analyzed using the Miles & Hubberman theory. The research results indicated that students at SMPN 10 Tarakan faced difficulties in reading comprehension, including difficulties in understanding word meanings, comprehending long texts, identifying the main ideas of texts, understanding vocabulary and drawing conclusions. Furthermore, this research showed that the causes of students’ reading comprehension problems in the implementation of Merdeka Curriculum at SMPN 10 Tarakan are the students’ own background knowledge, the teaching techniques used by the teachers, and the environmental factors surrounding the students.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Reading is one of the basic skills in English that is important for students to be mastered. Therefore, appropriate learning strategies such as Survey, Question, Read, Recite, and Review (SQ3R) are needed to improve the students’ reading comprehension. The purpose of this study was to determine the significant effect of the implementation of SQ3R strategy on reading comprehension ability of descriptive texts of grade XI students. The research method used a pre-experimental method with a one-group pre-test and post-test design. The population in this study was all grade XI students of SMAN 3 Tarakan, with a sample of 36 students from grade XI C selected using a purposive sampling technique. The research instruments used a multiple-choice test in the form of a pre-test and a post-test. In addition, the data were analyzed using the SPSS version 23.0 program. The results of the data analysis showed that the mean pre-test score was 52.36 and the mean post-test score was 74.58, with an increase of 22.22 points. The result of the paired sample t-test showed a significant value of 0.000 which was less than 0.05, which means that the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. It can be concluded that the SQ3R strategy has proven effective in improving the reading comprehension ability of descriptive texts of grade XI students at SMAN 3 Tarakan.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aims to examine the influence of Collaborative Strategic Reading (CSR) on eighth grade students' reading comprehension in descriptive text at MTs Negeri Tarakan. It used a pre-experimental research design with a one-group pre-test and post-test method. A total of 31 students participated in this study. The research instruments consisted of reading comprehension tests and observation sheets. The data were analyzed using descriptive and inferential statistical methods. The results of the observation sheet were analyzed qualitatively. The results indicated that students' reading comprehension improved after being taught using the CSR strategy. The pre-test average score was 64.03, while the post-test average score increased to 74.68. The highest increase occurred in the aspect of finding specific information, while the lowest increase occurred in the aspect of determining the meaning of vocabulary. The Wilcoxon test showed a significant difference between the pre-test and post-test scores, which confirmed the effectiveness of CSR in improving students' reading comprehension. Despite the improvement, some students still encountered difficulties, especially in understanding vocabulary. This suggests that additional instructional support, such as vocabulary enrichment activities, is required. Overall, this research concludes that CSR is an effective strategy to improve students' reading comprehension, especially in identifying important information from a text.
ThesisOpen AccessMetadata saja
2025•
This study aims to examine and elucidate the SQ3R (Survey, Question, Read, Recite, and Review) method applied in reading comprehension. This study aims to investigate the utilization of this strategy by students and teachers. The researcher employed a descriptive approach utilizing purposive sample strategies to elucidate certain issues or occurrences during the study activities. This study was conducted at SMK Negeri 2 Tarakan, involving five students and one English teacher. The researcher gathered data via classroom observation, document analysis. The data was subsequently subjected to qualitative analysis. The study’s findings demonstrate that the SQ3R approach enhances students to take an active role in their learning.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The aim of this study is to investigate how the Question Answer Relationship (QAR) strategy can assist students in improving their reading comprehension. Using a onegroup pre-test and post-test design, the researcher employed a pre-experimental approach and collected data based on tests. The sample consisted of 30 eighth-grade students from MTs Hurrasul Aqidah Tarakan, selected through purposive sampling. The findings revealed that the use of the QAR strategy during instruction significantly improved the reading comprehension of the eighth-grade students. The average pretest score was 58.93, while the post-test score was 82.27. The significant result from the paired sample t-test was 0.000 0.05, which is smaller than the significance level, and the t-value (11.441) was higher than the t-table value (1.699). It can be concluded that the implementation of the QAR strategy in teaching reading comprehension is highly effective. Additionally, students showed increased interest and enthusiasm in learning when the QAR strategy was used.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to investigate the correlation between students’ interest in English and their reading comprehension. Utilizing a correlational research design with a quantitative approach, the data were collected through cluster random sampling, selecting classes VIII-4, VIII-5, and VIII-7 from SMPN 7 Tarakan as the sample, which included 85 students. The instruments used in this research comprised a questionnaire to measure students’ interest in English and a reading comprehension test. Data analysis was conducted using the Pearson Product Moment, with the assistance of SPSS version 25.0, to determine the presence or absence of a correlation between students’ interest in English and their reading comprehension. The statistical analysis yielded an r-test value of 0.617, which exceeded the r-table value of 0.213 (0.617 > 0.213). Therefore, the alternative hypothesis (Ha) was accepted, and the null hypothesis (Ho) was rejected. It can thus be concluded that there is a significant correlation between students’ interest in English and their reading comprehension in the eighth grade at SMPN 7 Tarakan.
ThesisOpen AccessMetadata saja
2024•
Reading comprehension is one of the basic skills in English language which is quite difficult to be mastered, especially for students. Thus, in teaching reading comprehension, interesting teaching strategies such as the KWL strategy is needed. The aim of this research was to determine the significant effect of implementing the KWL strategy on descriptive reading comprehension of grade 7 junior high school students. The research method used pre-experimental method. The population of this research was students of class VII at SMP Negeri 4 Tarakan with a sample of class VII-10 of 29 students. The research instrument used a reading test in the form of pre-test and post-test. In addition, the results of data analysis obtained were processed using the SPSS version 25.0 program. The results of data analysis revealed that the average pre-test score was 57.44 and the average post-test score was 78.89. The Shapiro Wilk Test result was 0.965, which was greater than 0.05. It means the alternative hypothesis (Ha) was accepted and the null hypothesis (HO) was rejected. Therefore, it can be concluded that teaching descriptive text using KWL strategy had proven effective in improving the reading comprehension at seventh grade students of SMP Negeri 4 Tarakan.
ThesisOpen AccessMetadata saja
2024•
The purpose of the research was to improve students’ reading comprehension of narrative text through the Preview-Question-Read-Summarize-Test (PQRST) strategy. The research method used was classroom action research. The subjects of this research were students of class XI B SMA Negeri 2 Tarakan in the 2023/2024 academic year which consists of 36 students. There were two cycles in this research. Each cycle consists of two meetings which include planning, action, observation, and reflection. The instruments used to collect data are tests and observations. In the first cycle, there were 24 students who reached the Learning Objective Achievement Criteria (KKTP) with a percentage of (67%) and 12 students (33%) had not yet reached KKTP. In the second cycle, there were 30 students (84%) who had achieved KKTP and there were 6 students (16%) who did not achieve KKTP. The observation results of teacher and students also improved. The results of teacher observation in the first cycle obtained an average score of 77.5% and increased to 87.5% in the second cycle. It is concluded that the use of the PQRST strategy can enhance students’ reading comprehension of narrative text in class XI B SMA Negeri 2 Tarakan during the 2023/2024 academic year. The results of the research suggest that teachers may consider employing the PQRST strategy in teaching, especially teaching reading comprehension.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aimed to determine the difficulties in reading comprehension faced by the second semester students of English Education Department at Borneo Tarakan University and the difficulties factors they faced in reading comprehension. A descriptive qualitative method was employed, with a sample consisting 79 students from the English Education Department, divide into two groups: local A1 (34 students) and local A2 (45 students). Six students were selected for interviews using a purposive sampling technique. Data collection methods include observations, tests, and interviews. The data analysis involved steps of data collection, reduction, display, and conclusion verification. The test results revealed that 32 out 79 students (45.71%) did not meet any CEFR Level category, 24 students (32.29%) were categorize as Basic User-Waystage (A2), 9 students (12.86%) as Independent User-Threshold (B1), and 5 students (7.14%) as Independent User-Vantage (B2). Among the 13 skills tested, the easiest was “Skill 2: Recognize the Organization of Ideas” with mean score of 47. The next easiest was “Skill 5: Find Unstated Detail.” With mean score 45. The most difficult skill was “Skill 8: Find Definition From Structural Word,” with mean score only 9. Internal factors contributing to these difficulties included psychological aspects, lack of self-motivation, and insufficient vocabulary mastery, with the letter being the most significant. External factors included the lecturer’s teaching techniques, the learning environment and the students’ background knowledge, with the learning environment being the most dominant external factors.
ThesisOpen AccessMetadata saja
2024•
Pemahaman membaca adalah kemampuan membaca teks, mengolah, dan memahami makna teks yang melibatkan persepsi dan pemikiran tentang pemahaman teks tertulis serta proses pemaknaan kata, kalimat, dan teks yang terhubung. Penelitian ini bertujuan untuk mendeskripsikan masalah yang dihadapi dan untuk mengetahui faktor-faktor kesulitan yang dihadapi mahasiswa Jurusan Bahasa Inggris dalam pemahaman membaca teks naratif. Peneliti menggunakan metode deskriptif kuantitatif dengan purposif teknik sampling. Jumlah sampel sebanyak 22 siswa. Data dikumpulkan dengan menggunakan kuesioner dan wawancara. Selanjutnya data dianalisis dengan rubrik penilaian keterampilan membaca dalam bentuk presentasi skor. Hasil penelitian ini menunjukkan tingkat kesulitan yang tinggi bagi siswa dalam memahami pertanyaan tingkat rendah yang berkaitan dengan gagasan pokok, istilah tertentu, dan kosa kata. Selain itu, siswa juga menghadapi kesulitan dalam menjawab pertanyaan yang menunjukkan situasi yang memprihatinkan. Mahasiswa jurusan bahasa inggris tahun akademik 2022 merasa sangat sulit memahami teks narasi karena berbagai faktor, antara lain kebiasaan membaca yang jarang, kesulitan fokus, terutama kurangnya strategi membaca yang mapan. Data keseluruhan menunjukkan bahwa mahasiswa Jurusan Bahasa Inggris masih menghadapi kesulitan yang cukup besar dalam menjawab pertanyaan teks naratif. Hasilnya menggambarkan gambaran realistis kompleksitas pertanyaan dan keterampilan pemahaman teks naratif siswa, yang menyoroti kesulitan siswa dalam menjawab pertanyaan.
