Examining Strategy-based Instruction's Impact on Students Reading Comprehension: An Experimental Study

Abstract

This research aims to examine the impact of strategy-based instruction on students' reading comprehension. This study uses pre-experimental research since the researchers want to investigate more profoundly in a group of 31 students sitting at a literal reading course. A package of a hundred and fifty-minute strategy-based instruction sessions has been integrated into the literal reading course for some meetings. The pretest and posttest scores were analyzed quantitatively using the Kolmogorov-Smirnov test to check the normality of the data and the Wilcoxon T-test to check whether strategy-based instruction impacts students' reading comprehension. The result showed a positive effect of implementing strategy-based instruction on students' reading comprehension. Students can gain in many ways from strategy-based instruction. Students understand that students should implement reading strategies to understand the text. Then, students have greater self-confidence because they have made their learning methods suited to how they learn and understand the text. Researchers recommend that future researchers carry out similar research that is comparable to this one by selecting students who are at different academic levels and conducting their experiments in two different groups.