Enhancing EFL Students’ Reading Comprehension through Shared Reading Strategy: A Quasi-Experimental Study at the Junior High School Level

Nur Baiti Janna; Rofiqoh Rofiqoh; Anjar Kusuma Dewi; Mashuri Mashuri

doi:10.24256/foster-jelt.v7i4.479

Authors

Nur Baiti Janna Universitas Tadulako
Rofiqoh Rofiqoh Universitas Tadulako
Anjar Kusuma Dewi Universitas Tadulako
Mashuri Mashuri Universitas Tadulako

DOI:

https://doi.org/10.24256/foster-jelt.v7i4.479

Keywords:

EFL Instruction, Increasing Reading Comprehension, Narrative Text, Shared Reading Strategy

Abstract

Reading comprehension remains a challenge for English as a Foreign Language (EFL) learners, particularly when understanding narrative texts. This study investigated the effectiveness of the Shared Reading Strategy in improving eighth-grade students’ reading comprehension at SMP Saraswati Tolai. A quasi-experimental study using a nonequivalent control group design involved 62 students selected through purposive sampling, with 30 in the experimental group and 32 in the control group. The experimental group received instruction using the Shared Reading Strategy, while the control group received conventional instruction. Data were collected through validated pre-test and post-test reading comprehension assessments and analyzed using descriptive statistics, normality and homogeneity tests, an independent-samples t-test, and Cohen’s d. The results showed that the experimental group’s mean score increased from 27.33 (SD = 7.90) to 74.67 (SD = 12.08), compared with an increase from 22.50 (SD = 5.47) to 42.22 (SD = 12.16) in the control group. The independent-samples t-test revealed a statistically significant difference between groups, t(60) = 10.53, p < .001, with a mean difference of 32.45 points. Cohen’s d = 2.68 indicated a very large effect. These findings suggest that the Shared Reading Strategy can substantially improve EFL students’ reading comprehension of narrative texts. Integrating teacher modeling, collaborative reading, guided questioning, and classroom discussion may support active engagement and deeper comprehension in junior high school EFL classrooms.

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