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SKRIPSI ENHANCING STUDENTS’ READING COMPREHENSION USING DETERMINATION STRATEGY TROUGH NARRATIVE TEXT IN MIDDLE SCHOOL EDUCATION

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Reading comprehension is an important skill for mastering English, as it serves as a foundation for comprehending information effectively. Achieving such comprehension is recognizing letters and words and mastering the ability to construct meaning. However, students, especially those eight graders at SMPN 1 Tegalrejo, frequently encounter problems in reading comprehension that hinder their academic process. Many students show low proficiency in reading comprehension. This phenomenon was suspected due to limited vocabulary, which often leads to decreased motivation when engaging with narrative text. To overcome these problems, the Determination Strategy was implemented to encourage students to determine the meaning of unfamiliar words independently as well as increase their motivation in reading a narrative text. This research was conducted using Classroom Action Research (CAR), which was carried out in two cycles. The participant consists of 32 eight-grade students, composed of 16 males and 16 females. Data were collected through test and non-test instruments, which included reading tests, observation, and documentation. Furthermore, these instruments were designed to provide a broad view of the students’ development throughout the research process. The findings showed a significant improvement in students’ motivation and reading comprehension after being taught using the Determination Strategy. The overall observation score rose from 28% in pre-cycle to 52% in cycle I and then to 76% in cycle II. Reading comprehension test results also improved, increasing from 55,53% in pre-cycle to 73,28% in cycle I finally reach 80,46% in cycle II. These results suggest that the Determination Strategy effectively enhances both students’ motivation and reading comprehension of narrative text. This was reflected by the students’ improvement in classroom dynamics, where the learning process was shifted from teacher-centered learning to student-centered learning. In addition, the strategy encouraged students to engage more deeply with the material, as shown by their increased initiative in answering questions and their enthusiasm during the learning process.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS TAN E 2026

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2026

Deskripsi Fisik

XV;130 HLM;29 CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

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