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SKRIPSI THE APPLICATION OF READER’S THEATER METHOD IN TEACHING NARRATIVE READING COMPREHENSION TO EIGHTH-GRADE STUDENTS AT SMP NEGERI 12 MAGELANG IN ACADEMIC YEAR 2025/2026

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Reading comprehension is a fundamental skill in English learning,
particularly for junior high school students developing critical and inferential
thinking. Many students exhibit low reading motivation and weak comprehension
due to teacher-centered practices that limit text engagement. Reader’s Theater is a
collaborative, drama-based alternative that engages students through expressive
repeated reading, addressing motivational and comprehension challenges in EFL
classrooms.
This study investigated the effect of Reader’s Theater on reading motivation
and narrative text reading comprehension of eighth-grade students at SMP Negeri
12 Magelang in the academic year 2025/2026. Both variables were examined to
assess Reader’s Theater as an effective EFL instructional strategy. These objectives
guided the entire study design.
This study employed Classroom Action Research (CAR) through a Pre
Cycle and two cycles, each comprising planning, acting, observing, and reflecting.
The subjects were 31 students of class VIII E at SMP Negeri 12 Magelang in the
2025/2026 academic year. Data were collected through tests, observations, and
questionnaires; qualitative data were analyzed interactively, while quantitative data
were averaged.
The findings revealed significant improvements across both variables.
Students demonstrated increasing cooperation, confidence, and autonomy
throughout the cycles. The motivation average score rose from 57.52% ("Low") in
the Pre-Cycle to 69.18% ("Fair") in Cycle I, and reached 83.33% ("High") in Cycle
II, surpassing the 75% threshold. Regarding reading comprehension, students
showed notable gains in multiple-choice and essay components. The mean score
increased from 56.45 ("Fair") in the Pre-Cycle to 63.74 ("Fair") in Cycle I, and
reached 82.97 ("Good") in Cycle II, fulfilling the minimum indicator of 75. These
results indicate that expressive repeated reading, group rehearsal, and performance
based tasks within Reader’s Theater effectively scaffolded comprehension and
sustained student engagement.
In conclusion, Reader’s Theater successfully improves students’reading
motivation and narrative text comprehension among eighth-grade EFL students.
Teachers are encouraged to adopt it as an alternative strategy for a more engaging
literacy environment. Future research: The writers may explore its application for
other skills or levels.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS NOV T 2026

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2026

Deskripsi Fisik

XIII;153 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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