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THE INFLUENCE OF INTERACTIVE READING ALOUD AND CLOSE READING ON STUDENTS’ READING COMPREHENSION
Reading comprehension is an essential skill for academic success, yet many students in senior high schools struggle with it due to limited vocabulary, unfamiliar grammar, and lack of effective reading strategies. This study aims to examine the influence of Interactive Reading Aloud (IRA) and Close Reading (CR) on students’ reading comprehension. Using a quasi-experimental design, two classes of tenthgrade students were selected as experimental and control groups, each receiving treatment using Interactive Reading Aloud and Close Reading. The data were collected through pre-test and post-tests that assessed reading comprehension using multiple-choice, matching, and cloze task. The results revealed that both strategies significantly improved students' reading comprehension. However, students in IRA group showed greater improvement than the CR group. An independent sample ttest showed that the calculated t-value exceeded the critical value from the t-table, indicating a statistically significant difference between the two groups. This difference is attributed to the interactive and engaging nature of IRA, which includes expressive storytelling, guided questioning, and active student participation. The findings that while both IRA and CR are effective, IRA is more impactful in fostering comprehension in EFL classrooms. Therefore, it is recommended as a practical strategy to support reading development among high school students. Keyword : Close Reading, Interactive Reading Aloud, Reading Comprehension
Pendidikan Bahasa Inggris, Universitas Pakuan
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