TY  - THES
PB  - Universitas Pakuan
N2  - 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
ID  - eprintsunpak10312
AV  - none
UR  - http://eprints.unpak.ac.id/10312/
M1  - Skripsi
TI  - THE INFLUENCE OF INTERACTIVE READING ALOUD AND CLOSE
READING ON STUDENTS? READING COMPREHENSION
A1  - Fryda, Syafrina Cahyani
Y1  - 2025///
ER  -