ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to improve Grade V students’ reading comprehension of Islamic descriptive texts through the implementation of the Gallery Walking strategy in an English for Young Learners (EYL) classroom. The Gallery Walking strategy is implemented by having students work in small groups, move from one station to another, read short and simple texts, and discuss answers collaboratively using guided questions. The study employed a Classroom Action Research (CAR) design conducted in two cycles, involving planning, acting, observing, and reflecting stages, implemented collaboratively between the researcher as the teacher and the classroom teacher as the observer. The findings indicate a marked improvement in students’ reading comprehension. In Cycle I, only 52% of students achieved the minimum mastery criterion (≥ 76), indicating difficulties in identifying explicit information and answering basic comprehension questions. After instructional revisions in Cycle II, the proportion of students achieving mastery increased and successfully exceeded the predetermined success criterion (≥ 80%). This improvement was reflected in students’ ability to recognize vocabulary and understand short descriptive texts more meaningfully. It was also supported by increased student participation and more positive learning responses, indicating a more engaging classroom environment. The findings suggest that repeated text exposure, structured peer interaction, and the use of simplified contextual texts contribute to students’ comprehension development. Therefore, the Gallery Walking strategy effectively improves students’ basic reading comprehension and promotes active learning in the EYL classroom.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The investigation was designed to measure how well the Preview, Question, Reading, and Summary (PQRS) approach supports learners in grasping descriptive passages. Sixty‑four participants engaged in both initial and follow‑up assessments, where their ability to interpret descriptive texts was examined. The average score prior to the intervention stood at 61.81, whereas after applying the PQRS method the mean result rose significantly to 86.37, with a significant difference of 14.98 points. Data analysis was conducted using SPSS 23.0, and a t-test revealed a t- value of 10.836, confirming a statistically significant improvement. These findings indicate that the PQRS method significantly enhances students' descriptive reading skills. The results of this study are important for educators as they provide evidence of an effective teaching strategy to improve reading comprehension. Moreover, the findings align with existing research on active reading methods, offering a valuable contribution to educational practices. This study concludes that the PQRS method is an effective approach to improving reading skills, making it a valuable tool for enhancing literacy in schools.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Reading comprehension was one of the most challenging skills for EFL learners, especially when dealing with descriptive texts that required strong vocabulary and visualization ability. This study investigated how realia-based activities improved this skill among eighth-grade students at MTs Ma'arif Roudlotut Tholibin, a boarding school in Metro, Lampung, where access to technology was limited. A total of 18 students from Class VIIIA participated in this research during the academic year 2025/2026. The study employed a Classroom Action Research design following the Kurt Lewin model, which was conducted in two cycles with three stages in each cycle: Planning, Action, and Observation and Reflection. Reading comprehension tests and observation sheets were used to collect the data, and the findings were verified through methodological triangulation. The results showed a significant improvement across both cycles. The class mean score increased from 62.56 in the pre-test to 70.22 after Cycle 1, and further improved to 76.33 after Cycle 2, exceeding the passing standard of 74. The percentage of students who achieved the passing score increased from 22.2 percent to 77.8 percent. In addition, student participation improved from 70 percent to 90 percent between cycles. These findings indicated that the use of real objects in the classroom was an effective and practical approach to improve students’ reading comprehension, particularly in educational settings with limited access to digital resources.
