THE EFFECTIVENESS OF INTERACTIVE READING ALOUD STRATEGY (IRAS) ON STUDENTS’ READING COMPREHENSION AT MTs AL HUDA BANDUNG

REGINA CUCUT KIRANTI, 126203212146 and EMMI NAJA, 198201072011012010 (2025) THE EFFECTIVENESS OF INTERACTIVE READING ALOUD STRATEGY (IRAS) ON STUDENTS’ READING COMPREHENSION AT MTs AL HUDA BANDUNG. [ Skripsi ]

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Abstract

Kiranti, Regina Cucut. NIM 126203212146. 2025. The Effectiveness of Interactive Reading Aloud Strategy on Students’ Reading Comprehension at MTs Al Huda Bandung. Sarjana Thesis. English Education Department. Faculty Tarbiyah and Teacher Training. State Islamic University (UIN) Sayyid Ali Rahmatullah Tulungagung. Advisor Emmi Naja, Ph.D Keywords: Interactive Reading Aloud Strategy (IRAS), Reading Comprehension, Quasi Experimental. Reading comprehension is a crucial skill for academic success, yet many students struggle with understanding English texts due to traditional, conventional, and less interactive teaching strategy. IRAS is introduced as an alternative strategy that emphasizes active engagement, collaboration, and social interaction between teachers and students before, during, and after reading. The formulation of research question is: How is the effectiveness of interactive reading aloud strategies (IRAS) on students’ reading comprehension skills of 7th grade students of MTs Al Huda Bandung? thus, this research is aim to find out the effectiveness of IRAS on students' reading comprehension of the 7th grade students of MTs Al-Huda Bandung. This study employs a quasi-experimental design to evaluate differences in students’ reading comprehension levels before and after the implementation of IRAS using two class as experimental group and control group. The population of this study is 111 students of seventh grade students of MTs Al Huda Bandung with a sample 61 students. In taking sample, the researcher uses non-probability sampling with purposive sampling technique. The instrument of this research is pre-test and post-test which to examine reading comprehension. To analyze data, the researcher uses Independent Sample T-test for hypothesis testing The finding result showed that there is significant different between students who are taught with Interactive Reading Aloud Strategy (IRAS) and student who are not. The result of Independent Sample T test is in the significant value 0,021 which is smaller than significant level 0,05 (0,021<0,05). It means that null hypothesis (H0) is rejected and alternative hypothesis (Ha) is accepted. This means there is a significant effect of using (IRAS) towards students. As final point, IRAS can be used as alternative strategy for student reading comprehension. This study has limitations because it is conducted in Islamic Boarding School environment that has different characteristics from formal schools in general. One notable difference is the classroom setting, where each class consists of students of a single gender. This unique classroom composition may influence the effectiveness of the strategy implemented, and thus, the findings should be interpreted with caution. Future researchers are encouraged to expand the scope of the study, including different educational settings, to allow for broader generalization of the results.

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