The Effectiveness of Scaffolding and Storytelling to Improve Reading Comprehension in Descriptive Text

DOI: https://doi.org/10.33650/ijoeel.v7i2.13320

Authors (s)


(1) * Mohammad Sofyan Adi   (universitas nurul jadid)  
        Indonesia
(*) Corresponding Author

Abstract


This study aims to examine the effectiveness of the scaffolding and storytelling methods in improving the reading comprehension of descriptive texts among tenth-grade students at SMK Fauzul Hasan. The research was motivated by students' difficulties in understanding the structure and content of descriptive texts. A quantitative approach was used with a pre-experimental one-group pretest-posttest design. Thirty students participated, taking reading comprehension tests before and after the intervention, along with classroom observations. The results showed a significant increase in the average score from 60 to 82, with a large effect size (d = 2.59) and statistical significance (p = 0.0001). Subskill analysis revealed the highest improvement in identifying main ideas (+36%). These findings indicate that the combination of scaffolding and storytelling effectively enhances students' reading comprehension, particularly for low-achieving learners. It is recommended that this method be integrated into the vocational school English curriculum and utilized in teacher training programs to optimize instructional outcomes.

Keywords

descriptive text; language learning; reading comprehension; scaffolding; storytelling



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10.33650/ijoeel.v7i2.13320


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