THE INFLUENCE OF USING WRITTEN RETELLING STRATEGY (WRS) TOWARDS STUDENTS’ READING ABILITY IN ARRATIVE TEXT AT THE FIRST SEMESTER OF THE EIGHT GRADE OF SMP BHAKTI PEMUDA SOUTH LAMPUNG IN THE ACADEMIC YEAR 2025

KEKE, ADSARI (2026) THE INFLUENCE OF USING WRITTEN RETELLING STRATEGY (WRS) TOWARDS STUDENTS’ READING ABILITY IN ARRATIVE TEXT AT THE FIRST SEMESTER OF THE EIGHT GRADE OF SMP BHAKTI PEMUDA SOUTH LAMPUNG IN THE ACADEMIC YEAR 2025. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

This study aimed to investigate whether the Written Retelling Strategy (WRS) significantly affected the reading comprehension of eighth-grade students at SMP Bhakti Pemuda, South Lampung, particularly in grasping narrative texts. It was expected that WRS would enable students to organize their thoughts, remember key story elements, and strengthen their comprehension. The findings were intended to highlight how WRS could be used to foster better engagement and reading proficiency among students. This research utilized a quantitative method with a quasi-experimental design consisting of two groups: the experimental group and the control group. The experimental group was taught using the Written Retelling Strategy, while the control group received conventional instruction. Both groups were given pre-tests and post-tests to measure their reading ability. The data were collected through these tests and analyzed using statistical analysis with the help of SPSS to determine the significance of the differences between the two groups. The results of the study showed that the students in the experimental group achieved significantly higher improvement in reading ability compared to the control group. This was supported by a t-value of 6.542 and a p-value of 0.000, which indicated a strong positive influence of WRS. These findings confirm that the Written Retelling Strategy enhances students’ comprehension of narrative texts. Therefore, it is recommended that teachers implement this strategy in classroom practice, and further research is suggested to examine its effectiveness across different types of texts and broader student populations. Keywords: Written Retelling Strategy, Reading Ability, Narrative Text, Quasi Experimental Design.

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