THE INFLUENCE OF USING THE 3H STRATEGY (HERE, HIDDEN, IN MY HEAD) ON STUDENTS' READING COMPREHENSION OF NARRATIVE TEXTS

AOURA, VIELELGA DARA SELLA (2026) THE INFLUENCE OF USING THE 3H STRATEGY (HERE, HIDDEN, IN MY HEAD) ON STUDENTS' READING COMPREHENSION OF NARRATIVE TEXTS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Reading comprehension is one of the essential skills in learning English because it enables students to understand both explicit and implicit information presented in a text. However, many tenth-grade students still experience difficulties in comprehending narrative texts, particularly in identifying main ideas, making inferences, and interpreting implied meanings. Therefore, an effective instructional strategy is needed to improve students’ reading comprehension. This study aimed to determine whether the use of the 3H Strategy (Here, Hidden, and In My Head) had a significant influence on students’ reading comprehension of narrative texts at SMA Negeri 1 Candipuro in the 2025/2026 academic year. This study employed a quantitative approach using a quasiexperimental research design with a nonequivalent control group design. The population consisted of all tenth-grade students of SMA Negeri 1 Candipuro, while the sample was selected through cluster random sampling involving two classes with a total of 72 students. The experimental class was taught using the 3H Strategy, whereas the control class was taught using Reading-Based Instruction. Data were collected through pre-test and post-test reading comprehension tests. The obtained data were analyzed using normality and homogeneity tests as prerequisite analyses, followed by an independent sample t-test to test the research hypothesis. The findings revealed that students who were taught using the 3H Strategy achieved better reading comprehension than those who were taught using Reading-Based Instruction. The experimental class obtained a mean post-test score of 79.56, while the control class obtained 69.78. The independent sample t-test showed a significance value of 0.001 (p < 0.05), indicating that the null hypothesis was rejected and the alternative hypothesis was accepted. These findings demonstrate that the 3H Strategy significantly influences students’ reading comprehension of narrative texts by helping them identify explicit information, infer implicit meanings, and connect the text with their prior knowledge. Therefore, the 3H Strategy can be recommended as an effective instructional strategy for teaching reading comprehension, particularly narrative texts, at the senior high school level.

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