THE INFLUENCE OF SHADOW-READING TOWARDS STUDENTS’ READING COMPREHENSION AT SMAN 12 BANDAR LAMPUNG

Muhamad, Ali Rahman (2025) THE INFLUENCE OF SHADOW-READING TOWARDS STUDENTS’ READING COMPREHENSION AT SMAN 12 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study aims to examines the influence of the Shadow Reading technique on students' reading comprehension at SMAN 12 Bandar Lampung. Some students do face challenges with reading comprehension. While a few grasp the material quickly, others struggle to understand the text fully. This often happens because they lack the necessary vocabulary, have difficulty connecting ideas, or find it hard to focus on longer passages. Many students struggle to identify the main idea, references, and explicit or implicit meanings in a text. They often confuse main ideas with supporting details and find it hard to infer implicit meanings. Unfamiliar vocabulary also poses a significant challenge. This research employed a quantitative approach with a quasi experimental design. The study involved 62 eleventh-grade students, divided into two groups: 30 students in the experimental class and 32 students in the control class. The sampling technique used was cluster sampling. Data collection was conducted using pre-tests and post-tests, and the results were analyzed using an independent t-test. The findings revealed that students in the experimental group achieved higher post-test scores compared to those in the control group. The significance value obtained was 0.000, which is lower than α 0.05 (0.000 < 0.05). This indicates that the null hypothesis (H₀) was rejected, and the alternative hypothesis (H₁) was accepted. Therefore, it can be concluded that the use of the Shadow Reading technique has a significant positive influence on students' reading comprehension. This study contributes to the field of English language teaching because the findings shows that incorporating Shadow Reading into classroom instruction can be a practical and effective strategy for enhancing students’ reading skills, particularly in schools where students have diverse levels of background knowledge. Furthermore, the study offers insights for educators seeking alternative teaching techniques to improve reading proficiency. Future research can build upon these findings by exploring the long-term effects of Shadow Reading or its impact on other language skills. Keywords: Quantitative approach, Reading Comprehension, Shadow Reading

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