STORYTELLING AND ROLE-PLAYING IN IMPROVING READING COMPREHENSION OF INDONESIAN STUDENTS
DOI:
https://doi.org/10.5281/zenodo.15857411Keywords:
Storytelling, role-playing, reading comprehension, educational intervention, interactive learning, Indonesian studentsAbstract
This study explored the importance of storytelling and role-playing in improving the reading comprehension skills of Indonesian students. The study demonstrated proven results in comprehension skills by utilizing both interactive methods in reading activities. This study maximized the one-group pre- and post-test quasi- experimental design, in which participants were measured in only one group before and after the intervention using the same independent variable. The participants of this study were 46 primary four learners of St. John’s Catholic School, Indonesia, for the school year 2023-2024. The results illustrated that there were significant improvements in students’ reading comprehension, as evidenced by the substantial gains in mean scores across all dimensions—literal comprehension, language for events, responding to text, and making inferences— validating the theoretical framework. It also indicated a high t- value that corresponded to a significant difference between the two sets of scores, pretest, and posttest scores. This suggests that the observed changes were unlikely to have occurred by chance. A significance value (p value) of .000, indicates that the difference in scores is statistically significant. This implies a strong likelihood that the observed improvement in scores is not due to chance. Therefore, the null hypothesis was rejected. This implies that the instructional methods or interventions were successful in significantly improving students’ reading comprehension abilities. The substantial increase in scores, along with the statistical significance of the findings, highlight the effectiveness of the educational strategies used in this area of reading comprehension.
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