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p-Index From 2021 - 2026
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All Journal Journal of English Education and Teaching (JEET) English Review: Journal of English Education
Winda Mala Sari
Universitas Negeri Padang
Humanities Languange, Linguistic, Communication & Media

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THE IMPLEMENTATIONOF CRITICAL READING STRATEGIES ON EFL STUDENTS’ READING COMPREHENSION IN THE TKACONTEXT: EXAMINING GENDER AS AMODERATING VARIABLE Winda Mala Sari; Ratmanida
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.167

Abstract

Reading comprehension remains a major challenge for Indonesian senior high school students, particularly in responding to higher-order thinking questions assessed in national examinations such as the Tes Kemampuan Akademik (TKA). This study investigates the effectiveness of critical reading strategies in improving twelfth-grade students’ reading comprehension and examines whether gender moderates the effect of the instructional strategy. Employing a quasi-experimental pre-test–post-test factorial design, the study involved twelfth-grade students of SMA IBS Raudhatul Jannah Payakumbuh, who were assigned to an experimental group taught using critical reading strategies and a control group taught using conventional methods. The instructional intervention integrated previewing, annotating, questioning, summarizing, and evaluating arguments. Reading comprehension data were collected through standardized reading tests aligned with TKA indicators and analyzed using two-way ANOVA. The findings reveal that students taught through critical reading strategies significantly outperformed those taught through conventional instruction. Female and male students in the experimental group both demonstrated higher post-test scores than their counterparts in the control group. However, the interaction between teaching strategy and gender was not statistically significant, indicating that critical reading strategies benefited students regardless of gender. These results suggest that explicit instruction in critical reading strategies is an effective pedagogical approach for enhancing reading comprehension and preparing students for the cognitive demands of the TKA. The study offers practical implications for English teachers and contributes empirical evidence to the growing body of EFL reading research in secondary education.
Students’ EFL Reading Difficulties in the Academic Ability Test Context: Evidence from SMA Raudhatul Jannah Payakumbuh Ratmanida Ratmanida; Winda Mala Sari
Journal of English Education and Teaching Vol. 10 No. 1 (2026): Journal of English Education and Teaching (JEET) (in progress)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.10.1.56-74

Abstract

Focusing on textual, inferential, and evaluative comprehension, this study investigated high school students' reading difficulties within the framework of Academic Ability Test (TKA). This descriptive mixed-methods study involved 83 twelfth-grade students of SMA Raudhatul Jannah in Payakumbuh who underwent an Academic Ability Test-style reading test, a structured questionnaire, and semi-structured interviews. The results indicated that students' reading performance remained below the expected proficiency level required in the Academic Ability Test. The test results indicated that students with high-level reading skills in evaluative comprehension experienced the greatest difficulty (50.85%). In contrast, students showed relatively lower levels of difficulty in text comprehension (49.46%) and inferential comprehension (47.53%). Overall, the study findings indicate that evaluative comprehension is more difficult than textual and inferential comprehension. This underscores that in the context of the Academic Ability Test, higher-level reading skills still become a main challenge. The findings further reveal that students face reading difficulties because of limited vocabulary knowledge and poor text understanding. They also struggle with evaluation and inference tasks. The results suggest that classroom reading instruction should be tailored to the cognitive demands of Academic Ability Test, in addition to improving basic and advanced reading skills.
Co-Authors Ratmanida Ratmanida, Ratmanida