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All Journal SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL)
Zaki Al Fuad
Universitas Islam Negeri Ar-Raniry Banda Aceh, Indonesia
Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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THE EFFECT OF STORY MAPPING STRATEGY ON STUDENTS’ READING COMPREHENSION: A STRUCTURED NARRATIVE REVIEW AND PEDAGOGICAL SYNTHESIS Fakhrul Rijal; Zaki Al Fuad; Ali Salim Ali Razaq
Sensei International Journal of Education and Linguistic Vol. 5 No. 4 (2025): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v5i4.242

Abstract

Many students can read the text but they do not understand what the story is about. Story mapping is one of the strategies that can help the students to understand the story because they must find the character, setting, problem, and solution. This article discusses the effect of the story mapping strategy on students' reading comprehension. The method used is literature review. The result shows that story mapping can improve the reading comprehension of the students, especially for the narrative text. But the teacher must guide the students at first because they are not used to making the map. Therefore story mapping is good to be applied in the reading class.
IMPROVING STUDENTS’ CRITICAL READING SKILLS THROUGH INQUIRY-BASED LEARNING: A STRUCTURED NARRATIVE REVIEW AND PEDAGOGICAL SYNTHESIS Cut Marlini; Zaki Al Fuad; Muhammad Zulhairi Bin Zubairi
Sensei International Journal of Education and Linguistic Vol. 6 No. 1 (2026): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v6i1.246

Abstract

Many students can read but they just accept what is written in the text and do not think critically. Inquiry-based learning can be used to make the students ask questions and find the evidence by themselves. This article discusses how inquiry-based learning can improve students' critical reading skills. The method used is literature review from international journals about inquiry learning and critical reading. The result shows that inquiry-based learning can improve critical reading because the students read with a purpose, ask questions, and support their answer with evidence from the text. But the inquiry must be guided by the teacher, because if the students are left alone they will be confused. Therefore the teacher must give scaffolding and also ask higher level questions.
Co-Authors Ali Salim Ali Razaq Cut Marlini Fakhrul Rijal Muhammad Zulhairi Bin Zubairi