<![CDATA[Reading and understanding are important skills that must be mastered by elementary school students, because these abilities are the basis for obtaining and understanding various information. However, many students in Phase C still have difficulty understanding narrative texts, especially in looking for implied meanings, main messages, and relationships between events in the story. This research aims to explain how to use individual questioning strategies to help Phase C students at SDN 48 Penerokan understand better the story texts they read. This research uses a qualitative approach, by collecting data through non-participant observation, semi-structured interviews, and documentation. Data analysis through data reduction, data presentation, and drawing conclusions, as well as using several sources of information to ensure the data used is accurate and trustworthy. The research results show that the Individual Questioning strategy is used in three stages, namely before reading, while reading, and after reading. This strategy helps students be more active in creating and answering questions, so that reading becomes more focused and more critical. Applying this strategy improves students' ability to identify story elements, understand implied meanings, find messages, evaluate character actions, and retell the contents of the text in their own language. The success of this strategy is supported by student enthusiasm, availability of reading materials, and school support, while obstacles in the form of differences in reading ability and time constraints can be overcome through ongoing mentoring and training.]]>
