<![CDATA[Reading comprehension is an essential skill in English language learning, yet some EFL students experience difficulties understanding texts, identifying main ideas, locating information, making inferences, and maintaining interest in reading activities. This study aimed to determine whether the Student Team Achievement Division (STAD) learning model could improve the reading comprehension of Grade IX students at SMP Negeri 2 Tondano. The study employed a quantitative approach with a pre-experimental one-group pre-test–post-test design. The participants consisted of 21 Grade IX students. Data were collected using reading comprehension tests consisting of 15 multiple-choice questions and 5 short-answer questions based on narrative texts. The students received reading instruction through the STAD model, which involved class presentation, heterogeneous team study, individual quizzes, individual improvement scores, and team recognition. The data were analyzed by comparing students’ pre-test and post-test scores. The findings showed a clear improvement in students’ reading comprehension after the implementation of STAD. The students’ mean score increased from 71.6 in the pre-test to 82.61 in the post-test, representing an improvement of approximately 11 points. The highest score increased from 85 to 95, while the lowest score increased from 50 to 65. Furthermore, 19 students achieved the minimum completeness criterion in the post-test, compared with substantially fewer students before the treatment. The findings indicate that STAD created opportunities for students to discuss texts, exchange ideas, provide peer support, and actively construct meaning. Therefore, STAD, particularly when combined with engaging narrative texts, can be considered an effective alternative for improving EFL students’ reading comprehension and promoting collaborative, active, and engaging English learning.]]>
