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All Journal ELT Worldwide: Journal of English Language Teaching LINGUAL: Journal of Language and Culture IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature IJIET (International Journal of Indonesian Education and Teaching) Klasikal: Journal of Education, Language Teaching and Science Tamaddun Room of Civil Society Development Research Horizon Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat International Journal of Language and Ubiquitous Learning Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Room of Civil Social Development
Reskiawan, Bimas -
Universitas SembilanBelas November Kolaka
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : Research Horizon

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The The Impact of Reading, Covering, Remembering, Retelling on Students' Reading Comprehension Fitriani; Abin, Rais; Suryadi, Ray; Syam, Hariadi; Reskiawan, Bimas; Sultan
Research Horizon Vol. 5 No. 3 (2025): Research Horizon - June 2025
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.5.3.2025.568

Abstract

The importance of reading comprehension is key for middle school children, especially in descriptive texts where narrative vivid, clear attention to the facts and sensory aspects is needed. But Indonesian eighth-grade students experienced some difficulties in reading because of a lack of vocabulary, have no reading strategy and have lower interest in reading. The purpose of study is to investigate whether the Read, Cover, Remember, Retell (RCRR) strategy effective in teaching reading comprehension of descriptive texts. A quasi-experimental approach with pre- and post-test measurements on experimental and control groups was used. Preliminary results revealed that students in both groups had mostly average reading comprehension abilities with little representation of high‐or low‐performers. The group of students that was exposed to RCRR made marked improvement - 77% in the excellent range, and one student at the level of very high. In comparison, the control group, taught in the traditional manner, gained only minimally with 55% achieving the high category and none the very high category. These findings indicate that not only does the RCRR intervention enhance comprehension, but it also leads to more students achieving advanced levels of comprehension. In short, the RCRR approach is a feasible and efficacious approach English teachers to enhance students’ comprehension and engagement with descriptive texts.
The Role of Guided Questions in Enhancing Student’s English Writing Ability Mu'min; Reskiawan, Bimas; Astiantih, Susi
Research Horizon Vol. 5 No. 4 (2025): Research Horizon - August 2025
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.5.4.2025.633

Abstract

Many students encounter challenges in organizing ideas, developing content, and maintaining coherence in descriptive writing tasks. In response to this issue, guided questions were introduced as a structured instructional approach to help students think critically and write more effectively. The purpose of this research was to analyze the differences in students’ writing performance before and after the implementation of the guided questions strategy and to compare the results with those of students who were taught using traditional methods. The research used a quasi-experimental design involving 70 students, divided into control and experimental groups. Both groups completed pre-tests and post-tests focused on descriptive text writing. Data were analyzed using descriptive statistics to observe patterns of improvement. The results showed that students in the experimental group experienced greater improvement in their writing scores and moved into higher performance categories compared to the control group. The results have implications for educators that guided questions offer practical and adaptable approach to support students in developing their writing skill. These findings suggest that the guided questions strategy can enhance students’ ability to generate and organize ideas in writing. Therefore, this strategy is recommended as an effective method for improving writing instruction in similar educational contexts.
Co-Authors Abin, Rais Al Furqan, Al alders paliling Amriani, Rina Aqzhariady Khartha Astiantih, Susi Ayu Anggreni, Made Basrawi Dahlan Abdullah Eko Harianto, Eko Fitriani Hajra Hajra Hajra, Hajra Halil, Nur Ihsan Hariadi Syam Hariadi Syam, Hariadi Hendrawan, Kevin Heri Alfian HS, Nurmadina Hustiana idris, henny novianti Irajuana Haidar Iyan Nurdiyan Haris karman karman La Ode Muhammad Idrus Hamid B La Ode Nursalam, La Ode Marhamah Marhamah Mu'min Muthmainnah Bahri A. Bohang Nasmah Riyani Nasmah Riyani, Nasmah Netty Huzniati Andas Netty Huzniati Andas, Netty Huzniati Nurcahaya, Nurcahaya Pratiwi, Alifiah Ray Suryadi, Ray Rohima Nur Aziza Al Hakim Saputra, I Gede Purwana Edi Sarmadan Sarmadan, Sarmadan Satriyani Satriyani Satriyani, Satriyani Sri Hariati Mustari sultan Sultan Sultan Tundreng, Syarifuddin Yawan, Hendri