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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris PREMISE: Journal of English Education and Applied Linguistics AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM Wiralodra English Journal (WEJ) JET (Journal of English Teaching) Adi Buana Jurnal Basicedu IJoASER (International Journal on Advanced Science, Education, and Religion) EDUKATIF : JURNAL ILMU PENDIDIKAN English Language Teaching Educational Journal Attractive : Innovative Education Journal Nusantara: Jurnal Pendidikan Indonesia Jurnal Al-Qiyam Jurnal Tana Mana Wisanggeni : Jurnal Pengabdian Masyarakat Jurnal Basicedu IJLHE: International Journal of Language, Humanities, and Education Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Literatur : Jurnal Bahasa dan Sastra LinguaEducare: Journal of English and Linguistic Studies Journal of Linguistics and Social Sciences
Septa Aryanika
UIN Raden Intan Lampung
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Teaching And Learning Reading Comprehension through Close Reading: Insights from First-Semester EFL Students Septa Aryanika
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1649

Abstract

Reading comprehension is a fundamental skill in English language learning; however, many non-English-major students encounter difficulties in understanding academic texts. This study investigated the implementation of the Close Reading strategy in teaching reading comprehension to first-semester non-English-major students at UIN Raden Intan Lampung and explored students’ perceptions of the strategy. Using a qualitative case study design, data were collected through classroom observations and semi-structured interviews and analyzed thematically. The findings revealed that the implementation of Close Reading involved five stages: text selection, independent reading, lecturer modeling, collaborative discussion, and text-based questioning. The strategy helped students activate prior knowledge, apply strategic reading behaviors, engage in collaborative meaning-making, and support their answers with textual evidence. Students perceived the strategy positively because it enabled them to understand texts more systematically and critically. Nevertheless, challenges related to vocabulary limitations, inferential comprehension, translation dependence, and confidence were still observed. Overall, the study demonstrates that Close Reading provides an effective instructional framework for improving reading comprehension and fostering critical reading practices among EFL learners. These findings suggest that the strategy can be integrated into reading instruction for non-English-major students to support deeper engagement with academic texts.
Co-Authors Ade Rizki Ronaldo Agus Hidayat Agus Hidayat Alya Asmaul Husna Ayu Anggraini Dewi Kurniawati Dewi Kurniawati Dian Reftyawati Fadhila, Aulia Salsa Faridatul Hasanah, Ida Ferdi Jumansyah Putra Firdaus, Wihda Yanuar Hafiz, Alfanda Heni Verawati Henisah, Ratih Hidayat , Agus Hidayat, Khafid Wahyu Irawansyah Irawansyah Is Susanto Isna, Nur Kamila Kholid, M. Fikri Nugraha M. Sayid Wijaya Mohammad Ridho Kholid Muhamad Adnan Nashrullah Muhassin, Moh. Nova Aini Nugraha Kholid, Moh. Fikri Nunun Indrasari Nur Syamsiah Nur Syamsiah, Nur Nurul Puspita Nurul Puspita, Nurul Pramadanti, Muthia Puspitarini, Yulan Rani Ristia Lanvi Ratih Henisah Rifda Fahira Rohmatillah Salsabila, Indana Sari, Sinta Kurnia SRI WULANDARI Suci suryawati, Sri Susanto, Is Syofnidah Ifrianti tri wahyuni Yanuar Fidaus, Wihda Zakiyah