<![CDATA[General Background: Reading comprehension is a fundamental skill that underpins academic success in language learning. Specific Background: Many Indonesian junior high school students struggle with understanding narrative texts due to limited vocabulary and surface-level reading strategies. Knowledge Gap: Despite prior studies on metacognitive strategies, few have used quasi-experimental designs to evaluate structured strategies like RIDER in South Sumatra. Aims: This study investigated the effectiveness of the Read, Imagine, Describe, Evaluate, and Repeat (RIDER) strategy in improving narrative text comprehension among eighth-grade students at SMP Negeri 1 Muara Pinang. Results: Using a quasi-experimental design with pre- and post-tests, the study revealed that students taught with the RIDER strategy demonstrated greater improvements in reading comprehension, particularly in main ideas, vocabulary, and inference, compared to those taught conventionally. Novelty: This research is among the first in the region to quantitatively compare RIDER with traditional methods using statistical analyses, providing robust evidence of its pedagogical value. Implications: Findings suggest that integrating RIDER into English instruction can foster critical thinking, deeper engagement, and improved comprehension, offering practical guidance for educators aiming to enhance literacy outcomes in narrative reading.Highlight : The RIDER strategy significantly improved students' comprehension, especially in identifying main ideas, vocabulary, and inferences. The experimental group showed greater gains than the control group, though the difference was not statistically significant in the independent t-test. The strategy promotes critical thinking and active engagement, making it a promising tool for teaching narrative texts. Keywords : Reading Comprehension, Narrative Text, RIDER Strategy, Junior High School, English Language Learning]]>
