<![CDATA[Reading comprehension is essential for secondary students to master functional texts such as recount stories. Previous studies have confirmed the effectiveness of questioning-based strategies, particularly the Reflection-Based Questioning Approach (RBQA). However, several gaps remain, including limited focus on specific text types such as recount texts and insufficient research involving eighth-grade students in EFL contexts. Thus, this study aims to examine the effect of RBQA on eighth-grade students' ability to understand recount texts. Using a quasi-experimental design, 66 eighth-grade students in Sidoarjo were divided into experimental and control groups. Data were collected through reading tests and analyzed using an independent sample t-test in IBM SPSS Statistics 27. Findings revealed that the experimental group achieved a higher mean post-test score (M = 89.45) than the control group (M = 78.83), with a significance value of 0.001. In conclusion, RBQA significantly enhances students' understanding of texts compared to conventional methods.]]>
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