<![CDATA[This study examines the effect of the Close Reading Technique on students’ reading comprehension of narrative texts among tenth-grade students at SMAN 2 Tanjungpinang. The study is motivated by students’ difficulties in identifying main ideas, understanding vocabulary in context, recognizing references, making inferences, and locating specific information in narrative texts. This research used a quantitative pre-experimental method with a one-group pre-test and post-test design. The sample consisted of 36 students from class X.5 selected through cluster random sampling. Data were collected using a reading comprehension test consisting of multiple-choice questions based on five reading indicators. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon Signed-Rank Test. The findings showed a significant improvement in students’ reading comprehension after the implementation of Close Reading. This technique supports comprehension through repeated reading, textual evidence analysis, and inferential meaning construction. Therefore, Close Reading can be considered an alternative strategy for teaching narrative texts.]]>
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