<![CDATA[This research aims to investigate the impact of using the double-entry diaries strategy on students reading comprehension at eleventh grade of SMA 8 Mandau. The researcher found that students lacked the ability to understand the texts they read; they struggled to find specific information, make inferences from the implied information in text, and determine the main idea. This research employed a quasi-experimental design to compare an experimental class and a control class. The samples used were class XI.2a as the experimental class and class XI.1a as the control class. The results of reading comprehension test before and after treatment were used to collect data. this research was used Paired sample t-test supported the first hypothesis, with a significant effect (8,500) higher than (1.690) for 35 df in reading comprehension. The independent sample t-test also supported the second and third hypotheses, with (2.472) higher than (1.997) for 0,025 significant. The researcher concluded that the using of the double-entry diaries strategy significantly effect on students reading comprehension at eleventh grade of SMAN 8 Mandau. Students who were taught by using the double-entry diaries strategy showed improved reading comprehension compared to students who were not taught by using the double-entry diaries strategy. The use of double-entry diaries as a teaching tool improved the reading comprehension of English class students.
Key words: Double-Entry Diaries Strategy, Reading Comprehension, Quasi-Experimental Desaign.]]>
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