<![CDATA[The ability to comprehend written texts represents a crucial component in acquiring a foreign language; however, many learners at SMAN 1 Canduang still encounter challenges when interpreting and understanding reading materials. Preliminary observations indicated that the average reading scores of students in classes XII F1 and XII F2 were 63 and 67, respectively, suggesting that the instructional approaches commonly employed in the classroom had not sufficiently supported students' comprehension skills. The present research was conducted to examine the impact of summarization strategies on learners' reading comprehension development, particularly when dealing with narrative texts. A quasi-experimental design was employed involving a population of 44 twelfth-grade students, of whom 32 completed both the pre-test and post-test and were selected as the research sample. The participants were divided equally into an experimental group and a control group, with 16 students in each class. Data were collected using a validated and reliable reading comprehension test administered before and after the instructional treatment. The obtained data were statistically examined through paired-samples and independent-samples t-test analyses to determine the progress occurring within each group and to identify variations between the two groups. The findings revealed that students who learned through the summarizing strategy demonstrated greater improvement in reading comprehension than those taught through conventional instruction. The mean achievement of the experimental group showed an increase from 69.13 in the initial assessment to 81.00 in the final assessment, while the control group experienced an improvement from 58.69 to 68.19. These findings demonstrate that the implementation of the summarization strategy produces a statistically significant positive influence on students' reading comprehension abilities. Therefore, integrating summarizing activities into English reading instruction is recommended as an effective approach to promoting deeper text comprehension and more active student engagement in senior high school classrooms.]]>
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