The Effect of Reflection-Based Questioning Approach in Reading Comprehension of Recount Text

Elina Wilujeng, Arik Susanti

Abstract


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.


Keywords


RBQA; Reading Comprehension; Recount Text

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DOI: https://doi.org/10.31004/jele.v11i3.2397

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