The Influence of TPRC (Think, Predict, Read, Connect) Strategy Towards Students' Reading Comprehension in Narrative Text

Abstract

Reading comprehension is one of the skills that students need in language learning. However, many high school students still struggle to understand the meaning, main ideas, and information from the text. To address this issue, the TPRC strategy was implemented as an interactive learning strategy designed to actively engage students in reading activities. This research aims to examine the use of the TPRC strategy can improve the reading comprehension skills of eleventh-grade students at SMAN 1 Labuhan Ratu, East Lampung, during the 2025/2026 academic year, particularly in understanding narrative texts. This research used a quasi-experimental design involving two groups: an experimental group and a control group, that consist of 64 students. Data was collected using pre-test and post-test, which statistically analyzed using an independent samples t-test. The results showed that the experimental group achieved a higher average post-test score (78.75) compared to the control group (74.75). The normality test indicates that the data were normally distributed with (Sig. > 0.05), and the homogeneity test indicated that the variances of the two groups were homogeneous with a significant value (0.121 > 0.05). The results of the independent samples t-test showed a significant difference between the two groups (Sig. (2 tailed) = 0.001 < 0.05), indicating that the implementation of the TPRC strategy had a positive effect on students reading comprehension skills in understanding narrative texts. In conclusion, these findings suggest that the potential to be applied and further developed to enhance other language skills within a broader educational context.