Enhancing Junior Secondary EFL Students’ Reading Comprehension of Descriptive Texts through Peer Tutoring

Abstract

This study investigated the use of peer tutoring to enhance junior secondary EFL students’ reading comprehension of descriptive texts through Classroom Action Research. This issue is important because many EFL students still face difficulties in understanding descriptive texts, particularly in identifying main ideas, locating supporting details, interpreting vocabulary in context, and making inferences, which may limit their overall reading achievement. Conducted at SMP Negeri 1 Gunungsitoli Alo’oa, the study involved 35 Grade VII students who experienced difficulties in comprehending descriptive texts. The research was carried out in two cycles, each consisting of planning, action, observation, and reflection. Data were collected through reading comprehension tests, classroom observation, field notes, and students’ learning response sheets. The findings showed that students’ reading comprehension improved across the cycles. The mean score increased from 61.8 in the preliminary assessment to 70.4 in Cycle I and 78.6 in Cycle II. The percentage of students achieving the minimum mastery criterion of 70 also increased from 31.4% to 62.9% and finally to 82.9%. Component-based analysis showed improvement in identifying main ideas, locating supporting details, understanding vocabulary in context, making inferences, and answering comprehension questions, although inference-making remained the most challenging component. Qualitative findings indicated that peer tutoring encouraged students to ask questions, discuss unfamiliar vocabulary, locate information, and participate more actively in reading tasks. These findings suggest that peer tutoring is an effective, interactive, and low-cost instructional strategy for improving EFL students’ reading comprehension when implemented through clear role distribution, structured worksheets, tutor preparation, and continuous teacher monitoring.