HAZANA, MELISA and Ernawati Nainggolan, Elsa and Elfiza, Rona (2026) THE EFFECT OF CLOSE READING TECHNIQUE ON STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXTS ON 10th GRADE OF SENIOR HIGH SCHOOL STUDENTS. S1 thesis, Universitas Maritim Raja Ali Haji.

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Abstract

Reading comprehension remains a persistent challenge for many high school students, especially when engaging with narrative texts that require more than literal, word-level processing. Students frequently struggle to grasp central ideas,infer meanings that are not explicitly stated, draw sound conclusions, track references within a text, interpret vocabulary based on context, and pinpoint specific details,all of which impede their broader literacy growth. In response, this research investigates how the Close Reading Technique influences narrative text comprehension among tenth-grade students at SMAN 2 Tanjungpinang. A quantitative, pre-experimental design was used, applying a single-group pretest-posttest format to a sample of 36 tenth-graders. Reading comprehension tests served as the primary data source, with results analyzed through descriptive statistics and the Wilcoxon Signed-Rank Test. Findings revealed a marked gain in comprehension scores, rising from a pretest mean of 61.56 to a posttest mean of 94.94. The Wilcoxon test produced an Asymp. Sig. (2-tailed) value below 0.001,confirming that the improvement was statistically significant. These outcomes indicate that consistent, structured practice with narrative texts helps students progress from superficial reading toward more critical, interpretive, and thematically grounded understanding. By prompting learners to methodically examine evidence within the text, story structure, and character growth, the Close Reading Technique also promotes greater student engagement. Overall, the results support this technique as a viable instructional approach for strengthening reading comprehension and cultivating higher-order thinking among high school students.

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