Speaker
Description
Reading competence is fundamental for language acquisition, yet high school students often struggle with traditional, text-heavy curricula. This study investigates the efficacy of integrating storybooks as a pedagogical tool to improve reading competence. Employing a quasi-experimental design, the research involved 48 students divided into control and experimental groups. Over an 8-week intervention, the experimental group engaged in a storybook-based reading program, while the control group followed standard instruction.
Data collected through pre-tests and post-tests, supplemented by classroom observations, revealed statistically significant improvements in the experimental group's reading comprehension, vocabulary retention, and decoding speed. Furthermore, qualitative findings indicate that narrative-based materials successfully fostered intrinsic motivation, reduced reading anxiety, and encouraged critical thinking. The study concludes that the systematic incorporation of storybooks effectively bridges the gap between academic requirements and learner engagement. These findings provide practical implications for educators to adopt narrative-based materials as a viable strategy to cultivate sustained reading proficiency in secondary education.
Keywords: Reading Competence, Storybooks, High School Education, Reading Comprehension, Narrative-Based Learning, EFL Instruction.
Biography
Mai Lien Nguyen Thi used to be a teacher who taught Vietnamese and Vietnamese culture to foreigners. She is currently working as an EFL teacher in Dien Chau 4 High School in her hometown. She is interested in blended learning and applying ICT, speech acts in teaching English to motivate high school students’ learning process.
| Affiliate type | Others |
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