Improving rural junior high school students’ reading comprehension through the think-aloud strategy
DOI:
https://doi.org/10.30862/jri.v6i2.162Keywords:
Reading comprehension, rural school, think-aloud strategyAbstract
Reading comprehension remains one of the most persistent obstacles for Indonesian junior high school students learning English as a foreign language (EFL), commonly rooted in limited vocabulary, weak inferential ability, and passive reading habits. This study examined whether the Think-Aloud strategy could improve the reading comprehension and learning activity of eighth-grade students at a rural public junior high school in Riau, Indonesia. A classroom action research design following the Kemmis and McTaggart model was implemented in two cycles, each comprising planning, action, observation, and reflection, and involved 31 students. Data were collected through reading comprehension tests (pre-cycle, Cycle I, and Cycle II), classroom observation, field notes, and documentation, and were analyzed descriptively on the basis of the minimum mastery criterion (MMC = 75). The class mean rose from 62.26 in the pre-cycle to 71.45 in Cycle I and 77.58 in Cycle II, while the proportion of students reaching the MMC increased from 32.26% to 48.39% and then to 87.10%, exceeding the 75% classical mastery criterion. Students’ learning activity also improved on all four observed indicators. The Think-Aloud strategy therefore improved students’ reading comprehension and is recommended for teaching narrative-text reading in junior high schools.
Downloads
References
Al-Ahdal, A. A. M. H., & Alolaywi, Y. (2022). Incorporating reading strategies for EFL undergraduate learners in Saudi Arabia: A think-aloud study. F1000Research, 11, 1070. https://doi.org/10.12688/f1000research.123094.2
Alfarwan, S. (2021). Tertiary level Saudi EFL learners’ reading strategies in relation to gender and proficiency. Reading Psychology, 42(6), 577–605. https://doi.org/10.1080/02702711.2021.1888350
Al-Mekhlafi, A. M. (2018). EFL learners’ metacognitive awareness of reading strategies. International Journal of Instruction, 11(2), 297–308. https://doi.org/10.12973/iji.2018.11220a
Ariadi, E. S. (2023). Penerapan strategi think aloud untuk meningkatkan keterampilan membaca teks naratif kelas X-9 MAN 1 Kabupaten Pasuruan. Jurnal Pendidikan Bahasa Inggris, 2, 139–149. https://doi.org/10.64688/jpe.v2i1.23
Astuti, S., Hamied, F. A., & Muslim, A. B. (2025). The digital reading literacy of Indonesian pre-service English teachers: What do lecturers say? Journal of Research in Instructional, 5(1), 323–337. https://doi.org/10.30862/jri.v5i1.622
Bagci, H. (2019). Investigation of the relationship between metacognitive awareness of reading strategies and self-efficacy perception in reading comprehension in mother-tongue: Sample of 8th graders. International Journal of Educational Methodology, 6(1), 83–98. https://doi.org/10.12973/ijem.6.1.83
Chin, A. S. W., & Ghani, K. A. (2021). The use of think-aloud in assisting reading comprehension among primary school students. Journal of Cognitive Sciences and Human Development, 7(1), 11–32. https://doi.org/10.33736/jcshd.2456.2021
Cohen, A. D., & Wang, I. K.-H. (2024). Revisiting ‘think aloud’ in language learner strategy research. Language Teaching Research. https://doi.org/10.1177/13621688241266949
Filderman, M. J., Austin, C. R., Boucher, A. N., O’Donnell, K., & Swanson, E. A. (2022). A meta-analysis of the effects of reading comprehension interventions on the reading comprehension outcomes of struggling readers in third through 12th grades. Exceptional Children, 88(2), 163–184. https://doi.org/10.1177/00144029211050860
Ghavamnia, M. (2019). Improving Iranian graduate students’ performance in reading scientific articles in English through explicit strategy instruction. Reading Psychology, 40(7), 612–637. https://doi.org/10.1080/02702711.2019.1658667
Ghavamnia, M., Ketabi, S., & Tavakoli, M. (2013). L2 reading strategies used by Iranian EFL learners: A think-aloud study. Reading Psychology, 34(4), 355–378. https://doi.org/10.1080/02702711.2011.640097
Hu, J., & Gao, X. (2017). Using think-aloud protocol in self-regulated reading research. Educational Research Review, 22, 181–193. https://doi.org/10.1016/j.edurev.2017.09.004
Juhkam, M., Jõgi, A.-L., Soodla, P., & Aro, M. (2023). Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: Do these changes actually contribute to reading comprehension? Frontiers in Psychology, 14, 1191103. https://doi.org/10.3389/fpsyg.2023.1191103
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer. https://doi.org/10.1007/978-981-4560-67-2
McKeown, R. G., & Gentilucci, J. L. (2007). Think-aloud strategy: Metacognitive development and monitoring comprehension in the middle school second-language classroom. Journal of Adolescent & Adult Literacy, 51(2), 136–147. https://doi.org/10.1598/JAAL.51.2.5
Meesuk, P., Sramoon, B., & Wongrugsa, A. (2020). Classroom action research-based instruction: The sustainable teacher professional development strategy. Journal of Teacher Education for Sustainability, 22(1), 98–110. https://doi.org/10.2478/jtes-2020-0008
Okkinga, M., van Steensel, R., van Gelderen, A. J. S., van Schooten, E., Sleegers, P. J. C., & Arends, L. R. (2018). Effectiveness of reading-strategy interventions in whole classrooms: A meta-analysis. Educational Psychology Review, 30(4), 1215–1239. https://doi.org/10.1007/s10648-018-9445-7
Pammu, A., Amir, Z., & Maasum, T. N. R. T. M. (2014). Metacognitive reading strategies of less proficient tertiary learners: A case study of EFL learners at a public university in Makassar, Indonesia. Procedia - Social and Behavioral Sciences, 118, 357–364. https://doi.org/10.1016/j.sbspro.2014.02.049
Puspitasari, Y., Widiati, U., Marhaban, S., Sulistyo, T., & Rofiqoh, R. (2021). The sustainable impacts of teacher action research on EFL teachers in Indonesia. Studies in English Language and Education, 8(3), 952–971. https://doi.org/10.24815/siele.v8i3.21388
Rahayu, I. D. (2022). The effect of “think-aloud” strategy on students’ inferential reading comprehension. Jurnal Pendidikan Bahasa Inggris, 7(1), 69–82. https://doi.org/10.22303/melt.7.1.2022.69-82
Rianto, A. (2021). Indonesian EFL university students’ metacognitive online reading strategies before and during the COVID-19 pandemic. Studies in English Language and Education, 8(1), 16–33. https://doi.org/10.24815/siele.v8i1.18110
Rice, M., Lambright, K., & Wijekumar, K. (2024). Professional development in reading comprehension: A meta-analysis of the effects on teachers and students. Reading Research Quarterly, 59(3), 424–447. https://doi.org/10.1002/rrq.546
Rice, R., Hejmadi, M., Silva, H., Kelsh, R. N., Agues, J., Engel, N., & Székely, T. (2024). Environmental education in the classroom: pilot study in Cabo Verde suggests differing impacts on local knowledge and environmental attitudes. ORYX, 58(2), 210–217. https://doi.org/10.1017/S0030605323000303
Rukmana, E. N. R., Kusnandar, CMS, S., Fatimah Zakiyatul Huda, R., Kusmana, W., Rangga, & Herawan, E. (2025). Penerapan metode read aloud & think aloud dalam peningkatan keterampilan membaca siswa pada guru SD di Kabupaten Sumedang. Journal of Innovative and Creativity (Joecy), 5(3), 12626–12635. https://doi.org/10.31004/joecy.v5i3.3739
Silverman, R. D., Johnson, E., Keane, K., & Khanna, S. (2020). Beyond decoding: A meta-analysis of the effects of language comprehension interventions on K–5 students’ language and literacy outcomes. Reading Research Quarterly, 55(S1), S207–S233. https://doi.org/10.1002/rrq.346
Sun, Y., Wang, J., Dong, Y., Zheng, H., Yang, J., Zhao, Y., & Dong, W. (2021). The relationship between reading strategy and reading comprehension: A meta-analysis. Frontiers in Psychology, 12, 635289. https://doi.org/10.3389/fpsyg.2021.635289
Tang, K., Noordin, N., & Ismail, L. (2025). Evaluating the think-aloud method for English reading: A systematic review. Cogent Education, 12(1), 2497150. https://doi.org/10.1080/2331186X.2025.2497150
Wahyudin, S., Gani, H. A., & Muin, A. (2026). Development of comic media to improve English reading comprehension for senior high school students. Journal of Research in Instructional, 6(2), 721–736. https://doi.org/10.30862/jri.v6i2.171
Wahyuni, S., Sudana, D., Mustafa, B., & Damayanti, I. L. (2026). English content knowledge coverage and vertical alignment: Across levels document analysis of curriculum frameworks. Journal of Research in Instructional, 6(1), 336–354. https://doi.org/10.30862/jri.v6i1.30
Wulyani, A. N., Saukah, A., Syahid, A., Utami, I. G. A. L. P., Susilo, S., Fiftinova, F., Sukerti, G. N. A., Azis, A., & Amin, M. (2021). Understanding English language teachers’ views of teacher research: A report from Indonesia. TEFLIN Journal, 32(2), 362–388. https://doi.org/10.15639/teflinjournal.v32i2/362-388
Yang, K., Gan, Z., & Sun, M. (2024). EFL students’ profiles of English reading self-efficacy: Relations with reading enjoyment, engagement, and performance. Language Teaching Research. https://doi.org/10.1177/13621688241268891
Yetti, D. (2025). Enhancing students’ reading comprehension skills using the vocabulary self-collection strategy at SMPN 2 Kabun. Jurnal Pendidikan Tambusai, 8(3), 1161–1170. https://doi.org/10.59027/alisyraq.v8i3.1235
Yusuf, S. B., Nasir, C., & Rohiman, C. L. N. (2018). Using think-aloud method in teaching reading skill. Studies in English Language and Education, 5(1), 148–158. https://doi.org/10.24815/siele.v5i1.9898
Zayed, J. (2021). Think-aloud strategy: Improving reading comprehension in an online context. International Journal of Education and Practice, 9(1), 1–12. https://doi.org/10.18488/journal.61.2021.91.1.12
Zhang, L. J., Gu, P. Y., & Hu, G. (2008). A cognitive perspective on Singaporean primary school pupils’ use of reading strategies in learning to read in English. British Journal of Educational Psychology, 78(2), 245–271. https://doi.org/10.1348/000709907X218179
Zhussupova, R., & Kazbekova, M. (2016). Metacognitive strategies as points in teaching reading comprehension. Procedia - Social and Behavioral Sciences, 228, 593–600. https://doi.org/10.1016/j.sbspro.2016.07.091
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Dzulhijjah Yetti, Nurbit Nurbit, Harmi Yelmi, Yedi Sispurwanto, Hayatul Khairul Rahmat, Rahmad Akbar (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
