IMPROVING STUDENTS’ READING COMPREHENSION THROUGH MODULES AT MTS RMI DARUL ABROR BEKASI

Abstract

Reading comprehension is a crucial skill in English learning, particularly at the junior high school level. In the context of madrasah education, students often face unique challenges, including limited exposure to English outside the classroom. Although numerous studies have emphasized the role of digital media in language learning, the use of structured learning modules as an alternative medium has not been adequately explored. This study was designed to examine the potential of modules to support students' reading comprehension at MTS RMI Darul Abror Bekasi. This study used a classroom action research (CAR) approach, implemented in two cycles consisting of planning, implementation, observation, and reflection. Data were collected through pre-tests, post-tests, and classroom observations. The results showed that modules containing selected texts, vocabulary guides, and comprehension activities can help improve students' reading comprehension. The modules also encourage independent learning, support collaborative learning, and provide opportunities for students to review the material at their own pace. These findings indicate that modules can serve not only as supplementary learning resources but also as effective teaching tools aligned with the madrasah learning environment. This study is expected to provide valuable insights for teachers, curriculum developers, and policy makers in designing strategies that foster students' critical and sustainable reading comprehension skills, while still taking into account the characteristics of madrasah education.