ENHANCHING STUDENTS’ READING COMPREHENSION THROUGH THE CAROUSEL BRAINSTORMING TECHNIQUE IN TEACHING NARRATIVE TEXTS

Abstract

This study aims to determine whether there was a significant difference in reading comprehension of narrative text between tenth-grade students at SMK Negeri 1 Jarai who were taught using the Carousel Brainstorming technique and those who were not. The population consisted of all tenth-grade students (N = 346), with two classes selected as samples: 31 students in the experimental class and 29 students in the control class. Data were collected through pre-tests and post-tests and analyzed using SPSS. The results of the paired sample t-test and independent t-test showed a calculated t-value of 2.569 with a significance level of p < 0.01 (two-tailed) and df = 58, exceeding the critical t-table value of 1.672. Since the calculated t-value was greater than the critical value, the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted. These findings indicate that the use of the Carousel Brainstorming technique significantly improves students’ reading comprehension. This improvement is further supported by the use of engaging learning materials and active teacher involvement during the learning process.