This thesis examine the improvement of senior high school students‘
reading comprehension through the use of idiomatic expression texts. The
objective of this study is to determine whether the application of idiomatic
expression improve can enhance reading comprehension among students at senior
high school. The research employs a quantitative approach and uses a pre-
experimental design with a one-group pre-test and post-test model. The study's
population comprises 20 Grade X students at MA Tinco during the 2023/2024
academic year. The results indicate that the average pre-test reading
comprehension score was 46.70, with a standard deviation of 5.440, a minimum
score of 35, and a maximum score of 56. After the intervention, the average post-
test reading comprehension score increased to 86.65, with a standard deviation of
7.506, a minimum score of 74, and a maximum score of 98. This demonstrates a
significant improvement in students‘ reading comprehension after using idiomatic
expression texts. Hypothesis testing using a paired sample t-test yielded a t-value
of 17.533, which exceeds the critical t-table value of 1.725, with a p-value of
0.000. Since the p-value is less than 0.05, it can be concluded that there is a
significant difference in reading comprehension scores before and after the
intervention. Consequently, the null hypothesis (H₀ ) is rejected, and the
alternative hypothesis (Hₐ) is accepted. Furthermore, the N-Gain analysis
produced an average score of 74.38, placing the intervention in the "moderately
effective" category. Therefore, it can be concluded that the use of idiomatic
expression texts is moderately effective in improving the reading comprehension
of Grade X students at MA Tinco.
A. Conclusion
Based on the research findings and discussion, the following
conclusions have been drawn:
The results indicate that students' reading comprehension scores
improved significantly after the use of idiomatic expression texts. The average
pretest score was relatively low, with a narrow range of scores, while the
posttest scores showed a notable increase with a wider distribution.
Hypothesis testing using a paired sample t-test confirmed a significant
difference in reading comprehension before and after the intervention, as the t-
value exceeded the critical threshold and the p-value was below the
significance level. Additionally, the N-Gain analysis placed the improvement
in the "moderately effective" category. Therefore, it can be concluded that the
use of idiomatic expression texts is an effective approach to enhancing the
reading comprehension of Grade X students at senior high school.
B. Sugesstions
Several sugesstions are provided regarding student‘ critical thinking
abilities in this thesis, including the following:
1. For Students
Students are encouraged to actively engage in learning and
understanding English idioms while applying these expressions in reading
activities. By regularly practicing reading texts containing idiomatic
expressions, students can improve their reading comprehension skills, expa
their vocabulary, and enhance their critical thinking skills toward the meaning
of texts.
2. For Teachers
Teachers are expected to integrate the use of idiomatic expression texts
into the reading learning process in the classroom. Add titionally, teachers can
adopt more creative and engaging teaching methods to motivate students, such
as the use of interactive media, group discussions, or idiom-based
comprehension exrcises.
3. Next Research
Future researchers are encouraged to explore other teaching strategies
that incorporate idiomatic expressions to enhance students' language skills.
Investigating the long-term effects of idiom-based learning on students'
comprehension and language proficiency could provide valuable insights.
Additionally, studies comparing the effectiveness of different instructional
methods for teaching idioms may contribute to further improvements in
English language education. Expanding the research to different educational
levels or diverse student backgrounds can also offer a broader perspective on
the impact of idiomatic expression learning.
4. Limitations of the study
This study has several limitations. First, the research design used was
pre-experimental with a one-group pre-test and post-test, so there was no
control group for comparison. This limits the researcher's ability to draw
strong conclusions about cause and effect. Second, the sample size is limited
to a single class in one school, so the results of this study cannot be
generalized to a broader population.Third, the duration of the intervention is
relatively short, lasting only one month, which may not be sufficient to
demonstrate the long-term impact of using idiomatic texts on students' reading
abilities.

STAR20250262

262/2025

Perpustakaan Pusat

Tersedia