TEACHING READING COMPREHENSION THROUGH REFLECTIVE TEACHING STRATEGY AT SMAN 1 KRUENG BARONA JAYA

The background of this study is based on the low ability of students of SMA Negeri 1 Krueng Barona Jaya in understanding English reading texts. One of the main causal factors is the learning approach which is still dominated by traditional methods that do not involve students in the process of critical and reflective thinking. The formulation of the problem in this study is: Does the reflective teaching strategy have a significant effect on students' reading comprehension at SMA Negeri 1 Krueng Barona Jaya? The purpose of the study was to test the effect of using reflective teaching strategies on improving students' reading comprehension. The research method used was quantitative with a quasi-experimental design. The population of the study was all students of class X of SMA Negeri 1 Krueng Barona Jaya, with samples selected using purposive sampling techniques. Data were collected through pretest and posttest tests, observations, and student reflection questionnaires. The data analysis technique used normality tests, homogeneity tests, and hypothesis tests through paired sample t-tests. The results showed a significant increase in students' reading comprehension after the implementation of reflective teaching strategies. The average posttest score of students increased from 42 to 67, with the t-test producing t-count (11.264) greater than t-table (2.048) at a significance level of 0.05. This shows that reflective teaching strategies are effective in improving students' reading comprehension. The conclusion of this study is that reflective teaching strategies can be an effective alternative method to improve students' reading comprehension. The researcher recommends that this strategy be widely implemented in English language learning, as well as developing a more interactive and participatory approach to support student learning.