Reading comprehension is one of the most important skills in English language learning because it enables students to understand, interpret, and analyze information from written texts. However, many students still face difficulties in comprehending English texts due to limited vocabulary, low reading motivation, and ineffective learning strategies. Therefore, teachers need to implement appropriate teaching strategies to improve students’ reading comprehension. This study aims to investigate the use of short stories as a teaching strategy to improve students’ reading comprehension in English language learning. This research employed a library research method by analyzing and synthesizing findings from twenty-five previous studies published between 2021 and 2026. The selected studies were reviewed and categorized into five themes: reading comprehension improvement, reading motivation, vocabulary development, reading strategies, and students’ engagement in reading activities. The findings reveal that short stories significantly contribute to improving students’ reading comprehension by providing meaningful and contextualized language input. In addition, short stories increase students’ motivation to read, enrich vocabulary knowledge, facilitate the use of reading strategies, and encourage active participation during classroom learning activities. The analysis also indicates that students become more interested and engaged in reading lessons when short stories are used as instructional materials. Based on the findings, it can be concluded that short stories are an effective teaching strategy for improving students’ reading comprehension in English language learning. Therefore, English teachers are encouraged to integrate short stories into reading instruction to create more meaningful, enjoyable, and effective learning experiences.
Melati Manurung, S. Siahaan· TOFEDU: The Future of Educat...· 0 citations
Reading habit is widely recognized as an important factor that contributes to students’ language development, particularly in improving writing skills among English as a Foreign Language (EFL) learners. This study aims to investigate the influence of reading habits on students’ writing skills through a review of previous studies. The study employed a library research design by analyzing findings from 25 relevant studies related to reading habits and writing skills in EFL contexts. The data were collected from academic journals, research articles, and scholarly publications and were analyzed qualitatively through identification, comparison, interpretation, and synthesis of the findings. The results reveal that reading habit has a positive influence on students’ writing skills. Students who engage in regular reading activities tend to demonstrate better writing ability, richer vocabulary knowledge, stronger idea development, improved understanding of grammatical structures, and better organization of written texts. The findings also indicate that reading provides learners with valuable language input and knowledge that support the writing process. Furthermore, students with strong reading habits generally show greater confidence and competence in expressing their ideas through writing. Although the reviewed studies focus on different aspects of writing development, they consistently emphasize the significant role of reading in enhancing writing performance among EFL learners. Therefore, it can be concluded that fostering regular reading habits is an effective strategy for improving students’ writing skills and supporting their overall English language proficiency. The findings of this study may serve as a reference for teachers, students, and researchers in promoting reading as a means of developing writing competence.
Edwina Letare, S. Siahaan· TOFEDU: The Future of Educat...· 0 citations
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