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SCROL Strategy and Reading Comprehension Achievement: A Quasi-Experimental Study of Seventh-Grade Students in Indonesia

Jurnal Sains Sosio Humaniora · Vol. 10 No. 1 (2026) · hlm. 28–37

DOI
10.22437/jssh.v10i1.55772
ISSN
2580-2305, 2580-1244
Terbit
2026-05-20
Penerbit
LPPM Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

This study investigates the effect of the SCROL (Survey, Connect, Read, Outline, Look Back) strategy on the reading comprehension achievement of seventh-grade students at SMP Negeri 2 Tanjung Batu, Ogan Ilir, Indonesia. Many junior high school EFL students in Indonesian contexts continue to struggle with identifying main ideas, interpreting supporting details, and engaging independently with written texts challenges inadequately addressed by the Project-Based Learning (PBL) approach currently mandated under the Merdeka curriculum. This study aimed to determine whether SCROL instruction significantly improved students' reading comprehension and whether a significant between-group difference existed compared to conventional instruction. A quasi-experimental non-equivalent control group design was employed with 60 seventh-grade students (experimental: n=30; control: n=30). Data were collected through validated and reliable multiple-choice reading comprehension pre-tests and post-tests. Paired samples t-tests confirmed significant within-group improvement in the experimental group (t = −28.016, p = 0.000), and independent samples t-tests confirmed a significant between-group difference in post-test scores (t = 11.600, p = 0.000). These findings demonstrate that the SCROL strategy is an effective, structured instructional approach for junior high school EFL learners. English teachers are encouraged to integrate SCROL explicitly into reading instruction, particularly in contexts where students lack strategic comprehension frameworks.

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  • Universitas Islam Negeri Raden Fatah Palembang
  • University of Bengkulu
  • Universitas Jambi
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Rekan penulisOrganisasiArtikel bersama
Lenny MarzulinaUniversitas Islam Negeri Raden Fatah Palembang1
Dian ErlinaUniversitas Islam Negeri Raden Fatah Palembang1
Muhammad HolandyahUniversitas Islam Negeri Raden Fatah Palembang1
HerizalAfiliasi tidak diketahui1
Himah Zalifah PutriAfiliasi tidak diketahui1
Nurul WahyuniAfiliasi tidak diketahui1
Syafryadin SyafryadinUniversity of Bengkulu1
Haryani HaryaniUniversitas Jambi1
Alamsyah HarahapAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/JSSH/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">SCROL Strategy and Reading Comprehension Achievement: A Quasi-Experimental Study of Seventh-Grade Students in Indonesia</dc:title>
	<dc:creator xml:lang="en">Ulandari, Fuspita</dc:creator>
	<dc:creator xml:lang="en">Astrid, Annisa</dc:creator>
	<dc:creator xml:lang="en">Salsabila, Mirrah</dc:creator>
	<dc:subject xml:lang="en">SCROL Strategy</dc:subject>
	<dc:subject xml:lang="en">Reading Comprehension</dc:subject>
	<dc:subject xml:lang="en">EFL Instruction</dc:subject>
	<dc:subject xml:lang="en">Quasi-Experimental</dc:subject>
	<dc:subject xml:lang="en">Junior High School</dc:subject>
	<dc:description xml:lang="en">This study investigates the effect of the SCROL (Survey, Connect, Read, Outline, Look Back) strategy on the reading comprehension achievement of seventh-grade students at SMP Negeri 2 Tanjung Batu, Ogan Ilir, Indonesia. Many junior high school EFL students in Indonesian contexts continue to struggle with identifying main ideas, interpreting supporting details, and engaging independently with written texts challenges inadequately addressed by the Project-Based Learning (PBL) approach currently mandated under the Merdeka curriculum. This study aimed to determine whether SCROL instruction significantly improved students' reading comprehension and whether a significant between-group difference existed compared to conventional instruction. A quasi-experimental non-equivalent control group design was employed with 60 seventh-grade students (experimental: n=30; control: n=30). Data were collected through validated and reliable multiple-choice reading comprehension pre-tests and post-tests. Paired samples t-tests confirmed significant within-group improvement in the experimental group (t = −28.016, p = 0.000), and independent samples t-tests confirmed a significant between-group difference in post-test scores (t = 11.600, p = 0.000). These findings demonstrate that the SCROL strategy is an effective, structured instructional approach for junior high school EFL learners. English teachers are encouraged to integrate SCROL explicitly into reading instruction, particularly in contexts where students lack strategic comprehension frameworks.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2026-05-20</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/JSSH/article/view/55772</dc:identifier>
	<dc:identifier>10.22437/jssh.v10i1.55772</dc:identifier>
	<dc:source xml:lang="en">Jurnal Sains Sosio Humaniora; Vol. 10 No. 1 (2026): Volume 10, Nomor 1 January - June 2026; 28 - 37</dc:source>
	<dc:source>2580-2305</dc:source>
	<dc:source>2580-1244</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/JSSH/article/view/55772/24302</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Fuspita Ulandari, Annisa Astrid, Mira Salsabila</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>