EMPOWERING STUDENT READING SKILLS THROUGH GUIDED READING SESSION FOR SENIOR HIGH SCHOOL
Abstract
This study explores The ability to read effectively is a fundamental skill that significantly influences students’ academic performance and overall language development, particularly at the senior high school level where students are expected to engage with complex texts across various subjects. However, many students continue to struggle with reading comprehension, vocabulary acquisition, and critical thinking, often due to traditional, one-size-fits-all instructional methods that fail to address individual learning needs. This study investigates the implementation of guided reading sessions as a strategic intervention to empower students’ reading skills in senior high school settings. Guided reading, which involves small-group, leveled instruction, allows teachers to provide targeted support, adapt teaching to students’ proficiency levels, and foster active participation in reading activities. Using a qualitative descriptive approach, data were collected through classroom observations, student interviews, and reading performance assessments over the course of the intervention. The findings indicate that guided reading sessions significantly enhance students’ reading fluency, comprehension, and engagement by creating a supportive, student-centered environment. Furthermore, the collaborative aspect of guided reading encourages peer interaction and builds reading confidence. This research concludes that guided reading is an effective pedagogical strategy for promoting literacy growth and student empowerment. The study offers practical recommendations for educators seeking to implement guided reading in diverse classrooms and highlights the need for further research to refine its application in secondary education
References
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Hamra, Arifuddin, and Eny Syatriana. 2012. “A Model of Reading Teaching for University EFL Students: Need Analysis and Model Design.” English Language Teaching 5 (10): 1–11.
Kiili, Carita, and Pirjo Kulju. 2024. “Empowering Teachers to Educate Critical Online Readers.” In Critical Reading of Digital Texts: The Emile Project: Empowering Schools in Self-Regulation of Media and Information Literacy Processes, 89–107.
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Madrigal, Helen B. n.d. “Empowering Reading Connections at Home Through the Power of Thirty (3030) Approach: A Convergent Design.”
Meletiou-Mavrotheris, M, I E Lasica, C Dimopoulos, and C Varnava Vasou. 2018. “ENHANCING STUDENTS’READING EXPERIENCE THROUGH TEACHER EMPOWERMENT: THE LIVING BOOK-AUGMENTING READING FOR LIFE PROJECT.” In EDULEARN18 Proceedings, 10967–76. IATED.
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Robinette, Robby Lee. 2023. “Becoming Reading Teachers: The Mediating Effects of an Innovation Configurations Map for Guided Reading with Teachers at Private English Supplementary Tutoring Centers in China.” Arizona State University.
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Risqiyah, A., Wisudaningsih, E. T., & Fatmawati, R. (2023). A Narrative Inquiry of Student’s Public Speaking Ability by Bilingual (English & Arabic) at Boarding School of the Al-Mashduqiyah Kraksaan. Jurnal Simki Pedagogia, 6(2), 545-553. https://doi.org/10.29407/jsp.v6i2.305
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Wulandari, P., Wisudaningsih, E., & DP, T. (2023). Penerapan Video Recitation Learning sebagai Model Pembelajaran di RA Raudlatul Hasan. AS-SABIQUN, 5(3), 669-682. https://doi.org/10.36088/assabiqun.v5i3.3217
Wusqo, U., Wahab, A. A., & Ferdiyanto, F. (2024). Students' Perceptions of Using English Songs for Listening Skill. International Journal of English Education and Linguistics (IJoEEL), 6(1), 1-10.
Aprilia, F. A., Ainol, A., & Kholili, A. (2023). The Effectiveness Of (Esa) Engage Study Activate Method On Student’s Speaking Ability At The Eight Grade Students Of Islamic Junior High School of Syech Abdul Qadir Al Jailani. Journal of English Language Teaching, 10(1), 162.
Kholili, M. I., Wisudaningsih, E. T., & Islam, R. (2024). ANALYZING THE ROLE PLAY TECHNIQUES IMPROVING STUDENTS SPEAKING COMPETENCE. Jurnal Review Pendidikan dan Pengajaran (JRPP), 7(2), 3748-3757.
Jalil, H., Islam, M. H., & Hamdany, B. (2024). Undergraduate Students’ Perception on Using Ome TV as a Tool in Improving English Speaking Skill. Journey: Journal of English Language and Pedagogy, 7(1), 86-94.
Harzanah, N. D., Islam, M. H., & Hamdany, B. (2024). Students’ Perception Toward English Meeting Club of Their Speaking Skill. Journey: Journal of English Language and Pedagogy, 7(1), 67-75.
Han, H., Islam, M. H., & Ferdiyanto, F. (2023). An Analysis of Student's Difficulties in English Speaking, a Descriptive Study. EDUTEC: Journal of Education And Technology, 6(4), 497-503.
Lutfah, N. W., & Arisanti, K. (2023). The Story Telling as a Solution of Student’s Difficulties in English Speaking at Islamic of Senior High School Sirojut Tholibin. Jurnal Kewarganegaraan, 7(1), 410-415.
Braun, Virginia, and Victoria Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101.
Dobson, Julia, and Tom Dobson. 2021. “Empowering Student Voice in a Secondary School: Character Education through Project-Based Learning with Students as Teachers.” Teacher Development 25 (2): 103–19.
Fischer, Eileen, and Gulay Taltekin Guzel. 2023. “The Case for Qualitative Research.” Journal of Consumer Psychology 33 (1): 259–72.
Golo, Patrick E, and BELEN D TADO. 2024. “A CASE STUDY ON PROJECT EMPOWERING LEARNERS’EAGERNESS AND CONFIDENCE THROUGH INTENSIVE READING AND ACTIVE ENGAGEMENT (ELECTRA) AS A READING INTERVENTION PROGRAM.”
Grabe, William, and Fredricka L Stoller. 2019. Teaching and Researching Reading. Routledge.
Guest, Greg, Kathleen M MacQueen, and Emily E Namey. 2011. Applied Thematic Analysis. sage publications.
Gyimah, Jac Hage. 2021. “‘Getting the Approach Right: An Empowerment Analysis of Ghana’s Free Senior High School Programme (FSHSP) Based on the Perceptions and Experiences of Students and Teachers’.” The University of Bergen.
Hamra, Arifuddin, and Eny Syatriana. 2012. “A Model of Reading Teaching for University EFL Students: Need Analysis and Model Design.” English Language Teaching 5 (10): 1–11.
Kiili, Carita, and Pirjo Kulju. 2024. “Empowering Teachers to Educate Critical Online Readers.” In Critical Reading of Digital Texts: The Emile Project: Empowering Schools in Self-Regulation of Media and Information Literacy Processes, 89–107.
Krashen, Stephen D. 2004. The Power of Reading: Insights from the Research. Bloomsbury Publishing USA.
Lovett, Maureen W, Jan C Frijters, Karen A Steinbach, Rose A Sevcik, and Robin D Morris. 2021. “Effective Intervention for Adolescents with Reading Disabilities: Combining Reading and Motivational Remediation to Improve Outcomes.” Journal of Educational Psychology 113 (4): 656.
Madrigal, Helen B. n.d. “Empowering Reading Connections at Home Through the Power of Thirty (3030) Approach: A Convergent Design.”
Meletiou-Mavrotheris, M, I E Lasica, C Dimopoulos, and C Varnava Vasou. 2018. “ENHANCING STUDENTS’READING EXPERIENCE THROUGH TEACHER EMPOWERMENT: THE LIVING BOOK-AUGMENTING READING FOR LIFE PROJECT.” In EDULEARN18 Proceedings, 10967–76. IATED.
Mertler, Craig A. 2024. Action Research: Improving Schools and Empowering Educators. Sage Publications.
Musahrain, Musahrain, Nunuk Suryani, and Suharno Suharno. 2018. “Analisis Kemampuan Membaca Siswa Pada Pembelajaran Reading Comprehension.” Teknodika 16 (2): 30–36.
Oclarit, Rhoderick P, and Leomarich F Casinillo. 2021. “Strengthening the Reading Comprehension of Students Using a Context Clue.” Journal of Education Research and Evaluation 5 (3): 373–79.
Ortega, Sarah Dawn. 2025. “Empowering Adolescent Readers: A Comprehensive Approach to Reading in Secondary Education.” San Diego State University.
Pyo, Jeehee, Won Lee, Eun Young Choi, Seung Gyeong Jang, and Minsu Ock. 2023. “Qualitative Research in Healthcare: Necessity and Characteristics.” Journal of Preventive Medicine and Public Health 56 (1): 12.
Renandya, Willy A, and George M Jacobs. 2016. Extensive Reading and Listening in the L2 Classroom. Springer.
Robinette, Robby Lee. 2023. “Becoming Reading Teachers: The Mediating Effects of an Innovation Configurations Map for Guided Reading with Teachers at Private English Supplementary Tutoring Centers in China.” Arizona State University.
Tahmidaten, Lilik, and Wawan Krismanto. 2020. “Permasalahan Budaya Membaca Di Indonesia (Studi Pustaka Tentang Problematika & Solusinya).” Scholaria: Jurnal Pendidikan Dan Kebudayaan 10 (1): 22–33.
Teng, Lin Sophie, and Lawrence Jun Zhang. 2020. “Empowering Learners in the Second/Foreign Language Classroom: Can Self-Regulated Learning Strategies-Based Writing Instruction Make a Difference?” Journal of Second Language Writing 48:100701.
Unesco, Education Sector. 2017. “Reading the Past, Writing the Future: Fifty Years of Promoting Literacy.” Paris: Unesco. Retrieved from http://www. unesco. org.
Wang, Ying. 2023. “Enhancing English Reading Skills and Self-Regulated Learning through Online Collaborative Flipped Classroom: A Comparative Study.” Frontiers in Psychology 14:1255389.
Yolanda, Yolanda, Putri Hana Pebriana, Indra Saputra, Siska Kartika Ningsih, Siti Mulyani, and Ghiatsya Azzahra. 2025. “Literature Review: Analysis of Articles on the Application of the Discovery Learning Method in Indonesian Language Learning to Improve Reading Comprehension Skills of Elementary School Students.” TOFEDU: The Future of Education Journal 4 (1): 165–78.
Exploring How Skimming and Scanning Fosters EFL Students’ Reading Comprehension at an English Club Senior High School in Indonesia. (2023). Tamaddun, 22(1), 20-27. https://doi.org/10.33096/tamaddun.v22i1.309
Risqiyah, A., Wisudaningsih, E. T., & Fatmawati, R. (2023). A Narrative Inquiry of Student’s Public Speaking Ability by Bilingual (English & Arabic) at Boarding School of the Al-Mashduqiyah Kraksaan. Jurnal Simki Pedagogia, 6(2), 545-553. https://doi.org/10.29407/jsp.v6i2.305
Rahim, F. R., Fauzi, A., & Syafriani. (2023). Fostering creative problem solving skills through integrated learning of volcanic eruption disasters. ASEAN Natural Disaster Mitigation and Education Journal, 1(1). https://doi.org/10.61511/andmej.v1i1.2023.176
Wulandari, P., Wisudaningsih, E., & DP, T. (2023). Penerapan Video Recitation Learning sebagai Model Pembelajaran di RA Raudlatul Hasan. AS-SABIQUN, 5(3), 669-682. https://doi.org/10.36088/assabiqun.v5i3.3217
Wusqo, U., Wahab, A. A., & Ferdiyanto, F. (2024). Students' Perceptions of Using English Songs for Listening Skill. International Journal of English Education and Linguistics (IJoEEL), 6(1), 1-10.
Aprilia, F. A., Ainol, A., & Kholili, A. (2023). The Effectiveness Of (Esa) Engage Study Activate Method On Student’s Speaking Ability At The Eight Grade Students Of Islamic Junior High School of Syech Abdul Qadir Al Jailani. Journal of English Language Teaching, 10(1), 162.
Kholili, M. I., Wisudaningsih, E. T., & Islam, R. (2024). ANALYZING THE ROLE PLAY TECHNIQUES IMPROVING STUDENTS SPEAKING COMPETENCE. Jurnal Review Pendidikan dan Pengajaran (JRPP), 7(2), 3748-3757.
Jalil, H., Islam, M. H., & Hamdany, B. (2024). Undergraduate Students’ Perception on Using Ome TV as a Tool in Improving English Speaking Skill. Journey: Journal of English Language and Pedagogy, 7(1), 86-94.
Harzanah, N. D., Islam, M. H., & Hamdany, B. (2024). Students’ Perception Toward English Meeting Club of Their Speaking Skill. Journey: Journal of English Language and Pedagogy, 7(1), 67-75.
Han, H., Islam, M. H., & Ferdiyanto, F. (2023). An Analysis of Student's Difficulties in English Speaking, a Descriptive Study. EDUTEC: Journal of Education And Technology, 6(4), 497-503.
Lutfah, N. W., & Arisanti, K. (2023). The Story Telling as a Solution of Student’s Difficulties in English Speaking at Islamic of Senior High School Sirojut Tholibin. Jurnal Kewarganegaraan, 7(1), 410-415.
Authors
Isabella, P., Wahyuni, N. N., Shoimah, H., & Zainuddin, Z. (2025). EMPOWERING STUDENT READING SKILLS THROUGH GUIDED READING SESSION FOR SENIOR HIGH SCHOOL. Interling : International Journal of English Language Teaching, Literature and Linguistics, 3(1), 9–16. https://doi.org/10.55210/interling.v3i1.2088
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