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\nAndieny Ratu Saputra  \nPendidikan Bahasa Inggris, Fakultas Keguruan & Ilmu Pendidikan, Universitas Bandar Lampung, Kota  \nBandar Lampung, Indonesia  \n[Email: andienyratu.s@gmail.com](Email: andienyratu.s@gmail.com)  \nInformasi Artikel  \nSubmitted: 30-12-2025  \nAccepted: 02-02-2026  \nPublished: 15-04-2026  \nKeywords:  \nIntensive Reading  \nEnglish Language Learning Learning Media Short Story  \n Abstract   \nThis study explores the use of short story as a teaching learning medium in intensive reading class of eleventh-grade students at SMA Al Azhar 3 Bandar Lampung. Employing a qualitative research approach, data were collected through observations and questionnaires. The findings reveal a significant improvement in students’ ability to engage with and comprehend intensive reading activities using short story. Most participants demonstrated positive results on understanding of the storylines, better analytical skills, and increased engagement during the learning process. Supporting by questionnaire responses which highlighted that short story made the lessons more enjoyable, supporting media as reading comprehension, fostered creative thinking, and assisted students in identifying key points and drawing conclusions from texts. Additionally, students reported heightened motivation and enthusiasm for learning. However, the study's scope is limited, as it does not fully evaluate the long-term effectiveness of short story asa teaching tool. Further research is recommended to establish best practices and optimize the integration of short story into intensive reading instruction.  \n1. INTRODUCTION  \nReading is a critical skill that plays a fundamental role in cognitive development and educational achievement, particularly as it enables individuals to access and engage with a vast array of knowledge. In educational curricula, language skills are categorized into listening, speaking, writing, and reading, with reading being essential for expanding students' intellectual capabilities [16]. More than simply decoding text, reading involves comprehending and interpreting the meaning conveyed by the author, which helps students integrate new information with their existing knowledge [4]. This cognitive process enhances their ability to think critically and apply what they have learned in broader contexts. Despite its importance, many students struggle with reading comprehension, particularly in identifying main ideas. This difficulty is more pronounced in contexts where English is a foreign language, such as Indonesia. In the case, many Indonesian students have struggled with intensive reading, particularly in identifying main ideas and fully grasping the content [22] . These challenges underscore the importance of developing effective strategies on reading comprehension, as mastering this skill is vital not only for academic success but also for lifelong learning and intellectual development.  \nTo understand the texts, readers gather information from the printed material and apply their skills in the process [9,10] . Printed texts are not limited to those found in books, newspapers, magazines, or websites. In fact, there are numerous types of printed or written texts. In the other hands, the range of written text genres is significantly broader than that of spoken texts. In his analysis, Brown identifies twenty-five distinct genres of written texts [6]. These include non-fiction, fiction, diaries, journals, newspaper language, academic writing, and many others. To construct meanings and infer the writers’ messages, readers bring information, knowledge, emotion, experience, and culture to the printed words in order.  \nIn practice, when implementing reading, many students struggle to identify the main idea of a given text. Furthermore, they often lack understanding of the defining characteristics ofa main idea within a passage. UNESCO reports","cbCaiuWhjpsuDzFf","https://ap.wps.com/l/cbCaiuWhjpsuDzFf","pdf",736182,"English","# Introduction\n## Reading comprehension and cognitive development\n## Difficulties in identifying main ideas among EFL learners\n## Evidence of low reading interest and instructional needs\n## Research gap for short stories in intensive reading","[{\"question\":\"What teaching learning medium does the study investigate for intensive reading?\",\"answer\":\"The study investigates the use of short story as a teaching-learning medium for intensive reading activities.\"},{\"question\":\"How is the research conducted and what data are collected?\",\"answer\":\"The research uses a qualitative approach and collects data through observations and questionnaires.\"},{\"question\":\"What improvements do the findings report for eleventh-grade students?\",\"answer\":\"The findings report improved engagement and comprehension, including better understanding of storylines, enhanced analytical skills, and increased motivation and enthusiasm.\"}]","Exploring Short Story as Learning Media for Teaching Intensive Reading - 11th Grade English Students | PDF",1790853864,23]