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Implemented through Classroom Action Research with Cycle 1 and Cycle 2, the teaching-learning process used four CAR procedures in each session. Cycle 1 showed limited success: teacher performance 72%, student performance 71%, and test mean 74%. After revising instruction, Cycle 2 increased participation to 87%, improved average test scores to 85%, raised teacher performance to 88%, and yielded very positive student responses (questionnaire mean 3.38/84%) meeting the success criterion.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-students-reading-skills-through-communicative-language-teaching/268625/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-students-reading-skills-through-communicative-language-teaching/268625.png","ImageObject",300,407,{"name":92,"@type":93},"Ethan Miller","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What method was used to improve the students’ reading skills?","Question",{"text":113,"@type":114},"The study used Communicative Language Teaching (CLT) implemented through Classroom Action Research (CAR).","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What were the results of Cycle 1 and why was Cycle 2 needed?",{"text":118,"@type":114},"Cycle 1 was not successful, with teacher performance at 72%, student performance at 71%, and a test mean of 74%. Cycle 2 was conducted to improve those outcomes.",{"name":120,"@type":111,"acceptedAnswer":121},"What improvements were achieved in Cycle 2?",{"text":122,"@type":114},"In Cycle 2, students’ participation rose to 87% and the average test score increased to 85%, while teacher performance reached 88%. Student responses were very positive, with a questionnaire total mean of 3.38 (84%).","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},268625,1789433569,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},687207017582,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","IMPROVING STUDENTS’READING SKILLS THROUGH COMMUNICATIVE LANGUAGE TEACHING  \nBy  \n*  \nAgussalim  \nUniversity of Syiah Kuala, Banda Aceh  \nABSTRACT  \nThis study was conducted at MAN Beureunuen, in Pidie District, Aceh to improve the students’ reading skills through Communicative Language Teaching (CLT) which was implemented with the students from Class XII-IPA1 through a Classroom Action Research (CAR) study. The researcher employed four procedures of the CAR in each teaching–learning session. For the teaching-learning of reading, the study followed these four steps. The findings from the implementation of the CLT method for the teaching-learning of reading in Cycle 1 were not successful. The teacher’s performance in cycle 1 was 72% . There were three weaknesses in his teaching via: weak ability to explain the lesson, weak ability to answer the students’questions and weak ability to use media. Meanwhile, the performance of the students was only 71% . They still had poor ability to understand the lesson, their participation in the group was still not good and their attention was also still low. Furthermore, the students’mean score in the test after cycle 1 was 74% . Therefore, Cycle 2 was conducted to try to improve on these scores. As a result, the participation of the students went up to 87%; their average score for the test was 85% . The teacher’s performance also went up to 88% . Meanwhile the students’ responses toward the implementation of CLT in teaching and learning reading process were very positive. Results from the questionnaire showed that the total mean score for all five items was 3.38 (in the strongly agree criterion) or 84% . All of the problems stated above had been successfully overcome and the results from resolving the problems of the research study had met the criterion of success.  \nKey words: Reading Skills, CLT, Group Work Techniques/Activities.  \n* Corresponding author: [agoes.sec@gmail.com](agoes.sec@gmail.com)  \nENGLISH EDUCATION JOURNAL (EEJ), 7(4), 468-480, October 2016  \nINTRODUCTION  \nBackground of Study  \nThe Indonesian Department of National Education has issued the School Based Curriculum (KTSP) 2006 as a guide for English teachers in the teaching-learning processes, at Senior High Schools. The curriculum sets out standard competencies and basic competencies, for the four integrated language skills viz: Speaking, Listening, Reading and Writing.  \nIn teaching English as a foreign language, reading is one of the most important factors in determiming a learner’s linguistic competence. Reading is a receptive language process. It is the process of recognition, interpretation, and perception of written or printed materials. Reading proficiency plays a great role in understanding a written statement accurately and efficiently. Reading serves as an important tool in every field of professional service and it contributes to the successful learning of a language. Hence it usually receives more emphasis in education than the other skills.  \nReading is the most important language skill to be improved amongst students. In the syllabus from the KTSP curriculum: students are expected to be able to comprehend the meaning of short functional texts and other genre of texts.  \nFurthermore, in the National Examinations (UN) for High School students, reading comprehension skill is considered a key success skill for the students. There are 50 questions in the National Exam consisting of 35 questions for reading skills and the rest for listening skills. Thus 70 percent of the questions deal with reading comprehension skills.  \nIn fact, the results for students’ reading skills is still unsatisfactory. An improvement by the students is needed to achieve success in mastering reading. As Brown (2001: 298) has said, “Reading ability will be developed best in association with listening, speaking and writing activities”. English teachers must try to make their students enjoy reading. Anderson (2003: 28) has defined reading as","cbCairuuKsMDuQhp","https://ap.wps.com/l/cbCairuuKsMDuQhp","pdf",571913,13,"English","# Abstract\n# Introduction\n## Background of Study","[{\"question\":\"What method was used to improve the students’ reading skills?\",\"answer\":\"The study used Communicative Language Teaching (CLT) implemented through Classroom Action Research (CAR).\"},{\"question\":\"What were the results of Cycle 1 and why was Cycle 2 needed?\",\"answer\":\"Cycle 1 was not successful, with teacher performance at 72%, student performance at 71%, and a test mean of 74%. Cycle 2 was conducted to improve those outcomes.\"},{\"question\":\"What improvements were achieved in Cycle 2?\",\"answer\":\"In Cycle 2, students’ participation rose to 87% and the average test score increased to 85%, while teacher performance reached 88%. Student responses were very positive, with a questionnaire total mean of 3.38 (84%).\"}]","Improving Students’ Reading Skills through Communicative Language Teaching | PDF",33]