THE IMPACT PEER-LED SMALL GROUP INSTRUCTION TO IMPROVE STUDENTS’ LITERAL READING COMPREHENSION IN EFL CLASSROOMS
DOI:
https://doi.org/10.23969/jp.v11i03.62462Keywords:
Peer-Led Small Group Instruction, Literal Reading Comprehension, EFL Classroom.Abstract
Reading comprehension is a fundamental skill that supports students' comprehension of written texts and overall English language development. Although collaborative learning has been widely studied, research on the implementation of Peer-Led Small Group Learning to improve high school students' literal reading comprehension is still limited. Therefore, this study aims to investigate the effect of Peer-Led Small Group Learning on students' literal reading comprehension. A quantitative approach with a quasi-experimental non-equivalent control group design was used. Participants consisted of 72 10th-grade students at SMAN 2 Kota Serang in the 2025/2026 academic year, consisting of 36 students in the experimental class and 36 students in the control class. Data were collected through pre-tests and post-tests using multiple-choice questions based on narrative texts and analyzed using descriptive statistics, the Wilcoxon Signed Rank Test, and the Mann-Whitney U Test. The results showed that students taught through Peer-Led Small Group Learning experienced greater improvement than students who received conventional instruction. The mean score of the experimental class increased from 55.33 to 83.33, while the mean score of the control class increased from 54.00 to 68.67. Both statistical tests yielded a significance value of 0.000 (p < 0.05), indicating a significant difference between the groups. These findings indicate that Peer-Led Small Group Learning effectively improves students' literal reading comprehension in EFL classrooms.
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