The Effect of the Whole Language Approach on Improving the Reading Comprehension Skills of Fourth-Grade Students at MI NW Serijata
Abstract
Low reading comprehension among fourth-grade students at MI NW Serijata highlighted the need for meaningful reading instruction. This study examined changes in students’ reading comprehension following the implementation of the whole language approach. A quantitative pre-experimental study employed a one-group pretest–posttest design involving 24 fourth-grade students selected through total sampling. Data were collected through observation and tests and analyzed using the Shapiro–Wilk normality test, a paired-samples t-test, and normalized gain (N-gain) analysis. The mean reading comprehension score increased from 57.33 at pretest to 69.50 at posttest, representing a 12.17-point improvement. The paired-samples t-test indicated a statistically significant difference between pretest and posttest scores (p < .001), while the mean N-gain was 58.569%, classified as moderate. These results indicate improved reading comprehension following the implementation of the whole language approach. The findings suggest that this approach may offer a contextual and meaningful alternative for elementary reading instruction, emphasizing integrated learning experiences that support students’ active engagement with texts and construction of meaning.