ABSTRACT

Early infancy is the starting point for the development of reading comprehension
skills, which persist throughout a person's educational career. The difficulty of texts and the
requirements of comprehension rise as students advance through the grades.
Comprehending text might be challenging for a variety of reasons, these includes having a
little vocabulary, having insufficient previous knowledge. Additionally, language obstacles
learning difficulties, or a lack of clear training and support in reading comprehension
techniques.

In this study, researchers uses a quasi-experimental with a total of a 101 random

participants. Most of the students who participated in the reading activity where the Grade
11- Senior High Students of Tugbongan National High School. The researchers will used a
survey questionnaire and deliver it to the respondents using printed media.

The results of the study show that reading tutorial is no significant between reading
itself and reading tutorial. Data Analysis was performed using Anova: Single factor: F Critical
of 1.890587959 is the final result of the data analysis, which indicates that the researchers
reject the alternative and accept the null hypothesis.

The results of this study showed that the reading tutorial do not have a difference
between two variables in Senior high school students who answer the researcher's
questionnaires provide the information on which the conclusions are based. Because the
researchers depend on the sincerity and seriousness of the respondents for the survey, the
researchers are limited in answering the survey results.