This research adopted a quasi-experimental method with a non-equivalent group design, incorporating both pre-test and post-test phases. This design was selected to examine the effectiveness of a specific instructional strategy in improving students' reading comprehension in narrative texts. The quasi-experimental approach is particularly useful in educational settings where true random assignment is not feasible, but meaningful comparisons between groups can still be made.

In this study, the experimental group was exposed to a structured intervention using the Read, Imagine, Describe, Evaluate, and Repeat (RIDER) strategy. This strategy was chosen based on its potential to actively engage students in the reading process by involving them in visualizing, analyzing, and reprocessing the content of narrative texts. Students in this group followed a series of guided steps designed to promote deeper understanding and retention.

Conversely, the control group received conventional instruction without the application of the RIDER strategy. Their learning process involved traditional reading activities such as reading aloud, answering comprehension questions, and discussing vocabulary and content with the teacher. This allowed for a clear comparison between students who were taught with the intervention and those who followed standard classroom procedures.. The design can be illustrated as follows:

The results of this study show that both the experimental and control groups experienced improvements in their reading comprehension after the treatment. However, the group taught using the Read, Imagine, Describe, Evaluate, and Repeat (RIDER) strategy demonstrated greater gains, particularly in critical reading aspects such as identifying the main idea, understanding vocabulary, and making inferences. These specific components showed higher post-test mean scores in the experimental group compared to the control group.

This indicates that the RIDER strategy, with its interactive and reflective learning stages, was effective in engaging students more deeply with the reading material. By encouraging students to actively visualize, describe, and evaluate the content, the strategy helped foster a more meaningful understanding of narrative texts. This aligns with previous studies highlighting the value of metacognitive strategies in improving reading comprehension among junior high school students.

Although the independent sample t-test results did not reveal a statistically significant difference between the two groups, the descriptive statistics suggest a clear practical advantage in using the RIDER strategy. The experimental group outperformed the control group in key areas of comprehension, which can be attributed to the structured stages of the strategy that promote deeper cognitive processing.

In summary, the findings reinforce the relevance of strategy-based instruction in reading classrooms. The RIDER strategy, in particular, shows promise as a pedagogical tool to support students' comprehension of narrative texts by making the reading process more engaging and cognitively rich. Teachers are encouraged to consider integrating such strategies into their instruction to enhance students’ reading proficiency and critical thinking skills.

Based on the findings and data analysis, it can be concluded that the implementation of the Read, Imagine, Describe, Evaluate, and Repeat (RIDER) strategy had a positive impact on the reading comprehension of eighth-grade students at SMP Negeri 1 Muara Pinang, particularly in understanding narrative texts. Students in the experimental class, who were taught using the RIDER strategy, showed greater improvement in various aspects of reading comprehension—especially in identifying the main idea, developing vocabulary, and making inferences—compared to those in the control class who were taught using conventional methods.

Although the independent sample t-test did not show a statistically significant difference between the two groups at the 5% level, descriptive statistical data showed a meaningful increase in the average scores of the experimental group. This suggests that the RIDER strategy is effective in supporting student learning and can serve as a beneficial instructional approach to enhance deeper text engagement, critical thinking, and reflective reading skills in narrative comprehension.

These findings offer practical implications for English teachers. The RIDER strategy can be integrated into reading-focused lesson plans (RPP) or literacy learning modules to foster active and reflective reading habits among students. Teachers are also encouraged to explore collaborative lesson study formats to design, implement, and refine RIDER-based instruction together, enhancing both professional development and instructional quality.

For future research, it is recommended to investigate the application of the RIDER strategy in other text types, such as expository or procedural texts, or to extend the duration of the intervention to observe long-term effects. Comparative studies across different educational levels or regions may also enrich the understanding of the strategy’s broader applicability.

The researcher would like to express sincere gratitude to all individuals and institutions who contributed to the completion of this study. Special thanks are extended to the Head of SMP Negeri 1 Muara Pinang for granting permission to conduct this research at the school. Appreciation is also given to the English teachers and all eighth-grade students who participated and supported the research process with great enthusiasm and cooperation.

The researcher is also deeply thankful to the academic advisors for their valuable guidance, suggestions, and encouragement throughout the writing of this paper. Last but not least, heartfelt thanks to family and friends for their unwavering moral support and motivation.