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      "referencetext": "Austin, F.C., & Santoso, W. (2023). Exploring the use of fanfiction as authentic materials in English language teaching: A perspective from a reading class. Prologue: Journal on Language and Literature, 9(2), 286–299. https:\/\/doi.org\/10.36277\/jurnalprologue.v9i2.128\r\nBalauro, G.I.D. (2026). From fandoms to classrooms: Effectiveness of fanfic reading on students' engagement and performance. International Journal of Multidisciplinary Research and Publications (IJMRAP), 9(1), 140–146.\r\nCheesecreamh78. (2025). The summer busking. Archive of Our Own. Retrieved from https:\/\/archiveofourown.org\/works\/69059976\r\nCoppa, F. (2017). The fanfiction reader: Folk tales for the digital age. Ann Arbor, MI, USA: University of Michigan Press.\r\nCreswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage Publications. \r\nDaumiller, M., & Dresel, M. (2019). Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts. The Journal of Experimental Education, 87(1), 161–176. https:\/\/doi.org\/10.1080\/00220973.2018.1448744\r\nGrabe, W., & Stoller, F.L. (2019). Understanding and teaching reading: New perspectives (3rd ed.). New York, USA: Routledge.\r\nHarmer, J. (2007). The practice of English language teaching. Pearson Longman \r\nHarmer, J. (2015). The practice of English language teaching 5TH  edition\r\nJabbar, S.A. (2024). Mobile-assisted language learning (MALL) in English education: Trends and developments. International Journal of English Literature and Social Sciences, 9(6), 113–116. https:\/\/dx.doi.org\/10.22161\/ijels.96.20\r\nKelley, B. (2021). Loving fanfiction: Exploring the role of emotion in online fandoms. Abingdon, United Kingdom: Routledge.\r\nKementerian Pendidikan Dasar dan Menengah. (2022). CP & ATP Bahasa Inggris Fase F. Jakarta, Indonesia: Author. Retrieved from https:\/\/guru.kemendikdasmen.go.id\/kurikulum\/referensi-penerapan\/capaian-pembelajaran\/sd-sma\/bahasa-inggris\/fase-f\/\r\nKusumarasdyati, K. (2023). Reading comprehension in EFL: An overview. In S. Setiawan et al. (Eds.), Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2022) (pp. 782–791). Atlantis Press. https:\/\/doi.org\/10.2991\/978-2-38476-008-4_84\r\nLi, R., Zou, D., Reynolds, B.L., & Vazquez-Calvo, B. (2023). Editorial: Mobile assisted language learning: developments, affordances, and solutions. Frontiers in Psychology, 14, 1293483. https:\/\/doi.org\/10.3389\/fpsyg.2023.1293483\r\nMarzona, Y., & Ikhsan, M. (2019). An analysis of students’ reading comprehension in narrative text at second grade at SMAN 1 Talamau. Jurnal JIPS (Jurnal Ilmiah Pendidikan Scholastic), 3(1), 35–41. https:\/\/doi.org\/10.5281\/zenodo.3364332\r\nNadea, B. A. B., Jumariati, & Nasrullah. (2021). Bottom-up or top-down reading strategies: Reading strategies used by EFL students. In Proceedings of the 2nd International Conference on Education, Language, Literature, and Arts (ICELLA 2021) (pp. 30–36). Atlantis Press.\r\nNornoi, C. (2022). A study of attitudes towards reading English fanfiction: A case study of “Fanfiction” on the Wattpad platform. (Master's thesis, Thammasat University, 2022).\r\nP. Babashamsi, S. Bolandifar, N. Shakib, Various models for reading comprehension process, in: Proceedings of International Journal of Applied Linguistics and English Literature, vol. 2. 2013, pp. 150-4.\r\nPardede, P. (2019). Print vs digital reading comprehension in EFL. Journal of English Teaching, 5(2), 77–90. http:\/\/dx.doi.org\/10.33541\/jet.v5i2.1059\r\nPianzola, F., Acerbi, A., & Rebora, S. (2020). Cultural accumulation and improvement in online fan fiction. In Proceedings of the Computational Humanities Research Workshop 2020 (pp. 1–10). Amsterdam, The Netherlands: CEUR Workshop Proceedings.\r\nSauro, S. (2021). Online fanfiction for language teaching and learning. ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication, 24(2). https:\/\/doi.org\/10.4000\/alsic.5763\r\nSmith, R., Snow, P., Serry, T., & Hammond, L. (2021). The role of background knowledge in reading comprehension: A critical review. Reading Psychology, 42(3), 214–240. https:\/\/doi.org\/10.1080\/02702711.2021.1888348\r\nSurya, R., & Aiswarya, M. (2021). Fanfiction as an academic tool for advanced language fluency: A study. Turkish Journal of Computer and Mathematics Education, 12(4), 364–369.\r\nUswar, Y., & Andriani, N. (2018). The analysis of reading narrative text by students of English Education Department Potensi Utama University Medan. MELT Journal, 3(1), 52–??.\r\nVadde, A., & So, R.J. (2024). Fandom and fictionality after the social web: A computational study of AO3. MFS Modern Fiction Studies, 70(1), 1–29. https:\/\/doi.org\/10.1353\/mfs.2024.a921546\r\nWahyudi, M.R., Santosa, M.H., & Indrayani, L. (2025). The influence of using MALL on EFL students' language learning. International Journal of Language and Literature, 9(1), 93–105. https:\/\/doi.org\/10.23887\/ijll.v9i1.98091\r\nWulandari, W.D. (2021). Using fan fiction as reading material for tenth grader. RETAIN (Research on English Language Teaching in Indonesia), 9(3), 102–108.",
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      "thesis_name": "dphil",
      "abstract": "This research was motivated by the problems found in students’ reading comprehension. Many students considered reading activities monotonous because the learning process relied heavily on textbooks, which reduced their interest and engagement in reading. As a result, students experienced difficulties in identifying main ideas, finding detailed information, making inferences, and understanding vocabulary in context. Therefore, an innovative and engaging reading medium was needed to improve students’ reading comprehension.\r\nThe objectives of this research were: (1) to find out the significant effect of fanfiction on students' reading comprehension, (2) to describe students’ behavior during the implementation of fanfiction in reading activities.\r\nThis research employed a quantitative approach using a pre-experimental design with a one-group pre-test and post-test model. The population consisted of all eleventh-grade students of SMAN 7 Kediri in the 2025\/2026 academic year. The sample was one class consisting of 34 students selected through random sampling. The research instruments were a reading comprehension test and a questionnaire. The test data were analyzed using a Paired Sample t-test in SPSS 25, while the questionnaire data were analyzed using percentage analysis.\r\nThe findings showed that students’ reading comprehension improved after the implementation of fanfiction. The mean score increased from 73.0882 in the pre-test to 92.3529 in the post-test. Furthermore, the result of the Paired Sample t-test revealed that the significance value was 0.000000594, which was lower than 0.05. Therefore, the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted, indicating that fanfiction was effective in improving students’ reading comprehension. In addition, the questionnaire results showed that students demonstrated positive behavior and engagement toward the use of fanfiction in reading activities. The highest responses were found in the indicators of finding detailed information and understanding vocabulary in context, indicating that fanfiction helped students comprehend specific information and infer word meanings from contextual clues more effectively.\r\nBased on these findings, it can be concluded that fanfiction is an effective learning medium for enhancing students’ reading comprehension. The greatest improvement was observed in students’ ability to identify detailed information and understand vocabulary in context, suggesting that fanfiction provides meaningful and contextual reading experiences that support comprehension development.",
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      "title": "THE EFFECTIVENESS OF FANFICTION ON IMPROVING 11TH  GRADE STUDENTS' READING COMPREHENSION AT SMAN 7 KEDIRI",
      "pages": 119,
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