Abstrak
This research aims to investigate the impact of using the double-entry diaries strategy on the reading comprehension of grade XI students at SMA 8 Mandau. The researcher found that students had difficulties in terms of vocabulary, identifying the main idea, and making inferences. This research used a quasi-experimental method to compare an experimental class and a control class. The sample consisted of 108 students from three classes in the eleventh grade at SMAN 8 Mandau, with Class XI.2a as the experimental class and Class XI.1a as the control class. The results of reading comprehension assessment before and after treatment were used to collect data. Paired sample t-test supported the first hypothesis, with a significant effect (4.06) higher than (1.688) for 36 df in reading comprehension. The independent sample t-test also supported the second and third hypotheses, with (2.812) higher than (1.997) for 0,025 significant. The researcher concluded that the using of the double-entry diaries strategy significantly improved reading comprehension in classes XI.1a at SMAN 8 Mandau. Students who used the double-entry diaries strategy showed improved reading comprehension compared to students who did not use the double-entry diaries strategy. The use of double-entry diaries as a teaching tool improved the reading comprehension of English class students.