Abstract

Reading involves more than just creating sounds from the printed symbols; it also involves understanding the meaning of the text. As a result, reading helps people learn new words, gain information, and other things. As a result, reading comprehension is a critical skill for readers to master. It is an active process that generates meaning for printed language before turning its attention to new words
The study's goal is to determine whether or whether there is a noticeable improvement in the reading comprehension of second -grade pupils who get instruction utilising the sixth thinking hats technique compared to those who do not. The researcher used a quasi-experimental design to perform the study and hence employed the experimental technique. There were experimental and control groups in this design. second-class Section A served as the experimental group, while second-class Section B served as the control group. Purposive sampling is used to choose the two courses, which are chosen based on their similar proficiency levels and issues with learning English. The pre-test and  post-test of a reading comprehension exam serve as the instrument for gathering data. The outcome demonstrates a substantial change in the students' reading comprehension while using the sixth thinking hats technique. According to the independent sample t-test analysis, the significant level is determined to be 0.0000.05. It suggests that children in fifth grade who are taught utilising the sixth thinking hats technique and those who are not experience substantial differences in their reading comprehension of narrative texts for students.