Abstract
This study aimed to investigate the effects of the bottom-up model on students' reading comprehension, vocabulary, and fluency. A quasi-experimental pretest-posttest group design was utilized, comparing the experimental group, which received the bottom-up model method on improving reading comprehension, vocabulary, and fluency, with the control group, which received traditional or lecture strategy. Class proficiency and t-tests were employed as statistical approaches to assess the significance of the experimental and control groups. Both groups underwent pre-tests and post-tests, with the experimental group receiving the intervention. The results indicated that there was significant difference in comprehension, vocabulary and fluency between the pretest and posttest for the control group. However, there was a significant difference in the comprehension, vocabulary and fluency between the pretest and posttest for the experimental group higher than the result of the posttest in control group. This indicates that the treatment is way more effective than the traditional method of control group. Additionally, there was a significant difference in comprehension between the post-tests of the experimental and control groups. These findings suggest that the bottom-up model effectively enhanced students' reading comprehension, vocabulary and fluency. Therefore, the study concluded that the use of the bottom-up model was recommended as an intervention for improving reading comprehension skills, vocabulary and fluency.
