ENGLISH:
This study aimed to determine the use of the Adjunct Display Strategy in improving students’ reading comprehension of exposition texts. This research employed a quantitative approach with a quasi-experimental design involving an experimental group and a control group. The research involved 33 students in the experimental group and 25 students in the control group. The data were collected through pre-test and post-test reading comprehension tests and analyzed using SPSS. The mean score of the experimental group increased from 58.73 in the pre-test to 81.15 in the post-test, while the control group increased from 45.88 to 67.48. The independent samples t-test showed that t-obtained was 9.462, with df = 33.638 and p < 0.001. Since t-obtained (9.462) > t-critical (2.03) and p < 0.05, Ho was rejected and Ha was accepted. Therefore, the hypothesis was proven, indicating that the Adjunct Display strategy could improve students’ reading comprehension of exposition text. In conclusion, the use of Adjunct Display strategy improved students’ reading comprehension of exposition text. It was suggested that English teachers use the Adjunct Display strategy as an alternative strategy in teaching reading. Future researchers were also suggested to conduct similar research with different students, text types, or research settings.