Abstract
This study aimed to see the effectiveness of the informational text reading the instruction model. This study adopted a mixed method with concurrent embedded design involving 50 undergraduate students in English department of Mataram University. This study applied one-group pretest posttest design involving: administering a pretest, applying the experimental treatment, and administering a posttest. After the posttest, the questionnaire was distributed to the students to know their opinions about the informational text reading the instruction model. The quantitative data got from the pre-and posttest were analyzed with the help of SPPSS, while the data from the questionnaire were analyzed following qualitative analysis steps: data reduction, data display and drawing a conclusion. The results show that a significant difference between the pretest and posttest scores, in which Sig, (2-tailed) was 0.000, which is less than 0.05. Further, in the closed questionnaire results, it is found that most of the students agreed that if the instruction of reading for informational texts trained them to be more critical and more creative and helped them to understand the texts more easily. In addition, it is also found that most of them strongly agree if the instruction of reading for informational texts trained to be more active and could improve their English vocabulary. On the other hand, from the responses to the open questionnaires.