SURVEY, QUESTION, READ, RECITE AND REVIEW (SQ3R) TOWARDS STUDENTS’ READING ABILITY

Rinjani Syarvila Nst, Fadlia Fadlia, Surya Asra

Abstract


This study aims to determine the effect of using Survey, Question, Read, Recite and Review (SQ3R) strategy on students’ reading comprehension skill in narrative text. This study is a pre – experimental research with one group pre – test post – test design. The population in this study were students in SMPN 8 Langsa and the sample of this study were students of class VIII consisting of 35 students, twenty male students and fifteen female students. The sample in this study was selected by using purposive sampling technique. This study used instruments in the form of reading test for pre – test and post – test. For the treatment, the SQ3R strategy was used in teaching narrative text. The data collected in this study was calculated by using SPSS version 22 with a significant value of 0.05. The result of this study revealed that the mean of pre – test was 44.29. After being given treatment, the average post – test increased significantly to 8.25 with a gain of 36.28. This means that the SQ3R strategy has a strong influence on students’ reading comprehension skill. It can be concluded that there was a significant improvement on students’ reading comprehension skill.  


Keywords


SQ3R, Reading Ability, Narrative Text

Full Text:

PDF

References


Amiruddin. (2022). The influence of SQ3R technique and students’ reading interest towards students’ reading comprehension achievement. Journal of Social Work and Science Education, 3 (1): 60 – 66.

Apandi, S. (2011). Teaching reading by SQ3R technique to the second year of Junior high school students. Universitas Indraprasta PGRI. Retrieved on November 22, 2013.

Aris, S. (2014). 68 model pembelajaran inovatif dalam kurikulum 2013. Yogyakarta: Ar – ruzz Media.

Asra, S. (2016, October). Using L1 retelling strategy to improve students’ comprehension in reading narrative text. In UNNES International Conference on ELTLT (English Language Teaching, Literature, and Translation) (pp. 685-692).

Bakhtiar, A. (2018). Improving students’ reading comprehension by using SQ3R method. Jurnal of English Language Teaching, 2 (2): 99 – 104.

Biringkanae, A. (2018). The use of SQ3R technique in improving studentsreading comprehension.

Brown, H. D. (2001). Teaching by Principles an Alternative Approach to Language Pedagogy (2nd Eition). New York: A Person Education Company.

Edi, S. (2014). The effectiveness of extensive reading on students’ reading comprehension achievement as observed from students’ motivation. Jurnal Pendidikan Humaniora, 2(1): 54 – 58.

Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: Competencies for analysis and application. (8th ed.). New Jersey: Pearson Prentices Hall.

Kusumayanthi, S. & Maulidi, S. M. (2019). The implementation of SQ3R technique in teaching reading comprehension. The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA), 1 (2): 74 – 80.

Maesaroh, S. (2021). SQ3R Meningkatkan Kemampuan Membaca Pemahaman Teks Nonfiksi. Indonesian Journal of Education and Learning, 4(2), 469-478.

Miller, M., & Veatch, N. (2010). Teaching literacy in context: choosing and using instructional strategies. The Reading Teacher, 64 (3): 154 – 165.

Pratiwi, S. I., Tahrun, T., & Firdaus, M. (2023). The correlations among metacognitive reading strategies, reading interest, and reading achievement of the eight grade students. EXPOSURE: Jurnal Pendidikan Bahasa Inggris, 12(1), 62-73.

Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in languaage teaching. Cambridge: Cambridge University Press.

Suhailida, Asra, S., & Juliansyah, R. (2021). The application of speed reading technique in reading activity for Students of Senior High School 1 Kluet Selatan. Journal of Education, Linguistics, Literature and Language Teaching, 4(02), 1-5.

Woolley, G., & Woolley, G. (2011). Reading comprehension (pp. 15-34). Springer Netherlands.




DOI: https://doi.org/10.26618/exposure.v13i1.12990

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

© All rights reserved 2023. Exposure: Jurnal Pendidikan Bahasa dan Sastra Inggris (ISSN Print: 2252-7818), (ISSN Online: 2502-3543)

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.