experiencing reading problem. It happens because there are many steps in SQ3R strategy. Moreover, every student has different instructional reading level.
Looking at the disadvantages, to anticipate the problem Fairbain and Winch 1996:27 say that the students have to use this technique for several times
to be able to go through it informally without having to consciously remind them of each stage. It can be concluded that in solving the disadvantage of SQ3R
strategy is by using every step for several times continuously until the students can apply those steps and remember the important information of the reading text.
In addition, to anticipate the above shortage during the implementation of the action, the researcher managed the time properly, gave clear guide of each step in
using SQ3R strategy to avoid misunderstanding among the students, asked the students who interfered the teaching learning process to be discipline.
2.5 The Procedures of Using SQ3R Strategy in Teaching Reading
In this research, the researcher used three phase technique. Parrish 2004:139 points out the stages applied in reading class. It begins with pre-
read ing to activate learners’ schema, followed by reading-skills practice, and
ending with a follow-uppost-reading activity which allows learners to make use of the knowledge gained from the reading text.
The explanation of the procedures of using SQ3R strategy in teaching reading as follows:
1. Pre-reading
Wood 1996:170 states that the purposes of the pre-reading activities by using SQ3R strategy are; to focus, to link new material to
prior knowledge, to predict, to begin to make connection, to improve concentration, and to preview the content and the organization. In this
research, pre-reading was conducted by doing the following activities: a.
Showing a picture related to the topic to attract the students’ attention
b. Asking some leading questions to focus the students to the
topic c.
Delivering the reading text to the students
d. Asking the students to survey the reading text from the title,
look at the picture and the other visual material e.
Asking the students to make some prediction based on their background knowledge about the topic
f. Asking the students to make some questions about main point
of the text to help them concentrate, they may write the questions on some pieces of paper
g. Stating the objectives
2. While-reading
Wood 1996:170 confirms that the purposes of the while-reading activities by using SQ3R strategy are; to recognize and understand the
important ideas, to organize them in students’ mind, to think about them, and to make connections. In this research, while-reading was conducted by
doing the following activities: a.
Asking the students to read the whole text in order to find the answers of their questions about main points they made before
reading b.
Asking the students to determine the important information that they must remember
c. Asking the students to recognize organization patterns so that
they can mentally organize ideas and commit the ideas to their long-term memory
d. Asking the students to think, make connections, visualize, and
monitor their comprehension
3. Post-reading
Wood 1996:170 point outs that the purposes of the post-reading activities by using SQ3R strategy are; to reduce, simplify, and organize the
material so that the students can study and learn it more easily, write to learn, create external memory aids for later study, learn, think, make
connection, and remember. In this research, post-reading was conducted by doing the following activities:
a. Asking the students to answer their questions about the main
points of the text by writing the answer on some pieces of paper without looking at the reading text and it can be said as
recitation b.
Asking the students to review all the answer, the main points and the whole reading process that they have done in the
previous step c.
Guiding the students to draw conclusion d.
Asking the students’ problems e.
Giving solutions to the students’ problems
2.6 The Action Hypothesis of the Research
