students to think carefully about the basic information in reading text, and put it into a logical organized form.
3. “Read” part is the section to pay attention to everything on the page. It is
important to find the answers to their questions. The students should have answered their posed questions in complete sentences.
4. „Recite’ refers to remember important points from our memory. This step can
be done by putting the data from the reading into a new use. Students will create short free writing notes to discuss the implications of the reading, or
its application, also create writing topics for students to respond. 5.
„Review’ is the step of self-explanatory, as students review the material. This step can be done by rereading the document, by expa
nding students’ note, or by discussing the material with a group students study. The strategy tends to
be interactive so that students learn from each other. The primary goal of this step is to further develop and clarify interpretations of the text and to help
students remember what they have individually created in their minds from the text.
Based on the procedures above, the researcher applied those processes of teaching reading in this research.
2.6 The Advantages of SQ3R Strategy
SQ3R as a reading strategy has some advantages to increase the students reading ability. According to Hennings 1997:276, the sequence of every step in
SQ3R strategy is powerful because the surveying and questioning help the readers perceive the structure of a selection, which in turn facilitates comprehension by
providing a framework for reading. Furthermore, SQ3R strategy provides a means through which readers monitor their comprehension. It means that reading a text by
using an active strategy such as SQ3R strategy could help the readers to monitor or to measure how far their comprehension is on the reading text that
they have read. Fairbairn and Winch 1996:26 state that by these stages in SQ3R strategy, the students will employ a variety of different strategy of reading:
organizational searching of contents, bibliographies, indexes, and chapter subheadings, skimming, scanning for the word, streaming search reading of the
subsection on other criteria for the allocation of pupils to classes. In other words, through SQ3R strategy the students could develop other strategy of reading that could
help them to increase their reading comprehension. In relation to the advantages of using SQ3R strategy, Wood 1996:169 -
170 states that SQ3R strategy suggests the students to use what they already know to help the students understand new material. Accessing what the students
know as they read allows the students to react, compare, add information, evaluate, interpret, and mentally interact with new ideas. In addition, it is stated
that SQ3R strategy and all the other reading and study strategy that have followed it share a basic organization which includes: pre-reading strategies, reading
strategies, and post-reading strategies. From the statements above, we can conclude that SQ3R strategy is a useful reading strategy that increases students
reading comprehension and activate the students prior knowledge through the sequence of SQ3R strategy which includes survey, question, read, recite, and
review.
2.7 The Disadvantages of SQ3R Strategy
