There were 12 questions in the questionnaire and four questions in the interview. The questionnaires and interview were also used to know the benefits of using PQ4R
strategy and identify students’ difficulties in implementing the strategy.
3.5 Research Procedure
In this research, there were several steps conducted to collect the data required. The steps consisted of:
1. Preparing the lesson plan
2. Preparing the teaching material
3. Administering pilot test
4. Administering pre-test
5. Implementing the treatment by using PQ4R strategy in experimental group
and using conventional method for control group 6.
Administering post-test 7.
Administering questionnaires 8.
Administering interview
3.5.1 Preparing the Lesson Plans
There were three lesson plans used to implement for four meetings in the treatment sessions. The first and last meetings were allocated for pre-test and post-
test, while the rest four meetings were allocated for treatment sessions. The lesson plan arranged for this research would be based on the syllabus
below:
Table 3.1 Syllabus for 1
st
Grade Senior High School
Aspect Competence
Standard Basic
Competence Indicators
Reading Understanding the
meaning of short functional text and
simple essay in the form
of report,
narrative and
analytical exposition in the
context of
daily situation and also to
access knowledge Responding
the meaning of formal
and informal short functional
text banner,
poster, pamphlet, etc by
using various
written language in the context of daily
situation to access knowledge
1. Identifying
elements of
narrative text
such as theme, character,
setting and plot 2.
Identifying generic
structure of
narrative text 3.
Identifying vocabulary used
in narrative text Source: Standar Isi SMAMA
3.5.2 Teaching Materials
There were three texts that were employed in this study taken from Look Ahead: An English Course for Senior High School Students Year X. The texts were
“Indian’s Fish”, “The Great Fortune Teller” and “Batara Kala”
3.5.3 Administering Pilot Test
To investigate the feasibility of reading comprehension test used, the test items were tried out to reveal their validity and reliability. Try out also functioned to
investigate the items in terms out the difficulty level and discrimination index. Try-
out was implemented to 38 non samples students from X.4 of one public senior high school in Cianjur. However, the class was still in the same level and population as the
experimental and control group. The test consisted of forty eight questions. The result of the tried out is presented in Appendix B.
3.5.4 Pre Test
After the test items had been analyzed in terms of validity and reliability the pre-test would be conducted. Pre-test was conducted before the treatment given,
precisely on the 31
st
of August for experimental and control group.
3.5.5 Treatment
When the pre-test had been conducted, the treatment was implemented to control group and experimental group and it was handled by the researcher himself.
The treatment was conducted based on the schedule presented below
Table 3.2 Topic List of Each Meeting
Meetings Date
Sub Topic Note
1
st
meeting September 2
nd
Indian’s Fish Given to the control group
September 3
rd
Indian’s Fish Given to the experimental
group 2
nd
meeting September 7
th
Indian’s Fish Given to the control and
experimental group 3
rd
meeting September 9
th
The Great Fortune Teller
Given to the control group
September 10
th
The Great Fortune Teller
Given to the experimental group
4
th
meeting September 14
th
Batara Kala Given to the control and
experimental group
The PQ4R strategy was used to teach class X1 as the experimental group. The treatments would be conducted for four meetings. Every meeting consisted of 2 X 45
minutes 2 hour lesson. The first and second meeting had the same topic while the third and last meeting presented different topics.
In the first meeting, the teacher gave a brief explanation about narrative text. Then, the teacher introduced the students PQ4R strategy. In this session, the teacher
delivered what PQ4R was and how to implement PQ4R in reading comprehension of narrative text. Every student was given PQ4R worksheet. In the first meeting, the
students applied preview and question, then read, reflect, recite and review were implemented in the second meeting. In the end of the meeting, the students were
given some question about the text they had learned. The students were able to see at their worksheet but they were not permitted to see on their friends’ work.
In the third meeting, the teacher gave different story. In contrast, PQ4R strategy was implemented in one meeting. Thus, every student applied the steps in
PQ4R strategy in one meeting, they filled PQ4R worksheet in a day, and then they answered some questions in the end of the meeting. The fourth meeting was the same
as the third meeting. The only different was on the storysub topic. As comparison, in the control group, lecturing strategy was applied. Teacher
explained the materials to the students. The students were given some stories and they could open their dictionary. Finally, the students answered some questions
individually.
3.5.6 Post test
Post-test was given to investigate the effect of the treatments. It would be given to both experimental and control group. The test was conducted on August 17
th
, 2013 to 38 students of the control group and 38 students of the experimental group.
3.5.7 Questionnaire
Questionnaires were only distributed to the experimental group. It was given after the students had finished their post test. The questionnaires were used to find out
the students responses toward the use of PQ4R strategy.
3.5.8 Interview
Interview was also given to the students in the experimental group after they had finished their post test. Their opinions were gathered to find more additional
information and to clarify information in the questionnaires. The strength and weaknesses of t
he strategy based on the students’ perceptions would be revealed through the questionnaires and interview.
3.6 Data Analysis
