2 The English teacher has never applied SQ3R strategy in teaching reading
comprehension. 3
The English teacher has agreed to collaborate with the researcher to solve the students’ reading problem by conducting a classroom action research
4 The English teacher of XI IPA 3 class and the Headmaster of MAN 2 Jember
have granted permission to the researcher to conduct this classroom action research.
These considerations ensured that the required data as this research could be obtained.
3.3 Research Subject Determination Method
The subjects of the research were taken from the eleventh grade of MAN 2 Jember. The researcher used purposive sampling method because there were 9 classes
of the eleventh grade in that school, consisting of 4 classes from Natural Science program IPA, 5 classes from Social Science program IPS. However, only one
class was chosen in this classroom action research and it was class XI IPA 3 of MAN 2 Jember in 20132014 academic year which consisted of 27 students. The researcher
selected this class because based on the interview with the English teacher; this class still had reading comprehension problems indicated by only 37 of the students
achieved the standard score of reading comprehension test 75 in the previous reading comprehension test given by the English teacher see Appendix C.
3.4 The Operational Definitions of the terms
It was important to formulate the operational definition of the key terms used in this research in order to avoid misunderstanding between the writer and the readers
about the terms used in the title. The key terms which were important to be defined operationally were as follows:
3.4.1 SQ3R Strategy
SQ3R is a reading strategy that consists of “Survey, Question, Read, Recite, and Review”. SQ3R strategy was one of appropriate strategies to help the students
gain their ability in reading comprehension. It was used especially on narrative text to improve the students’ reading comprehension achievement. In addition, it was also
used to improve the students’ active participation during reading teaching learning
process.
3.4.2 Reading Comprehension Achievement
In this research, reading comprehension achievement referred to the students’ score in reading comprehension test after they were taught reading
comprehension by using SQ3R strategy. The test measured the students’ ability to
comprehend the reading text, covering word, sentence, paragraph, and text comprehension.
3.4.3 Narrative Text
The genre of the text used as the reading material in this research was narrative. The definition of narrative text was a story about a series of events which
usually happen in sequence and often with causing another. The main purpose of narrative text was to entertain or to inform the readers. The general structure of
narrative text was; Orientation, Complication, and Resolution. In this research, the narrative text was about
3.4.4 Students’ Active Participation
The students’ active participation in this research was dealing with the students’ involvement during the teaching learning process of reading in the
classroom. In this research, st udents’ active participation could be identified by their
active role during the teaching learning process of reading narrative text by using SQ3R strategy. The indicators observed were: 1 Surveying the text; 2 Formulating
questions; 3 Reading the whole text; 4 Reciting the main points of the text; 5
Reviewing the whole reading text; 6 Asking questions to the teacher related to the topic; 7 Answering the teacher’s questions correctly. The students were categorized
active when they fulfilled at least six indicators of the seven indicators.
3.5 Data Collection Method
