The Effectiveness of SQ3R Method on Students' Reading Comprehension

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the Academic Year 2015/2016)

UTARI WAHYUNINGSIH

NIM. 1111014000025

DEPARTMENT OF ENGLISH EDUCATION

FACULTY

OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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i

(

A Quasi-Experimental Study at 10

Grade of SMAN 7 Tangerang Selatan in

the Academic Year 2015/2016)

“Skripsi”

Presented to the Faculty of Tarbiyah and Teachers‟ Training in Partial

Fulfillment

of the Requirements for the Degree of Starta I (S.Pd.) in English Language

Education

UTARI WAHYUNINGSIH

NIM. 1111014000025

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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vii

Method on Students’ Reading Comprehension;

A Quasi-Experimental Study at

10 Grade of SMAN 7 Tangerang Selatan in the Academic Year 2015/2016.

Skripsi

of Department of English Education at Faculty of Tarbiyah and Teachers’

Traning of Syarif Hidayatullah State Islamic University Jakarta, 2016.

Key Words:

SQ3R Method, Reading Comprehension.

The objective of this study is to obtain the empirical evidence about the

effectiveness of SQ3R method

toward students’ reading comprehension o

f to the

10 grade students of SMAN 7 Tangerang Selatan in the Academic Year

2015/2016 and to find out to what extent the SQ3R method is effective toward

students’ reading comp

rehension.

The method used in this study was a quantitative method and the design

used in this study was a quasi-experimental design. The sampling technique used

in this study was purposive sampling. In this technique, two classes were chosen

as experimental class and control class, in which each class consisting of 41

students. The technique of data collection used in this study was test which

conducted twice as pre-test and post-test. The total number of each test was 20

multiple choice items. The technique of data analysis used in this study was t-test.

The result of this study showed that there was significant difference

toward students’ readi

ng comprehension achievement after using SQ3R method.

In the table of significant, it can be seen that on df= 80 and in the degree of

significance 5% the value of degree of significance is 1.990. By comparing the

value,

was higher than

, that is 11.715 > 1.990, the alternative hypothesis

(Ha) was accepted and null hypothesis (Ho) was rejected. Therefore, it could be

interpreted that teaching reading by using SQ3R method was effective toward

students’ rea

ding comprehension. In addition, the result of the calculation of

Cohen

’s d formula to measure to what

extent SQ3R method was effective on

stu

dents’ reading c

omprehension of narrative text showing that the effectiveness

value obtained was 0.30 that is categorized into modest effect. Thus, from the data

analysis, it can be concluded that SQ3R method was effective and had significant

effect toward students’

reading comprehension at the 10

grade students of

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viii

10 SMAN 7 Tangerang Selatan Tahun Ajaran 2015/2016. Skripsi Jurusan

Pendidikan Bahasa Inggris Fakultas Imu Tarbiyah dan Keguruan Universitas

Islam Negeri Syarif Hidayatullah Jakarta, 2016.

Key Words

: Metode SQ3R, Pemahaman Membaca

Penelitian ini bertujuan untuk memperoleh bukti empiris tentang

keefektifitasan metode SQ3R dalam pemahaman bacaan siswa kelas 10 SMAN 7

Tangerang Selatan Tahun Ajaran 2015/2016 dan untuk mengetahui seberapa jauh

tingkat keefektifitasan metode SQ3R terhadap pemahaman bacaan siswa.

Teknik yang digunakan dalam penelitian ini adalah metode kuantitatif

dengan desain kuasi-ekperimental. Teknik sampel yang digunakan adalah

purposive sampling. Melalui teknik sampel tersebut, dua kelas dipilih sebagai

kelas eksperimen dan kelas kontrol yang setiap kelasnya terdiri dari 41 siswa.

Teknik pengumpulan data yang digunakan adalah tes yang dilaksanakan dua kali

yaitu pre-test dan post-test. Jumlah setiap soal adalah 20 soal pilihan ganda.

Teknik data analisis yang digunakan adalah t-test.

Hasil dari penelitian ini menunjukkan bahwa terdapat perbedaan yang

signifikan terhadap hasil pemahaman membaca siswa setelah menggunakan

metode SQ3R. Dalam tabel signifikasi dapat dilihat bahwa pada df=80 dimana

derajat signifikansi 5% dan nilai derajat signifikansi adalah 1.990. Dengan

membandingkan nilai

lebih besar daripada

yaitu 11.715 > 1.990, maka

hipotesis alternatif (Ha) diterima dan hipotesis nihil (Ho) ditolak. Sehingga dapat

diartikan bahwa pengajaran membaca dengan menggunakan metode SQ3R efektif

terhadap pemahaman membaca siswa. Begitupula dengan hasil perhitungan rumus

Cohen’s d untuk mengukur seberapa jauh keefektifitasa

n metode SQ3R terhadap

pemahaman membaca teks narasi siswa adalah 0.30 yang dikategorikan pada efek

sedang. Berdasarkan analisa data-data tersebut dapat disimpulkan bahwa metode

SQ3R efektif dan memiliki efek yang signifikan terhadap pemahaman membaca

siswa kelas 10 SMAN 7 Tangerang Selatan pada Tahun Ajaran 2015/2016.

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v

All praise be to Allah SWT who always gives His blessings upon the

writer and enabled her to accomplish this skripsi. The prayer and salaam are

always offered to the Prophet Muhammad SAW, the noblest creature ever.

It is a pleasure to acknowledge the help and contribution of all lecturers,

institutions, family and friends who have contributed in different ways hence this

skripsi is processed until it becomes a complete writing which will be presented to

the Faculty of Tarbiya and Teachers’ Trainin

g in partial fulfillment of the

requirements for the degree of S.Pd. (Bachelor of Art) in English Language

Education.

First of all, the writer would like to express her greatest honor and

gratitude to her advisors, Drs. H. Nasrun Mahmud, M.Pd. and Devi Yusnita,

M.Pd, whose scholarly suggestion and critical remarks have enabled her to

complete this skripsi. She also conveys special gratitude to her beloved parents,

Uten Subarna and Tri Mulyati who always encourage and pray for her with all

their heart, and her brother Moch. Rizky Novaldi for his helping hand everytime

she faces the difficulty in doing this research.

The writers’

sincere gratitude also goes to:

1. All lecturers in the Department of English Education, for precious

knowledge and wonderful study experience during this past 5 years.

2. Dr. Syauki, M.Pd. and Mrs. Desi Nahartini, M.Ed. As the examiners.

3. Dr. Alek, M.Pd. The Head of English Department.

4. Mr. Zaharil Anasyi, M.Hum. the secretary of English Department

5. The Dean of Tarbiyah, Prof. Dr. Ahmad Thib Raya, M.A.

6. The headmaster, all the teachers and especially Mrs. Eny as the

English teacher in SMAN 7 Tangerang Selatan who let me use her

class for doing this research, and Mr. Rohmat who gave the permission

to me for doing the research in SMAN 7 tangerang Selatan.

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vi

finishing this research.

10. Ferdy Finaldi for always being there to cheer.

11. And to all the people who have helped the writer to finish her study

that she cannot mention one by one.

The writer does realize that this skripsi cannot be considered perfect

without critiques and suggestions. Therefore, it is such a pleasure for her to get

critiques and suggestions to make this skripsi better.

July 2016

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ix

APPROVAL

………

ii

ENDORSEMENT SHEET

……….

iii

SURAT PERNYATAAN KARYA SENDIRI

………...

iv

ACKNOWLEDGEMENT

………..

v

ABSTRACT

……….

vii

ABSTRAK

……….

viii

………

ix

LIST OF TABLES

………...

xi

LIST OF FIGURES

……….

xii

LIST OF APPPENDICES

………...

xiii

CHAPTER I. INTRODUCTION

………

1

A. Background of the Study

………..

1

B. Identification of the Problems

………..

5

C. Limitation of the Study

……….

5

D. Formulation of the Study

………..

5

E. Objective of the Study

………..

5

F. Significance of the Study

………..

5 CHAPTER II. THEORETICAL FRAMEWORK

………..

7

A. Reading Comprehension

………...

7

1. The Understanding of Reading

………

7

2. The Purposes of Reading

……….

9

3. The Understanding of Reading Comprehension

….

11

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x

3. The Procedures of SQ3R

……….

15

4. The Advantages and Disadvantages of SQ3R

…….

17

C. Relevant Studies

……….

18

D. Conceptual Framework

………..

19

E. Research Hypothesis

………..

20 CHAPTER III. RESEARCH METHODOLOGY

………

21

A. Place and Time of the Research

………....

21

B. Method and Design of the Research

………

21

C. Population and Sample of the Research

………...

22

D. Research Instrument

……….

23

E. Technique of Data Collection

………..

24

F. Technique of Data Analysis

………..

25

G. Statistical Hypothesis

………...

30 CHAPTER IV. RESEARCH FINDING AND DISCUSSION

………….

31

A. Description of the Data

………

31

B. Analysis of the Data

………

41

C. Test of Hypothesis

………..

43

D. Interpretation of the Data

………

47 CHAPTER V. CONCLUSION AND SUGGESTION

………..

49

A. Conclusion

………...

49

B. Suggestion

………

50 BIBLIOGRAPHY

………...

51 APPENDICES

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xi

Table 4.1

Pre-test and Post-test Score of Experimental Class

……….

32 Table 4.2

Data Description of Pre-test Result in Experimental Class ..

33 Table 4.3

Frequency Distribution of Pre-test Result in Experimental Class 34

Table 4.4

Data Description of Post-test Result in

Experimental Class

………...

35 Table 4.5

Frequency Distribution of Post-test Result in

Experimental Class

………...

36 Table 4.6

Pre-test and Post-test Score of Controlled Class

…………..

36 Table 4.7

Data Description of Pre-test Result in Controlled Class

…..

38 Table 4.8

Frequency Distribution of Pre-test Result in Controlled Class 37

Table 4.9

Data Description of Post-test Result in Controlled Class

….

39 Table 4.10

Frequency Distribution of Post-test Result in Controlled Class 39

Table 4.11

Normality Pre-test Result between Experimental

and Controlled Class

………..

41 Table 4.12

Normality Post-test Result between Experimental

and Controlled Class

………..

42 Table 4.13

Homogeneity Pre-test Result between Experimental and

Controlled Class

……….

42 Table 4.14

Homogeneity Post-test Result between Experimental and

Controlled Class

……….

42 Table 4.15

The Comparison Score between Students in Experimental Class

and Students in Controlled Class

………

43

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xiii

Appendix 2 Timeline of the Research

……….

56

Appendix 3 Hasil Tes ANAVA

……….

58

Appendix 4 Kompetensi Inti dan Kompetensi Dasar SMA

….

66

Appendix 5 Kisi-Kisi Soal

……….

..

70

Appendix 6 Lesson Plan

………..

75

Appendix 7 Pre-test Questions

………...

112

Appendix 8 Post-test Question

………

118

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CHAPTER I

INTRODUCTION

This chapter discusses the background of the study, the identification of

the problem, the limitation of the study, the formulation of the study, the objective

of the study, and the significance of the study.

A. Background of the Study

Language is one of many things that plays important role in human life.

People use language to communicate, to share, and to express their feeling or

ideas. There are many countries in this world, and each of them have their

own language, therefore there are many languages that exist in this world, for

instance; Bahasa in Indonesia, English in America and Britain, Spanish in

Spain, Hangul in Korea, Mandarin in Chinese, and many other. There are

certain languages that used by some country as the global language, such as

Latin which used to be a global language in the past. And nowadays, one of

the languages that most used by many people all over the world is English. As

stated in Teaching English as a Foreign Language:

Of the 4,000 to 5,000 living languages, English is by far the most

widely used. As a mother tongue, it ranks second only to Chinese,

which is effectively six mutually unintelligible dialects little used

outside China. On the other hand the 300 million native speakers of

English are to be found in every continent, and an equally widely

distributed body of second language speakers, who use English for

their day-to-day needs, totals over 250 million. Finally, if we add

those areas where decisions affecting life and welfare are made and

announced in English, we cover one-s

ixth of the world‟s

population.

In this global era, English is spoken almost all over the world by many

kind of people. English takes an important role as communication language

used in many sector of life, such as trading, bilateral relationship, politic,

science, technology, and many others and it also has become the language

Geoffrey Broughton, et.al., Teaching English as a Foreign Language: Second Edition, (New York: Tylor & Francis e-Library, 2003), p. 1.

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used by many people to connect and share with another who have different

language. Therefore, people should understand and master English in order to

gain broader knowledge and to stay along with the development of the world.

The objective of teaching English is to enable students to communicate in

English oral and written form. There are several English aspects that the

students will find in learning English such as vocabulary and grammar.

Reading is one of the English skills that should be mastered by the

students. As stated by Graesser, when someone wants to master specific levels

or components in English, then reading is a good choice.

Thus, reading plays

useful and significant role in English learning, because it has big impact on

other English skills and components, for instance; when the students read the

English passage frequently, they will also enhance their vocabulary, and when

they enhanced their vocabulary, their writing, speaking, and listening skill will

also be improved, including reading skill. As they mastered reading skill, they

will easily comprehend the text without taking a long time to read. This is in

line with the I.S.P. Nation which stated that when the students become a speed

reader, then it means there is little or even no unknown vocabulary or

grammatical structure they found in the text.

Therefore, it can be concluded

that reading activity involves the improvement of other English aspects. It was

also experienced by the writer who gained more vocabulary and grammatical

structure

as she read frequently, and it influences the writer‟s

reading rate

which is become more efficient due to the improvement of her reading skill

and comprehension.

Comprehension is the main goal of reading. Since reading skill is very

important, teacher attempts to help the students to be able to read and

comprehend the text. Donald Martin stated that motivation, mental

Arthur C. Graesser, Reading Comprehension Strategies: Theories, Intervention, and Technologies, edited by: Daniel S. McNamara, (New Jersey: Lawrence Erlbaum Associates, 2007), p. 3

I.S.P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009), p. 2

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frameworks for holding ideas, concentration, and good study technique are

very essential for reading comprehension.

Therefore, in order to make the

students be able to discover the meaning of the text, teacher has to give them

some motivation to read, strengthen their mental framework and

concentration, and also a good technique in teaching and learning process. To

construct the meaning of the text, readers need to know the main idea and the

key points of the text.

In teaching reading skill, the teachers have to be able to help the students

to read and also comprehend the text. Yet, there are some barriers in reading

comprehension itself.

Based on the researcher‟s survey on her students in her

teaching place at Salemba Group Pamulang, most of the students stated that

they disliked reading English material because: First, there are a lot of

vocabularies in which they didn‟t know what it means. Second, it took so

long; they have to re-read the passage to comprehend the text; if the passage

has a longer text, and it made them feel bored and sleepy and

unenthusiastically read, but if the passage has a shorter text, they probably

would not re-read the passage because they could easily understand and

remember what is the text being discussed. Third, they do not have a purpose

for what they are reading, their teacher just asked them to read the passage,

and consequently, when it came to the questions of the text, they often re-read

the passage in order to find the answer because they forgot what they had read.

The case above is supported by Brady which stated “

When taught by a

whole-word method children do not become independent readers unless they extract

the letter-sound rules for themselves

–

which they take an exceedingly long

time to do.”

In addition,

their teacher doesn‟t provide specific purpose for

what the students are going to read, subsequently, they forget what they had

read. Therefore, based on the reading barriers above, the writer concluded that

there should be a different reading method to solve this problem.

Donald Martin, How to be a Successful Student: Second Edition, (USA: Martin Press, 1991), p. 7

Jane Oakhill, Kate Cain and Carsten Elbro, Understanding and Teaching Reading Comprehension: A Handbook, (New York: Routledge, 2015), p. 5.

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According to Silberman, learning is not an automatic result of students‟

knowledge from what their teachers‟ informed, yet, the involvement of

students‟

mental and act are needed in order to keep the knowledge they got in

the class stays longer in their brain.

Based on the statement above, it can be

said that the teacher should find the effective method or strategy that fits to

teach this subject in various ways to stimulate learners in order to feel

comfortable and fun in teaching learning process, especially comprehending

the material itself.

One of the effective methods to improve students‟ comprehension in

reading English passage is by using SQ3R method; this is supported by the

previous studies that had been successfully conducted using this method such

as a study conducted by Ni Luh Lina Marini in 2014 with the tittle

The

Implementation of SQ3R Technique to Improve Students’ Reading

Comprehension

, a study conducted in 2011 by Kylie E. with the tittle

The

Effects

of SQ3R on Fifth Grade Students’ Comprehension Level

, and a study

conducted by Iqlima Srifayu Intan, Bambang Wijaya, and Eni Rosnija with

the tittle

Improving Students’ Reading Comprehension on Narrative Text by

Using SQ3R Method

. According to Robinson, as the developer of this method

stated in Learning Disability Quarterly journal; if SQ3R technique

successfully applied in the educational field, it will affect the students for

realizing faster reading rate, comprehend the text better, taking a note better,

and improve their performance in quiz.

Therefore, in this study, the

researcher will use SQ3R method t

o improve students‟ reading

comprehension. There are 5 steps that the students need to go through for

comprehending the passage by using SQ3R, those are; Surveying,

Questioning, Reading, Reciting, and Reviewing. In conclusion, the writer

Mel Silberman, Active Learning: 101 Strategi Pembelajaran Aktif, di terjemahkan dari: Active Learning: 101 Strategies to Teach Any Subject, (Yogyakarta, Pustaka Insan Madani, 2009), p. 1.

Francis Pleasant Robinson, Effective Study, A Learning Strategy for Improving Reading Comprehension Journal, (Sage Publications, Inc., 2016), p. 295

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interested to do research about The Effectiveness of SQ3R Method on

Students‟ Reading Comprehension at 10th Grade SMAN 7 Tangerang Selatan.

B. Identification of the Problem

1. Most students found difficulty in comprehending English longer passage.

2. Students need to re-read the passage to comprehend the text.

3. Students did not have specific purpose for what they are going to read

4. Students easily forgot what they had read

C. The Limitation of the Study

This study focuses on analyzing the effectiveness of SQ3R method on

students‟ reading comprehension. This study was conducted only in the ten

grade of SMAN 7 Tangerang Selatan.

D. The Formulation of the Problem

Based on the description above, the writer formulated the problem: “Is

SQ3R Method Effecti

ve on Improving Students‟ Reading Comprehension at

Ten Grade Students of SMAN 7 Tangerang Selatan?”

E. The Objective of the Study

The objective of the study is to see whether SQ3R method is effective to

improve students‟ reading comprehension at ten grade

students of SMAN 7

Tangerang Selatan.

F. The Significance of the Study

This study hopefully can be an important educational implication for

English language teachers and can contribute to deeper insights about the

ways to improve students‟ reading comprehe

nsion, especially on longer

English passage. It is also to provide teachers another way of effective reading

strategy.

The teacher also expected to improve students‟ comprehension in reading

English passages through various reading methods, techniques, and strategies.

Hopefully after knowing this method, students can apply this method to

comprehend any passage, whether it is English passage or other passage

beyond English, especially longer passage, because they have already know a

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new method to comprehend the text easier and hopefully they will be more

motivated in learning English.

The result of this research can also be used as a guide for the writer, as a

future teacher, and improve her knowledge about methods and techniques to

improve students‟ compre

hension in reading. For other researchers, this study

could be used as a reference to carry out further research as a contribution to

the educational development.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter discusses the theoretical foundation of the study that consists

of the discussion about reading comprehension, SQ3R, relevant studies, thinking

framework, and theoretical hypothesis.

A. Reading Comprehension

1. The Understanding of Reading

Basically, reading is a process of transferring the information from

the written form to the brain to be concluded and interpreted. In order to

understand what is the text being discussed, the reader has to combine

some of the English insights, without knowing it, readers will hardly

comprehend the text and will take a long time to read due to the repetition

of reading. However, some experts define reading in different point of

views.

According to Grabe, reading is the communication process

between the reader and the writer.

This can be said the that reading is the

indirect interaction between the reader and the writer, because the text

contains of the information that the writer wanted to share to the reader,

and the reader, on the other hand, try to understand what is the writer tried

to convey in the text, thus, the communication occurred through indirect

way.

On the other hand, Sutz stated that the aim of reading is to learn

something new, see things from different perspective, or just getting the

information for specific purposes.

Therefore, reading is regarded as

cognitive activity because it involves the brain work in order to

William Grabe, Reading in a Second Language: Moving from Theory to Practice, (New York: Cambridge University Press, 2009), p.15

_{Richard Sutz,}_{Speed Reading for Dummies}_{, (Indiana, Wiley Publishing, Inc., 2009), p.} 12.

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comprehend something. As stated by Arifin, cognitive aspect refers to

students‟ ability in comprehending the knowledge, technology, and also

academic skill for them to go to the next education level.

Therefore,

reading regarded as the cognitive activity because it requires intelligence

ability and higher mental process to comprehend the content of the text.

This

is in line with Westwood‟s agreement of Gambrell and Dromsky‟s

statement in 2000 that reading process which involves the students‟ effort

to get the meaning of what they read actively can be seen as

cognitive-constructivist point of view.

Thus, the cognitive process has an essential

role in reading act.

Meanwhile, Moreillon simply defined reading as getting the

meaning from the information which obtained visually.

In this case, one

interpretation and another could be divergent even though they tried to get

meaning from the equal information, it is due to the variability of the point

of view in human mind, therefore, the purpose of one person and another

to read could be the same, it is to get meaning from the text, yet, the

interpretation they drawn from the text can be various.

Furthermore, Moreillon

‟s interpretation about the te

rminology of

reading is also supported by other experts, including Patel and Jain who

stated that reading is a process of getting meaning from the printed word

or symbols.

Based on this statement, it can be seen that there are some

process when people reading; when the writer put some code in the printed

material, it can be a word, phrase, clause, or real code, and the process

which involves the reader to break or to form an interpretation from the

code given.

Zainal Arifin, Evaluasi Pembelajaran, (Bandung: PT Remaja Rosdakarya, 2009), p. 194.

Peter Westwood, Reading and Learning Difficulties: Approaches to Teaching and Assessment, (Victoria: ACER Press, 2001), p.10

Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension, (Chicago: American Library Association, 2007), p. 10.

M.F. Patel and Praveen M. Jain, English Language Teaching (Methods, Tools, and Techniques), (Jaipur: Sunrise Publishers and Disrtibutors, 2008), p. 113

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Moreover, Boer and Dallman stated that reading is an activity

which involves the comprehension and interpretation of ideas symbolized

by printed or written language.

Therefore, it is essential for the reader to

know some of the basic knowledge for what they want to read in order to

comprehend and interpret the text without having difficulty for it.

In addition,

Mr. Dadan, as the writer‟s teacher in reading course,

told her once; reading is a process to obtain the information and to

establish the interpretation from the printed material, and getting the

conclusion from the information. From this statement, it is clear that

reading is not a passive skill, and the reader does not have a passive role, it

is because they need to combine some of the language skills and aspects

while they are reading to collect the information, to establish

interpretation, and to draw a conclusion. Thus, reading absolutely regarded

as an active skill.

However, even though some experts defined reading in various

ways; because as explained above that every human have their own point

of view, yet they have one main point, it is; Reading is a process to get

meaning from the printed material.

From the definitions above, the writer concludes that reading is a

cognitive activity which includes the process to get meaning from the

printed material, and it involves comprehension and interpretation, and

obviously, the reader has an active role because reading is not a passive

skill, it is an active skill which need the combination of all the language

skills and aspects to do it successfully.

2. The Purposes of Reading

People read with different purposes. The purpose for reading will

help the reader to focus on the information. Consequently, establishing the

purpose for reading will be effective for them. Determining the purpose

John J De Boer and Martha Dallman, The Teaching of Reading: Revised Edition, (New York: Holt, Reinhart and Winston Inc., 1964), p. 20

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for reading should be done before they start to read the selected material

and use it afterward as a basic for discussion to determine whether the

reader has achieved his/her goal.

According to Grabe and Stoller, reading purposes are classified

into four main headings;

1. Reading for finding simple information

In this reading purpose, the combination of scanning and skimming

commonly occurred. When people read the text with this purpose, they

typically scan the text to search for specific or selected information.

Afterward, skimming is involved in order to find the important

information of the text.

2. Reading for learning

This reading purpose commonly makes the reader has a slower reading

rate due to the repetition of reading for remembering the information,

and it is commonly occurred in academic and professional context,

where the reader demanded to have the ability to establish the main

idea and supporting details of the text, recognizing rhetorical frames,

an relating their basic knowledge to the text.

3. Reading for collecting information, write, and critique texts

Reading for collecting information definitely demands the reader to

have the ability to evaluate the information critically in order to

determine which information being integrated. Meanwhile, reading to

write and critique texts demands the reader to have the ability to select,

establish, and give the critique to the information of the text.sified into

four main headings;

4. Reading for general comprehension.

This reading purpose is regarded as the most basic purpose for reading,

while it also can be no less difficult than any other reading purposes.

Reading for general comprehension requires very rapid reading rate

William Grabe and Fredrica L. Stoller, Teaching and Researching Reading: Second Edition, (New York: Routledge, 2013), p. 7-8

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and word processing, and also the readers are demanded to have a

strong skills for getting the meaning of main idea under limited time.

Consequently, this reading purpose is suitable for the fluent reader.

3. The Understanding of Reading Comprehension

As defined by some experts in the previous section, reading is the

process of getting the meaning from the printed material. Furthermore, to

get the actual meaning of the text, the reader should integrate some skills

to do it, and it is called comprehension; therefore, reading comprehension

has more complex definition than reading itself because it involves some

factors which interrelated to each other.

According to Martin, there are several suggestions for reading

comprehension;

1. Gain your reading knowledge

2. Learn the grammatical structures

3. Analyze the author type of reasoning

4. Make a prediction of what are the ideas going to be discussed next

5. Look out on how the author organized the material

6. Gain your motivation and interest in reading the information

7. Look out for the supporting cues that the author given in the text

8. Highlight, summarize, and review the important point

9. Gain your vocabulary

10. Use systematic reading technique like SQ3R

11. Look out the effectiveness of your reading activity.

Meanwhile, Pamela, et al, defined reading comprehension as a

process for understanding what the writer is tried to extend in the text.

Based on the statement above, it can be seen that reading comprehension is

not just a process for getting written meaning of the text, yet it is a process

Donald Martin, How to be a Successful Students: Second Edition, (USA: Martin Press, 1991), p. 7.

Pamela S. Farris, Carroll J. Fuller, Maria P. Walther, Teaching Reading: A Balanced

(26)

for getting the implied meaning of the text, therefore reading

comprehension has a to have strong skills for analyzing the text to get the

implied meaning which is not written in the text. For instance, when the

writer taught her students about conditional sentence “If the victims had

brought their identity card, the police would be easier to know their

names”, then the writer asked the students what is the meaning of this

statement, and the students directly answered the translation of that

statement, and when the teacher asked the students about the literal

meaning of the sentence, the students kept silent for a while to analyze the

sentence, then answered as they discovered the literal meaning of it. Based

on that case, it is proved that comprehending the text is not as simple as

reading the text.

B. SQ3R Method

1. The Understanding of SQ3R

As stated in the previous chapter, SQ3R is one of the reading

methods which can help the teacher to solve the problem of the students in

comprehending reading materials. SQ3R is the acronym of Survey,

Question, Reading, Recite, and Review. As its name, there are five steps

that the students need to go through orderly in using this method, those

are;

surveying, questioning,

reading, reciting,

and

reviewing.

According to Congo, in the academic resource article, SQ3R is a

method to fight the textbook assignments which had been worked for

many learners.

This means that SQ3R is very useful for the students in

learning textbook materials which have a lot of headings and subheadings

that often cause the confusion for students; consequently, they forgot what

they read. Thus, this method was created to solve such problem. Students

may find the difficulty in doing this method at the first place, because it

will take more time than simply reading due to the steps they have to go

Dennis Congo, SQ3R: Textbook Study System, (Massachussets: Worcester Polytechnic Institue), p.1

(27)

through in this method, but if the students do this method as the habitual

routine in reading textbook, it will become easy, and also, their skill will

be increased because they got the complex mental processes of learners

who commonly just read and memorize the text.

However, SQ3R was originally created as a reading strategy for

college students.

Yet, in fact, the SQ3R method can be applied for any

level of reader with the exception; the procedure are given accordingly.

For instance, the early elementary level students can also use SQ3R

method as their reading strategy only given until „recite‟ step.

Teacher can

introduce the SQ3R method to the students by asking them to survey the

material they are going to read, make questions based on what they have

surveyed, read the text to answer the question they have created, and recite

or write the answer of the questions based on what they have read. When

the students enter to the higher grade in which they start to read longer and

complex passage, all of the steps in SQ3R can be applied.

Furthermore, Kwantlen Counselling Sevices stated that SQ3R

method can make the students‟ textbook comprehending activity which is

not an easy work to do become easier and interesting.

There are steps

that the students need to do in doing SQ3R method which leads the

students to be involved in reading process actively. For example, in the

Question step, the students are demanded to predict or imagine what are

the information going to be appeared next, and it will positively rise the

students‟ curiosity and interest

in reading process. Moreover, if the method

is practiced and applied constantly, their reading comprehension will

perhaps improve.

And there is a huge possibility that the students will

find similar questions during reading test as a result of the Question step

they had done previously.

Loc.Cit.

Michele, SQ3R: Studying More Effectively,

(https://www.mindtools.com/pages/article/newISS_02.htm), accessed on June, 18 2016. 14

Fraser L. and University of Illinois Website, The Reading Method, (Kwantlen University College, 2002), p. 1.

(28)

Based on the theories of SQ3R above, the writer concludes that

SQ3R, which is the acronym of Survey, Question, Reading, Recite,

Review, is a method for improving reading comprehension by doing 5

steps which have to be followed by order. This method is suitable for the

textbook reading assignment, but it is also can be used for other passage

with the adjusted procedures, and this method can be used for any level of

learner with the exception as stated before.

2. The Applications of SQ3R

Based on the theories above, it can be seen that SQ3R is known as

the method for improving reading comprehension. To be concluded, SQ3R

indeed, an effective technique to study textbook, yet, it also can be

modified to be used for various kind of texts beyond textbook. In each

type of texts, the basic 5 steps in SQ3R method are included; Survey,

Question, Reading, Recite, and Review. While the procedures can be

modified adjusted to the type of material and the purpose of the instructor.

In this case, the writer decided to use SQ3R method on narrative

text which included in collateral reading type of text, the 5 steps of SQ3R

are included, yet the procedure of SQ3R are modified due to the purpose

of the writer‟s research.

The modifications are as follows:

a.

First, the students are asked to survey the text by reading the

introduction and conclusion of the text, and also finding for the

unfamiliar words. (SURVEY)

b.

Second, the students are ordered to close the text and make the

questions regarding to the whole content of the text that they expected

to find the answer when they read the text with the minimum 10

questions. (QUESTION)

c.

Third, after making the questions, the students are asked to read the

text in order to find out the answer of the questions they made before.

(READ)

(29)

d.

Fourth, after reading step, the students are asked to close the text and

recite their answer of the questions they made before. (RECITE)

e.

Fifth, the last step of all, the students are asked to read the text for the

second time and reviewed their answer to find out whether their

answer had been clearly answered the questions or not.

3. The Procedures of SQ3R

As stated in Robinson‟s book with the tittle

Effective Study

, there

are 5 procedures that the learners have to do in SQ3R method; the first

step is surveying, second is questioning, third is reading, the fourth is

recite, and the last step is review.

Those five steps have significant role

in improving students‟ reading comprehension which must be followed by

order. Below are the descriptions of each step in SQ3R method:

a.

Survey

As stated in reading journal, this step demands the students to glance

over the material they are going to read so they can illustrate about

what is the text will be discussed.

This helps the students to know the

basic knowledge of the material which makes reading activity become

more efficient. Moreover, by doing this step, students can also be

helped to under

stand the writer‟s writing format and what is he/she

tried to convey in the text.

b.

Question

As the students already finished on surveying the text, the next step

that the students have to do is formulating some questions that they are

going to find the answer in reading step. The 5W1H words are added

on each first sentence to transform the heading of the chapter into

Ibid., p. 29-30. 17

Dolores Fadness Tadlock, SQ3R: Why it Works, Based on an Information Processing Theory of Learning, (Wiley on behalf of the Internationnal Reading Association), p. 111.

(30)

questions which cover the subheading.

This step can solve the

students‟ problem in which they do not have specific purposes on

reading, because by doing this step; students can be more focused on

reading the material due to the aimed material from the questions they

made from the questioning step.

c.

Read

The next step that the students have to do afterward is reading. In this

step, the students will read the passage to answer the questions they

made before. It is different with the reading activity that the students

habitually did in the past; in this step, the students will read the text

purposefully due to the aimed questions they already have in their

mind.

d.

Recite

Reciting is the next step after reading section. In this step, the students

who already finish in reading the material will respond to the questions

they had been made in the previous section by writing the answer of

the questions completely and clearly.

e.

Review

And the last step after all the four steps have been done by the students

is reviewing. In this step, the students will review the proceeding

materials and surveying it rapidly to make sure that they already

comprehend the material and whether they have been answered the

questions completely and clearly, if they feel the questions have not

been answered completely and clearly, they can write the complete and

clear answer directly. Afterward, they have succeeded in doing SQ3R

method.

In conclusion, the SQ3R method is a good technique for reading longer

passages which have a lot of information to be studied. However, in order

to carry out this method successfully, the students should have the ability

for understanding the text structure and taking the main idea of the text,

(31)

without such ability, the use of SQ3R would be unsuccessful. Moreover,

beyond the students‟ ability to understand the text structure and taking

main idea, the teacher should also introduce, explain, illustrate the SQ3R

method clearly in order to make the students completely understanding

this method.

4. The Advantages and Disadvantages of SQ3R

Based on the theories about SQ3R above, they writer concluded that

this method has advantages and disadvantages. The advantages are as

follows:

a.

It can

increase students‟ curiosity and motivation in reading.

b.

It helps the students to aim the material to be read, this can be an

effective way to comprehend reading material because they read the

text purposefully.

c.

It helps the students to study independently.

d.

It makes the students feel easier in comprehending the material,

especially textbook.

And the disadvantages are as follows:

1. There is less interaction between the teacher and the students, thus,

the teaching and learning activity become passive, and it is against

the recent curriculum which demands the teaching and learning

activity become more active.

2. This method will not be valid for the students with low proficient

in vocabulary, because they will spend more time for the difficulty

in finding the meaning of each word and sentence.

3. The students will regard this method as a complicated technique

just for reading narrative text due to the steps it has.

(32)

C. Relevant

Studies

1. The Implementation of SQ3R Technique to Improve Students’

Reading Comprehension.

A study which conducted in 2014 by Ni Luh Lina Marini, a student

of English Education Department of Maharaswati Denpasar University.

She implemented the SQ3R method on her research to improve students‟

reading comprehension. She used Classroom Action Research as the

method with 2 cycles. The participant is eight grade students of SMPN 1

Mengwi. The result of the study showed that most of the subject gave

positive response that SQ3R technique was successfully applied in

improving the subjects‟ reading comprehension. Thus, it can be proved

from her research that SQ3R technique could improve reading

comprehension of her subject.

2. The Effects of SQ3R on Fifth Grade Students’ Comprehension Level.

It was a study conducted in 2011 by Kylie E. Baier as the

fulfillment of the requirements for the degree of Master of Education in

Bowling Green State University. Her participants are 32 fifth grade

students in the school that she had previously taught. She used both

qualitative and quantitative as a research study which divided into two

parts; the first part was aimed to gather quantitative data, and the second

part was aimed to gather qualitative data. Her study was conducted to

determine whether integrating SQ3R into fifth grade students‟ science

reading strategies would improve their overall comprehension. And the

result showed that SQ3R significantly impro

ved her subjects‟ overall

comprehension scores of expository text. She suggested that teachers

should recognize the importance of reading strategies and educate the

students and parents on possible strategies that can be used to improve

comprehension.

(33)

3. Improving Students’ Reading Comprehension on Narrative Text by

Using SQ3R Technique.

This study was conducted by Iqlima Srifayu Intan, Bambang

Wijaya, and Eni Rosnija, the students from the Teachers‟ Training and

Education Faculty of Tanjungpura University. Their subject were 24

seventh grade students of MTS Miftahussa‟adah. She conducted

Classroom Action Research as a method for this research which consisted

of 3 cycles. Their study was aimed to know how SQ3R method can

improve the students‟ reading compr

ehension on narrative text to their

subject. The result of the research showed that their

subjects‟ reading

comprehension had been improved.

Those three previous researches are relevant with this study. However,

there are some differences between the previous ones and this study. The

three previous researches was also used SQ3R as a technique for

improving students‟ reading comprehension. Nevertheless, the research

methodology is different; those three previous researches used Class

Action Research as a methodology of the research, while my study used

Quasi Experimental Study.

D. Conceptual Framework

Based on the theories that the writer explained above, reading is one of the

significant skills that has to be mastered in learning English. Reading plays

useful and significant role in English learning, because it has big impact on

other English skills and components, for instance; when the students read the

English passage frequently, they will also enhance their vocabulary, and when

they enhanced their vocabulary, their writing, speaking, and listening skill will

also be improved, including reading skill. As they mastered reading skill, they

will easily comprehend the text without taking a long time to read. Most

students found the difficulty in reading English passage when they have to

read a longer passage while they are lack of vocabulary, in addition, their

(34)

teacher doesn‟t provide specific purpose for what the students are going to

read, subsequently, they forget what they had read. Therefore, there should be

a different method to solve this problem.

SQ3R is a method that the writer believes can help the students to

overcome their reading problems in terms of the difficulty in comprehending

the material, unmotivated in reading material, and forgetting the material they

had just read easily. The theoretical framework explains the understanding of

SQ3R, that is one the methods for improving reading comprehension. From

the relevant studies stated, the use of SQ3R can improve students‟ reading

comprehension, which means the use of SQ3R method is effective on

students‟ reading comprehension. The SQ3R method provides several steps

that have to go through by the students which can help the students to read

purposefully, thus the reading activity become more effective.

E. Research Hypothesis

Based on the explanation of both theoretical and conceptual framework

above, the hypothesis of the study can be formulated as follows:

Alter

native Hypothesis (Ha): “

There is significance difference between

students‟ achievement in reading comprehension after using SQ3R method.”

Null Hypothesis (Ho): “Th

ere is no significance difference

between students‟

(35)

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research methodology that consists of the place

and time of the research, method and design of the research, research population

and sample, research instrument, technique of data collection, technique of data

analysis, and statistical hypothesis.

A. Place and Time of the Research

This study was held at SMAN 7 Tangerang Selatan, which is located at Jl.

Villa Melati Mas Blok J, Serpong Utara. The research was conducted from

April 12

, 2016 until May 17

, 2016.

With the time tables as follows:

Table 3.1

Research Schedule

No.

Activities

Month and Week

April

May

1

2

3

4

1

2

3

4

1. Proposal

√

2. Pilot Test

√

3. Pre-test

√√

4. Treatment

√

5. Post-test

√

B. Method and Design of the Research

The writer used quantitative method for this study. The use of quantitative

method is to find out the effectiveness of SQ3R method on students‟ reading

comprehension. As stated by Sugiyono, one of other conditions that the

quantitative method will be used is when the aim of the researcher is to find

(36)

out the effect of certain treatment on other.

And because the sample of this

research is not selected randomly, the Quasi Experimental Design is used as

the design of this research. As stated by Creswell that when the sample of the

research is not taken randomly, then the procedure is called quasi-experiment.

In order to find out whether or not the SQ3R method has the influence on

students‟ reading co

mprehension, a Quasi Experimental Design is used in this

study. There are two kinds of designs in Quasi Experiment; Time Series

Design and Nonequivalent Control Group Design.

In this case, the writer

used Nonequivalent Control Group Design. The Nonequivalent Control Group

Design is a quasi-experimental research design where the treatment was given

only to the experimental group, while the pre-test and post-test are given to

both of the control group and experimental group, and the control and

experiment group are not selected randomly.

To be concluded, a quantitative method was used as a method for this

research, while the design of the research was Quasi Experimental by using

Nonequivalent Control Group Design.

C. Population and Sample of the Research

1. Population

Population is a large group where the generalization of sample is

established.

The population of this study was 427 10

grade students of

SMAN 7 Tangerang Selatan which were divided into 10 classes start from X

IPA 1-XI IPA 6 and X IPS 1-X IPS 4.

2. Sample

Sample is a subset or smaller group of total population for the

researcher to collect the data which have certain knowledge to become the

Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif, dan R&D, (Bandung: Alfabeta Publisher, 2013), p.34

John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Method Approaches: Third Edition, (USA: Sage Publication, Inc., 2009), p. 155.

Sugiyono., op.cit., p. 114

Ibid., p. 116 5

Donald Ary, Lucy Cheser Jaccobs, Chris Sorenssen, Introduction to Research in Education, Eigth Edition, (USA: Wadsworth, Cengage Learning, 2010), p. 148.

(37)

representative of the population.

The sampling technique used in this

research was purposive sampling; it is due to the writer‟s purpose in

this

study which was to help the students

‟

with considered score in English to

get better reading comprehension, therefore the sample was taken

purposively. As stated by Sugiyono, the purposive sampling is a technique

of sampling when the researcher has certain consideration for taking the

sample which has certain condition that fit the aim of the research.

The sample of this research was 82 10

grade students from two

classes; X IPA 2 which consisted of 41 students, and X IPA 4 which

consisted of 41 students. According to the suggestion from the English

teacher who taught both classes, X IPA 4 was chosen to be the

experimental class which the treatment was given, while X IPA 2 was

chosen to be the control group where the conventional reading method was

given.

D. Research Instrument

Test was used as the instrument of this research. There are two kind of test

which was administered; pre-test and post-test. The pre-test which consisted of

20 multiple choice questions was done before the treatment was given; it is to

measure students‟ basic reading skill. On the other hand

, post-test which

consisted of 20 multiple choice questions was given after the treatment in

order to see whether or not the treatment had given significant progress on

students‟ reading comprehension. The writer took the

passages and questions

for the test from google and several books of English for 10

grade such as

Developing English Competencies for Senior High School

which is written by

Achmad Doddy, Achmad Sugeng, and Effendi and

Interlanguage: English for

Senior High School Students X

which is written by Joko Priyana, Virga

Renitasari, and Arnys Rahayu Irjayanti.

Louis Cohen, Lawrence Manion, and Keith Morrison, Research Methods in Education, Fifth Edition, (Taylor & Francis e-Library, 2005), p. 92.

(38)

E. Technique of Data Collection

In this research, the writer used a test as a technique for collecting the data.

According to Brown, a method for measuring a skill, knowledge, or

performance in certain area is called a test.

There are two kind of test used in

this study; pre-test and post-test. The pre-test and post-test were used in order

to see the effectiveness of SQ3R method. The description of the pre-test and

post-test are described as follows:

1. Pre-test

Pre-test was given for both experimental and control class before

the treatment, it is to know students‟ basic reading comprehension before

the SQ3R method was given. As stated by Creswell, pre-test is a test for

the sample of the research before the treatment is given to them.

The

pre-test consisted of 20 multiple choice questions with several narrative

passages in which the students need to answer the question based on the

passage.

2. Post-test

The post-test was given after the treatment, it was also given for

both experimental and control class; yet, the treatment was only given to

the experimental class. The result of post-test score was used to measure

the effectiveness of SQ3R method on students‟ reading comprehension.

Again, Creswell said that a post-test is a measurement on some attribute or

characteristic that is assessed for participants in an experiment after the

treatment.

The post-test consisted of 20 multiple choice questions with

several narrative passage in which the students need to answer the

questions based on the passage.

Douglas Brown, Language Assessmment Principles and Classroom Practice,

(Longman), p.3. 9

John W. C., Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Fourth Edition, (United State: Pearson Education, 2012), p. 297.

(39)

F. Technique of Data Analysis

1. Calibrating the Instrument

To see the validity and reliability of the instrument, the writer

conducted a test to another class with the same grade as the sample in

order to find out the validity, reliability, and difficulty of the questions

before it was given to the students, which then the valid and reliable

questions were chosen to be the questions for pre-test and post-test, this

test regarded as a pilot study. The writer conducted the pilot study for two

times; before pre-test and before post-test. Total population of this study

consisted of 427 10

grade students of SMAN 7 Tangerang Selatan. In this

case, X IPA 2 and X IPA 4 were chosen as the sample of this research,

therefore, the pilot test was taken beyond the sample class; it turned out

that X IPA 5 was chosen to be the object of pilot study before pre-test was

given to the sample, and X IPA 6 was chosen to be the object of pilot

study before post-test was given to the sample. Each questions of pilot test

consisted of 40 multiple choice questions, thus the total questions for pilot

test was 80. The steps are described as follows:

a.

Validity

According to Arikunto, a condition where the instrument can

measure what it purposes to measure is called as validity.

A test is

valid if it gives the corresponding information and can be used to reach

its purpose.

Therefore, testing the validity of the instrument is

important since it is aimed to see whether the test is valid or invalid.

The “ANATEST”

software version 4.0.9 which developed by Drs.

Karno To, M.Pd and Yudi Wibisosno, ST. was used by the writer to

test the validity of the instrument. The result of the calculation of the

first pilot test showed that from 40 questions, there were 21 questions

are valid and 19 questions were invalid. Meanwhile, the result of the

Suharsimi Arikunto, Manajemen Penelitian, (Jakarta: Rineka Cipta, 2007), p. 167.

Zainal Arifin, Evaluasi Pembelajaran, (Bandung: PT. Remaja Rosdakarya, 2009), p. 247.

(40)

calculation of the second pilot test showed that from 40 questions,

there were 30 questions are valid and 10 questions were invalid

b.

Reliability

According to Arifin, reliability is a scale to calculate the instrument

consistency.

A test is reliable if it provides consistent and stable

result.

Therefore, it is important to test the reliability of the

instrument to see whether the instrument produces consistent result.

Just like testing the validity of the instrumen

t, “ANATEST” software

version 4.0.9 which developed by Drs. Karno To, M.Pd and Yudi

Wibisosno, ST. was used by the writer to test the validity of the

instrument was also used to test the reliability of the instrument.

According to Sudijono, there are some criterions for considering the

item to be reliable;

If the

is 0,70 or more, than the test is categorized into high

reliability

If the

less than 0,70, than the test is less reliable or unreliable.

Based on the criterion of reliability above, it turned out that the

first pilot test got 0,77 score of reliability, and the second pilot test got

0,79 score of reliability. It means the both item of the test were reliable

and categorized into high reliability.

2. Trustworthiness of the Research

Analyzing the normality and homogeneity of the data was done before

measuring the hypothesis in order to prove that the research is trustworthy.

Ibid., p. 258 14

Anas Sudijono, Pengantar Evaluasi Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2011), p. 95.

(41)

a.

Normality Test

Calculating the normality is important to know whether or not the

data has been normally distributed. SPSS software version 22 was used

by the writer to calculate the normality of the data. There are two kinds

of testing the normality in SPSS; Kolmogrov Smirnov and Shapiro

Wilk. The test was established by looking at certain criterion as

follows:

“

If respondents

≥

50, the Kolmogrov Smirnov normality test is used.

”

“

If respondents

≤

50, the Shapiro Wilk normality test is used.

”

The respondents of this study were 41 students in each class,

therefore the Shapiro Wilk test was used to calculate the normality of

the data. The result of normality can be seen by comparing the

significant score to α (0,05).

The criterion of hypothesis:

: Significant Score > 0.05

: Significant Score < 0.05

b.

Homogeneity Test

As the normality of the data had been obtained, the writer

continued the analysis to the next step; which was testing the

homogeneity of the data. The homogeneity test was used to see

whether the data in both classes were homogeneous or heterogeneous.

Based on Levene Statistical in SPSS, the significant score that can be

categorized as homogeneous should be higher than 0.05.

3. Statistical Analysis

To see the effectiveness of SQ3R method

on students‟ reading

comprehension, the statistical analysis with t-test formula was used to

determine the final calculation; it was to measure the significance of

(42)

post-test mean scores in experimental and control class. The t-post-test formula

which used in this calculation is described as follows:

=

The procedures of t-test are as follows:

a.

Determining mean of variable X (Experimental Class), with formula:

=

b.

Determining mean of variable Y (Control Class), with formula:

=

c.

Determining standard of deviation of variable X, with formula:

√

d.

Determining standard of deviation of variable Y, with formula:

√

e.

Determining standard error of mean variable X, with formula:

√

f.

Determining standard error of mean variable Y, with formula:

√

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 297.

(43)

g.

Determining standard error of different mean variable X and mean of

variable Y, with formula:

√

h.

Determining

with formula:

=

i.

Determining degree of freedom (df), with formula:

df =

(

)

–

2 Note:

=

mean of students’ post

-test score of experimental class

=

mean of students’ post

-test score of controlled class

=

sum of students’

post-test score of experimental class

=

sum of students’ post

-test score of controlled class

= number of students of experimental class

= number of students of controlled class

= standard deviation of experimental class

= standard deviation of controlled class

= standard error of mean of experimental class

= standard error of mean of controlled class

= standard error of difference between

and

= value of hypothesis testing

Meanwhile, to calculate the effect size of SQ3R method on students‟

reading comprehension, the writer used

Cohen’s d

formula. The formula is used to

measure

how far did the SQ3R method was effective on students‟ reading

comprehension. The

Cohen’s d

formula can be seen as follows:

d =

(1)

B. He tried hard to help the lion free C. He ran up and down upon the lion

D. He asked for apology to the king of the beast

E. He tied the lion to the tree so that the hunters could carry him

One day there was a little girl named little red riding hood. She was asked by her mother to deliver cake to her grandmother. When she was heading for his grandmother‟s house, little riding hood met a wolf. “Where are you going, a little girl?” The wolf asked. “I‟m willing to give this cake to my grandmother” replied little riding hood.

The wolf had an evil plan that he wanted to eat them both. Then he ran through a shortcut to her grandmother‟s house. After arriving to grandmas‟ house, he knocked on her door. When Grandma opened the door, the wolf caught her and locked her in a closet. The bad wolf then wore Grandma‟s clothes and laid in bed, waiting for Little Red Riding Hood.

When little riding hood arrived, the wolf in disguise told her to come in. little riding hood did not realize that it was the wolf. Then the wolf ate a little riding hood and her grandmother. After eating them, the wolf fell asleep beside the river. Suddenly, a woodcutter came; he saw a large wolf‟s belly and knew what had been done by the wolf. Then he saved them by releasing them out from the belly of the wolf and filled the wolf‟s stomach with a big stone. Then he threw the wolf into the river.

9. Why did little riding hood do not realize the wolf who in disguise as her grandma?

A. Because she was blind B. Because she was daft C. Because the wolf was kind

D. Because the wolf wore little riding hood‟s

clothes

E. Because the wolf wore grandma‟s clothes

10. What is the moral value of the story?

A. Don‟t be greedy

B. Don‟t believe in stranger

C. Don‟t use riding hood

D. Don‟t go to Grandma‟s house

E. Don‟t sleep in the river

One day, a farmer came across a bird with a broken wing. He picked it up, took it home and looked after it lovingly, even though his wife complained bitterly about his wasting too much time on the creature.

After some time, the wing mended and, because the bird did not want the farmer to have kept on arguing with his wife all the time, it decided to go back to its nest.

When the farmer discovered that the bird was gone, he was so upset that he went out to look for it. Eventually, he found it again, and was greeted happily by the whole family of the bird. As a sign of their thanks for his care and attention, the birds gave him a little box, and told him not to open it until he got home.

To his surprise, the farmer found the box full of precious stones. When his wife saw them, she thought that she was also deserved a reward, then she went to see the birds. The birds gave her a little casket; but this one was full of devils. The devils jumped on her as soon as she opened the casket and chased her away.

Left alone, the farmer went to live near his friend, the bird. There he built a hut of perfumed wood; and the birds decorated it with flowers of every kind.

11. Which of the following is TRUE according to the text?

A. The farmer chased his wife away. B. The farmer lived happily with his wife. C. The farmer‟s wife took care of the bird. D. The bird was very thankful to the farmer.

E. The farmer‟s wife was a very kind

woman.

12. What do we learn from the text?

B. Sufferings bring happiness. C. Arguing makes you distressed. D. A good deed deserves a reward. E. Having no heart makes you isolated. 13. “When the farmer discovered that the bird was

gone ….” (paragraph 3) The underlined word means …

A. Proved D. Invented

(2)

Once upon a time, there lived a group of mice under a tree in peace. However, a group of elephants crossing the jungle unknowingly destroyed the homes of all the rats. Many of them were crushed to death. Then the king of rats decided to approach the elephant‟s chief and request him to guide his herd through another route. On hearing the sad story, the elephant‟s king apologized and agreed to take another route. And so the lives the rats were saved.

One day elephant hunters came to the jungle and tripped a group of elephants in huge nets. Then the elephant king suddenly remembered the king of rats. He summoned one of the elephant of his herd which had not been trapped, to go seek help from the king and told him about the trapped elephants.

The rat‟s king immediately took his entire group of rats and they cut the nets which had trapped the elephant‟s herd. The elephant‟s herd was totally set free. They danced with joy and thanked the rats.

14. The third paragraph of the passage is called … A. Orientation D. Complication B. Resolution E. Description C. Event

15. When did the story occur?

A. Deep in the writer‟s mind

B. In the jungle C. In the black forest D. In the home of mice group

E. In the nests which had trapped the elephant‟s herd

One day, there were two siblings named Hansel and Gretel who were being kidnapped by the old witch. The old witch locked Hansel in a cage and set Gretel to clean the house. She planned to eat them both. Each night the children cried and begged the witch to let them go.

Meanwhile, at home, their stepmother was beginning to wish she had never tried to get rid of the children. “I must find them,” she said and set off into the forest.

Many hours later, when her feet were tired from walking and her lips were dry from thirst, she came to the cottage belonging to the witch. The stepmother peeped though the window. Her heart cried out when she saw the two children.

She picked up the broom leaning against the door and crept inside. The witch was putting some stew in the oven when the stepmother gave her an almighty push. The witch fell into the oven and the stepmother shut the door.

„Children, I have come to save you,‟ she said hugging them tightly. I have done a dreadful thing.

I hope in time you will forgive me. Let me take you home and become a family again. They returned to their home and the stepmother became the best mother anyone could wish to have, and of course they lived happily ever after!

16. Which statement is TRUE about the step mother according to the text?

A. She was the witch‟s friend.

B. She loved her stepchildren. C. She hit the witch with a broom. D. She locked her children in a cage. E. She visited the witch to see her children.

17. How did the witch die?

A. She was burned in the oven B. She was trapped in a cage. C. She was hit with a broom D. She was locked in her house.

E. She was being pushed against the wall.

Once upon a time, there was a poor farmer who lived with his wife. One day, he dug up his field and found a big box. He took it home with him and showed it to his wife. His wife cleaned the box and kept it in their house.

One sunny morning his wife dropped an apple into it. Suddenly the box began fill up with apples. No matter how many the apples were taken out, more apples took their place, so the farmer and his wife decide to

(3)

One day, the farmer dropped a gold coin into the box. At once, apples disappeared and the box began to fill itself with coins. Every day, the farmer and his wife collected hundreds of gold coins from the box. Soon they became very rich.

Having heard that his son had gone rich, the farmer‟s grandfather visited the couple. He was not very strong and he could not go out to work anymore. So the farmer asked the old man to help him take the money out of the box. When his grandfather told his son that he was tired and wanted to have arrest, the farmer shouted at him,” why are you so lazy? Why can‟t you work harder?”

The old man didn‟t say anything, and continued to work until he fell into the box and suddenly died. At once, the money disappeared and the box began to fill up with dead grandfathers.

The farmer had to pull them out and bury them. To do this, he had to spend all the money he had collected. When he had used up all the money, the box broke and the farmer was just as poor as he was before.

18. How was the farmer according to the text?

A. Mean D. Greedy

B. Generous E. Rich

C. Kind

19. Which statement is TRUE according to the story?

A. His wife cleaned and kept the box for her B. The box was full of valuable things when

it was found

C. The farmer had to pull dead grandfathers out and bury them

D. The poor farmer was finally killed by his grandfather

E. The farmer‟s wife was happy after the grandfather passed away

20. “At once, apples disappeared….” (p. 3) The synonym of the underlined word is …