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.
16
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.
17
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 heshe tried to convey in the text.
18
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
16
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.
18
Laraine Flemming, Reading for Result, Bouston: Houghton Miffin Co, 1997, p. 383.
questions which cover the subheading.
19
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,
19
Loc.Cit.
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.
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.
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 comprehension 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
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: “There is no significance difference between students‟
achievement in reading comprehension after using SQ3R method.”
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
th
, 2016 until May 17
th
, 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
