From the explanation above, it can be concluded that SQ3R can be defined as a five-step process for academic teaching reading comprehension to help the students in
understanding a text effectively. The steps are surveying the text in which the strength of this step is guessing the passage of the text that will be read, formulating
the questions used to focus to the text, reading the text which is used to get the passage of the text, reciting the crucial information of the text which is used to get the
answer of the formulated questions before and to remember main points by saying or writing what the readers have read in their own word, and reviewing the text by
looking for the important idea in each section.
2.5 The Procedures of Teaching Reading by Using SQ3R
In this quasi experimental research, the SQ3R stategy is used to know the effectiveness of using this strategy on reading comprehension achievement. As it is
known that SQ3R stategy is a five-step process for effective academic reading which means that there are several steps in applying this method.
Holes 2007:1 suggests that there are many ways of interpreting and using the SQ3R method. The processes are described as follows:
1. „Survey’ refers to skimming the reading text quickly. Students look for items
that catch their eyes – titles, headlines, photos, pictures, and graphs, bold-
faced or italicized words. After that, students write down the first six items their eyes „catch’ upon. Just a word or short phrase is fine, as we want to keep
this part short and sweet. In this research, the steps is used to get linepoints of the text that will be read and remember s
tudents’ prior knowledge about the topic in reading text so that students can relate what they read to what they
already know about the text. 2.
„Question’ is the part where students make predictions and pose questions about what they have surveyed. In doing this step, students are asked to create
and write down three questions for each paragraph in complete sentences based on what they surveyed and the keys of questions what, when, where,
why, and how to avoid the spending of time. Complete sentences require
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
