INCREASING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION OF RECOUNT TEXT THROUGH SQ4R STRATEGY AT THE SECOND YEAR OF SMPN 5 BANDAR LAMPUNG
ABSTRACT
INCREASING STUDENTS’ ACHIEVEMENT IN READING
COMPREHENSION OF RECOUNT TEXT THROUGH SQ4R STRATEGY AT THE SECOND YEAR OF SMPN 5 BANDAR LAMPUNG
By: Olla Refildha
Reading is one language component that should be mastered in Junior High School. As a matter of fact, students’ achievement in reading comprehension are still low, especially in comprehending recount text which is actualy a
reconstruction of past experience. Facing this problem, the researcher applies SQ4R strategy to help students in reading English recount text. SQ4R is applied because it can help the students in comprehending the text easier through six steps, namely; survey, question, read, recite, relate and review. Also, by implementing SQ4R, students become more active, and more comfortable in learning reading comprehension.
The objective of this research is to find out whether SQ4R technique can increase students’ achievement in reading comprehension of recount text. The quantitative research based on the experimental method was used in this research. The
population of the research was the second year of SMAN 5 Bandar Lampung, with class 8F as the sample. This class received pre-test, and after four time treatments, post-test.
The result of data analysis shows that the use of SQ4R strategy can be used to increase students’ achievement in reading comprehension of recount text It can be seen from the increase of the students’ score after applying SQ4R in reading recount text, the gain of students’ score is 12,86. In which the students’ mean score in pretest which was 59,64, increased into 72,50 in the posttest. It shows that SQ4R can increase students’ achievement significantly. It means that SQ4R strategy is an appropriate strategy to increase students’ achievement in reading comprehension of recount text.
Based on the finding above, the writer suggests English teachers apply SQ4R as one of the techniques in teaching reading comprehension of recount text, since it can help the students in comprehending the text easier.
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INCREASING STUDENTS’ ACHIEVEMENT IN READING
COMPREHENSION OF RECOUNT TEXT
THROUGH SQ4R STRATEGY
AT THE SECOND YEAR OF SMPN 5
BANDAR LAMPUNG
By
OLLA REFILDHA
A Script
Submitted in a Partial Fulfillment of
The Requirement for S-1 Degree
in
The Language and Arts Department of
Teacher Training and Education Faculty
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG
2012
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INCREASING STUDENTS’ ACHIEVEMENT IN READING
COMPREHENSION OF RECOUNT TEXT
THROUGH SQ4R STRATEGY
AT THE SECOND YEAR OF SMPN 5
BANDAR LAMPUNG
(A Script)
By
OLLA REFILDHA
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG
2012
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CURRICULUM VITAE
The writer, Olla Refildha, was born in Bandar Lampung, on June 19
th, 1987. She
is the child of Lukman Ludin and Nurleli. She has one brother and one sister,
namely Edo Rodolphi and Neshia Alfi Syahara.
She started her study from kindergarten at TK Al-Munawarrah in 1991 and
graduted in 1993. In the same year,she was registered at SD Negeri 2 Pelita and
graduated in 1999. After that, she continued her study at SLTP II-2 Kartika Jaya
and graduated in 2002. Then, she was enlisted at SMA Negeri 12 Bandar
Lampung and graduated in 2005.
In 2006, the writer was registered as a student of English Education Study
Program at the Teacher Training and Education Faculty, Lampung University.
She accomplished the Teacher Training Program (PPL) as one of the requirements
for FKIP students, at SMAN 10 Bandar Lampung from February to April 2010.
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TABLE OF CONTENTS
Page
ABSTRACT ... i
CURRICULUM VITAE ... ii
DEDICATION ... iii
MOTTO ... iv
ACKNOWLEDGEMENTS ... v
TABLE OF CONTENTS ... vi
LIST OF TABLES ... vii
LIST OF APPENDICES ... viii
I. Introduction ... 1
A. Background of the Problem ... 1
B. Formulation of the Problem ... 5
C. Objectives of the Research ... 6
D. Uses of the Research ... 6
E. Scope of the Research ... 6
F. Definition of Terms ... 7
II. Literature Review ... 8
A. Concept of Reading Comprehension ... 8
B. Concept of Reading Aspects ... 10
1. Main Idea ... 10
2. Specific Information ... 10
3. Reference ... 10
4. Inference ... 11
5. Vocabulary ... 11
C. Concept of Recount Text ... 11
D. Concept of SQ4R Strategy ... 14
E. Procedure of Teaching Reading through SQ4R Strategy ... 19
F. Advantage and Disadvantage of SQ4R Strategy ... 21
G. Theoretical Assumption ... 22
H. Hypothesis ... 22
III. Research Method ... 23
A. Research Design ... 23
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C. Data Collecting Technique ... 25
D. Research Procedures ... 25
E. Criteria of Good Test ... 28
1 Validity of the Test ... 28
2. Reliability of the Test ... 30
3. Level of Difficulty ... 31
4. Discrimination Power ... 31
F. Scoring System ... 32
G. Data Treatment ... 33
H. Hypothesis Test ... 33
IV. Results and Discussions ... 35
A. Result of Research ... 35
1. Result of Tryout-Test ... 36
2. Result of Pre-Test ... 37
3. Result of Post-Test ... 38
4. Increase of Students’ Reading Comprehension of Recount Text
Achivement ... 39
5. Hypothesis Test ... 41
B. Discussion on Findings ... 42
V. Conclusions and Suggestions ... 49
A. Conclusions ... 49
B. Suggestions ... 50
References ... 51
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LIST OF APPENDICES
Appendice
page
1.
Research Schedule ...
54
2.
Try Out Test ...
55
3.
Pre Test ...
67
4.
Lesson Plan 1 ...
73
5.
Lesson Plan 2 ...
76
6.
Lesson Plan 3 ...
79
7.
Lesson Plan 4 ...
82
8.
Post Test ...
85
9.
Reliability Analysis of Upper Group Try Out Test ...
91
10. Reliability Analysis of Lower Group Try Out Test ...
92
11. Reliability Analysis of Try Out Test ...
93
12. Coefficient of The First and The Second Group ...
94
13. Difficulty Level and Discrimination Power of the
Try Out Test ...
95
14. Students’ Score of Pre Test ...
96
15. Students’ Score of Post Test ...
97
16. Students’ Score of Pre Test and Post Test ...
98
17. Frequencies of Pre Test ...
99
18. Frequencies of Post Test ...
100
19. Increase of students’ achievement ...
101
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LIST OF TABLES
Table
page
1.
Table 3.1 Table of Specification ...
29
2.
Table 4.1 Distribution of Students Score of Pre Test ...
38
3.
Table 4.2 Distribution of Students Score of Post Test ...
39
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MOTTO
“Do what you fear and fear dissapears”
(David Joseph Schwatrz)
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ADMITTED BY
1. Examiner Committee
Chairperson
:
Dra. Editha Gloria Simanjuntak
………
Examiner
:
Dra. Rosita Simbolon P., M.A.
………
Secretary
:
Budi Kadaryanto, S.Pd., M.A.
………
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si.
NIP 19600315 198503 1 003
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DEDICATION
I would like to dedicate this paper to:
My beloved parents: Lukman Ludin and Nurleli
My beloved brother and sister: Edo Rodolphi and Neshia Alfi Syahara
My best friend ever: Darul Hidayat
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Research Title :
INCREASING STUDENTS’ ACHIEVEMENT
IN READING COMPREHENSION OF
RECOUNT TEXT THROUGH SQ4R
STRATEGY AT THE SECOND YEAR OF
SMPN 5 BANDAR LAMPUNG
Student’s Name
:
OLLA REFILDHA
Student’s Number
: 0613042044
Department
: Language and Arts Education
Study Program
: English Education
Faculty
: Teacher Training and Education Faculty
APPROVED BY
Advisory Committee
Advisor I
Advisor II
Dra. Edhita Gloria Simanjuntak
Budi Kadaryanto,S.Pd., M.A.
NIP 19480123 197703 2 003
NIP 19810326 200501 1 002
The Head of Language and Arts Department
Drs. Imam Rejana, M.Si.
NIP 1948 0421 197803 1 004
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ACKNOWLEDGEMENTS
Praise to the Most Gracious and the Most Merciful, ALLAH SWT for the
tremendous blessing that make the researcher is able to finish her script. This
script is submitted as a compulsory fulfillment of the requirements for S1 degree
of English Education Study program at the Teachers Training and Education
Faculty, University of Lampung.
It is important to be known that this script would never have come into existence
without any supports, encouragement, and assistance by several dedicated
persons. The researcher would like to address her gratitude and respect to
Dra. Editha Gloria Simanjuntak, as the first advisor, for her willingness to give
assistance, ideas, encouragement, and scientific knowledge within her time during
the script writing process. Deep gratitude is also addressed to Budi Kadaryanto,
S.Pd., M.A., as the second advisor, for his kindness, suggestion, and patience in
guiding the researcher. Thankfulness is also extended to Dra. Rosita Simbolon P.,
M.A., the chief examiner, who has given valuable criticisms and suggestions for
the improvement of this script.
The researcher’s would like to acknowledge her deepest gratitude to her beloved
parents Lukman Ludin and Nurleli for the endless love and support, as well as to
her beloved brother and sister Edo Rodolphi and Neshia Alfi Syahara, for their
support and spirits.
The researcher’s special appreciation is extended to her unforgettable best friends:
Pun Anjarwati, Eka Lisma Dewi, Hesti Presetianingtias, and Fetrisia—for their
best helps during her studying period and especially when she did her research
and wrote her script. Last but not least, the appreciation is addressed to Darul
Hidayat for all the happy times, supports and intense cares.
Bandar Lampung, February 2012
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1
I. INTRODUCTION
A. Background of the Problem
Students are one of classroom components that take an important part in teaching learning process. Mostly the objective of the lesson is to make students able to understand or produce something. Therefore, teaching learning process nowadays is centralized on the students which is called ‘students centre learning’. In teaching learning which is centralized on the students, students should be independent and active in learning, so they can be able to receive knowledge given in the lesson and the objectives of the lesson can be reached.
In fact, during the researcher’s experienced when she had PPL in SMAN 10 Bandar Lampung, she found that students’ independency and effort in learning material are low, so that their achievement in learning is not developed well. In line with students in SMAN 10 Bandar Lampung, based on the data and interview that the researcher collected during pre observation that the researcher held in SMPN 5 Bandar Lampung, the English teacher there said that her students always get lower score than Minimal Mastery Criterion in English lesson because they were not independent and lack of effort in learning English.
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2
Based on the statement of the English teacher in SMPN 5 Bandar Lampung, from students English score in the previous semester, among all English skills and components, the students’ score in reading test was lower than other skills of language. She stated that her students were reluctant to comprehend English text by themselves. In addition, when the researcher had an interview with some students, they stated that when they had a test, they did reading comprehension test by choosing the longest choice, or, if it was an essay test they tried to find a similar sentence to the question in the text. They also stated that it was not important to learn English reading in daily meeting, because in every test there would be different texts and different questions that should be answered to get a high score. Whereas, it is stated in the syllabus of KTSP that “students must be able to understand the meaning of functional text and simple short essay related to their environment” not to answer the question given to get a high score. This case indicates that students’ independency and effort in English reading lesson are low so that their achievement is not increased well.
Whereas, students’ independency and effort in English lesson are needed to develop their understanding and creativity, especially in English reading lesson. Cheslea (2001: 3) states that to understand and remember what you read you need to be involved with what you are reading. In other words, the reader needs to be an active reader to comprehend text they have read. When students are not independent and active in English reading lesson, they can be called as reluctant
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3 readers. Reluctant readers need more support from the teacher before they can successfully participate in any kind of independent reading time.
Based on the pre observation in some classes of 8th grade in SMPN 5 Bandar Lampung, the researcher found that teacher in school did not lead students to use an effective strategy to be easy to comprehend texts. Firstly, she gave the text to the students, asked some students to read it paragraph by paragraph aloud, translate the text that have been read by stu by students, and finally she asked students to answer the questions. Most students answered the question by opening their dictionary to translate the question and choose the right answer. By doing so, most students could answer the questions given. But the problem came when the students faced reading test. Most students were frustrated because they were asked to comprehend the text and answer the questions while their teacher did not give the translation of the text and did not give them any chance to open their dictionary to translate the text.
Seeing this problem, the researcher concludes that the strategy that students use to comprehend the text, does not help students to increase their English text comprehension skill, because through this strategy they become dependent and lack of effort in comprehending the text, since they are able to understand the text by the help of the teacher, not by their own effort. Because of that, the researcher suggests to apply SQ4R strategy in the classro\om because SQ4R is a strategy of comprehending text that is suitable to increase students’ independency and effort. SQ4R stands for Survey, Question, Read, Recite, Relate, and Review.
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4
Robinson in Hartlep (2000:269) has proposed the survey, question, read, recite, and review (SQ3R) study method as a way to get students to build more actively process textbook material. After a year, P. D. Forsyth and Forsyth in Hartlep (2000:269) have proposed an SQ4R strategy, including a self-referencing component, referring to this additional “r” as “reflect.” Specifically, this step involves having students reflect about how the reading materials relate to their life experiences.
Previous research done by Marsiyah (2011) at SMA Muhammadiyah 1 Kotabumi applying SQ3R strategy in teaching reading showed that teaching reading through SQ3R can increase students’ achievement significantly. In line with Marsiyah (2011), research done by Novendra (2011) at SMU Persada Bandar Lampung, applying SQ3R strategy in teaching reading showed that teaching reading through SQ3R strategy can increase students’ achievement significantly.
From the result of the previous research, it can be seen that SQ3R strategy is an efective strategy to be used to comprehend text. Considering this fact, the researcher tries to use SQ4R strategy as the development of SQ3R strategy, as SQ4R provides “reflect” as the additional strategy that can be used by the reader,
Moreover, Richardson & Morgan, (1997) states that SQ4R provides a systematic way of comprehending and studying text. It means that by using SQ4R, students can comprehend and study the text by using systematic way which are; firstly,
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5 students preview text to develop predictions and set a purpose for reading by generating questions about the topic, students then read actively, searching for answers to the questions they have generated, next they summarize information that they get, by summarizing information students are able to monitor their own comprehension, after that students relate the information they get to their own experience, and finally students evaluate their comprehension through review. By doing so, it is expected that students’ independency and effort in reading English text can be increased, and their achievement can be developed.
For the explanation above, the researcher tries to use SQ4R as a strategy to help students to comprehend text; especially students who are still depend on their teacher or their dictionary to comprehend text. Therefore, the researcher conducts the research entitled “improving students’ achievement in reading comprehension of recount text through SQ4R strategy at the second year of SMPN 5 Bandar Lampung”.
B. Formulation of the Problem
Based on the background above, the researcher formulates the problem as follows: “Is there any sygnificant increase in students reading comprehension of recount text achievement through SQ4R strategy?”
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6
C. Objective of the Research
The objective of the research is:
“To find out whether SQ4R strategy can increase students’ achievement in reading comprehension of recount text sygnificantly.”
D. Uses of the Research
1. Theoretically, it may support theories that SQ4R strategy can be used to increase students’ achievement in reading comprehension ability.
2. Practically, it may inform English teachers that SQ4R strategy can be applied as a way to comprehend and study text in teaching reading comprehension.
E. Scope of the Research
This research was conducted in 8th grade of SMPN 5 Bandar Lampung. In teaching and learning process, the researcher guided students to use SQ4R strategy to help them comprehend text given in English reading lesson. The material for teaching learning process was recount text. The material was taken from students’ text book and other sources which are relevant to English curriculum of Junior High School nowadays. In addition, to know the students increase on comprehending text, the researcher had conducted reading test for them. To show their ability in reading, the students were expected to be able to
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7 comprehend some reading aspects namely main idea, vocabulary, specific information, reference and inference. The research was conducted in 4 meetings.
A quantitative research based on the experimental method had been conducted by using one group pre-test and post-test design, to find out whether the use of SQ4R strategy can increase students’ achievement in reading comprehension of recount text sygnificantly.
F. Definition of Terms
There are some terms used in this research. Some definitions of terms are clarified as follow:
1. Reading Comprehension is defined as an active cognitive process of interacting with print and monitoring comprehension to establish the meaning. (Silberstine, 1987 ;Simanjuntak, 1988:15)
2. Recount text is a sequence of events, which is based on life experience and is person-oriented using dialogue and familiar language.
3. SQ4R stands for survey, question, read, recite, relate, and review. It is a strategy to help students increase their comprehension and relate to their lives experience.
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8
II. LITERATURE REVIEW
A. Concept of Reading Comprehension
Anderson in Nunan (2003: 69), states that reading is a fluent process of readers combining information from a text and their background knowledge to build meaning. He adds that the goal of reading is comprehension. In many reading instruction programs, more emphasis and time may be placed on testing reading comprehension than on testing readers how to comprehend. Monitoring comprehension is essential to successful reading. In accordance with Anderson, Nuttal (1982:3) has stated that authentic reason for reading is to get something from the writing: fact, ideas, enjoyment, even feeling of family community (from a letter). Reading process is more important than anything else because readers’ purpose in reading is to comprehend the text they read.
These concepts basically state that readingalways deals with the process of taking meaning from printed materials. It means that in reading activity the purpose of reading is to comprehend what is read. In this process, the reader tries to create meaning intended by the writer.
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9 In reading, there are some processes in transferring meaning from printed materials to comprehension. Clark and Silberstein in Simanjuntak (1988:15) have defined reading as an active cognitive process of interacting with print and monitoring comprehension to establish meaning. Reading is the instantaneous recognition of various written symbols, simultaneous association of the symbol of the information and ideas communicated. It means that when a reader interacts with print, his prior knowledge combined with the visual (written) information result in his comprehending the message. Additionally, Mikulecky (2008), states that reading is a conscious and unconscious thinking process. She states that a reader approaches a text with a huge store of prior knowledge and experience, including preconceptions about the uses of spoken and written language. The reader approaches are used to comprehend text they read. When the reader is able to comprehend the text he is called a successful reader.
In similar explanation, Pang et al. (2003:6) have stated that reading is about understanding written texts. They explain that reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentences and connected text. Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text.
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10 From the explanation above, it is quite clear that comprehension is important in reading. Comprehension is the result of reading. The background knowledge that each individual reader brought to the reading situation is a primary context variable involved in reading comprehension. Reading comprehension is as much about integrating new information into what readers already know (their background knowledge) as it is about properly identifying words.
B. Concept of Reading Aspects 1. Main Idea
The main idea is the most important piece of information the author wants the reader to know about the concept of that paragraph. Main idea is the essence of the paragraph, or rather what the author is trying to get across to the reader. In other words, that is what the author wants a reader to know about. So, the main idea is the "key concept" being expressed in a paragraph
2. Specific Information
Supporting sentence or specific information develops the topic sentence by giving definition, examples, facts, comparison, analogy, cause and effect statistics and quotation.
3. References
References are words or phrases used either before or after the reference in the reading material. When such words are used, they are signals to the reader to find the meaning elsewhere in the text.
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11
4. Inference
Kathleen (1986:31) states that an inference is an educational guess or prediction about something unknown based on available facts and information. The reader will be able to do this by making use of the context in which the word occurred, in order to give him a rough idea of its meaning.
5. Vocabulary
According to Wallace (1987:30) vocabulary is the stock of word used by people or even person. Concerning with those statements indeed vocabulary is fundamental for everyone who wants to speak or to produce utterances for reading.
It is understood that a reader is called a good reader if he/ she is able to master these 5 aspects of reading.
C. Concept of Recount text
Recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. In the syllabus of second grade of junior high school, it stated that recount text is one of text that should be mastered by the second grade students.
Recount is a reconstruction of something happened in the past. It is the unfolding sequence of events over time and the purpose is to tell what happened. Recounts begin with by telling the reader who was involved, what happened, where this
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12 event took place and when it happened. The sequence of event is then described in some sort of order, for instance a time order (Seaton, 2007).
The generic structure of a recount consists of three parts; they are the setting or orientation, events, and re-orientation. The setting or orientation is the background information answering who, when, where and why. It is also where you give an outline of what you are writing about. Events are where you write about the things that happened and are identified and described in chronological order. And the re-orientation expresses a personal opinion regarding the events described. In other words this is where you bring your writing to a close by; saying how things went, saying what you felt about the things that happened and/or mentioning something which will or may happen later.
A recount has a title, which summarizes the text. Since recount tells about past experiences, it uses past tenses; such as simple past, past perfect, past continuous, past perfect continuous tenses. A recount describes events, so plenty of use is made of verbs (action words), and of adverbs (describe or add more detail to verbs). And since it describes events in a chronological order, to describe the events words which link events in time can be used, such as next, later, when, then, after, before, first. The grammatical features of recount are focus on specific participants, use of past tense, use of material processes, circumstances of time and place, and focus on temporal sequence.
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13 My Adventure at Leang-Leang Cave
On Sunday, my parents, my best friend Novi, and I visited a cave at Maros called Leang-leang . It was my first time to visit the cave, better yet, my best friend came to visit it with me!
The cave was famous for its primitive cave wall paintings which were some hand prints and wild boar paintings. The cave and its surroundings were turned into a national park, so it was taken care of. My parents took a rest in a small hut for visitors of the park, while Novi and I adventured around the cave with a guide. We had to climb some metal stairs to get to the cave, because the cave was embedded into a small mountain. Next stop was a place where some seashells littered the ground and some were actually piled into a big mound! The guide said that these piles of seashells are called kjokkenmoddinger, or kitchen trash. The humans who lived here ate the shells and dumped the left over in their 'kitchen'. The last place was a small museum where they have skeletons of the humans who lived in the caves. The skeletons along with some roughly made jewelry and weapons were placed inside glass cases for display. The walls of the museum were adorned with photographs taken when they did an excavation there.
After a quick lunch with Novi and my parents, we decided it was time to go back home. We really had the time of our lives!
Following is the generic structure of the recount text: Orientation:
On Sunday, my parents, my best friend Novi, and I visited a cave at Maros called Leang-leang. It was my first time to visit the cave, better yet, my best friend came to visit it with me!
Event:
The cave was famous for its primitive cave wall paintings which were some hand prints and wild boar paintings. The cave and its surroundings were turned into a national park, so it was taken care of. My parents took a rest in a small hut for visitors of the park, while Novi and I adventured around the cave with a guide. We had to climb some metal stairs to get to the cave, because the cave was embedded into a small mountain. Next stop was a place where some seashells littered the ground and some were actually piled into a big mound! The guide said that these piles of seashells are called kjokkenmoddinger, or kitchen trash. The humans who lived here ate the shells and dumped the left over in their 'kitchen'. The last place was a small museum where they have skeletons of the humans who lived in the caves. The skeletons along with some roughly made jewelry and weapons were placed inside glass cases for display. The walls of the museum were adorned with photographs taken when they did an excavation there. After a quick lunch with Novi and my parents, we decided it was time to go back home.
Re-orientation:
We really had the time of our lives
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14 D. Concept of SQ4R Strategy
SQ4R is developed from SQ3R, SQ4R is a strategy that guides students to read through 6 steps, Coon and Mitterer (2007) explain this strategy as follows:
1. S-Survey: means that the reader should be familiar with the organization and general content of the material read. For example, skim through a text before you begin reading it. Start by looking at topic headings, figure captions, and summaries. Try to get an overall picture of what lies ahead.
2. Q-Question: means that the reader should form questions that can be answered as he read. The easiest way to do this is to turn boldface headings into a question. Then the reader writes questions for each heading and subheading. For example, as you read, turn each topic heading into one or more questions. For example, when you read the heading “My Adventure at Leang-Leang Cave” you might ask, “What was the writer’s adventure at Leang cave?” “Where is Leang-Leang cave?” “How did the writer climb into the cave, embedded into the small mountain?” Asking questions helps you read with a purpose. 3. R-Read: means that the reader should read one paragraph at a time and
read with a purpose. Reader read the materials, section by section. For example, as you read, you look for the answers to the questions that you formed from the heading of that section, look for answers to the questions you asked. Read in short “bites,” from one topic heading to the next, then stop. For difficult material you may want to read only a paragraph or two at a time.
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15 4. R-Recite: means that after the reader finish each section he should stop. Reader can check their level of understanding and answer their questions for the section. If the he cannot, look back and find the answer. Then check his recall again. For example, after reading a small amount, you should pause and recite or rehearse. That is, try to mentally answer your questions. Better yet, summarize what you just read in brief notes, because making notes will show you what you know and do not know, so you can fill gaps in your knowledge.
5. R-Relate/ Reflect: means that reader reflect on how his own life experience relates to what he is reading increased his memory of his textbook material. For example, as you read, try to relate new facts, terms, and concepts to information you already know well or to your own experiences. You’ve probably noticed that it is especially easy to remember ideas that are personally meaningful, so try to relate the ideas you read about to your own life. This may be the most important step in the SQ4R method. The more genuine interest you can bring to your reading, the more you will learn.
6. R-Review: means that when the reader have finished the whole reading assignment, go back to each heading; recall this question and try to answer it. For example, when you’re done reading, skim back over a section or the entire chapter, or read your notes. Then check your memory by reciting and quizzing yourself again. Try to make frequent, active review a standard part of your study habits.
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16 The following are further explanation of SQ4R method:
The first step of reading process is surveying the content of text. Students should skim and scan the chapter. The purpose of surveying the chapter is to get the general idea of the content, structure, organization, and plan of the chapter. Surveying the chapter gives the “big picture" of a framework of the main ideas, which will help to hold the detail together later (Richardson & Morgan, 1997).
In the first step, the reader can read the titles and subtitles to determine the topic. The reader first read the introductory paragraph, familiarize himself with the bold and italicized words, look up the definitions in the textbook’s glossary or in a dictionary, read the notes in the margins, look at the pictures, charts, graphs, and map, read their captions, read the study questions at the end of the chapter, and read the last paragraph and the conclusion or summary at the end of the chapter.
The second step of SQ4R is making questions that may be answered by the material. Having students develop questions gives them a purpose for reading. Setting a purpose also aids the student in recalling information. Developing questions prior to reading results in spontaneous attempts to answer the questions based on information already known, increased concentration and attention while reading to find an answer to the question, and increased comprehension due to the mind in its attempt to find an answer to the question. Before beginning to read, students should turn each title and subtitle into a question. Practice will make this skill automatic (Richardson & Morgan, 1997).
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17 The third step of SQ4R is read the text. Reading promotes an active search for answers to the specific questions that students have developed. It forces the student to concentrate for better comprehension and aids in lengthening attention span (Richardson & Morgan, 1997). Students should read each section of the text to answer questions that were developed in the step above. If a word meaning is not clear through its use in the selection, reread. If it is still unclear, underline the word or jot it down and look it up when reader finish reading. In this strategy, the students should look for information that answers the predicted questions, and take note of unexpected ideas. That is why the students do reading slowly. In this case, the students are suggested to underline the main idea and supporting details by using pencil or pen.
Recite is the fourth step. This step encourages students to use their own words and not simply copy from the book. This increases memory and assures greater understanding (Richardson & Morgan, 1997). After the student has read the selection, they should close their book and write the answers to the questions they developed. The answers should be written in their own words and not copied out of the text. If a student cannot answer a question they should reread. Students should also jot down key examples and make brief notes (Richardson & Morgan, 1997). If students cannot answer a question, they may find that they need to revise their question.
Recite literally is a self examination. After reading each section of text, the students take a few minutes to recall the important points. In order to actively
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18 make mental connections among main ideas and details, the students can recite them aloud or write them down. Then, the students go over the answers to the predicted questions. The students who spend most of their study time reciting rather than reading will do better on test because reciting gives practice answer of the test.
The fifth step is reflecting. Reflecting help students to relate the reader own life experience. Anderson in Nunan (1982:74) states that if students are reading on an unfamiliar topic, teacher may need to begin the reading process by building up background knowledge. It means that relate or reflecting literature topic to readers’ can build their understanding deeper than when students are not asking to relate literature topic with their background knowledge.
The last step in SQ4R is review. Teachers should include regular review periods as an effective strategy for retaining information. Regular reviews help students remember more of the information, thereby changing the nature of studying done at exam time. Rather than relearning material that has been forgotten because students haven‘t looked at it since reading it or writing it down, preparing for an exam can include a review of familiar material and rehearsal strategies like trying old exams. The volume of material to review increases as the course continues, but the amount of time needed to review older material decreases.
According to Richardson & Morgan (1997) students should study their outlines and notes and be able to retell what was read in their own words. Students should
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19 try to see relationships within the content. If they are unable to, the teacher may need to model for students how to look for relationships. Student should be checking their memory by trying to recall main points and sub points.
E. Procedures of Teaching Reading through SQ4R Strategy
Richardson & Morgan (1997) has prescribed the procedures of teaching reading through SQ4R for groups, and based on those procedures the writer modifies the steps as follows:
Pre-activity
1. Students are greeted by the teacher. 2. Students’ attendance list are checked.
3. Students are asked about their daily activities and about their past experience (e.g. “have you ever gone to Bali?).
4. Students answer the questions related to the material they will learn “Do you know about recount text?”, “What do you know about recount text?”, “Have you ever read recount text?”
Whilst-activity
1. Firstly, students listen to the teacher explanation about SQ4R strategy and follow teacher instruction based on the SQ4R procedure. Students are explained that SQ4R can be used to help them comprehend text easily.
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20 2. Then, students provided with a reading text. In this research, teacher
will give recount text as the reading text material.
3. Survey: After the students provided with reading text, they are asked to see a title of the text. Then, the students skim text and give an overview about the text.
4. Question: After the survey stage the students make some questions about the text before they read the whole text. This is a part of study process because it encourages the students to stimulate their interactive sense.
5. Read: Next, the students read the whole text carefully. By reading the whole text students can get some new ideas and compare them with their already made question.
6. Recite: Following the read stage the students answer the questions they made by their own words and share their idea with other students.
7. Relate: After reading the whole text, the students relate the information they get from text to their own experience. Therefore this step is called relate.
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21 8. Review: Finally, as a review, the students remember what have been learnt by reading their notes to help them understand the whole text given.
Post-activity
1. Students share the difficulty in understanding the lesson. 2. Students summarize the text.
3. The summary of the lesson is reinforced by the teacher 4. Students listen to the closing of the meeting.
F. Advantages and Disadvantages of Using SQ4R Strategy in Teaching Recount Text
As one of the strategy in teaching reading, SQ4R can give advantages and disadvantages in teaching recount text reading. The advantages and disadvantages of using SQ4R in teaching reading are as follows:
a. The advantages:
Since in SQ4R startegy reader are asked to use their own idea about the text, SQ4R involves higher thinking skill like originality and creativity. SQ4R strategy also build students independency in finding solution, so it can challenge students to be active in learning
b. The disadvantages:
Since there are six stages used in SQ4R, this strategy is quite consuming time, and making teacher’s function more challenging.
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22
G. Theoretical Assumption
Based on the theories above, the writer assumes that the SQ4R strategy is a suitable strategy in teaching reading, particularly in improving students’ comprehension. By applying SQ4R strategy reader can be actively involved in reading lesson. SQ4R requires independency and activeness of the students as it involved the higher thinking and activity during the process. Therefore, the writer assumes that SQ4R strategy is applicable to increase the students’ achievement in reading comprehension of recount text.
H. Hypothesis
Based on the theoretical assumption above, the writer formulates the hypothesis as follow:
H0 : There is no significant increase of students reading
comprehension achievement of recount text before taught through SQ4R strategy and after taught through SQ4R strategy.
H1 : There is significant increase of students reading comprehension achievement of recount text before taught through SQ4R strategy and after taught through SQ4R strategy.
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23
III. RESEARCH METHOD
A. Research Design
The objective of this research is to find out whether SQ4R strategy can increase students’ achievement in reading comprehension of recount text. In this research the researcher only used one class. The research was conducted based on the one group pretest posttest design. The researcher used this type of design because she compared the pretest with the posttest to know the result of the research. The design can be presented as follows:
T1 X T2
T1 : Pretest
X : Treatment (by using SQ4R strategy)
T2 : Posttest
(Hatch and Farhady, 1982:20)
In this research, the students were given pretest (T1), the result of the pre-test was used to indicate students’ reading comprehension before treatment (X) in order to
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24 measure their previous ability. And at the end of the program students were given posttest (T2) in order to know their achievement after the treatment through SQ4R.
B. Population and Sample
The population in this research was the second year students of SMPN 5 Bandar Lampung. The researcher had one class as the sample of this research, and one class as a try out class which were determined by using lottery.
The second year of SMPN 5 Bandar Lampung has eight classes with each class consists of around 40 students. The classes in SMPN 5 Bandar Lampung are 8 A, 8 B, 8 C, 8 D, 8 E, 8 F, 8 G, and 8 H. In determining the experimental class, the writer uses the random sampling technique by using lottery, but the researcher used lottery only in 8 E, 8 F, 8 G, and 8 H. this decision was made based on the consideration of the fact that the classification system in grouping students in one class in SMPN 5 Bandar Lampung is based on students’ rank, this classification technique makes 8E to 8 H has the lowest ability than other classes, and to conduct an objective research equal level of classes has to be taken. Based on the consideration above, lottery had been applied only in 8E to 8 H to give every class the same opportunity to be selected and to avoid subjectivity. The result of the random sampling made 8 H as try out class, and 8 F as experimental class.
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25
C. Data Collecting Technique
There are two techniques in collecting data, which are:
1. Pre-test
Pre-test was used in 8 F as an experimental class, to find out how far the competence of the students basic ability in reading comprehension. In pre-test, the students were asked to answer multiple choices question about recount text given. Students’ score in pre-test was used as a data to see the increase of students’ comprehension of recount text.
2. Post-test
Post-test is used to find out the increase of students’ achievement in reading comprehension after receiving the treatments. After doing treatments to the students by using SQ4R strategy, the students got post-test. Students’ score in post-test was used as a data and averaged with their result in pre-test. By doing so, the researcher can measure students increase in comprehending recount test.
D. Research Procedures
The procedures of this research are:
1. Determining the population and sample of the research
To determine the population and sample of the research, the researcher chose one class from four classes in the second year students in SMPN 5 Bandar Lampung taken randomly by using lottery.
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26 2. Conducting try out test
In the first meeting, the researcher conducted try out test in 8 H. Students were administered the test paper, asked to do the test and handed in their answer sheet. This multiple choice test consists of 50 items. After conducted the try out test to the students and got the result, the test items were analyzed in order to know which items were good to be used in pre-test and post-test. From the 50 items, 40 items were taken to be used as pre-test 20 items, and post-test 20 items.
3. Presenting the pretest
Pretest was given in both experimental and control class in order to find out students’ basic ability of recount text. Pretest was also conducted to find out the English reading ability of these two classes. There were 20 items used in pre-test, this item is taken from tryout test, and included five aspects of reading.
4. Conducting treatment
In this research, the treatment was conducted four times. In the treatment, the researcher explained about SQ4R strategy to help them comprehend recount text given. After giving explanation of SQ4R strategy, the researcher guided them to apply SQ4R by asking them to look at the text in a glance (survey), make question about text that have been scanned by them (question), read text carefully (read), recite or answer question that they made directly and summary with their own language (recite), relate the text that they read to their own experience (relate), and the last review text to compare their understanding of the text that has been answer directly with
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27 the real understanding of the text (review), if they made mistake in answering their own question they have to reread the text. After they got deeper understanding of the text, the researcher gave them exercise to answer questions to measure their understanding objectively and to be used as a data of the research.
5. Presenting posttest
The test is given after the treatments to the class in order to know students’ increase after they have received the treatment. The test items were in multiple choice. Similar with pre-test, post-test questions were also taken from tryout test, there were 20 items taken and these items were also covered five aspects of reading
6. Analyzing the test result
After conducting the pretest and posttest, the researcher analyzed the data from pre-test and post-test. The researcher analyzed the data by comparing the average score (mean) of the pre-test and post-test to know whether there was increase of students’ reading ability through SQ4R strategy.
7. Reporting the result
In reporting the data, the data was arranged systematically based on the pretest and posttest to see whether there was an increase on the students’ achievement in reading recount text significantly.
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28
E. Criteria of Good Test
A good test should meet four criteria: a good validity, reliability, and level of difficulty and discrimination power.
1. Validity of the test
A test can be said to be valid if it measures the object to be measured and suitable with the criteria (Hatch and Farhady, 1982:250). According to Hatch and Farhady (1982: 251), there are four types of validity: face validity, content validity, construct validity and empirical or criterion-related validity. To measure whether the test has good validity, the researcher used content and construct validity since the other two are considered be less needed.
a. Content Validity
Content validity is the extent to which a test measures a representative sample of the subject matter content, the focus of content validity is adequacy of the sample and simply on the appearance of the test (Hatch and Farhady, 1982: 251). To know whether the test was good reflection of what has been taught and of the knowledge which the teacher wants the students to know, the researcher compares this test with the table of specification.
A table of classification is an instrument that helps the test constructor plans the test. To ensure the valid measure of the must rational objective and course content we use representative samples of pupils performance in
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29 each of the area to be measured the instrument that that is widely used for this purpose is called table of specification.
Table 1. Table of Specification
No. Skills of reading Items number Percentage of items
1 Determining main idea 1., 6., 11., 17., 23., 27.,
31., 36., 41., 46.
20 %
2 Finding specific information 2., 7., 12., 13., 18., 19., 24., 28., 32., 38., 42., 47.
24 %
3 Inference 3., 8., 15., 21., 29., 33.,
37., 43., 48.
18 %
4 Reference 4., 9., 14., 20., 25., 30.,
34., 39., 44., 49.
20 %
5 Vocabulary 5., 10., 16., 22., 26., 35.,
40., 45., 50.
18 %
b. Construct Validity
Construct validity is concerned with whether the test is actually in line with the theory of what reading comprehension means. (Hatch and Farhady, 1982:252)
To know the test is true reflection of the theory in reading comprehension, the researcher examines whether the test questions actually reflected the means of reading comprehension or not.
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30
2. Reliability
Reliability is a measure of accuracy, consistency, dependability or fairness of scores resulting from administration of particular examination.
Reliability of the test can be determined by using the Spilt half method in order to estimate the reliability of the test. To measure coefficient of the reliability the first and second half group, the researcher uses the following formula:
Where:
rl : The coefficient of reliability between first half and second half group X : The total numbers of first half group
Y : total numbers of second half group X2 : The square of X
Y2 : The square of Y (Lado in Hughes, 1991:3)
Then the researcher uses “Spearman Brown’s Prophecy Formula” (Hatch and Farhady, 1982: 256) to determine the reliability of the test as follow:
Where:
Rk : the reliability of the test rl : the reliability of half test
2 2 Y X XY rl rl rl Rk 1 2(44)
31 The criteria of reliability are:
0.90 – 1.00 = high 0.50 – 0.89 = moderate 0.00 – 0.49 = low
3. Level of Difficulty
To see the level of difficulty, the researcher uses the following formula: LD =
N R
Where:
LD : level of Difficulty
R : number of students who answer correctly N : the total number of students following the test The criteria are:
<0.30 : difficult
0.30-0.70 : average
>0.70 : easy
(Shohamy, 1989:79)
4. Discrimination Power
To see the discrimination power, the researcher will use the following formula:
DP = N
L U
2 1
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32 DP : discrimination power
U : the proportion of upper group students L : the proportion of lower group students N : total number of students
The criteria are:
1. If the value is positive, it has discrimination because a large number or more knowledgeable students than poor students get the item correct. If the value is zero, it means no discrimination.
2. If the value is negative, it means that more low-students than high level students get the item correct
3. In general, the higher the discrimination index, the better. In the classroom situation most items should be higher than 0.20 indexes
F. Scoring System
In scoring the student’s result of the test, this research uses Arikunto’s formula. The ideal highest score is 100. The score of pretest and posttest are calculated by using the formula as follows:
100
N R s
Where,
S = the score of test
R = total of the right answer N = total items
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33
G. Data Treatment
The researcher computes the students’ score in order to find out the students’ achievement in reading recount text SQ4R strategy using the following steps:
1. Scoring the pre-test and post-test.
2. Tabulating the results of the test and calculating the score of the pre-test and post-test.
3. Drawing conclusion from the tabulated-result of the pretest and posttest administered, that is by statistically analyzing the data using statistical computerization i.e. Repeated Measure T-Test of Statistical Package for Social Science (SPSS) version 15.0 for windows to test whether the increase of students’ gain is significant or not, in which the significance is determine by p < 0.05. It is uses as the data come from the two samples. (Hatch and Farhady, 1982:111)
H. Hypothesis Test
After collecting the data, the researcher records and analyzes them in order to find out whether there is an increase in students’ ability in reading comprehension of recount text or not after the treatment. The researcher uses Repeated Measure T-test in analyzing the data. It is used as the data comes from the same sample or known as paired data (Hatch and Farhady 1982:114). The hypothesis is analyzed at the significant level 0.05 in which the hypothesis is approved if sign <α. It means the probability of error in the hypothesis is only about 5%.
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34 The formulation is:
D
S X X t 1 2
With: n S S D D
X1: Mean of pre-test
X2: Mean of post-test
D
S : Standard error of differences between means SD : standard deviation
n: Subjects on sample
(Hatch and Farhady, 1982:111) The criteria are:
1. If the t-ratio is higher than t-table: H1 is accepted
2. If the t-ratio is lower than t-table: H0 is accepted
Where:
H0 : There is no significant increase of students reading comprehension
achievement of recount text before taught through SQ4R strategy and after taught through SQ4R strategy.
H1 : There is significant increase of students reading comprehension
achievement of recount text before taught through SQ4R strategy and after taught through SQ4R strategy.
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49
V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions
In line with the result of the research, the conclusions of this research are:
1. There is significant increase in students reading comprehension of recount text taught through SQ4R at the second year of SMPN 5 Bandar Lampung before and after being taught through SQ4R strategy, as seen from the result of the hypothesis which shows that at significant level of p<0.05 (p=.00), in which the students’ mean score in pre-test is 59.64 which have increased to 72.50 in post-test, with 12,86 of gain. It means after implementing SQ4R the students are able to comprehend recount text quite well.
2. By implementing SQ4R, the students become more active to learn recount text reading the class. Since SQ4R gives them chance to be actively reading and involved with the text, so that they enjoy the class during the teaching learning process.
3. SQ4R could give opportunities in developing interaction between students themselves and also with the text. In learning recount text of reading, the students are given chance to express their idea while comprehending text.
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50
B. Suggestions
Based on the result of this research, the writer purposed suggestion as follows: 1. Considering the strategy, the writer suggests the English teachers will apply
SQ4R as one of the ways in teaching reading comprehension of recount text because it can help the students in comprehending the text easier.
2. Considering the students’ problem in vocabulary mastery during the treatments, the writer suggests the English teacher will increase the precentage of vocabulary discussion during the lesson and the test, for example from 18% to 20 %.
3. In this research, the writer used SQ4R to help students of Junior High School, especially in recount text. Further researchers may conduct this strategy on different level of students, for example Senior High School. They can apply other kinds of texts, for examples, narrative, descriptive, exposition, spoof, report text etc.
4. To improve the students independency, the writer suggests the teacher to let the students work in group since group work can provides learners with an opportunity to learn from each other in an active, involved way. In addition, it temporarily takes the control away from the teacher and gives it to the learners.
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51
REFERENCES
Arikunto, S. 1998. Dasar- dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Cheslea, E. 2001. 8th Grade Reading Comprehension Success. New York:
Learning Express.
Coon, D. and Mitterer J. O. 2007. Introduction to Physchology. New York:
Thomson Learning, Inc.
Hartlep, K. L. 2000. The Effect of Self-Reference on Learning and Retention. Los
Angeles: California State University.
Hatch, E. and Farhady, H. 1982. Research Design and Statistic for Applied
Linguistics. London: New Bury House Production, Inc.
Hughes, A. 1989. Testing for Language Teachers. Great Britain: Cambridge
University Press.
Kathleen, T. 1986. Guide to College Reading. Boston: Little, Brown.
Marsiyah. 2011. Improving Students’ Reading Comprehension of Narrative text
Through SQ3R at the First Year of SMA Muhammadiyah 1 Kotabumi.
Lampung: University of Lampung.
Mikulecky, B. S. 2008. Teaching Reading in a Second Language. Toronto:
Pearson Education, Inc.
Nunan, D. 2003. Practical English Language Teaching. Misouri: Mc Graw-hill
education.
Nuttal, C. 1982. Teaching Reading Skills in a Foreign Language. Oxford:
Heninemann publishers.
Novendra. 2011. Improving Students’ Reading Comprehension Through SQ3R at
SMU Persada Bandar Lampung. Lampung: University of Lampung.
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52
Pang, E. S, Angaluk. Bernhard, E. B. and Michael L.
2003.
,
Teaching Reading.
New York: The International Academy of Education
Richardson, J. and Morgan, R. 1997. Reading to Learn in the Content Areas.
Belmont: Wadsworth Publishing Company.
Setiyadi, Ag. B. 2006. Metode Penelitian Untuk Pengajaran Bahasa Asing.
Lampung: Lampung University Press.
Seaton, A. 2007. The Recount Genre. Singapore: Seamen Regional Language
Center.
Seliger, H. W. and Shohamy, R. 1989. Second Language Research Methods.
Great Britain: Oxford University Press.
Shohamy, E. 1985. A Practical Handbook in Language Testing for the Second
Language Teachers. Tel-Aviv: Tel-Aviv University.
Simanjuntak, E. G. 1988. Developing Reading Skills for EFL Students. Jakarta:
Departemen pendidikan dan kebudayaan.
Snow, C. 2002. Reading for Understanding: Toward A Research and
Development Program in Reading Comprehension. Pittsburgh: RAND
Library of Congress Cataloging-in-Publication Data
Universitas Lampung, 2009. Pedoman Penulisan Karya Ilmiah Universitas
Lampung. Bandar Lampung: Lampung University
Wainer, H. and Braun, H. I. 1988. Test Validity. Hilldale: Lawrence Earlbaum
Associates.
Wallace, M. J. 1988. Teaching Vocabulary. New York: Heineman Educational
Book Ltd.
(1)
G. Data Treatment
The researcher computes the students’ score in order to find out the students’ achievement in reading recount text SQ4R strategy using the following steps:
1. Scoring the pre-test and post-test.
2. Tabulating the results of the test and calculating the score of the pre-test and post-test.
3. Drawing conclusion from the tabulated-result of the pretest and posttest administered, that is by statistically analyzing the data using statistical computerization i.e. Repeated Measure T-Test of Statistical Package for Social Science (SPSS) version 15.0 for windows to test whether the increase of students’ gain is significant or not, in which the significance is determine by p < 0.05. It is uses as the data come from the two samples. (Hatch and Farhady, 1982:111)
H. Hypothesis Test
After collecting the data, the researcher records and analyzes them in order to find out whether there is an increase in students’ ability in reading comprehension of recount text or not after the treatment. The researcher uses Repeated Measure T-test in analyzing the data. It is used as the data comes from the same sample or known as paired data (Hatch and Farhady 1982:114). The hypothesis is analyzed at the significant level 0.05 in which the hypothesis is approved if sign <α. It means the probability of error in the hypothesis is only about 5%.
(2)
With:
n S
S D
D
X1: Mean of pre-test X2: Mean of post-test
D
S : Standard error of differences between means SD : standard deviation
n: Subjects on sample
(Hatch and Farhady, 1982:111) The criteria are:
1. If the t-ratio is higher than t-table: H1 is accepted 2. If the t-ratio is lower than t-table: H0 is accepted
Where:
H0 : There is no significant increase of students reading comprehension achievement of recount text before taught through SQ4R strategy and after taught through SQ4R strategy.
H1 : There is significant increase of students reading comprehension achievement of recount text before taught through SQ4R strategy and after taught through SQ4R strategy.
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V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions
In line with the result of the research, the conclusions of this research are:
1. There is significant increase in students reading comprehension of recount text taught through SQ4R at the second year of SMPN 5 Bandar Lampung before and after being taught through SQ4R strategy, as seen from the result of the hypothesis which shows that at significant level of p<0.05 (p=.00), in which the students’ mean score in pre-test is 59.64 which have increased to 72.50 in post-test, with 12,86 of gain. It means after implementing SQ4R the students are able to comprehend recount text quite well.
2. By implementing SQ4R, the students become more active to learn recount text reading the class. Since SQ4R gives them chance to be actively reading and involved with the text, so that they enjoy the class during the teaching learning process.
3. SQ4R could give opportunities in developing interaction between students themselves and also with the text. In learning recount text of reading, the students are given chance to express their idea while comprehending text.
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Based on the result of this research, the writer purposed suggestion as follows: 1. Considering the strategy, the writer suggests the English teachers will apply
SQ4R as one of the ways in teaching reading comprehension of recount text because it can help the students in comprehending the text easier.
2. Considering the students’ problem in vocabulary mastery during the treatments, the writer suggests the English teacher will increase the precentage of vocabulary discussion during the lesson and the test, for example from 18% to 20 %.
3. In this research, the writer used SQ4R to help students of Junior High School, especially in recount text. Further researchers may conduct this strategy on different level of students, for example Senior High School. They can apply other kinds of texts, for examples, narrative, descriptive, exposition, spoof, report text etc.
4. To improve the students independency, the writer suggests the teacher to let the students work in group since group work can provides learners with an opportunity to learn from each other in an active, involved way. In addition, it temporarily takes the control away from the teacher and gives it to the learners.
(5)
REFERENCES
Arikunto, S. 1998. Dasar- dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Cheslea, E. 2001. 8th Grade Reading Comprehension Success. New York:
Learning Express.
Coon, D. and Mitterer J. O. 2007. Introduction to Physchology. New York:
Thomson Learning, Inc.
Hartlep, K. L. 2000. The Effect of Self-Reference on Learning and Retention. Los
Angeles: California State University.
Hatch, E. and Farhady, H. 1982. Research Design and Statistic for Applied
Linguistics. London: New Bury House Production, Inc.
Hughes, A. 1989. Testing for Language Teachers. Great Britain: Cambridge
University Press.
Kathleen, T. 1986. Guide to College Reading. Boston: Little, Brown.
Marsiyah. 2011. Improving Students’ Reading Comprehension of Narrative text
Through SQ3R at the First Year of SMA Muhammadiyah 1 Kotabumi.
Lampung: University of Lampung.
Mikulecky, B. S. 2008. Teaching Reading in a Second Language. Toronto:
Pearson Education, Inc.
Nunan, D. 2003. Practical English Language Teaching. Misouri: Mc Graw-hill
education.
Nuttal, C. 1982. Teaching Reading Skills in a Foreign Language. Oxford:
Heninemann publishers.
Novendra. 2011. Improving Students’ Reading Comprehension Through SQ3R at
SMU Persada Bandar Lampung. Lampung: University of Lampung.
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