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.
6
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.
7
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
6
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.
7
Francis Pleasant Robinson, Effective Study, A Learning Strategy for Improving Reading Comprehension Journal, Sage Publications, Inc., 2016, p. 295
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 comprehension, 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
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‟ comprehension 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.
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.
1
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.
2
Therefore, reading is regarded as cognitive activity because it involves the brain work in order to
1
William Grabe, Reading in a Second Language: Moving from Theory to Practice, New York: Cambridge University Press, 2009, p.15
2
Richard Sutz, Speed Reading for Dummies, Indiana, Wiley Publishing, Inc., 2009, p. 12.
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.
3
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.
4
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.
5
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 terminology 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.
6
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.
3
Zainal Arifin, Evaluasi Pembelajaran, Bandung: PT Remaja Rosdakarya, 2009, p. 194.
4
Peter Westwood, Reading and Learning Difficulties: Approaches to Teaching and Assessment, Victoria: ACER Press, 2001, p.10
5
Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension, Chicago: American Library Association, 2007, p. 10.
6
M.F. Patel and Praveen M. Jain, English Language Teaching Methods, Tools, and Techniques, Jaipur: Sunrise Publishers and Disrtibutors, 2008, p. 113
