Previous Related Research REVIEW OF RELATED LITERATURE

Review Of Related Literature 48

B. Previous Related Research

In this session, the writer discuss about the previous related research on Question Answer Relationship. The researchers are Leah H. Kinniburgh and Abigail Baxter 2011. The title of this research is “Using Question Answer Relationships in Science Instruction to increase the Reading Achievement of Struggling Readers and Students with Reading Disabilities ”, the participants of this research were 10 fourth grade students in a science class who had been diagnosed with a reading disability and were in the special education program, or were classified as struggling readers. Science expository text was used in this research over 4 week period. There are one general education classroom teacher and one special education teacher in conducting this research. General education classroom teacher provided science instruction related to QAR to the student participants while special education teacher only lent support and administered informal reading inventory which was The Analytical Reading Inventory as pretest and post-test to student participants. This research also conducted an interview to classroom teacher to gather information regarding teacher‟s perspective about the effectiveness of integrating the QAR into science instruction. The result shown that all students‟ reading comprehension scores improved from the pretest to the posttest, especially the students made the highest gains in the two types of higher-order thinking types of questions, Author and Me and On My Own. The advantages of the using QAR in this research are the struggling readers and students with reading disability can increase their reading achievement and teacher become more confident to assist struggling students after receiving training and constant support over the 4-week instructional period. Meanwhile, the disadvantages of this research are the participants that were taken only 10 students and there was not a control group to compare the score. Review Of Related Literature 49 The next research comes from Leena Furtado and Heidi Pastel 2011, the title of the research is “Question answer relationship strategy increases reading comprehension among Kindergarten students ” this research was conducted by taking 23 kindergarten students 5 – 6 years old over 4 weeks 18 days. This research used two p opular Aesop‟s fable in applying QAR strategy. Pretest and posttest were conducted orally. That‟s because many students cannot read independently and write answers to questions. In addition, there were parent volunteers who helped orally ask the questions to the students. Students‟ exact answers were recorded on their tests, and graded. In this research, the students worked in groups. With the parent volunteers and the teacher acting as facilitators, both “In the Book ” and “In My Head” questions were asked orally within each group. If students were unsuccessful answering their particular question, the discussion was opened up to the rest of the group which was in day 6-10 there were small group leaders emerged to assist their friends who had difficulty peer interaction. The result of this research shown that twenty out of twenty- three students scored considerably higher on the post-test than they did on the pre-test. The three students who did not score higher had scores that remained the same on both tests. The students also can understand the difference between the two types of questions, and become more comfortable in expressing their thoughts and opinions. The advantages of this research besides increasing students‟ reading comprehension are the students can do peer interaction to assist their friends in comprehending reading text and get confidence in expressing their thoughts and opinions. While the disadvantage is the students have not been able to read and answer the questions independently so they need a help to read and ask the questions orally for them. Another research is “Impact of Question-Answer- Relationships on Reading Comprehension ” conducted by Review Of Related Literature 50 Rachel Gan-Goh Swee Peng, Tan Lay Hoon, Sharon Faith Khoo, and Isabel Marilyn Joseph, was carried out in a Primary 6 English classroom. This research took place during 2007 Term 1 over 2 units of lessons found in the My Pals are Here 6A Book. There were two groups in this research, experiment and control groups. The students in the experiment group were matched based on their SA2 test scores and gender with students in control group. 27 pairs of students 16 pairs of boys and 11 pairs of girls were formed which made up the sample size for analysis in first study. Meanwhile, 16 pairs of girls were formed which made up the sample size for analysis in the replicated study. A survey was also conducted to the students to gather quantitative feedback after post test. The result of this research shown that the use of the QAR strategy helped the students experiment group improve their reading comprehension of „Think and Search’ questions and „Author and Me‟ questions. It‟s also shown that the comprehension of „On My Own‟ questions didn‟t improve because the students had the lack of prior knowledge and schema. The advantage of this research is the students can feel confident answering open ended comprehension questions after learning the QAR strategy. This research also conducted two studies first and replicated studies which can make the research more significant. The disadvantage of this research is that it still needs to look for the effective strategy to activate students‟ prior knowledge and schema for better comprehension, especially for „In My Head ‟ questions. In research of “Using Appropriate Strategies to Improve Students ‟ Comprehension of Chemistry Texts: A Guide for Chemistry Teachers ” by Okanlawon, Ayoade Ejiwale , 2007, QAR became one of appropriate strategies to improve students‟ comprehension of chemistry texts which contain too many unknown technical terms, new ideas, and densely packed information. Review Of Related Literature 51

C. Rationale