THE EFFECT OF USING QUESTION-ANSWER RELATIONSHIP (QAR) ON THE STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT.
THE EFFECT OF USING QUESTION-ANSWER RELATIONSHIP (QAR)
ON THE STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
RINDA SARI PUTRI
Registration Number 2103321037
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Putri, Rinda Sari. 2103321037. The Effect of Using Question-Answer
Relationship (QAR) on the Students’ Achievement in Reading Narrative Text. A
Thesis. English Department. Faculty of Languages and Arts. States
University of Medan. 2015.
This study was aimed at finding out the effect of using Question-Answer
Relationship Strategy on the students’ achievement in reading narrative text. This
study was an experimental research design. The population of this study was
grade X students of SMA Cerdas Murni Tembung with the total number of
students was 60 as samples and all of the students was taken by using cluster
sampling technique. The students were divided into two groups, namely
experimental and control group. The experimental group was taught by using
Question-Answer Relationship Strategy, while the control group was taught by
using Conventional Strategy. The instrument of collecting data was multiple
choice tests administered in pre-test and post-test. To obtain the result of the
reliability of the test, Kuder Richardson formula (KR-21) was used. The result of
the calculation showed that the reliability of the test was 0.80, which meant that
the reliability of the test was high. The data were analyzed by using t-test formula.
The result of the analysis showed that tvalue was higher than ttable (3.65 > 2.00) at
the level of significance 0.05 with the degree of freedom (df) 58. It means that
there is a significant effect of using Question-Answer Relationship Strategy on the
students’ achievement in reading narrative text.
Keyword : Question-Answer Relationship Strategy, Reading Achievement.
i
ACKNOWLEDGEMENT
Praises and the greatest thanks to Almighty Allah SWT, the most Merciful
who has blessed and given time, opportunity, and health to the writer so this thesis
entitled “ The Effect of Using Question-Answer Relationship Strategy on the
Students’ Achievement in Reading Narrative Text” could be completed. This
thesis is aimed to fulfill one of the requirements for the degree of Sarjana
Pendidikan at English Department of Language and Arts Faculty, State University
of Medan.
During the process of completing this thesis, the writer has worked with a
great number of people, through their guidance, suggestions, and comments for
which the writer would like to express her sincere gratitude and special
thankfulness to :
Prof. Dr. Ibnu Hajar Damanik, M.Si, Rector of State University of
Medan
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department.
Dra. Masitowarni Siregar, M.Ed, the Head of English Education Study
Program
Dr. Rahmad Husein, M.Ed., her thesis Consultant.
Prof. Amrin Saragih, M.A., Ph.D, Dr. Anni Holila Pulungan, M.Hum,
and
Drs. Johan Sinulingga M.Pd, her thesis Examiners.
ii
iii
TABLE OF CONTENTS
Pages
CHAPTER I. INTRODUCTION.................................................................. 1
A.
B.
C.
D.
E.
The Background of the Study .............................................................. 1
The Problem of the Study .................................................................... 4
The Objective of the study ................................................................... 4
The Scope of the Study ........................................................................ 4
The Significance of the Study .............................................................. 5
CHAPTER II. REVIEW OF LITERATURE ............................................. 6
A. Theoretical Framework ........................................................................ 6
1. Reading Comprehension ................................................................. 6
2. The Nature of Reading Comprehension .......................................... 7
a. Definition of Reading Comprehension ...................................... 7
b. Reading Comprehension as a Process ....................................... 8
c. Factors Affecting Reading Comprehension .............................. 9
d. Levels of Reading Comprehension ........................................... 10
3. Learning Reading Comprehension .................................................. 12
4. Teaching Reading Comprehension .................................................. 15
5. Genre of the Text ............................................................................. 17
a. Narrative Text ............................................................................ 17
6. Question-Answer Relationships Strategy ........................................ 19
a. The Procedure of QAR .............................................................. 23
b. The Advantages of Using QAR Strategy .................................. 25
c. The Steps of QAR Strategy ....................................................... 27
B. Relevant Studies ................................................................................... 28
C. Conceptual Framework ........................................................................ 29
D. Hypothesis ............................................................................................ 30
CHAPTER III. RESEARCH METHODOLOGY ...................................... 31
A.
B.
C.
D.
E.
Research Design ................................................................................... 31
Population and Sample......................................................................... 31
The Instruments for Collecting Data .................................................... 32
Scoring the Test.................................................................................... 33
The Research Procedure ....................................................................... 33
1. Pre Test........................................................................................... 33
2. Treatment ....................................................................................... 34
3. Post Test ......................................................................................... 36
iv
F. The Validity and Reliability of the Test ............................................... 37
1. The Validity of the Test ................................................................. 37
2. The Reliability of the Test ............................................................. 37
G. The Technique for Analyzing Data ...................................................... 38
H. Statistical Hypothesis ........................................................................... 39
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS ......... 40
A.
B.
C.
D.
The Data ............................................................................................... 40
Data Analysis ....................................................................................... 43
Testing Hypothesis ............................................................................... 46
Research Findings ................................................................................ 46
CHAPTER V. CONCLUSION AND SUGGESTION ................................ 47
A. Conclusion ........................................................................................... 47
B. Suggestion ............................................................................................ 48
REFERENCES ............................................................................................... 49
v
LIST OF TABLE
Pages
Table 1.1 The Score of the Students ................................................................ 2
Table 2.1 The Example of Narrative Text ....................................................... 18
Table 2.2 The Basic QAR Divisions ................................................................ 21
Table 2.3 Model of Question-Answer Relationships ....................................... 24
Table 3.1 Research Design ............................................................................... 31
Table 3.2 Teaching Procedure in Experimental Group .................................... 34
Table 3.3 teaching Procedure in Control Group .............................................. 36
Table 4.1 The Score of Pre-Test and Post-Test of Experimental Group ......... 41
Table 4.2 The Score of Pre-Test and Post-Test of Control Group ................... 42
Table 4.3 Test for Homogeneity of Variance................................................... 46
vi
LIST OF APPENDICES
APPENDICES
Page
A. Lesson Plan .......................................................................................... 51
B. Question Sheets .................................................................................... 95
C. The Scores of Pre Test and Post Test of Experimental Group ............. 96
D. The Scores of Pre Test and Post Test of Control Group ...................... 97
E. The Scores of Reliability of the Test ................................................... 98
F. The Calculation of T-Test for Experimental Group ............................. 99
G. The Calculation of T-Test for Control Group ...................................... 100
H. The Table of T-Table ........................................................................... 101
I. Students’ Answer Sheets of Pre Test and Post Test............................. 102
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
From the four language skills, reading is the focus on this thesis. Reading
as the one of the language skill that is important should be mastered by the
students. Grabe and Stoler (2002:9) state that reading is the ability to draw
meaning from the printed page and interpret this information appropriately. It
means that without comprehending and interpreting the meaning of the text the
reading itself is useless.
The important point to be made about the reading is reading
comprehension. To master reading skill, the readers need good comprehension in
reading activity. In reading comprehension, reader must be able to get a deeper
understanding of information that presented in a text. It means that reading
comprehension involves thinking process. According to Westwood (2008:31)
reading comprehension is an active thinking process which a reader intentionally
constructs meaning to form a deeper understanding of information that presented
in a text. An active thinking process involves the activity of linking of new
information to the students’ experience or background knowledge.
Every student absolutely has the prior knowledge. Each of them carries
different prior knowledge. It is not same for all students. But, in the fact most of
the students still get a lack in activating their prior knowledge during the reading
process, specifically in reading comprehension. Whereas, the activation of prior
knowledge makes up a great amount of the process of reading comprehension. In
1
2
this case, teachers have an important role. The teacher should attempt to activate
prior knowledge as much as possible to reading text, allowing students to apply
the prior knowledge use while reading.
Based observation that was done by the research in grade X senior high
school at SMA Cerdas Murni, the researcher asked for the list of the students’
score (DKN/Daftar Kumpulan Nilai) for reading comprehension tests two
semesters, many students could not pass the Minimal Completeness Criterion
(Kriteria Ketuntasan Minimal/KKM) applied by the school in English subject.
Their DKN in two semesters were, as follows.
Table 1.1 The Tenth Grade (X) Scores students’ of Reading
Comprehension Tests in two last Semesters
Semesters
Score
Students
Percentage
st
1 Semester
2.00) at
the significant level of 0.05.
B. Suggestions
Based on the conclusion above, the researcher suggests that:
1. Teachers apply Question-Answer Relationship (QAR) Strategy in their
teaching learning process by focusing on the students so that they get more
information from their reading by showing them how to find and use
information from a text to answer the questions.
2. Students apply Question-Answer Relationship (QAR) Strategy in reading
comprehension because it can help students in comprehending a text in
order to find and use information from a text to answer the questions.
47
48
3. The researchers who are interested in doing a research related to this study
apply Question-Answer Relationship (QAR) Strategy on different level of
learners through different genre to prove the effectiveness of QuestionAnswer Relationship (QAR) Strategy on students’ reading comprehension.
REFERENCES
Ade. 2013. Improving the Students Reading Comprehension Achievement By
Applying the Question-Answer Relationships (QAR) Strategy. Unpublished
Thesis. Medan: State University of Medan
Arikunto, S. 2003. Prosedur Penelitian :SuatuPendekatanPraktik: Edisirevisi V.
Jakarta: Rineka Cipta.
Best, J.W. 2002. Research in Education. New York: Prentice-hall.
Brown, D.H. 2004. Language Assessment: Principle and Classroom Practices.
New York: Pearson Education.
Brown, H. Doughlas. 2001. Teaching by Principles: An Interactive Approach To
Language Pedagogy 2nd Ed. New Jersey: Longman.
Cummins, Sean and Mellissa Streiff. 2012. Understanding and Applying the QAR
Strategy to Improve Test Scores. Journal of Inquiry & Action in
Education, Vol. 4, No.3.
Dorn, Linda. 2006. A Close Look at Meaning in Reading Comprehension:
Arkansas Reading Association an Affiliate International Reading
Association.
Elfriede. 2012. Improving Students’ Achievement in Reading Comprehension
Through Questions-Answer Relationships (QAR) Strategy. Unpublished
Thesis. Medan: State University of Medan.
Frank Lyman & Kagan Spencer. 1989. Cooperative Learning Resources for
Teacher.
Grabe, William and Stoller, L.Fredericka. 2002. Teaching and Reasearching
Reading. England: Pearson Education.
Gerot, l & Wignell, P. 1994. Making Sense of Functional Grammar. Cammeray:
Antipodean Educational Enterpries.
Haris, Rapicha. 2014. The Effect of Using Question Answer Relationship (QAR)
Strategy on students’ comprehension in Reading Narrative Text.
Unpublished Thesis. Medan: State University of Medan.
Hedge, Tricia. 2003. Teaching and Learning in the Language Classromm.
London: UOP.
49
50
Kinniburgh, Leah H. and Sandra S. Prew. 2010. Question Answer Relationships
(QAR) in the Primary Grades: Laying the Foundation for Reading
Comprehension. International Journal of Early Childhood Special
Education (INT-JECSE), June, Vol. 2, No.1.
Kinniburgh, Lean H. and Abigail Baxter. 2012. Using Question Answer
Relationships in Science Instruction to Increase the Reading
Achievement of Struggling Readers and Students with Reading
Disabilities. Current Issues in Education, August 15, Vol. 15, No. 2.
Lado, Robert. 1998. Language Testing. New York: McGraw-Hill Book Company
Mikulecky, B.S, and Jeffries, L. 2007. Reading Power. United states of America:
Pearson Education.
Otto, Wayne; Robert Rude and Dixie Lee Spigel. 1979. How to Teach Reading.
Madison : The University of Winconsin.
Pearson, P. David & Gallagher, Margaret. C. 1983. The Instruction of Reading
Comprehension. Technical Report No. 297. Wasington, Dc: National Ins.
Of Education (ED).
Raphael. T.E. & Au, K. H. 2005. QAR : Enhancing Comprehension and Test
taking across grades and content areas. The Reading Teaching, 59(3),
206-221.
Raphael, T.E. 1984. Teaching learners about sources of information for answering
comprehension questions. Journal of Reading, 27, 303-311.
Raphael, 2006. The Steps of Question-Answer Relationships. Retrieved from
http:www.tastasqua.org/superintendet/etqar.html/ accessed on 25 June
2014
Readence, J.E. 2006 Question-Answer Relationship. University of Nevada, Las
Vegas.
Snow, Catherine E. 2002. Reading For Understanding: toward a research and
development program in reading comprehension. Santa Monica: RAND.
Westwood, Peter. 2008. Reading and Writing Difficulties: what teachers need to
know about. Victoria, Australia: ACER Press, pp (32-37)
Westwood, Peter. 2001. Reading and Learning Difficuties: Approaches To
Teaching and Assessment. Victoria: Acer Press.
ON THE STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
RINDA SARI PUTRI
Registration Number 2103321037
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Putri, Rinda Sari. 2103321037. The Effect of Using Question-Answer
Relationship (QAR) on the Students’ Achievement in Reading Narrative Text. A
Thesis. English Department. Faculty of Languages and Arts. States
University of Medan. 2015.
This study was aimed at finding out the effect of using Question-Answer
Relationship Strategy on the students’ achievement in reading narrative text. This
study was an experimental research design. The population of this study was
grade X students of SMA Cerdas Murni Tembung with the total number of
students was 60 as samples and all of the students was taken by using cluster
sampling technique. The students were divided into two groups, namely
experimental and control group. The experimental group was taught by using
Question-Answer Relationship Strategy, while the control group was taught by
using Conventional Strategy. The instrument of collecting data was multiple
choice tests administered in pre-test and post-test. To obtain the result of the
reliability of the test, Kuder Richardson formula (KR-21) was used. The result of
the calculation showed that the reliability of the test was 0.80, which meant that
the reliability of the test was high. The data were analyzed by using t-test formula.
The result of the analysis showed that tvalue was higher than ttable (3.65 > 2.00) at
the level of significance 0.05 with the degree of freedom (df) 58. It means that
there is a significant effect of using Question-Answer Relationship Strategy on the
students’ achievement in reading narrative text.
Keyword : Question-Answer Relationship Strategy, Reading Achievement.
i
ACKNOWLEDGEMENT
Praises and the greatest thanks to Almighty Allah SWT, the most Merciful
who has blessed and given time, opportunity, and health to the writer so this thesis
entitled “ The Effect of Using Question-Answer Relationship Strategy on the
Students’ Achievement in Reading Narrative Text” could be completed. This
thesis is aimed to fulfill one of the requirements for the degree of Sarjana
Pendidikan at English Department of Language and Arts Faculty, State University
of Medan.
During the process of completing this thesis, the writer has worked with a
great number of people, through their guidance, suggestions, and comments for
which the writer would like to express her sincere gratitude and special
thankfulness to :
Prof. Dr. Ibnu Hajar Damanik, M.Si, Rector of State University of
Medan
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department.
Dra. Masitowarni Siregar, M.Ed, the Head of English Education Study
Program
Dr. Rahmad Husein, M.Ed., her thesis Consultant.
Prof. Amrin Saragih, M.A., Ph.D, Dr. Anni Holila Pulungan, M.Hum,
and
Drs. Johan Sinulingga M.Pd, her thesis Examiners.
ii
iii
TABLE OF CONTENTS
Pages
CHAPTER I. INTRODUCTION.................................................................. 1
A.
B.
C.
D.
E.
The Background of the Study .............................................................. 1
The Problem of the Study .................................................................... 4
The Objective of the study ................................................................... 4
The Scope of the Study ........................................................................ 4
The Significance of the Study .............................................................. 5
CHAPTER II. REVIEW OF LITERATURE ............................................. 6
A. Theoretical Framework ........................................................................ 6
1. Reading Comprehension ................................................................. 6
2. The Nature of Reading Comprehension .......................................... 7
a. Definition of Reading Comprehension ...................................... 7
b. Reading Comprehension as a Process ....................................... 8
c. Factors Affecting Reading Comprehension .............................. 9
d. Levels of Reading Comprehension ........................................... 10
3. Learning Reading Comprehension .................................................. 12
4. Teaching Reading Comprehension .................................................. 15
5. Genre of the Text ............................................................................. 17
a. Narrative Text ............................................................................ 17
6. Question-Answer Relationships Strategy ........................................ 19
a. The Procedure of QAR .............................................................. 23
b. The Advantages of Using QAR Strategy .................................. 25
c. The Steps of QAR Strategy ....................................................... 27
B. Relevant Studies ................................................................................... 28
C. Conceptual Framework ........................................................................ 29
D. Hypothesis ............................................................................................ 30
CHAPTER III. RESEARCH METHODOLOGY ...................................... 31
A.
B.
C.
D.
E.
Research Design ................................................................................... 31
Population and Sample......................................................................... 31
The Instruments for Collecting Data .................................................... 32
Scoring the Test.................................................................................... 33
The Research Procedure ....................................................................... 33
1. Pre Test........................................................................................... 33
2. Treatment ....................................................................................... 34
3. Post Test ......................................................................................... 36
iv
F. The Validity and Reliability of the Test ............................................... 37
1. The Validity of the Test ................................................................. 37
2. The Reliability of the Test ............................................................. 37
G. The Technique for Analyzing Data ...................................................... 38
H. Statistical Hypothesis ........................................................................... 39
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS ......... 40
A.
B.
C.
D.
The Data ............................................................................................... 40
Data Analysis ....................................................................................... 43
Testing Hypothesis ............................................................................... 46
Research Findings ................................................................................ 46
CHAPTER V. CONCLUSION AND SUGGESTION ................................ 47
A. Conclusion ........................................................................................... 47
B. Suggestion ............................................................................................ 48
REFERENCES ............................................................................................... 49
v
LIST OF TABLE
Pages
Table 1.1 The Score of the Students ................................................................ 2
Table 2.1 The Example of Narrative Text ....................................................... 18
Table 2.2 The Basic QAR Divisions ................................................................ 21
Table 2.3 Model of Question-Answer Relationships ....................................... 24
Table 3.1 Research Design ............................................................................... 31
Table 3.2 Teaching Procedure in Experimental Group .................................... 34
Table 3.3 teaching Procedure in Control Group .............................................. 36
Table 4.1 The Score of Pre-Test and Post-Test of Experimental Group ......... 41
Table 4.2 The Score of Pre-Test and Post-Test of Control Group ................... 42
Table 4.3 Test for Homogeneity of Variance................................................... 46
vi
LIST OF APPENDICES
APPENDICES
Page
A. Lesson Plan .......................................................................................... 51
B. Question Sheets .................................................................................... 95
C. The Scores of Pre Test and Post Test of Experimental Group ............. 96
D. The Scores of Pre Test and Post Test of Control Group ...................... 97
E. The Scores of Reliability of the Test ................................................... 98
F. The Calculation of T-Test for Experimental Group ............................. 99
G. The Calculation of T-Test for Control Group ...................................... 100
H. The Table of T-Table ........................................................................... 101
I. Students’ Answer Sheets of Pre Test and Post Test............................. 102
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
From the four language skills, reading is the focus on this thesis. Reading
as the one of the language skill that is important should be mastered by the
students. Grabe and Stoler (2002:9) state that reading is the ability to draw
meaning from the printed page and interpret this information appropriately. It
means that without comprehending and interpreting the meaning of the text the
reading itself is useless.
The important point to be made about the reading is reading
comprehension. To master reading skill, the readers need good comprehension in
reading activity. In reading comprehension, reader must be able to get a deeper
understanding of information that presented in a text. It means that reading
comprehension involves thinking process. According to Westwood (2008:31)
reading comprehension is an active thinking process which a reader intentionally
constructs meaning to form a deeper understanding of information that presented
in a text. An active thinking process involves the activity of linking of new
information to the students’ experience or background knowledge.
Every student absolutely has the prior knowledge. Each of them carries
different prior knowledge. It is not same for all students. But, in the fact most of
the students still get a lack in activating their prior knowledge during the reading
process, specifically in reading comprehension. Whereas, the activation of prior
knowledge makes up a great amount of the process of reading comprehension. In
1
2
this case, teachers have an important role. The teacher should attempt to activate
prior knowledge as much as possible to reading text, allowing students to apply
the prior knowledge use while reading.
Based observation that was done by the research in grade X senior high
school at SMA Cerdas Murni, the researcher asked for the list of the students’
score (DKN/Daftar Kumpulan Nilai) for reading comprehension tests two
semesters, many students could not pass the Minimal Completeness Criterion
(Kriteria Ketuntasan Minimal/KKM) applied by the school in English subject.
Their DKN in two semesters were, as follows.
Table 1.1 The Tenth Grade (X) Scores students’ of Reading
Comprehension Tests in two last Semesters
Semesters
Score
Students
Percentage
st
1 Semester
2.00) at
the significant level of 0.05.
B. Suggestions
Based on the conclusion above, the researcher suggests that:
1. Teachers apply Question-Answer Relationship (QAR) Strategy in their
teaching learning process by focusing on the students so that they get more
information from their reading by showing them how to find and use
information from a text to answer the questions.
2. Students apply Question-Answer Relationship (QAR) Strategy in reading
comprehension because it can help students in comprehending a text in
order to find and use information from a text to answer the questions.
47
48
3. The researchers who are interested in doing a research related to this study
apply Question-Answer Relationship (QAR) Strategy on different level of
learners through different genre to prove the effectiveness of QuestionAnswer Relationship (QAR) Strategy on students’ reading comprehension.
REFERENCES
Ade. 2013. Improving the Students Reading Comprehension Achievement By
Applying the Question-Answer Relationships (QAR) Strategy. Unpublished
Thesis. Medan: State University of Medan
Arikunto, S. 2003. Prosedur Penelitian :SuatuPendekatanPraktik: Edisirevisi V.
Jakarta: Rineka Cipta.
Best, J.W. 2002. Research in Education. New York: Prentice-hall.
Brown, D.H. 2004. Language Assessment: Principle and Classroom Practices.
New York: Pearson Education.
Brown, H. Doughlas. 2001. Teaching by Principles: An Interactive Approach To
Language Pedagogy 2nd Ed. New Jersey: Longman.
Cummins, Sean and Mellissa Streiff. 2012. Understanding and Applying the QAR
Strategy to Improve Test Scores. Journal of Inquiry & Action in
Education, Vol. 4, No.3.
Dorn, Linda. 2006. A Close Look at Meaning in Reading Comprehension:
Arkansas Reading Association an Affiliate International Reading
Association.
Elfriede. 2012. Improving Students’ Achievement in Reading Comprehension
Through Questions-Answer Relationships (QAR) Strategy. Unpublished
Thesis. Medan: State University of Medan.
Frank Lyman & Kagan Spencer. 1989. Cooperative Learning Resources for
Teacher.
Grabe, William and Stoller, L.Fredericka. 2002. Teaching and Reasearching
Reading. England: Pearson Education.
Gerot, l & Wignell, P. 1994. Making Sense of Functional Grammar. Cammeray:
Antipodean Educational Enterpries.
Haris, Rapicha. 2014. The Effect of Using Question Answer Relationship (QAR)
Strategy on students’ comprehension in Reading Narrative Text.
Unpublished Thesis. Medan: State University of Medan.
Hedge, Tricia. 2003. Teaching and Learning in the Language Classromm.
London: UOP.
49
50
Kinniburgh, Leah H. and Sandra S. Prew. 2010. Question Answer Relationships
(QAR) in the Primary Grades: Laying the Foundation for Reading
Comprehension. International Journal of Early Childhood Special
Education (INT-JECSE), June, Vol. 2, No.1.
Kinniburgh, Lean H. and Abigail Baxter. 2012. Using Question Answer
Relationships in Science Instruction to Increase the Reading
Achievement of Struggling Readers and Students with Reading
Disabilities. Current Issues in Education, August 15, Vol. 15, No. 2.
Lado, Robert. 1998. Language Testing. New York: McGraw-Hill Book Company
Mikulecky, B.S, and Jeffries, L. 2007. Reading Power. United states of America:
Pearson Education.
Otto, Wayne; Robert Rude and Dixie Lee Spigel. 1979. How to Teach Reading.
Madison : The University of Winconsin.
Pearson, P. David & Gallagher, Margaret. C. 1983. The Instruction of Reading
Comprehension. Technical Report No. 297. Wasington, Dc: National Ins.
Of Education (ED).
Raphael. T.E. & Au, K. H. 2005. QAR : Enhancing Comprehension and Test
taking across grades and content areas. The Reading Teaching, 59(3),
206-221.
Raphael, T.E. 1984. Teaching learners about sources of information for answering
comprehension questions. Journal of Reading, 27, 303-311.
Raphael, 2006. The Steps of Question-Answer Relationships. Retrieved from
http:www.tastasqua.org/superintendet/etqar.html/ accessed on 25 June
2014
Readence, J.E. 2006 Question-Answer Relationship. University of Nevada, Las
Vegas.
Snow, Catherine E. 2002. Reading For Understanding: toward a research and
development program in reading comprehension. Santa Monica: RAND.
Westwood, Peter. 2008. Reading and Writing Difficulties: what teachers need to
know about. Victoria, Australia: ACER Press, pp (32-37)
Westwood, Peter. 2001. Reading and Learning Difficuties: Approaches To
Teaching and Assessment. Victoria: Acer Press.