Enhancing Students’ Reading Comprehension Using Question Answer Relationship (QAR) Strategy in Narrative Text (A Classroom Action Research at the Eleventh Grade of SMA Muhammadiyah 4 Andong in the Academic Year of 2017/2018). A Graduating Paper. English E

  ENHANCING STUDENTS’ READING COMPREHENSION

USING QUESTION ANSWER RELATIONSHIP (QAR)

STRATEGY IN NARRATIVE TEXT

  

(A Classroom Action Research at the Eleventh Grade of SMA

Muhammadiyah 4 Andong in the Academic Year of 2017/2018)

A GRADUATING PAPER

  Submitted to the Board of Examiners as a partial fulfillment of the requirements for degree of Sarjana Pendidikan (S.Pd.) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN)

  Salatiga

  

BY:

AMIRA MUFLICHA DARAINI

113 14 036

ENGLISH EDUCATION DEPARTMENT

  

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018

  ENHANCING STUDENTS’ READING COMPREHENSION

USING QUESTION ANSWER RELATIONSHIP (QAR)

STRATEGY IN NARRATIVE TEXT

  

(A Classroom Action Research at the Eleventh Grade of SMA

Muhammadiyah 4 Andong in the Academic Year of 2017/2018)

A GRADUATING PAPER

  Submitted to the Board of Examiners as a partial fulfillment of the requirements for degree of Sarjana Pendidikan (S.Pd.) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN)

  Salatiga

  

BY:

AMIRA MUFLICHA DARAINI

113 14 036

ENGLISH EDUCATION DEPARTMENT

  

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018 th

  Salatiga, May 8 2018 Hanung Triyoko, S.S., M.Hum., M.Ed.

  The Attentive Counselor‟s note Amira Muflicha Daraini

  To the Dean of Teacher Training and Education Faculty

  Assalamualaikum Wr. Wb Af ter reading and correcting Amira Muflicha Daraini‟s graduating paper entitled

  

“ENHANCING STUDENTS’ READING COMPREHENSION USING

QUESTION ANSWER RELATIONSHIP (QAR) STRATEGY

  IN

NARRATIVE TEXT”, I have decided and would like to propose that this paper

  can be accepted by the Teacher Training and Education Faculty. I hope this paper will be examined as soon as possible.

  Wassalamualaikum Wr. Wb Counselor Hanung Triyoko, S.S., M.Hum., M.Ed.

  NIP. 19730815 199903 1 003

  

DECLARATION

  In the name of Allah, Hereby the researcher declares that this graduating paper is written by the researcher herself. This paper does not contain any materials which have been publised by other people, and it does not cite any other people‟s ideas except the information from the references.

  The researcher is capable to accounts her graduating paper if in the future it can be proved of containing others‟ idea or in fact that the researcher imitates the others‟ graduating paper. Likewise, this declaration is written by the researcher, and she hopes that this declaration can be understood. The researcher will also agree if the library of IAIN Salatiga publishes this graduating paper. This declaration is written with the full concern of the writer.

  Salatiga, April 2018 The Researcher Amira Muflicha D.

  NIM 113 14 036

  

A GRADUATING PAPER

ENHANCING STUDENTS’ READING COMPREHENSION USING

QUESTION ANSWER RELATIONSHIP STRATEGY IN NARRATIVE

TEXT (A CLASSROOM ACTION RESEARCH AT THE ELEVENTH

GRADE OF SMA MUHAMMADIYAH 4 ANDONG IN THE ACADEMIC

YEAR OF 2017/2018)

  

WRITTEN BY:

AMIRA MUFLICHA DARAINI

NIM. 11314036

  has been brought to the board of examiners of English Education Department of Teacher Training and Education Faculty at the State Institute for Islamic Studies

  

th

  (IAIN) Salatiga on Tuesday, July 10 2018, and hereby considered to have completed the requirements for the degree of Sarjana Pendidikan (S.Pd) in English Education.

  Board of examiner Head : Noor Malihah, Ph.D. : Secretary : Hanung Triyoko, M.Ed. : First examiner : Mashlihatul Umami, M.A. : Second examiner : Dr. Ruwandi, M.A. :

  Salatiga, Dean Suwardi, M.Pd.

  NIP. 19670121 199903 1 002

  

MOTTO

“Everything will come to those who keep trying with determination and

patience”

• -Edison-

  

“Do not really care about others‟ sayings, sometimes they have a mouth but not

definitely have a brain”

• -Albert Einsten-

  

DEDICATION

  This graduating paper is sincerely dedicated to:

  1. My beloved parents Chalim Fathul Muin, S.Ag., S.H.I. and Dra. Suratin, S.Pd.I. who always pray, love, guide, and support me. You are my inspiration and my everything.

  2. My beloved sister Kafidah Yurisda Nice Riche, S.ST. and my beloved brothers; Afiq Aghna Abdillah and Kholis Abdilmatin Nihaya, who complete my life.

  3. My brother-in-law Briptu Susilo and my nephew Sakha Argani Susilo.

  4. My big family Bani Asmuni and Jamhari who always support my education.

  5. My almamater, IAIN Salatiga.

  6. All the seekers of knowledge in the world.

  

ACKNOWLEDGEMENT

Bismillahirrahmanirrahim, Assal amu‟alaikum Wr. Wb.

  Alhamdulillahirabbil‟alamin, all praises be to Allah SWT, The Most

  Gracious and The Most Merciful, The Lord of Universe. Because of Him, the researcher could finish this graduating paper as one of the requirement for the Degree of Sajana Pendidikan (S.Pd) in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga. Peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness.

  However, this success would not be achieved without support, guidance, advices, helps, and encouragements from individual and institution. The researcher somehow realizes that an appropriate moment for her to deepest gratitude for:

  1. Mr. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.

  2. Mr. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty.

  3. Mrs. Noor Malihah, Ph. D. as the Head of English Education Department.

  4. Mr. Hanung Triyoko, S.S., M. Hum., M. Ed. as the counselor who has educated, supported, directed, and given the researcher advices, suggestions, and recommendations for this graduating paper from beginning until the end. Thanks for your patience and care.

  5. All lecturers in English Education Department of Teacher Training and Education Faculty of State Institute of Islamic Studies (IAIN) Salatiga.

  Thanks for all guidance, knowledge, support, etc.

  6. Mr. Suprapto, S.Pd. the Principal of SMA Muhammadiyah 4 Andong.

  7. All the teachers and staffs of SMA Muhammadiyah 4 Andong, especially Mrs. Suciati, S.Pd. and all students of XI-Science class.

  8. My fabulous friends in International Class Program (ICP) batch 2014 who always give the unforgettable moments.

  9. Someone special who always supports and prays me in every single part of my life.

  10. My family in Islamic boarding house of Darussalam Kacangan, Andong, Boyolali and API Al-Riyadloh Kesongo, Tuntang, Semarang. Thanks for your praying and support.

  Salatiga, April 2018 The Researcher Amira Muflicha D.

  113 14 036

  ABSTRACT

  Daraini, Amira Muflicha. 2018. Enhancing

  Students‟ Reading Comprehension Using Question Answer Relationship (QAR) Strategy in Narrative Text (A Classroom Action Research at the Eleventh Grade of SMA Muhammadiyah 4 Andong in the Academic Year of 2017/2018). A

  Graduating Paper. English Education Department. Teacher Training and Education Faculty. State Institue for Islamic Studies Salatiga. Counselor: Hanung Triyoko, S.S, M. Hum, M. Ed. This research was aimed to enhance the students‟ reading comprehension using QAR strategy. Thus research answered two questions (1) How is the implementation of using Question Answer Relationship (QAR) to enhance the students‟ reading comprehension in the narrative text at the eleventh grade of SMA MUHAMMADIYAH 4 ANDONG in the academic year of 2017/2018? (2) How is the result of the use of Question-Answer Relationship (QAR) strategy in the narrative text at the eleventh grade of SMA MUHAMMADIYAH 4 Andong in the academic year of 2017/2018?

  The research design of this research was Classroom Action Research. It was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. From the study, the researcher could conclude that the implementation of the study improved from cycle 1 and cycle 2.

  From the research, the researcher could conclude that the implementation of the study improved from cycle 1 and cycle 2. The enhancement of the study was showed when the researcher conducted cycle 2. The result of the t-test of cycle 2 was 2.99. The passing grade was 75 and the target of the passing grade was 85%. The outcome of the post of cycle 2 was 91.30% from the students. The target of cycle 2 was achieved, so the researcher stopped the study. It means that the classroom action research by using QAR strategy is able to enhance the students‟ reading comprehension.

  

Keywords: Reading Comprehension, Question Answer Relationshp (QAR)

Strategy, Narrative text.

  

TABLE OF CONTENTS

   i

  ................................................ 7

  

  7

  

  9

  

  9

  

  10

  

  14

  F.................................................................... 17

  44

  5.

  48

  4.

  47

  3.

  47

  2.

  46

  1.

  46 F. .......................................... 46

  3.

  44

  2.

  1.

  .................................................. 22

  39 E. 43

  2.

  37

  1.

  35 D. ........................................ 37

  2.

  32

  1.

  29 C. ........................................... 32

  3. The Indicators of Students' Successful in Reading Comprehension

  26

  2.

  23

  1.

  50

  

  56 B.

  88

  A. ................................ 92

  B. ................................................................................................ 93

   .

  LIST OF TABLES AND FIGURES

Figure 1.1 The Scheme Based on Kemmis and McTaggart in (McNiff, 2002: 58) .... 7Table 1.1 Research Schedule ....................................................................................... 9Table 1.2 Student‟s Observation Sheet ...................................................................... 11Table 1.3 Teacher‟s Observation Sheet .................................................................... 11Table 2.1 QAR Framework to Frame Question-Asking during Reading Cycle ....... 42Table 4.1 Teacher‟s Observational Sheet of Cycle 1 ............................................... 62Table 4.2 Students‟ Observational Checklist of Cycle 1 ........................................... 64Table 4.3 The Result of Pre-Test and Post-Test of Cycle 1 ...................................... 67Table 4.4 Count of Passing Grade of the Pre-test and Post-test in the Cycle 1 ......... 69Table 4.5 Teacher‟s Observational Sheet of Cycle 2 ................................................ 77Table 4.6 Students‟ Observational Checklist of Cycle 2 ........................................... 80Table 4.7 The Result of Pre-test and Post-test of Cycle 2 ......................................... 82Table 4.8 Count of Passing Grade of The Pre-Test and Post-Test in The Cycle 2 ... 84Table 4.9 Data Analysis............................................................................................. 90

CHAPTER I INTRODUCTION A. Background of the Research Teaching and learning are the activities that can be complex and

  need to be noticed. Teaching can be said as a work art activity because teaching needs good preparation. Learning involves the activities of students which encourage using their prior or background knowledge. Students must discover great value about what is being learnt and have the motivation to solve the problem (Slavin, 2000: 218). Students at different level have some significant problems because there is no instruction to stimulate the students to create a question so that they can comprehend the text.

  In English teaching and learning, there are four skills which are very important for English learners. The for skills are reading, speaking, listening, and writing. Reading and listening are called receptive skill while speaking and writing are a productive one. As one of the four language skills, reading is the most important skill in mastering English. It is important to enhanc e students‟ reading ability to access much information when they face written English or when they want to learn about English literature in written form. We have to master reading skill in order to understand what is said in the book so that it will facilitate students to comprehend texts and then be able to answer comprehension questions properly in many kinds of reading tests. Dallman (1982) also says that reading is more than knowing what each letter of alphabet stands for, reading involves more than word recognition; that comprehension is an essential of reading that without comprehension no reading takes place.

  It means that comprehension is the soul of reading.

  To enhance students‟ reading comprehension, there are several ways that can be used. A teacher can apply some methods, techniques, or strategies to make students‟ reading comprehension better than before. The teacher can also choose an appropriate method, technique, or strategy that should be applied to teach reading to the students which is suitable for the reading test used. Producing and preparing a question can be very difficult especially if the students do not have a strategy which assists to modify it. In contrary, answering the question itself needs little or much effort to be solved. Based on the types, there are explicit and implicit questions.

  Students must have a strategy to recover the problem while reading and answer the questions based on the text given. One of the reading comprehension strategies that the writer discusses is Question-Answer Relationship (QAR) which deal with the question. Students can use the following QAR question types to analyze and answer questions.

  Question-Answer Relationship (QAR) strategy is a method which is designed for a deliberate and common way of thinking and talking about effective sources of information when answering questions in which QAR is a during reading strategy that improves comprehension. This strategy teaches students that all questions are not alike and that knowing how to identify the types of questions will help them answer the questions in which this strategy presents a three-way relationship between questions, text content, and reader knowledge (Raphael, 1986).

  One of the texts which the researcher would concentrate on is narrative text. The text is taught by the teacher in eleventh grade. The narrative text is a text which tells a story and, in doing so, amuses or informs the reader or listener (Mark, 1997:8). The narrative text‟s structure consists of orientation, complication, the sequence of events, resolution, and coda/moral value . Raphael (1986) said that QAR strategy is to help students and teachers start to share the information through creating the relationship between question and answer so that they know how questions are designed. QAR (Raphael, 1986) also provides a basis for teaching three comprehension strategies: locating information; showing text structures and how the information is organized; and determining when an inference or reading between the lines is required.

  The success indicator of reading comprehension according to Wolley (2011: 15) is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences, reading comprehension may be appear to be both simple and obvious. Snow (2002: 11) are informed by a vision of proficient readers who are capable of acquiring new knowledge and understanding new concepts, are capable to apply textual information appropriately, and are capable of being engaged in the reading process and reflecting on what is being read.

  According to the obtained information from English teacher Mrs. Suciati, S.Pd. at the eleventh grade of SMA Muhammadiyah 4 Andong, the students experience the difficulty in identifying both explicit and implicit information. They are also hard to get the main idea of the text instead of moral value. Besides that, some teachers still use a conventional way to teach English especially reading that the students did not really understand, and then, got bored easily when they faced reading texts. The students had lacked of mastering English skills, especially in reading. They did not have interest in reading English texts which could make them difficult to understand the meaning of texts they read, then they faced some difficulties in answering comprehension questions of the reading test. They put assumption in their mind that English was a difficult subject to study and the language would make them confused.

  The researcher would like to conduct research in SMA Muhammadiyah 4 Andong which has not been implemented Question- Answer Relationship (QAR) strategy yet to solve these problems.

  However, while learning narrative text in SMA Muhammadiyah 4 Andong, the students often feel that it is difficult to answer the questions based on the text and by using Question-Answer Relationship (QAR) strategy the students will be able to answer the questions well.

  By the considerations stated above, the writer would like to conduct action research entitled “ENHANCING STUDENTS’

  READING COMPREHENSION USING QUESTION ANSWER RELATIONSHIP (QAR) STRATEGY IN NARRATIVE TEXT (A CLASSROOM ACTION RESEARCH AT THE ELEVENTH GRADE OF SMA MUHAMMADIYAH 4 ANDONG IN THE ACADEMIC YEAR OF 2017/2018) ”.

B. Problem Formulations

  The problem of this research can be stated as follows:

  1. How is the implementation of using Question Answer Relationship (QAR) to enhance the students‟ reading comprehension in the narrative text at the eleventh grade of SMA MUHAMMADIYAH 4 ANDONG in the academic year of 2017/2018?

  2. How is the result of the use of Question-Answer Relationship (QAR) strategy in the narrative text at the eleventh grade of SMA MUHAMMADIYAH 4 Andong in the academic year of 2017/2018? C.

  Objectives of the Research

  In line with the formulation of the problem of research above, the objectives of the research are:

  1. To find out the implementation of using QAR strategy to enhance the students‟ reading comprehension in the narrative text at the eleventh grade of SMA MUHAMMADIYAH 4 ANDONG in the academic year of 2017/2018.

  2. To know the result of the use of Question-Answer Relationship (QAR) strategy in the narrative text at the eleventh grade of SMA MUHAMMADIYAH 4 Andong in the academic year of 2017/2018.

D. The Significance of the Research

  The use of the research are as follows:

  1. Theoretically, it is expected that the finding of this research can support and complete the previous theories related to improving students‟ reading comprehension through Question-Answer Relationship strategy.

  2. In practice, the researcher expects that the finding of this research can be useful for: a. Teacher

  QAR strategy can be used as a new strategy and information in learning and teach English to enhance students‟ reading comprehension, especially in answering the comprehension questions concerning five aspects of reading comprehension.

  b. Student It can be used as a new way to give more opportunities in enhancing students‟ reading comprehension in which the students can find the answer related to the text without wasting too much time because they know the good way to find the answers in the text and they become more active in the class.

  E. Hypothesis and Success Indicator

  By conducting this research, the researcher proposes a hypothesis: Using QAR

  Strategy in English subject can enhance the students‟ reading comprehension in the narrative text at the eleventh grade of SMA Muhammadiyah 4 Andong in the academic year of 2017/2018.

  The success indicator of this research is taken from the passing grade (KKM) of English lesson in SMA Muhammadiyah 4 Andong. The passing grade is 75 and the target for the passing grade is 85%.

  F. Research Methodology 1. Research Design

  This Research is Classroom Action Research. Wiriaatmadja (2005: 13) explains that Classroom Action Research is a method how a group of teachers can organize their teaching-learning condition and learn from their own experience. They can try an idea as reparation in their teaching-learning process, and look the real effect of those efforts.

Figure 1.1 The Scheme Based on Kemmis and McTaggart (in McNiff, 2002: 58)

  The researcher used the scheme based on Kemmis and Taggart 1988 (in McNiff, 2002: 58). There are some steps in Classroom Action Research (CAR), and those are Planning, Action, Observation, and Reflection. These steps will happen for each cycle, they are useful to make the research systematic. The steps in every cycle are as follows: a. Planning

  The activities in the planning are as follow: 1) Preparing the English syllabus, making a lesson plan, materials, and designing the steps in doing the action.

  2) Preparing teaching aids (e.g students‟ worksheets and video about narrative and Question-Answer Relationship).

  3) Preparing observation sheet. 4) Preparing two tests; pre-rest and post-test.

  b. Acting 1) Giving narrative text pre-test.

  2) Delivering the material. 3) Giving opportunity to the students by asking the difficulties or problems.

  4) Giving feedback. 5) Giving post-test.

  c. Observation 1)

  Observing the students‟ attention and all the activities on the learning process.

2) Observing the teacher‟s activities.

  d. Reflection 1) Analyzing the data of the cycle.

  2) The teacher and the researcher will discuss the result of the cycle.

  3) Make a conclusion of the cycle 1. 4) The next cycle can be decided or designed.

  2. Research Subject

  This research was conducted at the eleventh grade of SMA Muhammdiyah 4 Andong, in the academic year 2017/2018. The eleventh grades consisted of two class groups, but the writer took one class group, XI IPA. The number of the participants were 23 students. They were 18 girls and 5 boys. It can be seen on the appendix.

  3. Research Steps

  In conducting the research, the researcher carried out the steps which summarized in the following research schedule. The research schedule is shown below:

Table 1.1 Research Schedule

  No Activities Time Allocation

  1 Preparing the research proposal December

  2 Doing cycle March

  3 Doing observation March

  4 Analysis data April

  5 Writing research result April

  6 Continuing writing the graduating paper April 4.

   Technique of Collecting Data and Research Instrument

  Arikunto (2014: 265) explains that there are some methods of collecting data. There are a questionnaire, test, observation, interview, and documentation. In order to collect data, the researcher uses three of them by using documentation, observation, and test as an instrument.

  a. Observation According to Kothari (2004: 96), observation is the most commonly used to observe the students‟ activities in teaching and learning process. This way is used to monitor and record the students‟ enhancement during the lesson. In the students‟ observation sheet, there are four aspects as the focuses of the observation. Those are paying attention, activeness in asking the question, activeness in responding question, and enthusiasm in doing the test. In this way, the researcher gives point in each aspect based on the situation of students. The table below show the table of observation sheet as follows:

Table 1.2 Students’ Observation Sheet

  t en n n g in tion st in m en estion No

  Note te ess i ess i d u n n g q sias on estion g g att u e of Stud sp oin tive tive q in thu d re Ac Ac en ask Payin Nam

  Moreover, t he teacher‟s observation sheet was also used by the researcher to know the teacher‟s activities during the teaching and learning process. It could be seen in the table below:

Table 1.3 Teacher’s Observation Sheet

  No Activities Yes No Note

  1 Greeting students before the lesson begin

  2 Praying before the lesson begins

  3 Checking the student ‟s attendance list

  4 Asking the students‟ condition and their readiness

  5 Giving icebreaker

  6 Telling the purposes of learning

  7 Asking the related material to the student

  8 Reminding previous material

  9 Helping students to remind their experiences that related to the material

  10 Giving an explanation of the material

  11 Giving opportunity for asking questions and suggestions

  12 Clarifying and explaining the students‟ questions

  13 Guiding the student ‟s activity

  14 Giving feedbacks after the lesson

  15 Helping students to conclude the lesson

  16 Informing next materials for next meeting

  17 Giving motivations for students

  18 Praying and closing the lesson b. Test In this research, the researcher used a written test. There would be two tests. They were pre-test and post-test.

  A pre-test was required to find out student‟s basic ability in reading comprehension of narrative text. The test would be a selected-response test in form of multiple choices with five alternatives in which the students should select the correct answer between five alternatives by putting a cross mark (X). The number of the test would be 25 items of multiple choices and the time given for the students to do this test would be 35 minutes. The aim of this test was to know the competence of the student reading ability before the strategy was conducted.

  Post-test would be given after the students have received the treatments. The number of the test would be 25 items of multiple choices with five alternatives A, B, C, D, and E. The time given for the students to do this test was 35 minutes. The aim of this test was to find out whether there would be a significant difference in students‟ reading comprehension before the students were taught by QAR strategy and after the students received the treatments.

  c. Documentation “Students work is one of the richest sources of qualitative data. Any assignment or activity that involves a student creating a document becomes a potential data source. We use the term document here is a very general sense; a document is any work product” (Pelton, 2010: 30).

  The documentation will also use a camera to take a photo during teaching and learning process.

5. Data Analysis

  After collecting the data, the next step of this research was analyzing the data. Analysis means categorizing, ordering, manipulating, and summarizing the data obtained to answer the research questions (Kerlinger, 1978). There are two ways to analyze the data, as follows:

  1. Qualitative Data According to Kothari (2004: 3), qualitative research is used to know the students‟ behavior and students‟ activities while teaching-learning process. For example, the researcher is able to use observation and documentation.

  2. Quantitative Data Kothari (2004: 3) states that quantitative research is used to summarize data using numbers, it is based on the measurement of quantity or amount. The formula is as follow:

  a. Mean The data which was gotten need to be calculated or processed, it usually used a central tendency. A central tendency is a single measurement which tries to describe a data of set the data itself. The measures of central tendency that commonly used are the mean, median, and mode. But in this research which is used the mean as a measurement. The mean is often called the average, it is the sum of all the respondent

  ‟s score with the total number of the respondents‟ score (Shafer and Zhang, 2012: 38).

  X 

  M  N

  Notes: M :

  Mean of the students‟ score ∑X : the sum of students‟ score N : Total number of the students

  b. Calculation Mean of Difference

  D 

  MD  N

  Notes:

  M D : Mean of Difference

  : Total Difference between pre-test and post-test

  ∑ D

  c. SD (Standard Deviation) Standard deviation is a statistic that tells you how tightly all the various examples are clustered around the mean in a set of data Standard deviation is usually used to know the enhancement score between pre-test and post-test (Shafer and Zhang, 2012: 59).

  

2

2 D  D 

    SD 

  D   

   

  N N

    Notes: SD : Deviation Standard for one sample t-test D : Different between pre-test post-test N : Number of observation in the sample

  d. T-test After calculating the Standard Deviation (SD), the researcher used a t-test to be able to know is there any significant enhancement or not between pre-test and post-test. Before calculating the t-test, the researcher calculated the

  Standard Error . The formula is: SD D

  SE  MD

  N 

1 Notes:

  S E MD : Standard error of mean ef difference

  : The difference of standard deviation

  S D D

  N : The total number of the students Then the researcher calculated the t-test by using this following formula:

  T MD o  SE _MD

  Notes: T : T-test for the differences of pre-test and post-test

  O M D : Mean of difference

S E MD : Standard error of mean ef difference

  d.b. : N

• – 1 G.

  Graduating Paper Organization

  In this section, the researcher would like to discuss some terms in

  chapter I into chapter V as follows: The first chapter is Introduction, which consists of the background of the research, the problem formulations, the objectives of the research, the uses of research, the hypothesis, the research methodology, and organization of graduating paper. The second chapter presents a review of previous studies and related theory. The related theory exists the concept of reading comprehension, the teaching of reading, the concept of QAR Strategy, the procedures of QAR strategy, and the concept of narrative text. The third chapter discusses research implementation which consists of a description of teaching and learning in each cycle. The fourth chapter is about findings and discussions. In this chapter, the researcher described the result of each cycle and its analysis. In the fifth chapter, the researcher states the summary of a research which includes of conclusion and suggestion. For the last part of this graduating paper, the researcher gives bibliography and appendixes.

CHAPTER II THEORETICAL FRAMEWORK This chapter deals with several concepts of this research as for how

  the research is conducted and how the researcher will formulate the assumption from her own research at the end. This chapter will explain review of previous studies related to QAR strategy, the concept of reading comprehension, an aspect in reading comprehension, the teaching of reading, concept of QAR strategy, procedures of teaching reading using QAR strategy, and the last is the concept of narrative text.

A. Review of Previous Researchs

  The Question-Answer Relationships (QAR) strategy was developed by Taffy Raphael (Raphael et al, 2006: 8). It was used to help reading students learn how to decipher what types of questions they were being asked, and where to look for answers. It is believed that this strategy can improve students‟ reading achievement especially in answering comprehension questions related to the text. There have been several studies of using QAR strategy in improving students‟ reading achievement that has been conducted in various areas.

  Peng et al. (2007) conducted a research in a Singapore which was carried out to Primary 6 pupils with 23 boys and 21 girls that focused on finding whether the explicit teaching of QAR could improve students‟ performance in the open-ended comprehension questions and in the higher-order open-ended comprehension questions. From the research, the findings showed that students taught by the QAR strategy showed some improvement in their reading comprehension test scores after intervention compared to the control group. It was proved by the mean of experimental group and control group. At the first research, the mean of the experimental group was 12.76 while the control group was 11.48. After the treatment given, the experimental group demonstrated better comprehension in all types of questions than the control group in which the greatest improv ement was on the “Think and Search” questions. In addition, the qualitative data analysis also showed that more than half students taught by QAR strategy felt more confident about answering comprehension questions after learning the strategy.

  In spite of Agustina (2012) conducted a Peng et al.‟s research, classroom action research about QAR strategy for the first grade of senior high school, that is, in SMA Negeri 8 Bandar Lampung. This research proved that QAR strategy can be used to improve the students‟ reading comprehension. It could be seen from the reading test scores earned by students after being taught by QAR strategy through three cycles conducted in this research. At the first cycle, only 29% of students exceeded the passing grade, then in the second cycle, it increased to 64.51% of students who achieved the passing grade and in the last cycle, 83.87% of students passed the passing grade. In teaching learning process, Agustina also found that students gave positive response through the implementation of QAR strategy in which their response changed to be better and they became more active and started to enjoy learning using QAR from the cycle 1 to cycle 3. Moreover, she also found that the students mostly had a problem in finding the main idea, specific information, and vocabulary in learning reading.

  Then, the other research is conducted by the previous student of State Institue of Islamic Studies (STAIN) Salatiga, Laelasari (2013). The title was THE USE OF STUDENTS TEAM ACHIEVEMENT DIVISION (STAD) TO IMPROVE READING COMPREHENSION. It was written by Any Laelasari. She analyzed there are three problems with her research.

  The first concerns about the implementation of STAD, the second is finding whether STAD improves the students‟ reading comprehension or not, and the last concerns with the result of student reading comprehension after using STAD method. Then, she got three conclusions. The first is STAD strategy can enhance students‟ interest in learning English especially reading, the second is the st udents‟ reading comprehension of the second year students of MA AL Manar Tengaran in the academic year of 2012/2013 can improve through STAD strategy, and the last is there is significant influences of using STAD strategy to improve students‟ reading comprehension.

  Last but not least, there was a graduating paper entitled THE EFFECTIVENESS OF CIRC AND PQ4R METHODS TO IMPROVE STUDENTS‟ READING COMPREHENSION IN THE 10TH GRADE OF SMK N 3 SALATIGA IN THE ACADEMIC YEAR OF 2014/2015 by Fitri Ariyani (2015). She did a classroom action research. The difference between the students‟ pre-test and post-test means taught by CIRC method was 18.

  66 and the difference between the students‟ pre-test and post-test means taught by PQ4R method was 11.6. Therefore, in this thesis, she knew that CIRC and PQ4R methods are different because the mean of CIRC method is higher than the mean of the PQ4R method. Moreover, she also found that CIRC method is very significant than PQ4R method because the significant difference between t-test and t-table of CIRC method is higher than PQ4R method.

  In short, compared to the previous studies above, this research has the difference from the previous ones such as the subject of the research in which researcher examines QAR strategy for Muhammadiyah public school students since there is no research that has been conducted for Muhammadiyah public school dealing with the implementation of QAR strategy.

B. The Concept of Reading Comprehension

  Some experts think in many ways concerning the concept of reading comprehension. Therefore, to understand fully about it, the detail explanation of the concept of reading comprehension which contains definition and aspects of reading comprehension is shown below.

1. Definition of Reading Comprehension

  Reading is one of the essential skills which should be mastered by students who want to achieve their proficiency in English.

  Actually, reading is a cognitive process where a reader involves in the mental process of knowing, learning, and understanding things.

  Furthermore, Nuttall (in Zulya, 2017) defines reading as the meaningful interpretation of printed or written word verbal symbol. It means that reading is a result of the interpretation of the perception of graphic symbols which represents language and the readers‟ language skills, cognitive skills, and knowledge of the world. In this process, the reader tries to create the meanings intended by the writer.

  It is widely accepted that reading is started from receiving meaning from written symbols. The reader imagines transferring sounds into letters to get the meaning out. This view is strongly influenced by an audio-lingual method which claims that reading the second language was viewed primarily as an adjunct to oral language skills (Sutarsyah, 2015). From this point of view, decoding sound symbol-relationship was considered to be the primary steps in the development of reading proficiency (Sutarsyah, 2015).

  These concepts basically characterize the theory bottom-up processing. This bottom-up model was proposed by structural linguists and behavioral psychologists. According to his theory reading entailed the application of automatic habit, induced response to the written text. Reading is considered essentially a mechanical decoding process.

  Similarly, according to Carrel and Eisterhold, there is a process of interaction between the author with his or her language media and the reader with his language knowledge and knowledge of the world in reading (Sutarsyah, 2010 in Zulya, 2017). The reader is going to catch what the author has expressed in the written text. Simply, our understanding of reading is best considered as the interaction that happens between the reader and the text, an interpretive process.

  Reading is not the only process to read a text, but the important thing is the ability to understand and interpret the meaning of the text.

  As Dallman (1982) says, reading is more than knowing what each letter of alphabet stands for, but reading involves more than word recognition and comprehension is essential in reading. Reading is not simply making the sound of the text, but it is about comprehending the idea of the text itself. It means that reading will not take place without comprehension.

  Reading and comprehension are supposed to be one activity which involved each other. Teale and Yokota in Westwood (2001: 18) state that

  “comprehension must be the central focus of teaching students to read and not something to emphasized only after having learnt how to interpret and identify the words

  ”. Comprehension is a progressive skill in attaching meaning at the same level and proceeding to attach meaning into the entire reading selection. All of the comprehensions revolve around the readers‟ ability in getting main idea and topic sentence form the text (Doyle, 2004).

  According to Rubin in Westwood (2001: 19), “reading comprehension has been described as a complex intellectual process involving a number of abilities

  ”. Readers have to use information already acquired to filter, interpret, organize, reflect upon and establish relationships with the new incoming information on the page. To get a better understanding of the text, a reader has to be able to identify words rapidly, know the meaning of all the words and be able to combine units of meaning become a coherent message. Lyon and Scarborough cited in Westwood (2001: 19) contend that “understanding of test results from an interaction between word identification, prior knowledge and the effective use of cognitive strategies

  ”. Therefore, according to Torgesen (2010), comprehension of reading is a cognitive, motivational, and effective activity.

  Then, “Pressley says that good comprehenders are effective users of comprehension strategies when they have work with the text ”