SQ3R IMPLEMENTATION IN TEACHING READING COMPREHENSION(A Case Study of Eighth Grade Students at One State MTs in Sumedang.
SQ3R IMPLEMENTATION IN TEACHING READING
COMPREHENSION
(A Case Study of Eighth Grade Students at One State MTs in Sumedang)
A Research Paper
Submitted to English Education Department of FPBS UPI Bandung as a Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree
By
Mila Siti Masruuroh 0902459
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
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SQ3R Implementation in Teaching
Reading Comprehension
(A Case Study of Eighth Grade
Students at One State MTs in
Sumedang)
OlehMila Siti Masruuroh
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Sastra
© Mila Siti Masruuroh 2015 Universitas Pendidikan Indonesia
Januari 2015
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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PAGE OF APPROVAL
Mila Siti Masruuroh (0902459)
SQ3R IMPLEMENTATION IN TEACHING READING COMPREHENSION
(A Case Study of Eighth Grade Students at One State MTs in Sumedang) Approved by:
Head of Department of English Education Faculty of Language and Literature Education
Indonesia University of Education
Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001
Main Supervisor,
Prof. Dr. Nenden Sri Lengkanawati, M.Pd. NIP. 195111241985032001
Co-Supervisor,
Lulu Laela Amalia, S.S., M.Pd. NIP. 197504092007102001
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Mila Siti Masruuroh, 2015
SQ3R implementation in teaching reading comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu SQ3R IMPLEMENTATION IN TEACHING READING
COMPREHENSION
(A Case Study of Eight Grade Students at One State MTs in Sumedang)
ABSTRACT
This research aimed to describe the implementation of SQ3R in teaching reading comprehension and to identify students’ responses toward the implementation of SQ3R. Moreover, it examined the benefits of SQ3R in teaching reading comprehension in Indonesia. This research used a qualitative case study conducted at one State MTs in Sumedang. It involved one class of the eighth grade which consists of 30 students. The data were collected through observation, interview, and document analysis. The data from the three instruments were analyzed qualitatively. The results of this research showed that the implementation of SQ3R helped the students to comprehend English texts. The students also responded the implementation of SQ3R positively. They focused while reading English texts by using SQ3R. They were also interested and enthusiastic in doing the tasks. In addition, SQ3R helped them to write questions from the texts, to rewrite the information by their own words, to write a report or a summary about the texts, and to enrich their vocabularies. In conclusion, SQ3R helped the students in reading English texts. Therefore, SQ3R is recommended to be implemented in teaching reading comprehension.
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SQ3R implementation in teaching reading comprehension
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IMPLEMENTASI SQ3R DALAM PENGAJARAN PEMAHAMAN MEMBACA
(Studi Kasus pada Siswa kelas VIII di Salah Satu MTs Negeri di Sumedang)
ABSTRAK
Penelitian ini bertujuan untuk mendeskripsikan implementasi SQ3R dalam pengajaran pemahaman membaca dan untuk mengidentifikasi tanggapan siswa terhadap implementasi SQ3R. Selain itu, penelitian ini juga menguji manfaat dari SQ3R dalam pengajaran membaca di Indonesia. Penelitian ini menggunakan studi kasus kualitatif yang dilaksanakan di salah satu MTs Negeri di Sumedang. Penelitian ini melibatkan satu kelas VIII yang terdiri dari 30 siswa. Data-data dalam penelitian ini dikumpulkan melalui observasi, wawancara, dan analisis dokumen. Data dari ketiga instrumen tersebut dianalisis secara kualitatif. Hasil penelitian ini menunjukan bahwa implementasi SQ3R membantu siswa memahami teks-teks Bahasa Inggris. Para siswa juga memberikan tanggapan positif terhadap implementasi SQ3R ini. Mereka fokus ketika membaca teks Bahasa Inggris dengan menggunakan SQ3R. Mereka juga tertarik dan antusias dalam mengerjakan tugas-tugas tersebut. Selain itu, SQ3R membantu mereka dalam menulis pertanyaan-pertanyaan dari teks, menulis kembali informasi dengan kata-kata sendiri, menulis laporan atau rangkuman mengenai teks, dan memperkaya kosa kata mereka. Dapat disimpulkan bahwa SQ3R membantu para siswa untuk membaca teks-teks Bahasa Inggris. Oleh karena itu, disarankan SQ3R dapat diimplementasikan dalam pengajaran membaca.
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SQ3R implementation in teaching reading comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENT
STATEMENT OF AUTHORIZATION ... i
PREFACE ... ii
ACKNOWLEDGMENT ... iii
ABSTRACT ... v
TABLE OF CONTENT ... vi
LIST OF TABLES ... ix
LIST OF APPENDICES ... x
CHAPTER I: INTRODUCTION ... 1
1.1 Background ... 1
1.2 Statements of the Problem ... 3
1.3Aims of the Research ... 3
1.4Scope of the Research ... 3
1.5Significance of the Research ... 4
1.6Clarification of the Terms ... 4
1.7Organization of the Paper ... 5
CHAPTER II: THEORETICAL FOUNDATION ... 7
2.1Reading ... 7
2.1.1 Definition of Reading ... 7
2.1.2 Reading Processes ... ... 8
2.1.3 Reading Comprehension ... 10
2.1.4 Reading Comprehension Strategy ... 12
2.2Descriptive Text ... 13
2.3Recount Text ... 14
2.4SQ3R ... 15
2.4.1 Definition of SQ3R ... 15
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2.5Characteristics of Young Learners ... 18
2.6Previous Studies on SQ3R Strategy ... 20
2.7Concluding Remark ... 21
CHAPTER III: RESEARCH METHODOLOGY ... 22
3.1Research Questions ... 22
3.2Research Method ... 22
3.3Site and Participants ... 23
3.4Data Collection ... 24
3.4.1 Observation ... 24
3.4.2 Interview ... 27
3.4.3 Document Analysis ... 27
3.5Research Procedure ... 29
3.5.1 Preparing the Lesson Plans ... 29
3.5.2 Preparing Teaching Materials ... 29
3.5.3 Observing Activities in the Classroom ... 29
3.5.4 Interviewing ... 30
3.5.5 Analyzing Documents ... 30
3.6 Data Analysis ... 31
3.6.1 Observation ... 31
3.6.2 Interview ... 32
3.6.3 Document Analysis ... 32
3.7 Concluding Remark ... 32
CHAPTER IV: FINDINGS AND DISCUSSION ... 33
4.1Findings ... 33
4.1.1 The Implementation of SQ3R in Teaching Reading Comprehension ... 33
4.1.1.1 Findings from Observation ... 34
4.1.1.1.1 The First Meeting ... 34
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4.1.1.1.3 The Third Meeting ... 36
4.1.1.1.4 The Fourth Meeting ... 38
4.1.1.1.5 The Fifth Meeting ... 39
4.1.1.1.5 The Sixth Meeting ... 41
4.1.1.2 Findings from Interview ... 43
4.1.1.3 Findings from Document Analysis ... 43
4.1.2 Students’ Responses toward the Implementation of SQ3R in Teaching Reading Comprehension ... 45
4.1.2.1 Findings from Observation ... 45
4.1.2.2 Findings from Interview ... 48
4.1.2.3 Findings from Document Analysis ... 50
4.2Discussion ... 50
4.2.1 The Implementation of SQ3R in Teaching Reading Comprehension ... 50
4.2.1.1Data from Observation ... 50
4.2.1.2Data from Interview ... 53
4.2.1.3Data from Document Analysis ... 54
4.2.2 Students’ Responses toward the Implementation of SQ3R in Teaching Reading Comprehension ... 56
4.2.2.1Data from Observation ... 56
4.2.2.2Data from Interview ... 59
4.2.2.3Data from Document Analysis ... 59
CHAPTER V: CONCLUSION ... 61
5.1Conclusion ... 61
5.2Recommendation ... 62
REFERENCES ... 64 APPENDICES
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SQ3R implementation in teaching reading comprehension
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SQ3R implementation in teaching reading comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I
INTRODUCTION
As an introductory section, this chapter presents background of the research. It also presents statements of the problem, aims of the research, scope of the research, significance of the research, clarification of the terms, and organization of the paper.
1.1Background
Reading comprehension is one of the problems faced by Indonesian students in reading English texts. Most Indonesian students have difficulties in reading English texts because English in Indonesia is a foreign language (Hamra and Syatriana, 2010). In addition, many results of research also showed that Indonesian students’ ability in reading English texts was very low (Syatriana, 1998; Hamra, 1993 and 1996; Kweldju, 2001 as cited in Hamra and Syatriana, 2010).
As one of the English Language Skills, reading is the most important area of activity for the development of L2 academic competence, for interpersonal function, and for merely “getting along” in literate society, and also as the primary channel for L2 input and a major source of exposure to associated literature and other aspects of the L2 culture for many learners (Saville-troike, 2006). Reading is also very beneficial for language acquisition and has positive effect on students’ vocabulary knowledge, on their spelling and on their writing (Harmer, 2007). Besides, the crucial goal of teaching reading is to help students understand texts through concious and systematic training of reading skills (Astika, 2007). Therefore, reading is an important skill that needs to be mastered by EFL students.
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Moreover, Brown (2001) states that reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies for most EFL learners who are already literate in a previous language, L1. In other words, an appropriate and efficient reading strategy is required to help students improve their reading comprehension. Therefore, applying appropriate reading strategy is crucial to help students improve their reading comprehension.
One of the strategies in teaching reading comprehension is SQ3R (Survey, Question, Read, Recite, and Review) developed by Robinson (1941) providing students with a systematic approach for studying a textbook assignment (Wright, 2003). Besides, SQ3R presents a detailed step-by-step outline of what readers should complete and accomplish while reading (Baier, 2011). In addition, Nuttal (1989) states that SQ3R makes students responsible for guiding themselves in reading texts, and also it promotes purposeful and active involvement to students in reading texts.
Afterwards, there are previous studies that have been conducted on SQ3R strategy in teaching reading comprehension. Firstly, Pribadi (2013) conducted his research to find out how SQ3R helps the tenth grader of SMA 1 Srengat to solve their problems in reading descriptive text. It was concluded that the students who used SQ3R reading strategy performed reading activity better, especially in reading descriptive text (Pribadi, 2013). The strategy also provided the students with a structured reading technique, which could lead them to comprehend the text better (Pribadi, 2013). Then, Lestari (2012) who conducted the use of SQ3R in the Tenth Grade of Senior High School concluded that this method gave a significant improvement of students’ reading comprehension. Besides, Baier (2011) who conducted the implementation of SQ3R in the fifth grade students also concluded that SQ3R strategy significantly improved the fifth grade students’ comprehension scores of expository texts. In addition, Apandi (2011) who conducted SQ3R strategy in teaching reading to the Second Year of Junior High School students concluded that SQ3R helps the students to understand the main
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idea, the general idea, and the similar and the opposite meanings of English words from the texts. The students also give positive impression in learning reading by using SQ3R (Apandi, 2011). Therefore, as one of the reading strategies, SQ3R is appropriate to be applied in teaching students’ reading comprehension.
Based on the explanation above, this research was conducted to describe the implementation of SQ3R in teaching reading comprehension and to identify students’ responses toward the implementation of SQ3R in teaching reading comprehension.
1.2Statements of the Problem
The statements of the problems of this research are formulated in the following questions.
1. How is SQ3R implemented in teaching reading comprehension?
2. What are students’ responses toward the implementation of SQ3R in teaching reading comprehension?
1.3Aims of the Research
The aims of this research are stated as follows.
1. To describe the implementation of SQ3R in teaching reading comprehension.
2. To identify students’ responses toward the implementation of SQ3R in teaching reading comprehension.
1.4Scope of the Research
This research focuses on two concerns in its investigation. The first is on how is the description of the implementation of SQ3R in teaching reading comprehension. The second is on how the students’ responses toward the implementation of SQ3R in teaching reading comprehension. The context of those
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two concerns is in an English as a Foreign Language (EFL) classroom in Indonesia, that is the eighth grade students of one State MTs in Sumedang as participants in this research.
1.5Significance of the Research
This research is expected to give advantages in theoretical and practical aspects.
1. Theoretical aspect
This research is expected to be useful to enrich the theories and methods in teaching reading comprehension.
2. Practical aspect
This research is expected to be useful for both students and teacher. a) Students
This research is expected to improve students’ reading comprehension and to increase their interest and motivation in reading English texts.
b) Teachers
This research is expected to be useful for teacher to improve their strategy in teaching reading comprehension and to find solution to problems faced in teaching reading comprehension.
1.6 Clarification of Terms
Reading comprehension is the proses of extracting and constructing meaning simultaneously through interaction and involvement with written language (Snow, 2002). Reading comprehension in this research refers to reading comprehension taught in one EFL classroom in Indonesia, that is the eighth grade students of one State MTs in Sumedang as participants.
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SQ3R (Survey, Question, Read, Recite, and Review), developed by Robinson (1941), provides students with a systematic approach presenting a detailed step-by-step outline of what readers should complete and accomplish while reading for studying a textbook assignment (Wright, 2003; Baier, 2011). SQ3R refers to the method used in this research in teaching reading to EFL students.
An EFL classroom is a class in a country in which English is not the dominant language, and there is little experience and exposure to the language outside the classroom, and also encounters with the language are through several hours of teaching in a school week (Cameron, 2005). An EFL classroom refers to the participants in this research that is eighth grade students at one State MTs in Sumedang.
Madrasah Tsanawiyah (MTs) is a formal education equals to Junior High School which organizes general education by using religion characteristics under Ministry of Religious Affairs (Ministry of Religious Affair, no. 90, 2013). Madrasah Tsanawiyah (MTs) in this research refers to the school as the site in doing this research that is one State MTs in Sumedang.
1.7Organization of the Paper
CHAPTER I: Introduction. This chapter covers information about background, statements of the problem, aims of the research, scope of the research, significance of the research, clarification of the terms, and organization of the paper.
CHAPTER II: Theoretical Foundation. This chapter discusses theoretical foundation that is relevant to this research, which provides basic theories for investigating the research problems. The theories in this research are about reading, reading processes, reading comprehension, reading comprehension strategy, descriptive text, recount text, the definition of SQ3R, SQ3R as
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SQ3R implementation in teaching reading comprehension
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strategy in teaching reading, characteristics of young learners, and previous studies on SQ3R strategy.
CHAPTER III: Research Methodology. This chapter explains the procedure of the research that includes research questions, research method, site and participants, data collection, research procedure, and data analysis.
CHAPTER IV: Findings and Discussion. This chapter reports and discusses the result of the research findings about the implementation of SQ3R in teaching reading comprehension and students’ responses toward the implementation of SQ3R.
CHAPTER V: Conclusion. This chapter presents conclusion of this research and suggestions for further research.
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SQ3R implementation in teaching reading comprehension
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SQ3R implementation in teaching reading comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III
RESEARCH METHODOLOGY
This chapter gives a detailed description about the procedure of the research to answer the two questions of this research. It covers research questions, research method, site and participants, data collection, research procedure, and data analysis.
3.1Research Questions
The statements of the problems of this research are formulated in the following questions.
1. How is SQ3R implemented in teaching reading comprehension?
2. What are students’ responses toward the implementation of SQ3R in
teaching reading comprehension? 3.2Research Method
Qualitative research in the form of case study was conducted in this research intended to describe the implementation of SQ3R in teaching reading
comprehension and students’ responses toward the implementation of SQ3R.
According to Fraenkel, Wallen, & Hyun (2012), qualitative research concerns with both process and product, for example, describing how things occur, how students interact with their teacher as well as their friends in the classroom, how questions are answered, and so on. This research was in the form of qualitative
case study since it was carried out in a single case in which the researcher’s aim is
to understand the case (Fraenkel, Wallen, & Hyun, 2012). In addition, it was a qualitative case study since it was concerned with a description of events relevant to the case (Hitchcock and Hughes, 1995 in Cohen, Manion, & Morrison, 2007).
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Based on the explanation above, a qualitative case study was used in this research in order to describe the events related to the case including both process and product, for example, how things occur, how students interact with their teacher as well as their friends in the classroom, and how questions are answered (Hitchcock and Hughes, 1995 in Cohen, Manion, & Morrison, 2007; Fraenkel, Wallen, & Hyun, 2012) while implementing SQ3R in teaching reading comprehension. Therefore, there were some activities done in this research. The researcher implemented SQ3R in teaching reading texts and observed the implementation of SQ3R in teaching reading texts during the lesson. Then, she interviewed selected participants to get their responses toward the implementation of SQ3R in teaching reading comprehension.
In line with the explanation above, this research was conducted to describe
the implementation process of SQ3R and students’ responses toward the
implementation of SQ3R in teaching reading comprehension. 3.3Site and Participants
This research was conducted at one State MTs in Sumedang. The school was chosen because the school was cooperative to allow the researcher to carry out the study.
The participants in this research were the eighth graders, while the researcher, as a participant observer (Fraenkel, Wallen, & Hyun, 2012), participated as the teacher who implemented SQ3R in teaching reading and observed how the implementation of SQ3R at the same time. There are four classes of eighth grade students in this school. However, there was only one class as the sample in this research. The class was VIII A which consists of 30 students whose ages were around 13 years old. The class was chosen based on the discussion with the teacher of the eighth grade students (the real teacher in class) in which the students in this class have different abilities in learning English.
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In addition, there were ten (10) students who were interviewed in this research. The respondents were selected based on the principles of fairness and voluntary in which the researcher informed them before they were interviewed, and they were not forced to be interviewed (Herdiansyah, 2013).
The eighth grade students were chosen because based on the informal interview with the teacher of the eighth grade students (the real teacher in class) it is proven that they have more knowledge than the seventh grade students. For instance, there are some materials that have been taught on the seventh grade such as descriptive text, expressions for asking and giving something, opinion, information, and so on.
3.4Data Collection
In collecting the data, there were three instruments applied in this research, those are observation, interview, and document analysis. According to Satori & Komariah (2011), the fundamental methods in collecting the data of qualitative research are participant observation, in-depth interview, and document analysis. In line with this, Fraenkel, Wallen, & Hyun (2012) states that qualitative researchers use observation, in-depth interview, and document analysis in collecting and analyzing the data. In addition, Emzir (2011) also states that observation, interview, and document analysis are used in collecting the data of qualitative research. In other words, collecting the data in qualitative research is done by observing people and events, interviewing selected participants, and analyzing various documents (Fraenkel, Wallen, & Hyun, 2012).
3.4.1 Observation
Observation is used to observe and record what people do in the setting (Fraenkel, Wallen, & Hyun, 2012). In line with this, Cooper and Schindler (2001, p. 374) in Cohen, Manion, & Morrison (2007) states that observation enables a
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researcher to look at behavior, such as students interact with their teacher as well as their friends in the classroom. The observation was applied in this research to investigate the teaching-learning process during the implementation of SQ3R in teaching students reading comprehension.
In this research, the observations were conducted six times (six meetings) from August, 13th to September 3rd, 2014. The time allocation in each meeting was 80 minutes. During the observation, SQ3R were implemented by the researcher as a participant observer in which she participated as the teacher who implemented SQ3R in teaching reading comprehension and observed how the implementation of SQ3R in teaching reading comprehension at the same time. As stated in Fraenkel, Wallen, & Hyun (2012) a participant observer fully participates in the activities of the group studied and makes it clear that he or she is doing research. Thus, the type of observation in this research is participant observation (Fraenkel, Wallen, & Hyun, 2012).
As a participant observer, the researcher is able to observe ongoing behavior as it occurs and to make appropriate notes about its salient features (Bailey, 1994 in Cohen, Manion, & Morrison, 2007). The instrument used to observe the activities in implementing SQ3R was observation sheets. The observation sheet was filled by the researcher who also participated as the teacher, and the complete notes were written in the field notes as quickly as possible after the observation (Cohen, Manion, & Morrison, 2007; Satori & Komariah, 2011). In addition, the teaching-learning process in each meeting was also recorded by using video recorder that enables the researcher to watch repeatedly and recheck it easily. As stated in Moleong (2010), video-tape can be observed repeatedly so that the researcher can recheck it easily. In line with this, Alwasilah (2008) states that the researcher is suggested to record the observation activities by using video recorder so that it can be watched repeatedly.
The observation sheet as the instrument used to observe the activities in implementing SQ3R was developed from the theories of SQ3R. Therefore, it
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consists of the activities in each step of SQ3R developed based on the theories of SQ3R. The following activities were observed to get more data on the teaching-learning process.
Table 3.1 Observation Sheet
SQ3R Activities Yes No Evidence
SURVEY (S) The students survey the text by
reading about the title of the text. The students survey picture (s) to get a general understanding of the text.
The students survey each
paragraph.
The students survey the difficult word (s) of the text.
QUESTION (Q)
The students write question (s) about the title of the text.
The students write question (s) about the picture (s) of the text. The students write question (s) based on each paragraph of the text.
The students write question (s) about the similar meaning (s) of difficult word (s).
The students write question (s) about the opposite meaning (s) of difficult word (s).
READ (R-1) The students read the text to find
the answers to the questions developed in step 2.
The students write the answer (s) based on the question (s) about the title of the text.
The students write the answer (s) based on the question (s) about the picture (s) of the text.
The students write the answer (s) based on the question (s) about the information in each paragraph of the text.
The students write the answer (s) about the similar meaning (s) of difficult word (s).
The students write the answer (s) about the opposite meaning (s) of
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difficult word (s).
RECITE (R-2) The students recite the
information in step 3 by restating the answers by their own words. The students write their response about the text.
REVIEW (R-3) The students review the
information of the text.
The students recall the main points of the text and the supporting details.
The students write a summary about the text.
Adapted from Apandi (2011); Robinson (1941) in Wright (2003)
3.4.2 Interview
According to Fraenkel, Wallen, & Hyun (2012), the aim of interviewing people is to find out what they think or how they feel about something. A semistructured or in-depth interview were used in this research to gain in depth and clear information from the informants (Hatch, 2002).
As stated in Hatch (2002), in a semistructured interview, the researcher comes to the interview with guiding questions and records the interview. In this research, a one-to-one interview was conducted after the implementation of
SQ3R. It consisted of six questions exploring students’ responses toward the
implementation of SQ3R. Besides, the questions in interviewing the students were carried in Indonesian intended to gain clear understanding on what researcher and participants say (Rumhayati, 2012).
Based on the explanation above, the interview in this research was developed by formulating six questions to gain in depth and clear information
about students’ responses toward the implementation of SQ3R in teaching reading
comprehension. The first question was about whether the students are interested in the implementation of SQ3R in teaching reading texts or not. The second question was about whether SQ3R improves their abilities in reading English text or not. The third question was about whether SQ3R enriches their vocabulary or not. The fourth question was about whether SQ3R helps them to rewrite information by
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their own words or not. The fifth question was about what they really like in reading English texts by using SQ3R. The last question was about what their difficulties in reading English text by using SQ3R. Afterward, the students’ anwers of the interview were transcribed, and then described. Lastly, those are related to relevant literature to answer the research questions.
3.4.3 Document Analysis
The last technique used in this research was analyzing documents (Fraenkel, Wallen, & Hyun, 2012). According to Satori & Komariah (2011), document analysis is the complement of observation and interview. Further, they (2011) also states that document analysis is collecting written documents and data that are needed to be investigated.
As the complement of observation and interview (Satori & Komariah, 2011), the written documents in the forms of lesson plans, observation sheets,
field notes and students’ reading assessments were analyzed in this research in
order to answer the research questions. The lesson plans which were designed by the researcher, as a participant observer, were used to find out the whole process of teaching reading texts by using SQ3R. Then, observation sheets and field notes were used to take the real situation during the teaching-learning process. Field notes are the detail notes taken by a researcher that is what she or he sees, hears, experiences, and thinks in the course of collecting and reflecting data (Fraenkel, Wallen, & Hyun, 2012). Field notes are usually written as quickly as possible after the observation (Cohen, Manion, & Morrison, 2007; Satori & Komariah,
2011). Lastly, students’ reading assessment sheets were used to find out students’
comprehension in reading texts. The following is the field note table to take the real situation during the teaching-learning process.
Table 3.2 Field Notes
Overall Comments
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QUESTION (Q) READ (R-1) RECITE (R-2) REVIEW (R-3) Note:
Action suggested:
Adapted from Robinson (1941) in Wright (2003)
3.5 Research Procedure
There were some steps which were conducted by the researcher, as a participant observer, in taking the data required in this research. The steps were preparing the lesson plans, preparing teaching materials, observing activities in the classroom, interviewing, and analyzing documents.
3.5.1 Preparing the Lesson Plans
There were six lesson plans implemented in doing this research. Those lesson plans were designed by the researcher, as a participant observer, for six meetings. The materials in the lesson plans were about descriptive and recount texts.
3.5.2 Preparing Teaching Materials
There were six texts used in this research. The materials were about
descriptive and recount texts, those were “The Ka’bah”, “Al-Masjid An-Nabawi”,
“The Symbolic Sites of Masjidil Haram”, “My Holiday”, “Going Fishing for the
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from Buku Sekolah Elektronik (BSE) by Priana, et al. (2008) entitled
“Scaffolding: English for Junior High School Students Grade VIII”, and also a book by Setiawan & Mustafa (2009) entitled “Siap Menghadapi Ujian Nasional SMP/MTs Bahasa Inggris”, and the others were adapted from http://wikipedia.com.
3.5.3 Observing Activities in the Classroom
Observing activities in the classroom was conducted by the researcher, as a participant observer, during the implementation of six lesson plans that have been designed. The teaching-learning process was also recorded by using video recorder that enables the researcher to watch it repeatedly and recheck it easily (Alwasilah, 2008; Moleong, 2010).
The implementation of six lesson plans included the explanation how to do SQ3R in reading descriptive texts and recount texts, and also the implementation of SQ3R in group work and individual work. The materials and the interaction pattern used in this research are showed in the following table.
Table 3.3 Dates, Materials and Interaction Patterns of the Research
Meeting Date Material Interaction Pattern
1 August 13th, 2014 Descriptive Text -
2 August 20th, 2014 Descriptive Text Group Work
3 August 22nd, 2014 Descriptive Text Individual Work
4 August 27th, 2014 Recount Text Individual Work
5 August 29th, 2014 Recount Text Group Work
6 September 3rd,
2014
Recount Text Individual Work
3.5.4 Interviewing
The interview was conducted on September 3rd, 2014 in the last meeting. There were ten (10) respondents who were interviewed. The respondents were selected based on the principles of fairness and voluntary in which the researcher
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informed them before they were interviewed, and they were not forced to be interviewed (Herdiansyah, 2013).
There were six (6) questions to explore students’ responses toward the implementation SQ3R in teaching reading texts. The six questions were about whether they are interested in the implementation of SQ3R in teaching reading texts or not, whether the implementation of SQ3R improve their abilities in reading English text and enrich their vocabulary or not, whether SQ3R helps them to rewrite information by their own words or not, and what they really like in reading English texts by using SQ3R as well as what their difficulties in reading English text by using SQ3R.
3.5.5 Analyzing Documents
The documents analyzed in this research were in the forms of lesson plans,
observation sheets, field notes, and students’ reading assessments. The lesson
plans were analyzed to find out the whole process of teaching reading texts by using SQ3R. Then, observation sheets and field notes were analyzed to take the real situation during the teaching-learning process. Lastly, students’ reading assessment sheets were analyzed to find out students’ comprehension in reading texts.
3.6 Data Analysis
The data which were collected from observation, interview, and document analysis were analyzed. Further, the data from the three instruments were presented in the form of descriptive explanation in which the data were reported in words (Arikunto, 2006).
The triangulation was used in this research to ensure the validity of the research (Creswell, 2008 in Emzir, 2010). According to Emzir (2010), triangulation is the process of analyzing data from different sources (observation, interview, and document analysis) to ensure the validity of the research. In this
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research, this process was done by analyzing the results of the observations obtained from classroom activities, the students’ answers from the interview, and document analysis to answer the research questions. In line with this, Fraenkel, Wallen, & Hyun (2012) states that analyzing the data in a qualitative research is done by analyzing the information obtained from various sources (observation, interview, and document).
3.6.1 Observation
The data from observation were analyzed descriptively to answer the research questions including the process of SQ3R implementation and the
students’ responses toward the implementation of SQ3R in teaching reading
comprehension. The data from observation were analyzed in the following steps. 1. Implementing SQ3R technique in teaching reading texts.
2. Observing and recording how SQ3R was implemented in teaching reading texts by using observation sheet, field notes, and videos.
3. Interpreting and describing the data taken from observation to answer the research questions.
3.6.2 Interview
The data from the interview were recorded by using voice recorder in a hand phone. The data taken from the interview were analyzed in the following steps.
1. Transcribing the data from the interview.
2. Interpreting the data from the interview to answer the research questions. 3. Relating the data to relevant literature.
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The documents which were analyzed in this research are in the forms of
lesson plans, observation sheets, field notes, and results of students’ reading
assessments. The lesson plans were analyzed to find out the process of teaching reading texts by using SQ3R. Observation sheets and field notes were also analyzed to take the real situation during the teaching-learning process. Then,
results of students’ reading assessments were analyzed to find out students’
comprehension in reading texts. Lastly, the documents that have been analyzed were interpreted to answer the research questions.
3.7 Concluding Remark
This chapter presented a detailed description of research methodology in this research, including research questions, research method, site and participants, data collection, research procedure, and data analysis. The aims of the research were to describe the implementation of SQ3R in teaching reading comprehension
and to identify students’ responses toward the implementation of SQ3R in
teaching reading comprehension. The researcher used three instruments, including observation, interview, and document analysis to obtain the data. The results of this research will be described in the next Chapter.
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CONCLUSION
This last chapter presents the conclusion that can be described as the results of the research. It also offers suggestions for teachers and for further researcher on SQ3R as one of the strategies that can be used in teaching reading comprehension.
5.1Conclusion
This research focused on the implementation of SQ3R in teaching reading comprehension. The aims of this research was to describe the implementation of
SQ3R in teaching reading comprehension and to identify students’ responses
toward the implementation of SQ3R.
The related research on SQ3R in teaching reading has been conducted before. The findings of this research confirm the previous research that SQ3R is effective for teaching reading (Pribadi, 2013; Lestari, 2012; Baier, 2011; Ola, 2011). The argument was supported by the data obtained from observation, interview, and document analysis.
From the observation, it can be seen that the students focused while reading texts by using SQ3R both in group work and individual work. They were also enthusiastic in doing the tasks since they were active in asking the teacher when they had questions, and also they participated actively in the teaching-learning process.
From the interview, it can be seen that the students were interested in reading English texts by using SQ3R because of some reasons. First, the technique was new for the students. Second, it helped them to understand texts. It
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also helped them to write questions from the texts, to rewrite the information by their own words and to write a report or summary about the texts. Lastly, it helped them to enrich their vocabularies as well.
From the document analysis, it can be seen that the students did each step of SQ3R well both in group work and individual work. The result of students’ reading assessment showed that SQ3R helped the students to comprehend texts.
It can be concluded that the findings from the three instruments shows that SQ3R helped the students to comprehend English texts and the students responded the implementation of SQ3R positively. The students were interested and enthusiastic in reading English text by using SQ3R. They also focused while reading texts by using SQ3R. Besides, SQ3R helped the students to write questions from the texts, to rewrite the information by their own words, and to write a report or a summary about the texts. Lastly, it helped them to enrich their vocabularies.
However, there were some problems which were found in teaching reading comprehension by using SQ3R. It needed more time to explain SQ3R technique and to give example clearly how to do each step of SQ3R to the students. Thus, the teacher needed to consider the time allotment in implementing each step of SQ3R. The students also had difficulties in doing question, recite, and review steps so that they needed help from the teacher in doing those steps, and the teacher needed to explain more clearly about those steps.
5.2Recommendation
This research is expected to give contribution in the teaching-learning process, especially in reading comprehension. There are some suggestions for teachers and for further researcher who are willing to do research in the field of the implementation of SQ3R in teaching reading comprehension.
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First, teachers need to be aware that implementing this strategy needs longer time in the classroom. Therefore, preparation is really important before implementing this strategy. Second, the five steps of SQ3R must be explained to the students clearly. Third, teachers also need to choose the reading materials that are appropriate to students’ interests in order to motivate the students. Lastly, for those who are interested in conducting similar research can involve students for another level who have different characteristics with Madrasah Tsanawiyah (MTs) or junior high school students.
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Mila Siti Masruuroh, 2015
SQ3R implementation in teaching reading comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu REFERENCES
Alwasilah, A. Chaedar. (2008). Pokoknya Kualitatif: Dasar-dasar Merancang dan Melakukan Penelitian Kualitatif. Jakarta: Pustaka Jaya.
Al-Masjid al-Nabawi. (n.d). In Wikipedia, the Free Encyclopedia. Retrieved on August 5, 2014 from http://en.wikipedia.org/wiki/Al-Masjid_al-Nabawi Anderson, Neil J. (1999). Exploring Second Language Reading: Issues and
Strategies. Canada: Heinle and Heinle Publisher.
Apandi, Saepul. (2011). Teaching Reading by SQ3R Technique to the Second Year of Junior High School Students. Universitas Indraprasta PGRI.
Retrieved on November 22, 2013
http://www.scribd.com/document_downloads/direct/53120019?extension= pdf&ft=1385080384<=1385083994&user_id=177392385&uahk=q2zXS YjRdnZHBKFXvCLc8lQGjs4
Arikunto, Suharsimi. (2006). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Bumi Aksara.
Astika, Gusti. (2007). Readings in Language Teaching and Research. Salatiga: Widya Sari.
Baier, Kylie. (2011). The Effects of SQ3R on Fifth Grade Students' Comprehension Levels. Bowling Green State University. Retrieved on
November 21, 2013 from
https://etd.ohiolink.edu/ap:10:0::NO:10:P10_ETD_SUBID:49643
Brown, H. Douglas. (2003). Language Assessment: Principles and Classroom Practices. California: Longman.
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SQ3R implementation in teaching reading comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Brown, H. Douglas. (2001). Teaching by Principles: An Alternative Approach to Language Pedagogy: Second Edition. New York: A Pearson Education Company.
Butt, David. G., Fahey, Rhonda., Feez, Susan., Spinks, Sue., & Colin, Yallop. (2006). Using Functional Grammar: An Explorer’s Guide 2nd Edition. Sydney: National Centre for English Language Teaching and Research Macquarie University.
Cameron, Lynne. (2005). Teaching Language to Young Learners. United Kingdom: Cambridge University Press.
Clarston, David. (2006). Benefits of Students Generated Note Pockets: A Preliminary Investigation of SQ3R Implementation. Midwestern State University. Retrieved on November 21, 2013 from http://faculty.mwsu.edu/psychology/dave.carlston/intro/mt09-12r3.pdf Cohen, Louis., Manion, Lawrence., & Morrison, Keith. (2007). Research Method
in Education. USA and Canada: Routledge.
Emilia, Emi. (2011). Pendekatan Genre-Based dalam Pengajaran Bahasa Inggris: Petunjuk Guru. Bandung: Rizqi Press.
Emzir. (2011). Metodologi Penelitian Kualitatif: Analisis Data. Jakarta Utara: Rajawali Pers.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H., (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Ganske, Kathy & Fisher, Douglas. (2010). Comprehension across the Curriculum: Perspective and Practices K-12. New York: The Guildford Press.
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Mila Siti Masruuroh, 2015
SQ3R implementation in teaching reading comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Gerot, Linda & Wignell, Peter. (1995). Making Sense of Functional Grammar: An Introductory Workbook. Sydney: Gerd Stabler Antipodean Educational Enterprises.
Grabe, W & Stoller, L. F. (2002). Teaching and Researching Reading. Harlow: Pearson Education.
Hamra, Arifuddin and Syafitriana, Eny. (2010). Developing a Model of Teaching Reading Comprehension for EFL Students. TEFLIN Journal.XXI (1):
27-40. Retrieved on April 8, 2014 from
http://journal.teflin.org/index.php/teflin/article/viewFile/209/151&q=escoo l+unm+ac+id&sa=X&ei=4AfoT9CVGuO20QXYvKnEAQ&ved=0CCQQ FjAF
Hatch, J. Amos. (2002). Doing Qualitative Research in Education Settings. New York: State University of New York Press.
Harmer, Jeremy. (2007). How to Teach English. Cambridge: Longman.
Hedberg, Kristina. (2002). Using SQ3R Method with Fourth Grade ESOL
Students. Retrieved on November 21, 2013 from
http://gse.gmu.edu/research/tr/articles/sq3r_method/sq3r/
Herdiansyah, H. (2013). Wawancara, Observasi, dan Focus Groups Sebagai Instrumen Penggalian Data Kualitatif. Jakarta: PT. Raja Grafindo Persada.
Johnson, Andrew. P. (2008). Teaching Reading and Writing. USA:The Rowman & Littlefield Publishing Group, Inc.
Kaaba. (n.d). In Wikipedia, the Free Encyclopedia. Retrieved on August 7, 2014 from http://en.wikipedia.org/wiki/Kaaba
Kurniasih, Dede. (2008). Using Survey, Question, Read, Recite and Review (SQ3R) Technique in Teaching Reading at Eight Grade of SMP YPI
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SQ3R implementation in teaching reading comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Bintaro, South Jakarta. Jakarta: Syarif Hidayatullah State Islamic University. Retrieved on January 14, 2014 from http://repository.uinjkt.ac.id/dspace/bitstream/123456789/1501/1/DEDEK URNIASIH-FITK.pdf
Lestari, Annisa Pandu. (2012). The Use of SQ3R in Teaching Students’ Reading Comprehension. Bandung: Unpublished Paper.
Mayland Community College. (1998). Strategies for Better Reading. Retrieved on April 15, 2012 from http://www.mayland.edu/aca111/ReadingModule.pdf McNamara, Danielle. S. (2007). Reading Comprehension Strategies: Theories,
Interventions, and Technologies. New York: Lawrence Erlbaum Associates.
Ministry of Religious Affairs. (2013). Peraturan Menteri Agama Republik Indonesia Nomor 90 Tahun 2013 tentang Penyelenggaraan Pendidikan Madrasah. Retrieved on November 9, 2014 from www.kemendag.go.id Moleong, Lexy J. (2010). Metodologi Penelitian Kualitatif. Bandung: PT. Remaja
Rosdakarya.
Nuttal, Christine. (1989). Teaching Reading Skills in a Foreign Language. Great Britain: The Bath Press.
Ola, Mabekoje. (2011). Effects of S-Q-3-R and 3-S-3-R Study Strategies on Senior
Secondary School Students’Academic Achievement in Reading. Ogun
State: Tai Solarin University of Education. Retrieved on Januari 14, 2014 from http://nigeriaenglish.org/content/v14/2/ola.pdf
Pribadi, Galih Setyo. (2013). Using SQ3R Strategy to Improve Reading Comprehension of Tenth Graders at SMA Negeri 1 Srengat. Jurnal Online, 4 (2). Retrieved on August 21, 2014 from http://jurnal-online.um.ac.id
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SQ3R implementation in teaching reading comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Priana, Joko., Irjayanti, A.R., Renitasari, V. (2008). Scaffolding: English for Junior High School Students Grade VIII. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional.
Rumhayati, Enok. (2012). The Implementation Of Task-Based Language Teaching (TBLT) in Teaching Writing: A Case Study At One Of Senior High Schools In Bandung. Bandung: Unpublished Paper.
Satori, Djam’an. & Komariah, Aam. (2011). Metodologi Penelitian Kualitatif. Bandung: Alfabeta.
Saville-troike. (2006). Introducing Second Language Acquisition. New York: Camridge University Press.
Setiawan, Budi & Mustafa Mikdam. (2009). Siap Menghadapi Ujian Nasional SMP/MTs Bahasa Inggris. Bandung: Elisa Surya Dwitama.
Snow, Chaterine. (2002). Reading for Understanding: Toward and R&D Program in Reading Comprehension. Pittsburg: RAND Education.
Tearney, Robert. J., Readence, John. & Dishner, E. (1990). Reading Strategies and Practices: A Compendium. US: Allyn and Bacon.
Wardiman, Artono, et.al. (2008). English in Focus for grade VIII Junior High School (SMP/MTs). Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional.
Wright, Diana Brown. (2003). SQ3R Reading Strategy. Retrieved on November 21, 2013 from http://www.pent.ca.gov/acc/SQ3Rmethodofstudy.pdf
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First, teachers need to be aware that implementing this strategy needs longer time in the classroom. Therefore, preparation is really important before implementing this strategy. Second, the five steps of SQ3R must be explained to the students clearly. Third, teachers also need to choose the reading materials that are appropriate to students’ interests in order to motivate the students. Lastly, for those who are interested in conducting similar research can involve students for another level who have different characteristics with Madrasah Tsanawiyah (MTs) or junior high school students.
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REFERENCES
Alwasilah, A. Chaedar. (2008). Pokoknya Kualitatif: Dasar-dasar Merancang
dan Melakukan Penelitian Kualitatif. Jakarta: Pustaka Jaya.
Al-Masjid al-Nabawi. (n.d). In Wikipedia, the Free Encyclopedia. Retrieved on August 5, 2014 from http://en.wikipedia.org/wiki/Al-Masjid_al-Nabawi Anderson, Neil J. (1999). Exploring Second Language Reading: Issues and
Strategies. Canada: Heinle and Heinle Publisher.
Apandi, Saepul. (2011). Teaching Reading by SQ3R Technique to the Second
Year of Junior High School Students. Universitas Indraprasta PGRI.
Retrieved on November 22, 2013
http://www.scribd.com/document_downloads/direct/53120019?extension= pdf&ft=1385080384<=1385083994&user_id=177392385&uahk=q2zXS YjRdnZHBKFXvCLc8lQGjs4
Arikunto, Suharsimi. (2006). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Bumi Aksara.
Astika, Gusti. (2007). Readings in Language Teaching and Research. Salatiga: Widya Sari.
Baier, Kylie. (2011). The Effects of SQ3R on Fifth Grade Students'
Comprehension Levels. Bowling Green State University. Retrieved on
November 21, 2013 from
https://etd.ohiolink.edu/ap:10:0::NO:10:P10_ETD_SUBID:49643
Brown, H. Douglas. (2003). Language Assessment: Principles and Classroom
(3)
Mila Siti Masruuroh, 2015
SQ3R implementation in teaching reading comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Brown, H. Douglas. (2001). Teaching by Principles: An Alternative Approach to
Language Pedagogy: Second Edition. New York: A Pearson Education
Company.
Butt, David. G., Fahey, Rhonda., Feez, Susan., Spinks, Sue., & Colin, Yallop. (2006). Using Functional Grammar: An Explorer’s Guide 2nd Edition.
Sydney: National Centre for English Language Teaching and Research Macquarie University.
Cameron, Lynne. (2005). Teaching Language to Young Learners. United Kingdom: Cambridge University Press.
Clarston, David. (2006). Benefits of Students Generated Note Pockets: A
Preliminary Investigation of SQ3R Implementation. Midwestern State
University. Retrieved on November 21, 2013 from http://faculty.mwsu.edu/psychology/dave.carlston/intro/mt09-12r3.pdf Cohen, Louis., Manion, Lawrence., & Morrison, Keith. (2007). Research Method
in Education. USA and Canada: Routledge.
Emilia, Emi. (2011). Pendekatan Genre-Based dalam Pengajaran Bahasa
Inggris: Petunjuk Guru. Bandung: Rizqi Press.
Emzir. (2011). Metodologi Penelitian Kualitatif: Analisis Data. Jakarta Utara: Rajawali Pers.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H., (2012). How to Design and
Evaluate Research in Education. New York: McGraw-Hill.
Ganske, Kathy & Fisher, Douglas. (2010). Comprehension across the
Curriculum: Perspective and Practices K-12. New York: The Guildford
(4)
Mila Siti Masruuroh, 2015
SQ3R implementation in teaching reading comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Gerot, Linda & Wignell, Peter. (1995). Making Sense of Functional Grammar: An
Introductory Workbook. Sydney: Gerd Stabler Antipodean Educational
Enterprises.
Grabe, W & Stoller, L. F. (2002). Teaching and Researching Reading. Harlow: Pearson Education.
Hamra, Arifuddin and Syafitriana, Eny. (2010). Developing a Model of Teaching Reading Comprehension for EFL Students. TEFLIN Journal.XXI (1):
27-40. Retrieved on April 8, 2014 from
http://journal.teflin.org/index.php/teflin/article/viewFile/209/151&q=escoo l+unm+ac+id&sa=X&ei=4AfoT9CVGuO20QXYvKnEAQ&ved=0CCQQ FjAF
Hatch, J. Amos. (2002). Doing Qualitative Research in Education Settings. New York: State University of New York Press.
Harmer, Jeremy. (2007). How to Teach English. Cambridge: Longman.
Hedberg, Kristina. (2002). Using SQ3R Method with Fourth Grade ESOL
Students. Retrieved on November 21, 2013 from
http://gse.gmu.edu/research/tr/articles/sq3r_method/sq3r/
Herdiansyah, H. (2013). Wawancara, Observasi, dan Focus Groups Sebagai
Instrumen Penggalian Data Kualitatif. Jakarta: PT. Raja Grafindo
Persada.
Johnson, Andrew. P. (2008). Teaching Reading and Writing. USA:The Rowman &
Littlefield Publishing Group, Inc.
Kaaba. (n.d). In Wikipedia, the Free Encyclopedia. Retrieved on August 7, 2014 from http://en.wikipedia.org/wiki/Kaaba
Kurniasih, Dede. (2008). Using Survey, Question, Read, Recite and Review
(5)
Mila Siti Masruuroh, 2015
SQ3R implementation in teaching reading comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Bintaro, South Jakarta. Jakarta: Syarif Hidayatullah State Islamic
University. Retrieved on January 14, 2014 from http://repository.uinjkt.ac.id/dspace/bitstream/123456789/1501/1/DEDEK URNIASIH-FITK.pdf
Lestari, Annisa Pandu. (2012). The Use of SQ3R in Teaching Students’ Reading
Comprehension. Bandung: Unpublished Paper.
Mayland Community College. (1998). Strategies for Better Reading. Retrieved on April 15, 2012 from http://www.mayland.edu/aca111/ReadingModule.pdf McNamara, Danielle. S. (2007). Reading Comprehension Strategies: Theories,
Interventions, and Technologies. New York: Lawrence Erlbaum
Associates.
Ministry of Religious Affairs. (2013). Peraturan Menteri Agama Republik
Indonesia Nomor 90 Tahun 2013 tentang Penyelenggaraan Pendidikan Madrasah. Retrieved on November 9, 2014 from www.kemendag.go.id
Moleong, Lexy J. (2010). Metodologi Penelitian Kualitatif. Bandung: PT. Remaja Rosdakarya.
Nuttal, Christine. (1989). Teaching Reading Skills in a Foreign Language. Great Britain: The Bath Press.
Ola, Mabekoje. (2011). Effects of S-Q-3-R and 3-S-3-R Study Strategies on Senior
Secondary School Students’Academic Achievement in Reading. Ogun State: Tai Solarin University of Education. Retrieved on Januari 14, 2014 from http://nigeriaenglish.org/content/v14/2/ola.pdf
Pribadi, Galih Setyo. (2013). Using SQ3R Strategy to Improve Reading Comprehension of Tenth Graders at SMA Negeri 1 Srengat. Jurnal
Online, 4 (2). Retrieved on August 21, 2014 from
(6)
Mila Siti Masruuroh, 2015
SQ3R implementation in teaching reading comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Priana, Joko., Irjayanti, A.R., Renitasari, V. (2008). Scaffolding: English for
Junior High School Students Grade VIII. Jakarta: Pusat Perbukuan
Departemen Pendidikan Nasional.
Rumhayati, Enok. (2012). The Implementation Of Task-Based Language
Teaching (TBLT) in Teaching Writing: A Case Study At One Of Senior High Schools In Bandung. Bandung: Unpublished Paper.
Satori, Djam’an. & Komariah, Aam. (2011). Metodologi Penelitian Kualitatif.
Bandung: Alfabeta.
Saville-troike. (2006). Introducing Second Language Acquisition. New York: Camridge University Press.
Setiawan, Budi & Mustafa Mikdam. (2009). Siap Menghadapi Ujian Nasional
SMP/MTs Bahasa Inggris. Bandung: Elisa Surya Dwitama.
Snow, Chaterine. (2002). Reading for Understanding: Toward and R&D Program
in Reading Comprehension. Pittsburg: RAND Education.
Tearney, Robert. J., Readence, John. & Dishner, E. (1990). Reading Strategies
and Practices: A Compendium. US: Allyn and Bacon.
Wardiman, Artono, et.al. (2008). English in Focus for grade VIII Junior High
School (SMP/MTs). Jakarta: Pusat Perbukuan Departemen Pendidikan
Nasional.
Wright, Diana Brown. (2003). SQ3R Reading Strategy. Retrieved on November 21, 2013 from http://www.pent.ca.gov/acc/SQ3Rmethodofstudy.pdf