THE EFFECT OF SURVEY, QUESTION, READ, RECITE AND REVIEW (SQ3R) AND SEMANTIC MAPPING ON READING COMPREHENSION.
•
•
ABSTRACT
Harahap Astro Julida. Registration Number: 062188330013. The Effect
of Survey, Questiont Read, Recite and Review (SQ3R)
and Semantic Mapping on Reading Comprehension at
Immanuel Industrial Technology Academy Medan.
Thesis, English Applied Linguistics Study Program,
Postgraduate School, State University of Medan 2010.
_The study was conducted to find out the effect of using SQ3R and Semantic
Mapping on Reading Comprehension at Immanuel Industrial Technology
Academy Medan. The research design used in this research was the
experimental research. The subjects of this research were 90 students of the
third semester at Immanuel Industrial Technology Medan in teaching 20092010, with population 115 students from three classes. Based on students
cluster random sampling technique, so students were chosen 30 students
taught SQ3R Method and 30 students taught Semantic Mapping and 30
students using Control Group. The findings showed that the instrument used
were 50 items to measure SQ3R and Semantic Mapping Methods. The
technique of data analysis was factorial design one way analysis of Variance
. (ANOVA) with significance level = 0.0 1. The testing of hypotheses level,
p(O.Ol), with 2 degree freedom between (dfb) and 87 degrees of freedom
within group (dfw) was F observed >than F table (8.7 > 4.79). It meant that
the first null hypothesis of the study Ho 1 :~x 1 = ~ 2 = ~x 3 was rejected and
~x 2
~x 3 ) was accepted found
the first alternative hypothesis (Ha1 : ~xd
that SQ3R and Semantic Mapping and Control Group have different
significant effect on students' reading comprehension. From those analysis
found above, the second hypothesis the researcher also found out the most
effective approaches is Semantic Mapping Method.
*
...
.,
CH..-\PTERI
INTRODUCTION
l.l Tbe Background of the Study
Reading is one of the language skills. Through reading learners can get
much infonnation, which is considered as knowledge of the world. The text that
e learners read contains all sorts of information such as sciences and technology.
In fact, reading has given the learners an opportunity to find out how much they
know about their life in general.
Getting information from the printed materials indeed is not as simple as
•
what most people think. Many times when people asked, what they already
comprehended from their readings, they cannot explain it precisely.
The explanation above tells us that reading is a necessary skill thit any
learner needs. Unfortunately, how to teach reading has not been given due care in
our schools. In the past, according to the traditional view, reading
be~
with the
chil ' s mastering the names of the letters, then mastering the letter-sound
relationships, then learning some easy words in isolatio and finally reading
simple stories with highly controlled vocabularies (Harp, Band Brewer, J. 1996).
c:l. The teacl:ler's notion of reading is very important to
determine the most suitable strategies and methods for reading effectively; it can
also help in the way teachers tend to teach reading texts. In the past, teachers used
1
2
....
to present a subject in the textbook and ask students to read whether silently or
loudly, and then students had to answer the questions that follow. Students,
naturally, had no choice but to read even if they had not technical ways of how to
read. What reinforced this perception of liaving any interest were the teacher's
traditional techniques for teaching reading comprehension.
Students have to do a lot of Feading at school. Williout proper reading
strategies, students may find themselves unable to retain what they have read.
Worst of all, some might not even be able to Wlderstand the given text. The result
is that students hate to read; they only read the required textbook in oroer to be
able to set for the achievement routine exams. In such case, students lacked
motivation to read, even if they read, they show negative attitudes such as they are
not interest to the reading or they are lazy to answer the questions according to the
text. For most of the learners, reading is an extremely difficult task that requires
interrogated body of skills, which also does not get easier with the passage-of time
and the accumulation of experience.
It is widely believed, however, that reading is more difficult than teaching
other language skills. Hence, to read effectively, the learner should be be to use
two competences simultaneously; the linguistic and rhetorical. The latter is
concerned with
e style- system in cultural patterns of language. It is rhetorical
competence that most second language learners lack; Wlfortunately, having
the linguistic competence is not expeCted to read effectively
meaningfully. Therefore stuaents should be taught how to read in order to create
lifelong readers (Harp and Brewer (19%)).
3
....
Learners should probably develop reading comprehension skill much like
learning to drive. Reading Comprehension becomes so automatic that most skilled
readers forget that they had to develop their reading comprehension skill.
Learning reading comprehension req ·
a strategy where lesson plans
progressively develop and reinforce reading comprehension skill, but a student
does not seem to really get it by reading; this means that the student is
successfully decoding word, but without reading comprehension will not get him
Reading comprehension skills separates the "Passive" unskilled reader
text. Skilled readers, for instance: predict what will happen next in a story using
>
-
clues presented in text, create questions about main idea, message, or plot of the
text, monitor understanding of the sequence, context, or characters (Sanders
2001).
All teachers want their students to be good readers, but not all agree on the
best ways to teach reading. Effective reading requires not only accurate reading
skill, but also to bale to comprehend easily and automatically (Lyon, 1 5).
Learners comprehend better when they see the. text organized in such a
way, which can easily, be understood, and which indicates the relationships
between ideas. Learners need to know how
They do self- correcting errors
o self-manito
ana
their own
by assessing their own
Od o study recommended in this research is not a new
4
..
approach. ~tis
one that has been used successfully with students of all ages. It is a
tried-and true method of helping students comprehends what they are reading.
To accommodate those reading skills, the teachers or lectures are hoped to
use various kinds of suategies such as using SQ3R and SEMANTIC MAPPING
students of all reading levels can improve their comprehension.
SQ3R is an easily recognized acronym by adults an cnildren, because of
its lasting use as a method study. The "S" stands for word survey, the "Q" stands
for the word Question; the 3Rs represent the words read, recite and review. The
skills featured in this acronym are for some difficult to acquire. For: iliis reason,
the teacher needs this technique to make certain students fully understand how to
survey, question, read, recite and review prior to applying this methoo to a
reading text. Semantic mapping can be used for at last several different
instructional pwposes. They can assist teachers in planning for instruction by
helping them identify the patterns of organization of ideas and the concepts.
A semantic mapping can be useful for introducing the impertant
vocabulary in a selection to be read. It shows students how the terms are
interrelated. Teachers can use a semantic mapping to activate and
student's
tiack:ground knowledge. Also, it can be a helpful reference for students to use in
clarifying confusing points as they are reading. Once stUdents are fanilliar with
the nature of the semantic mapping, they can create their own as a during-reading
Steps in the creation if semantic mapping strategy particularly the concept
and word mapping method are: analyze the concepts and vocabulary in the text.
5
_Arrange the words in a n:.ap that depicts the interrelationships between the
concepts. Add to the diagram the words or concepts that are already understood
by the students in order to depict the relationship between what they know and the
1.2 The Problems of Study
The research problems of this study are fonnulated as follows:
Do SQ3R and Semantic Mapping significantly affect on Reading
Comprehension?
2. Which of the techniques is
comprehension?
"'t.J The Objectives of the Study
SQ3R and Semantic Mapping are about reading strategies and more
particularly, about how reading strategies can be successfully tau@t; and what
goes into successful teaching of reading strategies. Reading strategies are ef
interest not only for what they reveal about the ways reade
interaction with written text, but also for how the use of strategies is related of
effective reading comprehension.
search problem specified before, this study attempts to
1. Whether teaching method with SQ3R and Semantic Mapping significantly
affect in reading comprehension.
6
2. Which of these techniques the most .~ignfcatly
effective on reading
comprehension is.
1.4 The Significances of the Study
Tfie findings of this study are expected to useful for : ( 1) The practical of
this study is fur teachers and students in solving one of the problems in reading
comprehension; (2) English teachers as a giving contribution for, them to improve
tlieir students' ability in reading comprehension; (3) students o reader to improve
their ability in reading comprehension.
1.5 The Scope of the Study
•
There are other factors that enable the readers to comprehend a reading
text such as attitudes, assumption toward reading, background knowledge,
language abilities, thinking abilities, purpose for reading and affectio
citied the factors that affect reading text.
Considering the fact that reading comprehension is affected by many facts,
b t in the case the writer just focuses her research on use two techiii ues' . They
are SQ3R and Semantic Mapping. According to the test of reading
· comprehension, the writer limits the test into two levels. Th
are: Inferential and
...
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
5.1 CONCLUSIONS
Based on the data analysis in chapter IV, some conclusions are derived
through meaningful interpretation of the findings in this study and arawn as the
following drawn as follows :
;reaching reading comprehension
Methods significantly affect student's reading comprehension.
2. Teaching reading comprehension by applying Semantic Mapin~rvlethod
is more significant effective than SQ3R.
5.2 SUGGESTIONS
Based on the above conclusions it is suggested that:
1. English lecturers should teach Reading Comprehension
Semantic Mapping in order to improve students in comprehending the text
will be improved.
English lecturers need to improve their techniques in teaching reading
comPrehension by applying Semantic Mapping and SQ3R Methods.
Other researchers can develop further study in the area of Semantic
reading comprehension.
100
101
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of
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..
information
•
ABSTRACT
Harahap Astro Julida. Registration Number: 062188330013. The Effect
of Survey, Questiont Read, Recite and Review (SQ3R)
and Semantic Mapping on Reading Comprehension at
Immanuel Industrial Technology Academy Medan.
Thesis, English Applied Linguistics Study Program,
Postgraduate School, State University of Medan 2010.
_The study was conducted to find out the effect of using SQ3R and Semantic
Mapping on Reading Comprehension at Immanuel Industrial Technology
Academy Medan. The research design used in this research was the
experimental research. The subjects of this research were 90 students of the
third semester at Immanuel Industrial Technology Medan in teaching 20092010, with population 115 students from three classes. Based on students
cluster random sampling technique, so students were chosen 30 students
taught SQ3R Method and 30 students taught Semantic Mapping and 30
students using Control Group. The findings showed that the instrument used
were 50 items to measure SQ3R and Semantic Mapping Methods. The
technique of data analysis was factorial design one way analysis of Variance
. (ANOVA) with significance level = 0.0 1. The testing of hypotheses level,
p(O.Ol), with 2 degree freedom between (dfb) and 87 degrees of freedom
within group (dfw) was F observed >than F table (8.7 > 4.79). It meant that
the first null hypothesis of the study Ho 1 :~x 1 = ~ 2 = ~x 3 was rejected and
~x 2
~x 3 ) was accepted found
the first alternative hypothesis (Ha1 : ~xd
that SQ3R and Semantic Mapping and Control Group have different
significant effect on students' reading comprehension. From those analysis
found above, the second hypothesis the researcher also found out the most
effective approaches is Semantic Mapping Method.
*
...
.,
CH..-\PTERI
INTRODUCTION
l.l Tbe Background of the Study
Reading is one of the language skills. Through reading learners can get
much infonnation, which is considered as knowledge of the world. The text that
e learners read contains all sorts of information such as sciences and technology.
In fact, reading has given the learners an opportunity to find out how much they
know about their life in general.
Getting information from the printed materials indeed is not as simple as
•
what most people think. Many times when people asked, what they already
comprehended from their readings, they cannot explain it precisely.
The explanation above tells us that reading is a necessary skill thit any
learner needs. Unfortunately, how to teach reading has not been given due care in
our schools. In the past, according to the traditional view, reading
be~
with the
chil ' s mastering the names of the letters, then mastering the letter-sound
relationships, then learning some easy words in isolatio and finally reading
simple stories with highly controlled vocabularies (Harp, Band Brewer, J. 1996).
c:l. The teacl:ler's notion of reading is very important to
determine the most suitable strategies and methods for reading effectively; it can
also help in the way teachers tend to teach reading texts. In the past, teachers used
1
2
....
to present a subject in the textbook and ask students to read whether silently or
loudly, and then students had to answer the questions that follow. Students,
naturally, had no choice but to read even if they had not technical ways of how to
read. What reinforced this perception of liaving any interest were the teacher's
traditional techniques for teaching reading comprehension.
Students have to do a lot of Feading at school. Williout proper reading
strategies, students may find themselves unable to retain what they have read.
Worst of all, some might not even be able to Wlderstand the given text. The result
is that students hate to read; they only read the required textbook in oroer to be
able to set for the achievement routine exams. In such case, students lacked
motivation to read, even if they read, they show negative attitudes such as they are
not interest to the reading or they are lazy to answer the questions according to the
text. For most of the learners, reading is an extremely difficult task that requires
interrogated body of skills, which also does not get easier with the passage-of time
and the accumulation of experience.
It is widely believed, however, that reading is more difficult than teaching
other language skills. Hence, to read effectively, the learner should be be to use
two competences simultaneously; the linguistic and rhetorical. The latter is
concerned with
e style- system in cultural patterns of language. It is rhetorical
competence that most second language learners lack; Wlfortunately, having
the linguistic competence is not expeCted to read effectively
meaningfully. Therefore stuaents should be taught how to read in order to create
lifelong readers (Harp and Brewer (19%)).
3
....
Learners should probably develop reading comprehension skill much like
learning to drive. Reading Comprehension becomes so automatic that most skilled
readers forget that they had to develop their reading comprehension skill.
Learning reading comprehension req ·
a strategy where lesson plans
progressively develop and reinforce reading comprehension skill, but a student
does not seem to really get it by reading; this means that the student is
successfully decoding word, but without reading comprehension will not get him
Reading comprehension skills separates the "Passive" unskilled reader
text. Skilled readers, for instance: predict what will happen next in a story using
>
-
clues presented in text, create questions about main idea, message, or plot of the
text, monitor understanding of the sequence, context, or characters (Sanders
2001).
All teachers want their students to be good readers, but not all agree on the
best ways to teach reading. Effective reading requires not only accurate reading
skill, but also to bale to comprehend easily and automatically (Lyon, 1 5).
Learners comprehend better when they see the. text organized in such a
way, which can easily, be understood, and which indicates the relationships
between ideas. Learners need to know how
They do self- correcting errors
o self-manito
ana
their own
by assessing their own
Od o study recommended in this research is not a new
4
..
approach. ~tis
one that has been used successfully with students of all ages. It is a
tried-and true method of helping students comprehends what they are reading.
To accommodate those reading skills, the teachers or lectures are hoped to
use various kinds of suategies such as using SQ3R and SEMANTIC MAPPING
students of all reading levels can improve their comprehension.
SQ3R is an easily recognized acronym by adults an cnildren, because of
its lasting use as a method study. The "S" stands for word survey, the "Q" stands
for the word Question; the 3Rs represent the words read, recite and review. The
skills featured in this acronym are for some difficult to acquire. For: iliis reason,
the teacher needs this technique to make certain students fully understand how to
survey, question, read, recite and review prior to applying this methoo to a
reading text. Semantic mapping can be used for at last several different
instructional pwposes. They can assist teachers in planning for instruction by
helping them identify the patterns of organization of ideas and the concepts.
A semantic mapping can be useful for introducing the impertant
vocabulary in a selection to be read. It shows students how the terms are
interrelated. Teachers can use a semantic mapping to activate and
student's
tiack:ground knowledge. Also, it can be a helpful reference for students to use in
clarifying confusing points as they are reading. Once stUdents are fanilliar with
the nature of the semantic mapping, they can create their own as a during-reading
Steps in the creation if semantic mapping strategy particularly the concept
and word mapping method are: analyze the concepts and vocabulary in the text.
5
_Arrange the words in a n:.ap that depicts the interrelationships between the
concepts. Add to the diagram the words or concepts that are already understood
by the students in order to depict the relationship between what they know and the
1.2 The Problems of Study
The research problems of this study are fonnulated as follows:
Do SQ3R and Semantic Mapping significantly affect on Reading
Comprehension?
2. Which of the techniques is
comprehension?
"'t.J The Objectives of the Study
SQ3R and Semantic Mapping are about reading strategies and more
particularly, about how reading strategies can be successfully tau@t; and what
goes into successful teaching of reading strategies. Reading strategies are ef
interest not only for what they reveal about the ways reade
interaction with written text, but also for how the use of strategies is related of
effective reading comprehension.
search problem specified before, this study attempts to
1. Whether teaching method with SQ3R and Semantic Mapping significantly
affect in reading comprehension.
6
2. Which of these techniques the most .~ignfcatly
effective on reading
comprehension is.
1.4 The Significances of the Study
Tfie findings of this study are expected to useful for : ( 1) The practical of
this study is fur teachers and students in solving one of the problems in reading
comprehension; (2) English teachers as a giving contribution for, them to improve
tlieir students' ability in reading comprehension; (3) students o reader to improve
their ability in reading comprehension.
1.5 The Scope of the Study
•
There are other factors that enable the readers to comprehend a reading
text such as attitudes, assumption toward reading, background knowledge,
language abilities, thinking abilities, purpose for reading and affectio
citied the factors that affect reading text.
Considering the fact that reading comprehension is affected by many facts,
b t in the case the writer just focuses her research on use two techiii ues' . They
are SQ3R and Semantic Mapping. According to the test of reading
· comprehension, the writer limits the test into two levels. Th
are: Inferential and
...
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
5.1 CONCLUSIONS
Based on the data analysis in chapter IV, some conclusions are derived
through meaningful interpretation of the findings in this study and arawn as the
following drawn as follows :
;reaching reading comprehension
Methods significantly affect student's reading comprehension.
2. Teaching reading comprehension by applying Semantic Mapin~rvlethod
is more significant effective than SQ3R.
5.2 SUGGESTIONS
Based on the above conclusions it is suggested that:
1. English lecturers should teach Reading Comprehension
Semantic Mapping in order to improve students in comprehending the text
will be improved.
English lecturers need to improve their techniques in teaching reading
comPrehension by applying Semantic Mapping and SQ3R Methods.
Other researchers can develop further study in the area of Semantic
reading comprehension.
100
101
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