READ, RECITE, REVIEW (SQ3R) AND KNOW, WANT, LEARN

THE EFFECTIVENESS BETWEEN SURVEY, QUESTION,

  (KWL) STRATEGY TO INCREASE STUDENTS’ READING COMPREHENSION

(An Experimental Research of the Eleventh Grade Students of

MA Al-Bidayah Candi Bandungan Semarang Regency in the Academic Year of

   2016/2017)

  Submitted to the Board of Examiners in Partial Fulfillments of the Requirements for the Degree of Sarjana Pendidikan (S.Pd.) in English Education Department, Teacher Training and Education Faculty, State Institute for Islamic Studies (IAIN) Salatiga

  

By:

NUR TSAQIB

113-13-033

ENGLISH EDUCATION DEPARTMENT

  

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2017

  

MOTTO

“DO NOT LOSE HOPE, NOR BE SAD”

(Qur’an 3:139)

  

“DREAM, BELIEVE, AND MAKE IT HAPPEN”

(Agnesmo-Indonesian Singer)

“DARE TO LEAVE YOUR COMFORT ZONE AND LIFE

YOUR DREAMS”

  

(The Researcher)

  

DEDICATION

  This graduating paper is whole heartedly dedicated to: 1.

  My beloved parents, father (Muslikhin) and my beloved mother (Suiyah), thanks all support, trust, finance, encouragement, praying and I just can say thank you, I love you so much. (God Bless You) 2. My beloved sisters Muslikhatun, Rosidah, Alfiyah, and Siti Munawaroh thanks for your support, kindness and togetherness.

  3. My beloved brothers in law Ruwadi, As‟adi, Lukmanto, and Muthohiron thanks for your support and praying.

  4. My beloved nephews and nieces thanks for your possitive energy.

  5. All of my big family thanks for your support.

  

ACKNOWLEDGEMENT

  In the name of Allah, the most gracious, the most merciful, the lord of universe, because of Him, the researcher could finish this graduating paper as one of the requirement for Sarjana Pendidikanin English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga in 2017. Then, 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 those supports,guidance, advice, help and encouragement from individual and institution, and the researchersomehow realize that an appropriate moment for me to deepest gratitude for:

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

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

  3.Noor Malihah, S.Pd, M.Hum, Ph.D. as the Head of English Education Department

  4. Rr. Dewi Wahyu Mustikasari, M.Pd. as the Counselor who has educated, supported, directed, and given the writer advice, suggestion, and recommendation for this graduating paper from beginning until the end

  5. All of the Lecturers in the English Education Department of IAIN Salatiga

  6. All of the Staff who have helped the writer in processing the graduating paper administration

  7. All of staff and teachers of MA Al-Bidayah Candi Bandungan Semarang Regency 8.

  The eleven grade studentsof Social class 1 and 2 of MA Al-Bidayah Candi Bandungan Semarang Regencythanks for your help and kindness.

  ABSTRACT Tsaqib, Nur. 2017.

  “THE EFFECTIVENESS BETWEEN SURVEY, QUESTION, READ, RECITE, REVIEW (SQ3R) AND KNOW, WANT, LEARN (KWL) STRATEGY TO

  INCREASE STUDENTS’ READING COMPREHENSION (An Experimental Study of the Eleventh Grade Students‟ of MA Al-Bidayah Candi Bandungan Semarang Regency in the Academic Year of 2016/2017)A Graduating Paper English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Rr. Dewi Wahyu Mustikasari M.Pd

  Keywords:SQ3R, KWL Strategy, Students’ Reading Comprehension

  The objectives of the research were: 1) This research was conducted in order to find how effective was the improvement of students‟ reading comprehansion when using SQ3R and KWL strategy, 2) This research was conducted in order to find which strategy was more effective between SQ3R and KWL in improving students reading comprehansion. The subject of this research was the studentsof the senior high school consist of sixty four students of MA Al-Bidayah Candi, Bandungan, Semarang Regency.The researcher used a quasi experiment research as a method in this research.

  The methodology of this research used quantitative research. It was conducted in two classes treatment and comparative, each of class had three times treatment. Each treatment consists of planning, action, observation and reflection. The results showed that:1) The mean score pre-test of treatment class was 50.23 and for mean score pre-test of conmparative class was 48.88, where the mean post-test of treatment class was 84.90, and for mean post- test of comparative was 60.73. 2) The improvement of the students‟ reading comprehension was significant after applying SQ3R and KWL strategy, and SQ3R was more effective strategy to improve students‟ reading skill or can be mentioned that this research was accepted Ha and rejected Ho.

  TABLE OF CONTENTS

TITLE ..................................................................................................................... i

DECLARATION................................................................................................... ii

ATTENTIVE COUNSELOR NOTES ................................................................ iii

STATEMENT OF CERTIFICATION ................................................................ iv

MOTTO ................................................................................................................... v

DEDICATION ....................................................................................................... vi

ACKNOWLEDGEMENT ................................................................................... vii

ABSTRACT ........................................................................................................... ix

TABLE OF CONTENTS ....................................................................................... x

LIST OF TABLES ............................................................................................... xiii

LIST OF FIGURES.............................................................................................. xiii

LIST OF CHARTS............................................................................................... xiv

  CHAPTER I INTRODUCTION A. Background of the Research ............................................. 1 B. Limitation of the Research ............................................... 6 C. Problemsof the Research................................................... 6 D. Objectives of the Research ............................................... 7 E. Significance of the Research ............................................ 7 F. Definition of theKey Terms .............................................. 9

  1. SQ3R Strategy ...................................................... 9

  2. KWL Strategy ..................................................... 10

  3. Reading Comprehansion...…...…………............ 11

  G. Hypothesis ...................................................................... 13

  H. Graduating Paper Outline…………....……………….... 14

  CHAPTER II LITERATURE REVIEW A. Previous Researches ....................................................... 15 B. SQ3R Strategy………………………………................. 18 C. KWL Strategy …………………………......................... 21 D. Advantages of Using Reading Strategy.......................... 22 E. Similarity and Difference between SQ3R and KWL Strategy..................................................................................23 F. Reading Comprehansion .................................................. 24 CHAPTER III RESEARCH METHOD A. Research Approach .......................................................... 27 B. Research Method ............................................................. 27 C. Research Design .............................................................. 28 D. Location of the Research ................................................ 30 E. Subject of the Research ................................................... 30 F. Role of the Researcher .................................................... 30 G. Poulation ........................................................................ 30 H. Sample ............................................................................ 31 I. Time Schedule of the Research ....................................... 33 J. Method of Data Collection .............................................. 33 K. Research Instrument ....................................................... 34 L. Rubric of Tes .................................................................. 35 M. Validity and Reliability ................................................. 36

  N. Method of Data Analysis ............................................... 40

  CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Profile of the Students Before and After the Treatments for Both Treatment and Comparative Class........................................ 43 1. Pre-test Analysis ............................................................43 2. Treatments .....................................................................49 3. Post-test Analysis ..........................................................51 B. Findings

  1. Analysis of Students‟ Improvement................................. 57

  2. Paired Sample ................................................................... 59

  a. SQ3R Strategy.............................................................. 60

  b. KWL Strategy.............................................................. 61 3. Strategy Which is More Effective .................................. 62

  CHAPTER V CLOSURE A. Conclusion ........................................................................ 64 1. Profile of the Students‟ Reading Comprehansion Skill before and

  after Having Treatment by SQ3R and KWL Strategy ...................................................................................... 64 2. Significance Difference of the Students‟ Profile on Their Reading

  Comprehansion Skill after Having SQ3R and KWL Strategy ........................................................................................ 64

  B. Suggestions ......................................................................... 66

  REFERENCES APPENDICES

  LIST OF TABLES

  a.Table 3.1 Students of MA Al-Bidayah Candi ................................................... 31

  b. Table 3.2Time Schedule of the Research.......................................................... 33 c.Table 4.1Pre-test Result of Treatment Class ...................................................... 44

  d. Table 4.2 Interpretation Pre-test Score of Treatment Class .............................. 45

  e. Table 4.3Pre-test Result of Comparative Class ................................................. 47

  f. Table 4.4Interpretation Pre-test Score of Comparative Class ........................... 48

  g. Table 4.5Post-test Result of Treatment Class ................................................... 51

  h. Table 4.6Interpretation Post-test Score of Treatment Class ............................. 53 i. Table 4.7Post- test Result of Comparative Class …........................................... 54 j. Table 4.8Interpretation Post-test Score of Comparison Class ........................... 56 k. Table 4.9 Paired Sampel Test of SQ3R ............................................................ 58 l. Table 4.10 Paired Sampel Test of KWL ........................................................... 59 m. Table 4.11 Paired Samples Corelation ............................................................. 62 n. Table 5.1 Paired Samples Corelation ................................................................. 65

  LIST OF FIGURES

  a.Figure 3.1Design of Quasi-Experimental Research ........................................... 29

  b. Figure 3.2Evaluation Criteria ............................................................................ 35

  c. Figure 3.3 Scoring Aspect .................................................................................. 36

LIST OF CHART

  a.Chart 4.1 Performance Students‟ Reading Skill in Treatment Class by SQ3R Strategy ................................................................................................................... 57

b. Chart 4.2Performance Students‟ Reading Skill in Comparative Class by KWL Strategy

  ................................................................................................................... 58

CHAPTER I INTRODUCTION A. Background of the Research Many people need English to support their goals in life since English

  becomes an international communication tool, It is important to learn English especially in education. “English as the International language serves many people as a bridge into the worlds of higher education, science, international trade, p olitics, tourism or any other venture which interest them” (Edge,

  2003, p.25). So that, English course becomes one of essential subjects to the students as a tool to communicate. In a school life, there are four skills that should be mastered by the students in learning English, which are listening, speaking, reading and writing. Here, the researcher is interested in observing the students‟ reading skill since it is one of the important skills that must be mastered by the students to get the writen information.

  According to Achersold and Field (1997, p.15), “Reading is what happens when people look at text and assign meaning to the written symbols in that text.” It can be described that reading is the interaction between the text and the reader that creates meaning. In reading process, there must be an understanding between those who make a communication especially for the writer and reader. From Anthony, Pearson, & Raphael (1993, p.284) definition of reading: "Reading is the process of constructing meaning through the dynamic interaction among the reader's existing knowledge, the information suggested by the written language, and the context of reading situation.” To create an understanding mentioned, the students have to catch a meaning by reading carefully from the written information to understand the meaning clearly. (Phakiti, 2006, p.1) cites

  “Second language reading comprehension is known as a highly complex skill to master.” Mastering reading is not easy, because every teacher has a series of problems in teaching, and learning reading skill. As stated by Carlston

  (2011), “One of the barriers to master reading comprehension is students‟ inability to engage the text when they do read. Ineffective reading may cause the students to find difficulty in compr ehending the text.” Furthermore Shepherd & Selden, (2011) add “In addition, reading and literacy researchers agree that reading activities always comprise both decoding process and comprehension.” It is the reason why reading comprehansion is one of several activities that has own difficulties on its process to overcome the students‟ obstacles in reading comprehansion.

  The unsatisfactory of reading ability from the students might be caused by the following problems as stated by Gebhard (2000, p.186), Firstly the strategy used by the teachers in the class is teacher- oriented teaching where teacher dominates the class. The teacher always writes and writes without giving any chances for students to do active learning reading comprehansion. Secondly the teacher might use the impropriate teaching reading strategies which makes students bored and cannot improve the students‟ reading ability fast. Thirdly the students are unmotivated with the lesson. We will be easy to find in the English classroom cases where the students feel bored with English. They do not have any motivation to learn English.

  It can be inferred that the students will be passive learner if the teacher always writes and writes without giving any chances for the students, the students will get bored and cannot improve their self if the teacher use the impropriate teaching reading strategies, and it can makes the students unmotivated or less interest with the lesson. Accarding to MacKay and Tom (1999) as cited by Mustikasari (2014, p.16) “As an active participant in learning process, the learner needs to have input in to both the content of the course and the way in which it is being taught,” it means that the teacher should has a strategy to make the students understand it and enjoy to the learning-teaching process especially to the passive students.

  Based on the pre-survey which were done by using the interview on

  th

  Saturday, April 15 2017, it could be inferred that the second year students of MA Al-Bidayah Candi Bandungan had some problems in reading comprehansion as follow : 1) Less dictionary in the reading class (most of the students did not have dictionary to be used in reading class by this reason the students could not look for unfamiliar vocabulary), 2) Less reading teaching strategy in the reading class ( the teacher did not provide reading strategy while taught reading skill by this reason the students got bored and did not have motivation to do reading activity). It can be informed that majority of the students had the problem on point 2.

  To overcome problem, the researcher should find out an effective strategy and applied that strategy in a teaching and learning reading comprehension. The researcher believes that this way can help the students interest in English major and to increase t he students‟ skill in reading comprehansion.

  There are several strategies of language teaching reading comprehension, but the researcher would like to compare between Survey, Question, Read, Recite, Review (SQ3R) and Know, Want, Learn (KWL) as the strategies that applay to increase the reading comprehansion skill of the students.

  As stated by Manitoba (2005, p.2) “You should try SQ3R, a reading strategy designed to help students improve their comprehension (understanding), memory, and efficiency i n reading.” SQ3R strategy is clasified in active learning strategy that consists some activities which one demanded the students to do an active learning process by this strategy, an active teaching-learning process is needed to achiev the goal of teaching- learning process easier. (Yuksel, 2012, p.5 ) “The prior knowledge activation is one of the vital necessary components in establishing an effective learning.”

  A number of studies on the use of SQ3R strategy have been conducted. (Carlston, 2011, p.11) “Study found that when students use SQ3R strategies (e.g., surveying prior to reading, generating questions, reading to answer said questions, reciting and reviewing information), they retain more information as demonstrated by higher achievement on course exa ms.” As a result, in SQ3R reading strategy, the students will be actived to do some activities in reading comprehension to search some information by some steps.

  (Lipson & Wixson, 2003) “SQ3R's origins can be traced back to the early 1940s (Robinson, 1941), and it has recently earned the title "The grandfather of study strategies." This strategy, designed for use with expository text, is best-suited for textbook reading and assignments. SQ3R can be broken down into many different and separate skills, which are necessary for successful implementation.

  The second strategy chosen by the researcher is Know, Want, Learn (KWL) strategy. To encourage students to develop effective reading skills, there are various teaching and learning strategies that can be used by the teachers in classroom. Most of the teaching and learning strategies usually focus on a particular strategy or skill. (Ogle, 1986, p.29) “KWL (Know, Want, Learned) strategy is one of teaching and learning strategies used mainly for information text.” The aim is more diverse. It helps the readers elicit prior knowledge of the topic of the text; set a purpose for reading; monitor their comprehension; asses their comprehension of the text; and expand ideas beyond the text. Ogle (1986, p.26) informs “Developed the strategy for helping the students to access important background information before reading nonfiction.” The KWL strategy (accessing what I know, determining what I want to find out, recalling what did I learned) combines several elements of approaches. The first two steps of KWL, the students and teacher engage in oral discussion.

  The reason why the researcher choose SQ3R and KWL strategy to be compared are: (1) Those strategies focus on students centered, (2) KWL strategy is focused on the target language; it is good for learning since the purpose of reading is to learn an international language and search an information in a text which is English (3) SQ3R strategy is focused on communication, it is a great way to maximize reading skill since an important element of language, reading skill is also can applayed as communicate tools and to searh an information in a text wich is English (4) Both SQ3R and KWL strategies have some techniques which include interesting media and fun activities.

  From the explanation above, the researcher decided to rise a title THE

EFFECTIVENESS BETWEEN SURVEY, QUESTION, READ, RECITE,

  INCREASE THE STUDENTS’ READING COMPREHENSION.

  B. Limitation of the Research

  Limitation of the research is on the reading comprehension skill. The researcher limits the research on the reading comprehension which is discussed only on the narrative text.

  C. Problem of the Research

  Based on the limitation of the problem above, the problems of the research are formulated as follows:

  1. How effective is the improvement of students‟ reading comprehension when using SQ3R and KWL strategy?

  2. Which strategy is more effective between SQ3R and KWL in improving students reading comprehension?

  D. Objectives of the Research

  In accordance with the problems, the writer has some objectives of the research:

  1. This research is conducted in order to know how effective is the improvement of the students‟ reading comprehension when using SQ3R and KWL strategies 2. This research is conducted in order to know which strategy is more effective between SQ3R and KWL in improving students reading comprehension E.

   Significances of the Research

  The result of this research is expected to be useful in two dimensions, theoritically and practically:

  1. Theoritically

  a. Theoritically, this research is expected can describe about two reading strategies (SQ3R and KWL) and compare which one is more effective to increase the student‟s skill in reading comprehansion.

  b. The result of research paper can be used as an input in English teaching learning process especially for reading by using SQ3R or KWL strategy.

  c. The result of research can be used as the reference for those who want to conduct a research in English teaching learning process.

  d. The results of the study can strengthen the knowledge of the theory of SQ3R and KWL strategy in reading skill.

2. Practically

  a.

  For the writer The findings of the research can be used as a starting point in improving the writers teaching ability, especially in teaching reading comprehension.

  b.

  For the students This research can add the students‟ interest in English learning, so

  English is not boring lesson for them anymore. The result of this research is beneficial for students as reference in english major learning related on the reading comprehansion. By studying the result of this research, hopefully the students will have better skill in reading comprehansion to decrease a mistake when the students search information in a text or essay.

  c.

  For the teacher Apart from that, this research is also beneficial for the teacher to knowing which one of two strategies (SQ3R and KWL) that more effective to improve reading skill of the students‟ in narrative text. The result of this research is very important for english teachers. It also can help them in teaching learning process to choose more effective strategy in teaching reading comprehension.

  d.

  For other researcher The findings of the research can be used as one of the references in conducting a research on English Language Teaching, especially in the implementation of SQ3R and KWL strategy.

F. Definition of the Key Terms

  The terms of the title of this study will be explained to make understandable meaning as follows:

1. SQ3R Strategy

  A number of studies on the use of SQ3R strategy have been conducted. Artis (2008, p.133) states the significance and usefulness of SQ3R as: “Because students can independently learn the basics of the course via reading, it reduces the need for instructor monologues (passive learning) to cover that information.” It is comparable with the activities that applyed from SQ3R strategy to increase students‟ reading comprehansion and retain more information by applaying five steps from SQ3R strategy.

  SQ3R is a Reading or Study formula designed to help process and increase retention of written information. As cited by

  Asiri and Momani (2017) SQ3R consists of the following five steps.

  S = SURVEY Scan the piece of writing to establish its purpose and get the main ideas.

  Q = QUESTION Write questions to give purpose and improve concentration.

  R = READ Search for answers to your questions. Make notes and highlight main ideas that support the concept.

  R = RECITE Reciting helps to put the information into your long-term memory.

  R = REVIEW

  It is important to review the material to understand and remember it.

2. KWL Strategy

  (Ogle, 1986, p.37) “KWL (Know, Want, Learned) strategy is one of teaching and learning strategies used mainly for information text.” It helps the reader to find out the information of the information text quickly. According to Lenski et al. (1995, p.31) “KWL strategy helps children become good readers by getting them to do many of the things that good readers do.” This strategy gets the students to read silently with comprehension. In addition, the students relate new information to what they already know when they confirm or disconfirm the information in the

  K column. Further, the students learn to set their own purposes for reading

  when they generate questions for the W column. Their reading to answer these questions helps them concentrate while they are reading as they more actively monitor their own comprehension.

  (Dieu, 2015, p.487) Using a KWL chart in different phases of your teaching, you can monitor your students‟ reading process:

1) Before reading, ask students to complete the “I know” column.

  2) After students have completed the “I know” column, ask students to complete the “What I want to know” column. 3) After reading, ask students to complete the “What I have learnt” column.

  It can be concludes that KWL strategy has three steps of activity that can improve the students‟ skill in reading comprehansion.

3. Reading Comprehension

  According to Rokhsari (2012, p.98) “Reading is not just the process of analyzing vocabularies and structures of the sentences; it needs different reading strategies to read successfully in English

  .” In effective reading may cause the students to find difficulty in comprehending the text.

  (Shepherd & Selden, 2011, p.21) “In addition, reading and literacy researchers agree that reading activities always comprise both decoding process and comprehension.” Furthermore, Sheperd and Sheldon (2011, p.23) state that research on comprehension indicates that good readers employ several strategies before, during, and after they read. It means that a structured reading strategy could help the reader to focus their reading aim on the comprehension of the text. Therefore, memory of the information from the text is achieved through understanding. Thus, the absence of reading strategies could lead the readers into ineffective reading activities.

  Comprehension includes the correct association of meanings with word symbols, the selection of the correct meaning suggested by the context, the organization and retention of meanings, the ability to reason one‟s way through smaller idea. (Phakiti, 2006, p.15) “Second language reading comprehension is known as a h ighly complex skill to master.” New words and diverse text structure may cause problems to EFL learners to acquire complete knowledge of the language. That is also the major challenge for a number of students of ESL. According to Celce-Murcia (1991, p.98)

  “Reading helps learners in successful functioning as well as Poor giving them sense of efficacy when having access to information.” reading may cause difficulty to students in comprehending the text. Reading is a receptive skill. It is an intricate mental activity which is essential for the kind of knowledge society that one envisages in the globalized context. Therefore, the students of modern world must know how to learn from reading and how to get in the present educated society. A reader can lead others to light.

  Comprehension is a thinking process it is thinking through reading. According to Sheperd and Sheldon as cited by Pribadi (2017, p.1) state that “Research on comprehension indicates that good readers employ several strategies before, during, and after they read.” As such, it is dependent upon the learners, basic cognitive and intellectual skills, upon their background of experience (vocabulary, knowledge, concepts, and ideas) and upon their language skills (knowledge of morphology, syntax, and grammar).

G. Hypothesis

  Hypothesis is a statement in quantitative research in which the investigator makes a prediction or a conjecture about the outcome of a relationship among attributes or characteristics. Traditionally used in experiments, they serve, like research questions, to narrow the purpose statement to specific predictions.

  (Creswell, 2012, p.111) These predictions are not simply an “educated guess.” Rather, researchers base them on results from past research and literature where investigators have found certain results and can now offer predictions as to what other investigators will find when they repeat the study with new people or at new sites.

  In this research, the researcher formulates two hypotheses as a follow: 1. ).

  o

  Null hypothesis (H

  It states that there is no improvement students on reading skill when using SQ3R and KWL strategy as measured by pre-test and post- test and both SQ3R and KWL strategy are equal. “The symbolic expression as illustrated by Schreiber and Asner-

  Self” (2011, p.244) looks like:

  ̅ ̅

2. Alternate hypothesis (H

  a ).

  It states that there is an improvement on students on reading skill when using SQ3R and KWL strategy, and there is a strategy between them which is more effective.

  “The symbolic expression as illustrated by Schreiber and Asner- Self” (2011, p.244) looks like:

  ̅ ̅ H.

   Graduating Paper Outline

  This research is consisted of five parts. Each part is discussed in the following paragraph. Chapter one is introduction consists of background of the research, limitation of the research, problem of the research, objectives of the research, significance of the research, definition of the key terms, hypothesis, and paper outline. Chapter two consists of previouse research, main of content, definition of SQ3R, definition of KWL, the advantage of using reading strategy, the similarity and difference between SQ3R and KWL strategy, definition of reading comprehansion, and types of reading. Chapter three consist of research design, research method, research approach, location of the research, subject of the research, role of the researcher, population, sample, time schedule of the research, method of data collection, research instrument, rubric of test, and method of data analisys. Chapter four is research findings and discussion consist of profile of students before and after the treatments for both treatment and comparative class, an analysis of students improvement, paired sample, and strategy which is more effective.

  Chapter five is closure consists of conclusion and suggestion. The last part is references and appendices.

CHAPTER II LITERATURE REVIEW A. Previous Researches The researcher is inspired by other reaserches that using SQ3R and KWL strategy to teach reading comprehansion. There are several researches

  taken from some relevant sources related to this research exactly. However, the researcher picks four of them which are two reasearches inspired with SQ3R strategy and two other are inspired with KWL strategy.

  In this part the researcher would like to deliver the previous research that are related with SQ3R strategy to teaching reading comprehansion and the first research was done by Asiri and Momani, (2017). The objective study of this research was to know how effective was SQ3R strategy, then the researcher used quantitavive experiment as the methodology of this research. This research showed that students using SQ3R reading comprehension strategy performed reading activities better than those who did not. By using SQ3R strategy the students could retain several reading pages, which otherwise were very stressful for them. They could take down notes in their own words, recited them and reviewed them as they finished chapter or at any other suitable time. The teachers can use this strategy to make the reading process less difficult and more interesting.

  The second research was done by Khaghaninejad, Saadabadimotlagh and Kowsari (2015). The objective study aimed at exploring the possible effects of strategy-based instruction of reading passages to undergraduate Iranian EFL learners. Then the researcher used clasroom action research as the methodology of this research. The study particularly explored the effects of using SQR3 and TPS reading strategies on learners‟ reading performance. The learners in the first experimental group (SQR3) surveyed, questioned, read, reviewed and recited the reading passages while learners in the second experimental group (TPS) group thought about reading passages and shared their comprehensions with the classmates. However, learners in the control group followed the traditional method of translating reading passages to Persian for comprehension. The reading section of IELTS Test, as an internationally validated test, was applied as the pre- and the post-test of the study to further check learners‟ reading comprehension. As a result the paired-samples t- test and ANOVA analysis of learners‟ performances indicated that SQR3 and TPS learners significantly outperformed on their post-tests compared with their peers in the control group. The results certified the efficacy of strategy-based approach of teaching reading passages, namely SQR3 and TPS, in promoting learners‟ reading comprehension in academic Iranian EFL context.

  Then in this part the researcher would like to deliver the previous researches that are related with KWL strategy to teaching reading comprehansion and the first research was done by Dieu (2015). Therefore, that objective of the study focused on the importance of the Schema theory in reading comprehension. To prove the benefit of prior knowledge, K-W-L strategy was used as treatment in the experiment. In this research the researcher used classroom action reseach. The hypothesis was that the K-W-L strategy would help passive students improve their reading comprehension skill. The final target was trying to change students from negative attitudes to positive feeling towards reading class after the K-W-L strategy was used and to improve Vietnamese students‟ reading skill as well as catching the main idea in the reading texts in order to have successful communication in English. As a result, the research has proved the effect of the treatment. It also suggested a way to control a reading class, to create an interesting and exciting atmosphere to improve students‟ reading comprehension skill.

  Then the second previous research was done by Riswanto, et al (2014). There was a fact that most of the Secondary School students were still low in comprehending reading texts. Therefore, the main objective of this study was to see whether the use of KWL (Know, Want, Learned)” strategy was effective in improving the students‟ reading comprehension achievement in learning English as a Foreign Language. The researcher used classroom action research in this research. The data were collected by using multiple choice reading comprehension test. The data obtained were analyzed by using t-test formula. The result showed that KWL strategy was effective in improving the students‟ reading comprehension achievement. The effectiveness was indicated by the result of the Stepwise Regression formula that the contribution of KWL strategy on students‟ reading comprehension achievement was 70.5%.

  By considering those four previous researches above, the researcher made a conclussion that three of those researches above only used one strategy. Meanwhile only one research used two strategies but did not to be compared, all of those researches above used the strategy just to be exlored and knew how effective the strategy was in teaching reading comprehansion.

  By some reasons above the researcher claims that this research is more spesific than the previous researches above. The researcher used two strategies of reading comprehansion to be applied and compared between SQ3R and KWL strategy in reading comprehansion, and the researcher find the improvement of both strategy and also finds which strategy is more effective.

B. Survey, Question, Read, Recite, Review (SQ3R) Strategy

  (Lipson and Wixson 2003, p.47) “SQ3R strategy is perhaps one of the oldest and most widely strategy.” It applies most readily to textbooks and formal reading assignments in wich readers are required to consume main points from expository writing. However, Manktelow (2007, p.47) explains that “SQ3R is a fives stage active reading strategy, they are survey, question, read, recite, and review.” This strategy uses for fully absorbing written information. It helps the students to create a good mental framework of a subject, into which the students can fit facts correctly. It helps the students to set study goals. It also prompts the students to use the review strategies that will helps to fix information in their mind. If the students use SQ3R, the students will significantly improve the quality of their study time. (Wiliam 2005, p.83) “SQ3R as the actual strategy and subsequent variations are reviewe d else where the steps associated with the strategy are briefly.” The goal of the strategy is to increase the students‟ engagement with the text.

  Although commonly taught, there is surprisingly limited regarding the impact of SQ3R. In addition, Shepard (20 01, p.23) explains that “SQ3R is a five steps strategy thus are survey, question, read, recite, and review. It will help the students to identify the significant ideas, graps these ideas more readily, remember the essential points, and better prepared for exams.” Each step is symbol that will appear as a reminder at appropriate places throughout the text. The following explains how the S in SQ3R refers to survey; the Q refers to question; and 3R refers to read, recite, and review. This strategy identifies e ach of the five steps. (Carter 2007, p.156) “SQ3R stands for Survey,

  

Question , Read, Recite, and Review. As the reader move through the staages

  of SQ3R, the reader will skim and scan the text. Approach SQ3R as a flexible framework on which to build the stu dy strategy.” When the reader bring personal learning styles and study preferences to the system, it will work better than if the reader follow it rigidly. They claim that the SQ3R has five steps, those are: survey, question, read, recite, and review, an it is elaborated bellow.

1. Survey

  Surveying, the first stage in SQ3R, is the process of previewing, or prereading, a book before the students study. Most textbook includes elements that provide a text overview of the main ideas and themes. The students should use the text to make sense of the information that contains with the topic.

  2. Question After the students have surveyed the text, the next step is to ask questions about the assignment. The process of asking questions leads to discover knowledge, which is the essence of critical thinking as the students formulate some questions and then discover the answer in the text and the materials. It meant the students should make a note of any questions on the subject‟s mind, or particularly interest of the survey.

  These questions can be considered almost as study goals understanding.

  3. Read In read, the students should read all points of the text that are relevant in order to make easier the students to answers the question because this steps will be particularly easy for the students, if there is a lot of dense and complicated information from the text. . Besides, when the students find the concept of reading, then they will able to answer and the questions based on the text that has been studied in reading comprehension.

  4. Recite In recite, the students response all of the questions by using their own words after they finish reading. Moreover, the students have to take a notes from the text to the information, read appropriate sections of the document, run through several items.

  5. Review In review, the students have to review the exercise by recalling the information. This review will help the students memorize material as it prepares for the exams. Furthermore, if the students close the book, after reading it once, the students will forget almost everything related to the material. However, if the students close the book, the students will remember all of the materials that have been studied before, (Kwanlent, 1996).