| dc.description.abstract | Reading as one of the important skills becomes the main emphasis in learning
English. Reading helps the students to enrich their knowledge. Therefore, the teacher
should apply the appropriate strategy in teaching reading in the classroom to help the
students understand and catch the message or information from the text. SQ3R is one
of the appropriate strategies that can be applied in teaching reading comprehension.
Each step in SQ3R has strength which enables to help the students gain their prior
knowledge, catch the information from the text, and keep their memory longer than
just reading.
Based on the preliminary study which was conducting by interviewing the
English teacher of SMA Muhammadiyah 3 Jember, it was known that the students of
the eleventh language class had low score in reading comprehension achievement.
This was proven by their reading mean scores were 64.32. The number of the
students was 16 out of 31 students (52%) students who got score at least 75.
According to the English teacher, the students had difficulties in comprehending
reading texts because they lacked of vocabularies and also were not interested in
reading materials. Besides, the students also lacked of participation in the classroom
during the reading teaching and learning process. This was proven by the percentage
of the students‟ who actively participated in the reading teaching learning process
were 45.16% or 14 out of 31 students who were active in the reading teaching
learning process. The researchers tried to overcome the problem by applying different
reading strategy that is SQ3R strategy. Therefore, the Classroom Action Research
was done to improve the eleventh grade students‟ reading comprehension
achievement by using SQ3R strategy at SMA Muhammadiyah 3 Jember.
The data collection methods were a reading comprehension test to collect
data about the student‟s reading comprehension achievement, and the observation
with checklist to get the primary data about the student‟s active participation during
the implementation of the action in the classroom. The data were analyzed
statistically by using the percentage formula. The action was implemented in two
cycles because the result of the first cycle could not achieve the research criteria. The
first cycle was done in three meetings included the test. The results of the classroom
observation showed that 61% in meeting 1 increased 77% in meeting 2 of the
students were active during the teaching learning process. It showed that there was
improvement of the students‟ active participation from meeting 1 to meeting 2.It
showed that the result of the student‟s active participation had improved in meeting 2
in the first cycle and achieved the research criteria that were 75% or more of the
students who were active in the teaching learning reading process. In contrast, the
result of the reading comprehension test in the first cycle had not achieved the criteria
of the research success that was the students‟ reading mean score at least 75 and 75%
of the students got 75 or higher in the reading comprehension test. In the first cycle
the students‟ reading mean score was 72. The percentage of the students who got
score ≥ 75 was 68% or 21 students out of 31students. Therefore, it was necessary to
conduct the second cycle to achieve the research criteria.
In the second cycle, some revision had been made to solve the problems
found in the first cycle. The classroom observation and reading comprehension test in
the second cycle showed an improvement. In the classroom observation, the students‟
active participation showed that81% in meeting 1 and 87% in meeting 2 of the
students actively participated in the teaching learning process. It can be concluded
that the result of the observation in meeting 1 and meeting 2 consistently increased
and achieved the criteria of the research success. In the reading comprehension test,
the students‟ mean score was 81 and the percentage of the students who got score ≥
75in the reading comprehension test was 77% or 24 students out of 31 students.
Based on those results, it can be concluded that the actions in the second cycle were
successful because the results of classroom observation and reading comprehension
test achieved the of the research success.
Finally, it can be summarized that the use of SQ3R strategy could improve
the eleventh language class students‟ reading comprehension achievement and their
active participation in the reading teaching learning process at SMA Muhammadiyah
3 Jember.
Therefore, it is suggested for the English teacher to use SQ3R strategy as an
alternative teaching strategy to improve the students‟ reading comprehension
achievement and the students‟ active participation in teaching and learning process of
reading. Besides, the students are suggested to be actively involved in the teaching
and learning process of reading by using SQ3R strategy. The research results were
expected to be used as information or reference for the future teacher researchers to
conduct further research dealing with the use of SQ3R strategy in order to improve
not only students‟ reading comprehension achievement but also their active
participation during the teaching learning process. | en_US |
