THE EFFECT OF TEACHING READING USING SQ3R STRATEGY ON THE EIGHTH GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SMPN 2 ARJASA SITUBONDO

Abstract

Reading is one of the language skills that is very important in foreign language learning. In order to teach students to read the reading text, there is a need for the English teacher to select the appropriate strategy which helps the students easier in comprehending the English texts. One of the ways that can be used by the teacher in teaching reading comprehension is SQ3R strategy. The SQ3R strategy is a five-process for effective academic reading to help the students in comprehending the texts. This strategy can help the students easier to comprehend the topic and information in reading the English texts. The researcher used SQ3R as strategy of teaching and learning process, especially in teaching reading comprehension and this strategy worked well for the students in this research. This research was an experimental research. The purpose of this research was to know whether or not there was an effect of using SQ3R strategy on the eighth grade students’ reading comprehension achievement at SMPN 2 Arjasa Situbondo. The area of this research was SMPN 2 Arjasa Situbondo. The school was chosen because the English teacher had never applied SQ3R strategy in English teaching learning activity with the form of recount text, especially in teaching reading comprehension. There was also no previous researchers had been conducted in this school related to the use of SQ3R strategy in teaching reading comprehension. The respondents of this research were VIII A as the experimental group and VIII B as the control group for each group 3 times in teaching activities (meeting 1, meeting 2, and test). Those classes were chosen by cluster random sampling by lottery. The experimental group consisted of 25 students who were taught by using SQ3R strategy in reading comprehension. The control group consisted of 26 students who were taught by using Question-Answer that was usually used by the English teacher in reading comprehension. The primary data of this research were collected from students’ scores of reading comprehension test (post test). The primary data was analyzed statistically by using t-test formula. The result of the data analysis in this research proved that using SQ3R Strategy significantly affected the students’ reading comprehension achievement at SMP Negeri 2 Arjasa Situbondo. It could be seen from the result of ttest analysis on the students’ scores of reading comprehension achievement test scores that statistically the value of the t-test was higher than the value of t-table with significant level of 5% (2.77 > 2.01). It indicated that the result of t-test analysis was significant. From the post test scores, it could be seen that the experimental group who was taught reading comprehension by using SQ3R Strategy there was an effect compared to the achievement of the control group who was taught reading comprehension by using Question-Answer Strategy. In conclusion, using SQ3R strategy is one of the effective strategy that has a significant effect on reading comprehension achievement for the students. Based on the result of the research, it is recommended to use the SQ3R strategy as an alternative strategy of teaching English especially reading comprehension to make the students to become more effective readers.