| dc.description.abstract | This research was conducted by using classroom action research. This
research focused on the use the QAR Strategy to improve the students’ reading
comprehension achievement and students’ active participation of recount text at
SMPN 7 Jember in the 2019/2020 academic year. Reading is one of the skills in
learning English. Reading is a process of interaction between the readers and the
text to translate and interpret to get the meaning and the information from the text
that leads to comprehension.
The reasons of conducting this research were to solve the students’
problems and to improve students’ achievement in reading comprehension of
recount text. Based on the interview with one of the English teachers at SMPN 7
Jember, it was found that most of the students had problem with their reading
comprehension. It was known from their scores that they were under the minimum
score of that school, they were lack of vocabulary, and they had less motivation,
less concentration, and less active participation. The researcher conducted this
research to solve the students’ problems, improved their reading achievement, and
to make the teaching reading of recount text more effective and efficient by using
the QAR Strategy. In collecting the data, the researcher conducted a reading test
and observation through virtual class by using Google Meet Application, it was
due to the Covid-19 of pandemic that cannot be estimated when it will end.
This research was conducted in 1 cycle. The implementation of the action
in the first and the second meeting were used to teach reading comprehension by
using the QAR Strategy based on the lesson plan constructed. The third meeting
was used to conduct a reading test by using Google Form as the (media). This
classroom research was conducted collaboratively with the English teacher in order to observe the students' activity while joining the teaching and learning
process. The observation was used to know the best way of reading
comprehension achievement by using the QAR Strategy.
Based on the observation results, the percentage in meeting 1 showed that
there were 67.64% or 23 of 34 students who were active. It means that the active
participants were less than 70% of the total number of the students. In meeting 2
showed that there were 79.41% or 27 of 34 students who could be categorized as
active participants. This result showed that the students’ active participation
improved 11.77 %. So, the criteria of the research success dealing with the
students’ active participation were at least 70 % of the students who were active in
the teaching-learning process, it was already achieved in the second meeting.
In addition, that there was improvement on the students’ reading
comprehension achievement in recount text. It could be proved from the
percentage of the students who got score ≥70 were 76.47%. While, before
applying the QAR Strategy for teaching reading comprehension, the percentage of
the students who got score ≥70 were 52.94%. Hence, it could be concluded that
the use of the QAR Strategy was successful in improving the students’ active
participation and the students’ reading achievement in recount text. | en_US |
