THE EFFECT OF USING THE SQ3R (SURVEY, QUESTION, READ, RECITE, AND REVIEW) METHOD IN TEACHING READING COMPREHENSION ON GRADE-10 STUDENTS’ READING ACHIEVEMENT AT MA NEGERI 2 JEMBER.

Abstract

Reading is one of essential language skills that should be mastered by students especially at MAN 2 Jember in English language learning. The process of Reading is guessing and understanding the ideas and receiving the message from the reading text being read. After reading, the reader should understand the writer’s message or important information stated in the text whether specific information or general information. Based on the informal interview with the grade-10 English teacher of MAN 2 Jember on July 22th, 2011, the students experienced difficulties in learning English, especially in reading comprehension. Some students were less motivated to learn English and they were not interested in reading. Some other students even gave no attention during the teaching learning process especially in teaching reading comprehension. This happened because the technique or method used by the English teacher was too monotonous. In this case, the teacher needs to teach by using suitable method. The teacher can use a method in teaching learning process to give the students the best way in comprehending a text, especially when teaching reading. One of the ways that may have a significant effect on the teaching reading comprehension is Survey, Question, Read, Recite, Review (SQ3R). The design of this research was an experimental research. The purpose of this research was to know whether or not there was a significant effect of using SQ3R (Survey, Question, Read, Recite and Review) Method in Teaching Reading Comprehension on the Grade-10 Students’ Reading Achievement at MAN 2 Jember The area of this research was MAN 2 Jember. It was chosen because the English teacher never used SQ3R method in English teaching learning activity, especially in teaching reading comprehension. There were also no previous research findings of the use of composite pictures in teaching reading comprehension done in this school. The respondents of this research were XF as the experimental group and XD as the control group. Those classes were chosen by cluster random sampling by lottery after knowing the homogeneity of the population. The total number of the respondents was 77 students. The experimental group consisted of 40 students who were taught reading comprehension by using SQ3R method. The control group consisted of 37 students who were taught reading comprehension by using Individual silent reading technique. The primary data of this research were collected from students’ score of reading comprehension test while the supporting data were gained from the interview and documentation. The primary data were analyzed by using independent sample t-test. The result indicated that the use of SQ3R method has a significant effect on Grade-10 students’ reading comprehension achievement at MA Negeri 2 Jember. Based on the computation of the t-test formula of the scores of the post test, it showed that the statistical value of t-test was 2.95. Then t-table at significant level 5% with df (75) was 1.99. It means that the statistical value of t-test was higher than that of t-table (2.95>1.99). Consequently, the null hypothesis (H0): “The use of SQ3R method does not have a significant effect on grade-10 students’ reading comprehension achievement at MAN 2 Jember” was rejected. On the other hand, the alternate hypothesis: “The use of SQ3R method has a significant effect on grade-10 students’ reading comprehension achievement at MAN 2 Jember” was accepted. Thus, it can be stated that SQ3R method significantly has an effect on the grade-10 students’ reading comprehension achievement at MAN 2 Jember. In conclusion, using SQ3R method has a significant effect on reading comprehension achievement. Based on the result of the research, the English teacher is recommended to use SQ3R method as an alternative teaching method in teaching English especially teaching reading comprehension.