IMPROVING THE ELEVENTH GRADE IPA 3 CLASS STUDENTS’ PARTICIPATION AND THEIR READING COMPREHENSION ACHIEVEMENT ON NARRATIVE TEXT BY USING SQ3R STRATEGY AT MAN 2 JEMBER

Abstract

This Classroom Action Research was intended to improve the eleventh IPA 3 class students’ reading comprehension achievement by using SQ3R(Survey, Question, Read, Recite, Review) strategy on narrative text at MAN 2 Jember in the 2013/2014 academic year. Based on the preliminary study in the form of interview with the English teacher of MAN 2 Jember, it was revealed that the students of class XI IPA 3 experienced difficulties in comprehending reading texts. Besides, the students also lacked participation in the classroom during the reading teaching and learning process of English because there were only 10 students who had achieved the passing grade which was 75. Meanwhile, the other 17 students got score below 75. In other words, only 37 % of 27 students achieved the passing grade for the English subject. To overcome the problem, SQ3R Strategy was applied in this research after discussing the matter with the English teacher. SQ3R is a reading strategy that consists of “Survey, Question, Read, Recite, and Review”. SQ3R strategy was one of appropriate strategies to help the students gain their ability in reading comprehension. It was used especially on narrative text to improve the students’ reading comprehension achievement. In addition, it was also used to improve the students’ active participation during reading teaching learning process. The data collection methods applied in this study were reading comprehension test and observation, and the data were analyzed statistically using percentage formula. The action which was teaching reading using SQ3R strategy was implemented in two cycles collaboratively with the English teacher. The first cycle was done in three meetings where the test was administered in the third meeting. The results of the classroom observation showed that not all of the students were active xv during the teaching learning process. In other words, there was improvement of the students’ active participation in Cycle 1, but the criteria of success in Cycle 1 which was 75% active was not achieved in the reading teaching and learning process. In addition, the result of the reading comprehension test in the first cycle had not achieved the criteria of success of the research that was 75% of the students got ≥ 75 in the reading comprehension test. The percentage of the students who got score ≥ 75 was only 18 students or 66% out of 27 students. Based on the results of the first cycle above, the second cycle was necessary to be conducted. Some revisions had been made to solve the problems occurred in the first cycle. The revisions were: explaining clearly and more slowly about the procedures of SQ3R strategy, guiding the students who could not express their idea in formulating questions, guiding the students in reciting the main points of the text also correcting the students’ sentence, and telling them that they would not be punished if they answered incorrectly. After they were ensured that their participation in doing the reading strategy was more important than the end result, the students demonstrated their involvement. The classroom observation and reading comprehension test in the second cycle showed an improvement. In the classroom observation, the students’ active participation was 81% in meeting 1 and 89% in meeting 2 of the students who actively participated in the teaching learning process. So, the result of the observation in meeting 1 and meeting 2 had achieved the criteria of success of the research. In the reading comprehension test, the percentage of the students who got score ≥ 75 in the reading comprehension test was 22 students, or 81.4% out of 27 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 had achieved the criteria of success of the research. Finally, it can be summarized that the use of SQ3R strategy could improve the eleventh grade IPA 3 class students’ active participation and their reading comprehension achievement in the reading teaching learning process at MAN 2 Jember. Some suggestions are also suggested to the English teacher, students, and xvi future researchers to use SQ3R strategy to improve the students’ active participation and their reading comprehension achievement in the reading teaching and learning process.