The Effect of the SQ3R Method on Increasing Students ' Reading

Comprehension

(Experimental Research at SMPN 1 SAKETI)

Research Paper

Submitted to Fulfilled Partials Fulfillment of the Requirements for

Graduate Degree in English Study Program

By:
Fitriyani
Student's Numbers . 208820300168

ENGLISH STUDY PROGRAM

TEACHERS TRAINING AND EDUCATION COLLEGE OF
SYEKH MANSHUR PANDEGLANG
2023
 LIST OF CONTENTS

COVER................................................ ................................................................ ........

CHAPTER I INTRODUCTION............................................... .....................................

A. Background of the problem............................................... .....................

B. Identification of problems................................................ ..........................
C. Scope of problem................................................ ............................
D. Formulation of the problem................................................ ............................
E. Research purposes................................................ ............................
F. Research Uses................................................ ..........................

CHAPTER II THEOTERIC STUDY.............................................. ...................................

A. Concept Of Reading Comprehension................................................ ....

1. Definition Of Reading Comprehension .................................
2. Reading Skills................................................ .........
3. Principles of Reading Comprehension................................................
4. Factors................................................ ..........................
5. Reading Comprehension Ability ..................................................
6. Reading Comprehension Process................................................
B. SQ3R Method................................................ .....................................
1. Definition of Method................................................ ................
2. Understanding the SQ3R Method............................................ ........
3. Characteristics of the SQ3R Method............................................ .....
4. Advantages and Disadvantages of the SQ3R Method..............................
5. SQ3R Method Steps ............................................
C. Relevant Research............................................ ......................
D. Framework of Thinking................................................ ................................

CHAPTER III RESEARCH METHODOLOGY.............................................. .....................

A. Research purposes................................................ ............................

B. Place and time of research.............................................. ..............
C. Research Methods and Design ................................................ ............
D. Population and Sample................................................ ..........................
E. Instruments ................................................ ..........................
F. Instrument Trial .............................................. ............
G. Data analysis technique............................................... ............................
H. Statistical Hypothesis................................................ ............................

BIBLIOGRAPHY................................................ ..........................................
 CHAPTER 1

INTRODUCTION

A. Background of the problem

In the current era of growing globalization, the role of communication is

becoming increasingly vital. The era of increasingly rapid progress in science

and technology is opening up opportunities to communicate internationally. The

main means of communication throughout the world is language. Language is

a system of symbols in the form of sounds, arbitrary in nature, used by people

to speak, work together, communicate, and to identify themselves (Keraf &

Chaer, 2006; 1). According to Idik Saeful Bahri (2023). Language according to

learned linguistic experts is stated as a tool for conveying something that comes

to mind. However, it is further explained that language is a tool for interaction

or a tool for communication, in the sense of a tool for conveying thoughts, ideas,

concepts or feelings. In sociolinguistic studies, language is defined as a system

of symbols, in the form of sounds, arbitrary, productive, dynamic, diverse and

human.

On the Digital Library page of UIN Sunan Ampel Surabaya (English

language learning) it is explained that language also expresses meaning which

is realized through language words and vocabulary. Thus, language plays an

important role in human life. Language increasingly functions in a person's use

of language, which can be seen from the quality and capacity of the vocabulary

they have. Language is not actually a science, it is a communication skill.

Language is not just sounds that can be understood empirically. But it is also

rich with non-empirical meaning. Language is a system or more precisely (i.e.

sound system, grammatical system, meaning system). And that variation in

language use is often systematic as well.

From the definitions above, it can be concluded that language is a

communication tool used by humans to convey messages from the sender to

the recipient. Learning a language does not grow by itself but requires

interaction with others. Children who grow up isolated from their social

environment will not develop their language. Humans have the ability to

produce various sounds. These sounds were developed into meaningful

symbols. Learning a language can make us understand increasingly advanced

global developments. One of the requirements that is quite decisive in global

competition like today is mastery of global languages, especially English.

To improve human resources, teaching and learning English is one of

the important factors that must be taken. Even knowledge and research results

created by scientists around the world are now also disseminated in English.

English is the official language of many Commonwealth countries and is widely

understood and used . English is spoken in more countries in the world than

any other language and than any other language. English is an international

language that has an important role in global communication, business, science

and culture. In the era of globalization.

In Indonesia, English is a subject that students must master and is tested

in national exams in junior high schools (Anwar, 2013). English is designated

as a compulsory subject, part of the basic curriculum. Therefore, people in

Indonesia need to master English. However, mastering English requires some

basic knowledge of English. There are four basic language skills: Listening,
Speaking, Reading and Writing. In this research the author will focus on one of

these skills, namely Reading skills.

According to Cohen (2011) reading comprehension is defined as the

level of understanding of writing. What this means is a person's ability to

understand written language. Apart from that, reading comprehension depends

on a person's ability to read accurately, research skills, attention and memory.

So it can be said that if someone is able to master a written language, it means

that he has good reading, reasoning and memory skills so that he can capture

the message the writer wants to convey. In line with this, reading

comprehension is closely related to efforts to understand the important things

from what one reads. What is meant by reading comprehension or

comprehension (Sunyoto, 2009) is the ability to read to understand the main

idea, important details, and the entire meaning.

This understanding is closely related to the ability to remember the

material read. It can be said that reading is a process that is interconnected

between the brain and the heart regarding the material being read. So from

several definitions of "reading comprehension" above, it can be said that if a

student is able to understand the reading he reads, it means he is able to find

various forms of information contained in it, such as understanding the main

idea of the reading or the general description of the reading, important details

or information. details that may be expressed or implied from the reading.

There are several factors that influence reading comprehension skills,

these factors include: linguistic competence, eye ability, determining focused

information, reading techniques and methods, reading flexibility and reading

habits. Of the six factors that have been mentioned, one factor that comes from
outside the student is the use of reading methods. The reading method applied

by students will also determine students' success in understanding information

and knowledge. Therefore, as a facilitator in the classroom, the teacher must

be able to accommodate these needs according to their characteristics and

level of development to support students' successful learning.

Reading comprehension is a key skill in the learning process, and

learning methods are a determining factor in improving this ability. One method

that has attracted attention is SQ3R (Survey, Question, Read, Recite, Review).

The use of this method can make a significant contribution to improving

students' reading comprehension. Therefore, this study aims to investigate the

impact of the SQ3R Method on improving students' reading comprehension.

According to Huda (2014), the SQ3R learning method is a comprehension

strategy that helps students think about the text they are reading.

In the book by Syaiful Sagala, the SQ3R method (Survey, Question,

Read. Recite, Review) is a tip that is specifically designed for understanding

text. This method was developed by Francis P. Robinson from Ohio University

in 1941. Learning using the SQ3R method (Survey, Question, Read, Recite,

Review) is carried out in stages starting from a reading survey (survey),

composing questions by estimating the important things in reading (question),

read, explain (recite) and review the text, questions and answers (review).

The SQ3R reading method (Survey, Question, Read, Recite, Review) is

practical and can be applied in various learning approaches for all subjects. The

stages in the SQ3R method (Survey. Question, Read. Recite, Review) used in

learning reading comprehension can help students understand the content of

the reading better so that they can improve their reading comprehension skills.
 The importance of applying the SQ3R method (Survey, Question, Read, Recite,

Review) can make students more ready to actualize themselves in various

fields so that they are able to answer the challenges of globalization.

Based on the explanation above, the author conducted research using

the SQ3R method (Survey, Question, Read, Recite, Review) to provide

students with good reading comprehension. The title of this research is "The

Effect of the SQ3R Method on Improving Students' Reading Comprehension".

B. Identification of problems

Based on the background above, the researcher put forward the

identification of the problem as follows:

1. Do students experience difficulty in reading?

2. Is the student's English pronunciation still lacking?

3. Do students find it difficult to understand reading?

4. Are the techniques used by teachers still lacking?

5. Do students have difficulty applying the SQ3R method?

C. Scope of problem

Based on the problem identification above, there are complex problems

and to avoid a wider discussion, the researcher limits this research problem to:

teaching expository texts using the SQ3R method as the independent variable

(X) and students' reading ability in expository texts as the dependent variable.

(Y).

D. Formulation of the problem

Based on the problem limitations above, the researcher formulated the

problem in this research as follows:

 1. To what extent can the SQ3R Method improve students' reading

comprehension?

2. What factors can influence the effectiveness of the SQ3R Method in a

learning context?

3. How do students respond to implementing the SQ3R Method?

E. Research purposes

The objectives of this research are as follows:

1. Assessing the effect of the SQ3R Method on improving students' reading

comprehension.

2. Identify factors that can influence the success of implementing the SQ3R

Method.

3. Analyzing student responses to the use of the SQ3R Method in student

reading comprehension.

F. Research Uses

This research is expected to provide the following benefits:

1. Can provide an overview of the influence of the SQ3R method on

improving student reading comprehension.

2. It can be used as an illustration to help English teachers and

researchers in implementing SQ3R learning media.

3. As a contribution to the development of educational research.

4. Providing information for the development of further research regarding

the Effect of the SQ3R Method on Increasing Student Reading

Comprehension.
 CHAPTER II

THEORETICAL STUDY

A. Concept Of Comprehensive Reading

1. Definition Of Comprehensive Reading

Reading is one of the four language skills. Reading is a basic component

for someone to have more understanding or knowledge, because by

reading, someone will become richer in their knowledge. Reading is an

activity carried out by someone to obtain information or knowledge that was

previously unknown to the reader. There are many ways that humans can

read to enrich their knowledge. Reading books is a way for children to enrich

their vocabulary, and the most important thing is to create a comfortable

reading atmosphere so that reading activities can run effectively (Scott and

Ytreberg 2003).

According to Tarigan (2008) reading comprehension is a type of reading

that aims to understand reading. Reading comprehension means studying

reading material more carefully so that you can assess the situation, value,

function and effect of reading. Reading comprehension is the process of

reading in order to build understanding (Tarchi, 2017). According to Spear-

Swerling in Fitria (2019) reading comprehension is a type of reading that

aims to understand the reading itself. Meanwhile, Alex and Achmad (2010)

stated that reading comprehension is a reading strategy that aims to provide

an assessment of papers that involve oneself in a reading and make an

appropriate analysis of the reading.

Meanwhile, according to Duke (2003), reading comprehension or

reading comprehension is a process of constructing meaning from reading

material by combining previous knowledge and experience, information

contained in the text and the reader's views relating to the text they are

reading. Besides that, the understanding or view of reading comprehension

also comes from Rand (2002) who stated that reading comprehension is a

process of eliciting and making meaning by engaging or interacting directly

with written language. Reading is not only a source of information and an

enjoyable activity, but also a means of consolidating and expanding one's

knowledge of languages. [Patel&Praveen, 2008:113].

This means that in reading comprehension there is a series of processes

carried out by readers to find meaning, understand the information

contained in a reading text, and provide entertainment. In reading

comprehension, experts agree that the reader's schemata (initial

knowledge) determines success in reading comprehension. Peregoy and

Boyle (Linse, 2005: 69) state that there are three things that differentiate

students in reading. including: strengthening students' prior knowledge,

students' language knowledge, and the reading strategies or techniques

used. Meanwhile, other opinions say that reading comprehension is the act

of understanding what we read. Without comprehension, reading is nothing

more than tracing symbols on a page with our eyes and drawing them out.

From the theories above, it can be concluded that reading

comprehension is the process of understanding, evaluating and utilizing

information to get ideas or meaning from a written text, to understand it

according to background experience or previous knowledge, and to interpret

it according to the reader's needs and strategies to achieve the message.

or information from written text.

2. Reading Skills

Reading skills are a person's ability to understand, interpret, read and

decode language. written text With good reading skills, a person can adapt

and respond to communication in written form. The use of reading skills in

learning is very important. because it can help students understand the

material and avoid misunderstandings. Basically, the ability to read plays a

very important role in a person's life, because knowledge cannot be

separated from reading. Because, all existing branches of knowledge are

presented in written language, packaged in book form. Therefore, mastering

the ability to read is very necessary for every person, so that he can transfer

all knowledge about books into his mind. So without reading, all knowledge

seems useless and useless.

According to Andrew there are six important skills needed for reading

comprehension, and tips on what can help students improve these skills.
1) Decoding

Decoding is an important step in reading because students use

this skill to pronounce words they have heard before but have never

written. The ability to do this is the foundation for other reading skills.

Decoding relies on an early language skill called phonemic awareness.

(This skill is part of a broader skill called phonological awareness.)

Phonemic awareness allows children to hear the individual sounds in

words (also known as phonemes).

It also allows students to “play” with sounds at the word and

syllable level. The best way to help students acquire these skills is

through specific instruction and practice. Students must be taught to

recognize and work with sounds. You can also improve phonological

awareness at home with activities such as word games and reading to

student. What can help? Most children acquire broad phonological skills

naturally through books, songs, and rhymes. But some kids don't. In fact,

one of the early signs of reading difficulties is difficulty rhyming, counting

syllables, or recognizing the first sound of a word.

2) Fluency

To read fluently, children need to immediately recognize words,

including words they don't pronounce. Fluency speeds up reading and

understanding text. This is also important when the child encounters

irregular words such as and which cannot be pronounced. It takes a lot

of effort to pronounce or interpret each word. Word recognition is the

ability to immediately recognize entire words without seeing them,

 without saying them. If a child can read quickly and without making many

mistakes, then he is a "fluent" reader.

Fluent readers read fluently and quickly. They group words

together to understand their meaning and use the correct sounds when

reading aloud. Reading fluency is a prerequisite for good reading

comprehension. What can help? Word recognition can be a major hurdle

for struggling readers. A typical reader needs to see a word 4-14 times

before it becomes a "sight word" that they recognize automatically. For

example, a child with dyslexia can see it up to 40 times. Many children

have difficulty reading. Like other reading skills, children need a lot of

special teaching and practice to improve word recognition. The main way

to improve language skills is by reading books. It is important to choose

books with an appropriate level of difficulty for your child.

3) Vocabulary

To comprehend reading, one must understand most of the words

in the text. A strong vocabulary is an important part of reading

comprehension. Students can learn vocabulary through teaching.

However, they usually learn the meaning of words through everyday

experiences and also through reading. What can help: The more words

a child knows, the richer his vocabulary. You can help improve your

child's vocabulary by having frequent conversations about a variety of

topics. Try adding new words and ideas. Telling jokes and playing word

games are fun ways to develop these skills.

Reading together every day also helps improve vocabulary. As

you read aloud, stop at new words and define them. But also encourage
your child to read on their own. Even if your child doesn't hear the

definition of a new word, he can use the context to understand it.

Teachers can also get help. They can carefully select interesting

words to teach and then provide clear instructions (instructions that are

specific and direct). They can engage students in discussions. And they

can make vocabulary learning fun by playing word games in class. To

get ideas, watch an expert explain how to help struggling readers build

their vocabulary.

a. Sentence formation and coherence

Understanding sentence formation seems like a writing skill. Also

the relationship of ideas within and between sentences is called

cohesion. But these skills are also important for reading comprehension.

Connecting ideas at the sentence level helps children understand the

meaning of the paragraph and the entire text. This also leads to

something called coherence, or the ability to connect one idea to another

as you write. What can help: Clear instructions can teach children the

basics of sentence formation. For example, teachers can work with

students to connect two or more ideas through writing or reading.

b. Reasoning and background information

Most readers relate what they read to what they know. Therefore,

it is important for children to have background or initial knowledge about

the world when reading. They must also be able to “read between the

lines” and derive meaning even if the meaning is not expressed literally.

What can help? Your child can gain knowledge through reading,

talking, watching movies and TV shows, and art. Life experience and
 practical activities also increase knowledge. Show your child as much as

you can and talk about what you have learned from your experiences

together and separately. Help your child make connections between new

information and existing information. And ask open-ended questions that

require thought and explanation.

3. Principles of Reading Comprehension

The principle of reading comprehension is the same as reading in

general, but emphasizes the meaning or understanding of the reading itself.

According to Reading McLaughlin and Allen (via Farida Rahimi, 2008: 3)

there are 10 principles of reading as follows:

1) Understanding is a process of social construction

2) Competency balance is a curriculum framework that helps develop

understanding

3) Teachers who read professionally (very well) influence student

learning

4) Good readers have a strategic role and play an active role in reading

5) Reading should take place in a meaningful context

6) Students feel the benefits. reading from different texts in different

classes

7) Vocabulary and learning influence reading comprehension

8) Involvement is a key factor in the understanding process

9) Reading strategies and skills can be taught.

10) Dynamic assessment promotes reading comprehension learning.

4. Factors Factors that influence reading comprehension skills

Reading comprehension is influenced by two factors, namely factors

originating from within the student and factors originating from outside the

student.

Internal student factors include language skills (language), interest (how

much the student cares about the reading they are exposed to), motivation

(how much the student reads in the reading or general knowledge about

reading and school) and reading ability (how well the student can read).

Children's external factors are divided into two categories, namely:

reader elements and reading environment. Reading elements or text

characteristics include: text (difficulty of reading material) and text

organization (help available in chapters and subsections, writing structure

and so on). The reading environment includes factors: teacher preparation

before carrying out the task, during carrying out the task, or the general

atmosphere during carrying out the task (obstacles, encouragement, etc.).

All of these factors do not stand alone, but are interconnected. This

explanation shows that it is clear that the factors that influence human

literacy are basically not single. All these factors are interrelated. A person's

reading ability is successful if he has the factors necessary to understand

what he reads.

5. Reading Comprehension Ability

Evaluation of reading comprehension can be measured at the level of

understanding of the entity read, the expressed and implied meaning related

to the subject matter. Nurgiyantoro (2010:376-388), evaluating reading

comprehension results can be done with a literacy test. The literacy test is

divided into two; 1) literacy test by answering answers and 2) competency

test by constructing answers. However, according to Arikunto (2012:177),

the test is divided into two, namely. subjective and objective tests. Andini

Nunik (2010;24) stated in Tampubolo (1990;244) that reading

comprehension is measured by the percentage of correct answers related

to the content of the reading. What is meant by this level of understanding

is the percentage of correct answers to the questions given.

6. Reading Comprehension Process

Translate symbols or written language so that you can understand the

meaning of the reading. Somadayo (2011:14) explains that the reading

process can be classified as follows:

1) Reading is a psychological process, meaning that a person's reading

ability is influenced and related to psychological factors such as

motivation, interests, socio-economic factors. background and level

of personal development, such as intelligence and mental age.

2) Reading as a sensory process, i.e. Human reading starts from seeing

or feeling, this process occurs through the senses of sight, eyes and

ears as a hearing process .

3) Reading as a process of perception means that this process involves.

social stimuli, meaning and interpretation based on the experience of

response to stimuli, which connects meaning to a stimulus or symbol.

As stated by Burns et al. (in Rahim, 2011: 12), the reading process

consists of nine aspects, namely sensory, perception, sequencing,

 experience, thinking, learning, associations, attitudes and ideas. Saddhono

(2014:126) says that good reading is reading by:

1) A good mental attitude and wise attitude, the symbol of this provision

is:

a) Read seriously with full concentration

(b) the mind actively digests

(c) active emotions

2) A good physical position is about 30 cm between the eyes and the

paper, forming a downward angle of 30-45 degrees. Reading is

better in bright places than in dark places, the reading position

should also be vertical .

3) Good material is material that gives meaning to life, for example

increasing knowledge and intelligence.

4) There are many types of material, apart from intensive reading we

need truly extensive reading. For example, reading language books,

literature books, poetry collections, short stories and novels.

5) The type that suits the reader's goals and interests.

B. SQ3R METHOD

1. Understanding Method

Method comes from the Greek word "Metha" meaning through

and "Hodosandquot; meaning way, path, tool or style. In other words,

method means a method or way to achieve a certain goal.

In the Big Indonesian Dictionary adapted by WJS

Poerwadarminta that "a method is a systematic and considered way to

 achieve a goal". Meanwhile, the definition of method in the Big Modern

Indonesian Dictionary is a systematic way of working to facilitate actions

to achieve goals.

The method is an effort to implement plans that have been made

in real work so that the goals that have been set can be achieved

optimally.

The definition of the method according to experts is as follows:

a. According to Sanjaya (2010: 147) a method is a method used

to implement plans that have been prepared in real activities

so that the goals that have been prepared are achieved

optimally.

b. Hasibuan and Moedjiono (2010: 3) methods are tools that can

be part of a set of tools and methods for implementing a

teaching and learning strategy.

c. Warsita (2008: 273) learning methods are the methods used

by teachers in conveying learning messages to students in

achieving learning goals,

From the three definitions above, it can be concluded that teaching methods

are steps in the learning process that can be carried out by teachers or trainers.

Educators or teachers choose methods that are appropriate to the subject so

that learning objectives are achieved. Teaching methods are methods used by

teachers in interactions between teachers and students during learning. In this

interaction, the teacher acts as a mover or guide, while students act as

recipients or facilitators. A good teaching method is a method that can

encourage student learning activities. Methods are also steps that help

implement the most comprehensive, effective and efficient business processes.

The role of methods in learning is very necessary, namely as a subsystem that

encourages active, creative learning and arouses students' interest in studying

seriously. So "method" better explain the technique or steps.

2. Understanding the SQ3R Method

The SQ3R method was developed by Francis P. Robinson at Ohio State

University in the United States. The SQ3R method is a learning method that

consists of five steps, namely survey, question, read, recite and review. The

SQ3R method is a comprehension method that helps students think about

the reading they are reading. The SQ3R method is a reading method that

can be applied to learning reading comprehension in schools. Reading

comprehension is the key to getting as much information as possible.

Therefore, choosing a reading method is very necessary to improve

students' reading comprehension.

The SQ3R method is often classified as a learning strategy, and SQ3R

helps students get something out of a text the first time they read it. For

teachers, SQ3R helps teachers guide students to read and think like

effective readers. This strategy requires students to activate their thinking

and check their understanding while reading. So, it can be concluded that

the SQ3R method is a reading method to be able to understand a reading

through predetermined stages or steps.

3. Characteristics of the SQ3R Method

 Characteristics of the SQ3R method (Survey. Question, Read, Recite,

Review) according to Muhibbin Syah, namely:

a) Students play an active role in learning

b) Teachers as facilitators and active monitors

c) Learning is formed in small groups and the teacher acts as a

guide

d) Students are confronted with a phenomenon and then asked. to

survey first .

The SQ3R method provides an overview of the material to be studied,

students can add questions from the chapter title/subtext, students actively

read to look for questions prepared without a book to train their memory and

review all the questions and answers. , so that they get a short conclusion

but are able to explain all the answers to the questions asked.

4. Advantages and Disadvantages of the SQ3R Method

Like other learning methods, the SQ3R learning method has advantages

and disadvantages.

❖ The advantages of the SQ3R learning method

a) With the SQ3R method, students tend to more easily master the

reading content. This happens because, before reading, readers

first carry out a reading survey to get a general idea of what they

read. Then he asked himself various questions, the answers to

which you can find in the reading.

 b) The learning method directs students to get used to thinking about

reading material so that students become more active.

c) This method covers various aspects of teaching and learning

activities, so that the material presented has the possibility of

better mastery of knowledge.

d) Students become active readers and focus directly on the

essence or main content of the material implicit and explicit in the

reading text.

e) Able to overcome students' low reading comprehension skills.

f) The impression created is more long-lasting because there is an

element of reflection on the content of the reading.

g) Improve students' memory.

h) So that students do not experience boredom when reading.

❖ Disadvantages of the SQ3R learning method

a) Students who are lazy about writing will experience difficulty in

following the lesson.

b) There are times when students feel bored reading and taking

notes because they feel there is a lot to read and note down.

c) Students are less precise in making questions that they will know

d) Students only focus on what they read.

e) Requires a relatively long time.

f) If it is not familiar, it will be difficult for students to follow this

learning method.
 Among the advantages and disadvantages of the SQ3R method that

have been mentioned, the most important thing in using this method is that

teachers can minimize these shortcomings by making efforts in such a way

that learning objectives are achieved optimally.

5. SQ3R Method Steps

1) Surveys. This is done by examining the chapter title or subtitle to gain

insight into the ideas developed in the chapter. Investigation

complete. as well as examining the final paragraph of the chapter,

which usually serves as a summary of the chapter. This investigative

activity only takes about a minute and continues. provides a general

overview of the main ideas discussed. Inquiry is an activity that

prepares you for serious reading.

2) Questioning. This stage begins with serious reading. The first title

was changed to a question. This method increases curiosity, thereby

increasing understanding. Asking questions helps guide reading

activities so that understanding is achieved more quickly.

3) Read. Each chapter or section is read carefully to find answers to the

questions presented. Reading such literature makes it an activity that

actively involves the reader's mental state.

4) Disclose. After reading a paragraph or part of a chapter, close the

book and try to answer the question by expressing the main idea of

the reading in your own words. If necessary, write key words as clues

to express the main idea. The second, third and fourth steps (ask,

read, recite) should be repeated in the next paragraph or paragraphs

until the entire chapter has been read.

 5) Repeat. After the entire textbook or assigned section has been read

through inquiry, questioning, reading and reading, the next step is to

look closely at the comprehension notes to see the connections

between the existing ideas. Then check your understanding again by

paraphrasing each heading or subheading.

C. Relevant Research

Based on the theoretical basis that the author explained first, the

following: Several studies will be presented that are related to the research

to be studied, namely:

a) Eka Dahniar, UIN-SU, Faculty of Tarbiah and Teacher Training. The

2016/2017 research entitled "Efforts to improve student learning

outcomes in Indonesian language subjects, announcement text

material using the SQ3R method. In fact, the learning outcomes of

class IV students at MIS Fatahillah, Tanah Timbul Village, Sei Balai

District, Batubara Regency. In Indonesian language subjects,

material announcement text before implementing the SQ3R learning

strategy was still very small. Learning outcomes increased, the

results of this research increased learning outcomes in Indonesian

language text material subjects. After implementing the SQ3R

learning strategy, the average class score in cycle I was 57.5 and

the pass rate was 31. 25% (10 students) in cycle II The average

value of the class increased to 84.375 to: een with a result of 81.25%

(26 students), while the average value of the second cycle increased

to 88.75 with a result of 93.75% (30 students) From the research

results it can be concluded that the SQ3R strategy is very effective

 in Indonesian language subjects compared to classical or traditional

methods.

Based on the research results, using the SQ3R strategy in learning can

increase student responses, student activity and student curiosity, make the

learning atmosphere more lively, and most importantly students can more easily

understand the lesson material.

b) The second research is entitled "The Influence of the SQ3R

Teaching Method on Indonesian Language Learning Outcomes for

Class V Min Sei Agul, Medan Denai District" by Siti Rahmadan

Madrasah Ibtidaiyah Teacher Training Program, Faculty of Tarbiyah

and Teacher Education, North Sumatra State Islamic University,

Medan 2018. ;. This research shows that the SQ3R teaching method

has an influence on the Indonesian language learning of class V

students at MIN Sei Agul, Medan Denai District, where the results of

learning Indonesian taught using the Indonesian language learning

method are on average better than the results of learning

Indonesian. language learning methods. the results of traditional

learning models.

As for the differences that researchers have from previous research,

researchers emphasize the application of the SQ3R method to see its

effect on students' reading comprehension. problem formulation,

problem structuring. Based on this explanation, it can be seen that this

research is different from previous studies both in terms of the direction

of discussion, objectives and research location.

D. Framework of Thinking

Poor reading habits and unsupervised reading methods mean that

students' reading abilities are still far from expectations. Apart from that,

learning to read is still considered a boring subject. The reason is that

teachers do not implement reading learning optimally. Providing reading

assignments that end with answering reading questions is the most widely

used reading teaching procedure in schools. To improve the quality of

reading in schools requires a lot of effort to achieve adequate reading skills.

Learning to read comprehension is an important learning for students

because the element of understanding must always be present in learning

about interpreting texts, articles, graphics, images, etc. In fact, learning to

read comprehension has not received much attention from teachers in terms

of teaching students. In fact, in everyday life, humans always have the ability

to read.

Reading comprehension is the ability to understand information

conveyed in writing by another party. Students' mastery of learning material

can be seen from their ability to understand ideas and graphic symbols from

their reading. Reading comprehension itself includes the ability to identify

goals, main ideas, explanatory ideas, and draw appropriate conclusions

about the content of the reading. One of the factors that determines

students' success in learning reading comprehension is the reading method

factor. Teachers in their role as classroom teachers must be able to answer

students' needs so that learning is successful in accordance with their

characteristics and level of development. Reading and the use of reading

methods are two interrelated problems. Choosing a good method is directly

proportional to mastering the meaning of reading, but usually students and

teachers have not adopted a particular reading method. Therefore,

appropriate reading methods are needed to improve students' reading

comprehension. A well-known method for improving students' reading skills

is the SQ3R method developed by Francis P. Robinson. This method

consists of asking, questioning, reading, reading, checking or abbreviated

as SQ3R. The SQ3R method makes students focus on finding the main idea

of a reading and getting information from each reading source, such as

books, articles, essays, etc.

Using pre-reading probes that include headings, subtitles, keywords,

and important terms and turning them into questions that cover the 5W+1H,

students focus more than. concentrate when reading. Students become

active readers who look for ideas or main ideas in their reading. Reading

texts concentrate better. with basic material and sentences containing

answers to questions. After the first three steps mentioned above are

completed, students rediscover the content read in the read-aloud phase in

their own words, but still according to the information. This shows that the

student is capable. store information in long-term memory. Students then

review the results of their work at the assessment stage to ensure that their

interpretation of the meaning of the reading is correct. Thus, the steps of the

SQ3R method can improve students' reading comprehension.

Based on the explanation above, it can be seen that the SQ3R method

has a positive influence on reading comprehension, especially for

elementary school students. If the SQ3R method is applied well and

consistently, students' understanding of the text will increase.

E. Hypothesis Study

According to Salim, it is suspected or answer temporary to the problem we

have facing Besides That hypothesis Also can interpreted with answer while

that is the truth need tested in a way empirical . Hypothesis arranged before

study implemented , because hypothesis will give instruction on stage

collection , analysis And data interpretation . With compile hypothesis

researcher will more easy do his research .

F. Salim, (2018). Methodology Study Quantitative , Bandung Citapustaka

Media, stage collection , analysis And data interpretation . 24 With compile

his research .

H o . No there is influence SQ3R method against Skills read understanding

. participant educate results class III of SD Muhammadiyah 01 Binjai City

year 2020/2021 teachings

H a . There is influence SQ3R method against Skills read understanding

participant educate results class III at SD Muhammadivah 01 Binjai City year

2020/2021 teachings
 CHAPTER III

RESEARCH METHODOLOGY

A. Research purposes

The research objectives can be stated as follows. To find out whether

there is a significant influence of the SQ4R technique on the reading ability of

students in class IX SMPN 1 SAKETI

B. Place and time of research

Researchers conducted research at SMPN 1 Saketi, Pandeglang City, Jl.

Raya Labuan Km. 19 Saketi, Saketi, District. Saketi, Kab. Pandeglang, Banten,

with postal code 42273. The reason the researcher chose it. The choice of

research location at SMPN 1 Saketi as the research location was based on

considerations from its strategic location. Apart from that, the researcher had

previously studied there for three years so that the researcher had an

understanding of student competence at school. The situation of students at

this school was also considered adequate to be used as a research sample

because they had never used the SQ3R method . Researchers conducted

research from February to August 2024.

C. Research Methods and Design

This research was carried out at SMPN 1 Saketi Ajaran 2022/2023. This

research uses a quantitative type of research with a Quasi Experiment

approach. This research includes experimental research, namely research

intended to determine whether there is a change in use SQ3R method on

reading comprehension skills. The samples taken in this study were divided into

two groups, namely the experimental group and the control group, where these

two groups received different treatment. Quantitative research methods can be

interpreted as research methods that are based on the philosophy of positivism,

used to research certain populations or samples, collecting data using research

instruments, analysis and are quantitative/statistical in nature with the aim of

testing predetermined hypotheses. The experimental group was given learning

treatment using the SQ3R method while the control group was given

conventional method treatment. To find out Reading Comprehension Skills in

teaching material, a question test is carried out. According to Sugiyono, Quasi

Experiment is described as follows:

Figure 3.1 Experimental Design

Information:

X : Treat the SQ3R Method (Survey, Question, Read, Recite and Review)

O1 : Pre-test before treatment is given to the experimental group

O2 : Post-test after treatment was given to the experimental group

O3 : Pre-test in the control group

O4 : Post-test in the control group

 Based on Figure 3.1 above, this design uses two groups, namely one

group as the experimental class and another group as the control class. The

pre-test carried out before carrying out treatment for both the experimental

group and the control group (O1 O3) can be used as a basis for determining

changes. Giving The post-test carried out at the end of the treatment will

show how far the results of the treatment that has been given are. This is

done by looking at the difference in values (O2 O4) whereas nothing is

needed in the control group.

D. Population and Sample

1. Population i

The research population consisted of 90 students of class IX SMPN1

Saketi consisting of 3 classes, namely IX a, which had 32 students, while

IX-b had 28 students, and class IX-c had 30 students.

2. Sample

The sample used in this research is Probability Sampling, namely

Cluster Sampling, sampling based on predetermined population areas.

The sample was from class IX-a as the experimental class, totaling 32

students, and class IX-b as the control class, totaling 28 students.

E. Research Instruments

Data collection is the most important thing in conducting research. The aim

of the research was to obtain data. So it is necessary to know what conditions

are made in data collection in order to obtain standard data according to what

has been determined. In terms of meeting these requirements, the instrument

is one of the determinants of research success. An instrument can be

interpreted as a description of the variables, indicators and the design of the

instrument items that have been prepared. The instrument functions as a tool

in collecting the necessary data. Preparing an instrument is basically compiling

an evaluation tool. The evaluation tool is made in the form of tests,

observations, documentation, interviews and so on. Data collection techniques

for the research to be carried out are as follows:

1) Observation

Observation is a data collection tool that is carried out by

systematically observing and recording the symptoms being

investigated. In this research, observations were made during learning

in class, both to teachers and students. Observations of teachers include

the learning methods used and other criteria. Student observations were

carried out in class IX-A as an experimental class when implementing

the SQ3R method in learning reading comprehension.

2) Test

Data collection tools in the form of tests are also often used in

research, especially research that wants to reveal or measure a person's

level of knowledge about something. A test is an event for carrying out

assessments in the form of assignments on a group of people that can

produce grades.

The research that will be carried out uses a test form, namely a

test at the beginning (pre-test) and at the end (post-test). The initial test

will be carried out when the control class and experimental class have

not been given treatment, while the final test will be carried out when the
 control class has been given treatment in the form of a textbook. The

experimental class was given treatment using the SQ3R method. The

purpose of giving the final test is to find out the difference between before

being given treatment and after being given treatment, to see students'

reading comprehension skills. The test given during the research was in

the form of multiple choice (multiple choice) with four answer choices.

The assessment rubric in the test that will be carried out is given a score

of 1 for the correct answer and a score of 0 for the wrong answer.

The assessment indicators carried out based on the cognitive domain of

reading comprehension skills in this test refer to the cognitive taxonomy

Bloom's Taxonomy which includes:

• Knowledge/introduction (C1)

• Comprehension (C2)

• Application (C3)

• Analysis (C4)

Table 3.1

Grid Table of Post-Test Instruments for Reading Comprehension Skills for

Class IX Students of SMPN 1 SAKETI

No Competence Indicator Indicator Number Amount

Base Material Evaluation Question

1 Pay close attention 1. Know fill C1 1, 2, 9, 6

body text exposition thought or fill principal

about text. 11, 25,

The importance of

mastering English 29

2. Mention What - C2 18, 16, 7

What just that must be

mastered in English. 15, 20,

13, 3,

28

3. Apply how to speak C3 10, 4, 5 7

English properly and

correctly. 6, 7, 8,

27

4. Analyze the text for 12, 14, 10

the importance of

mastering English. 17, 19

21, 22,

23, 24,

30, 26

• Information:
 • Knowledge/introduction (C1)

• Comprehension (C2)

• Application (C3)

• Analysis (C4)

G. Research Instrument Trials

To determine the validity of the test, the pretest and posttest questions
will be tested on other students who are considered to have the same
abilities as the students who will be studied or on experts in the Indonesian
language study field. To see the characteristics of the test, the test is carried
out:

Research Instrument Trial

Test Validity Test

Validity concerns the assessment tool's determination of the concept

being assessed so that it truly assesses what should be assessed.

The correlation formula between variables used is as follows:

r xy = correlation coefficient between X and Y

N = Number of samples

Ʃxy = Number of products of X and Y (x and y scores)

ƩX = Number of scores for variable X

ƩY = Total Score for variable Y Ʃx2= Sum of squares for each x

Ʃy2 = Sum of squares for each y

H. Data analysis technique

After testing the instrument, the data analysis technique was tested. The
research data obtained is then processed and analyzed with the aim that
the results can be used to answer research questions and test hypotheses.
Management and analysis of research data using statistics.
1) Calculate the average score with formula
Information:

X = average score

X = amount score

N = Amount sample
 2. Test Normality

For test is sample distribute normal or Noused test normality

liliefors . The steps as following:

• Look for number standard

For look for number standard, used formula:

= X −
Z 1
1

XS

Information:
X = average sample

S = deviation standard (standard deviation)

a. For each number standard This use list distribution normal

standardThen count opportunity F ( zi ) = P(Z < Zi )

b. Count proportion F ( zi ) namely:

S ( zi ) = many Z1, Z2, ... Zn

c. Count
1
F ( z ) − S ( Z ) , Then price absolutely
1
Differen
ce

d. Compare L o with L table that is, the largest price is called L o For

accept or process a hypothesis. compare L o with L taken from

list For level real 0.05 with criteria:

If L count < L table, so sample distribute norms

 If L count > L table, so sample No distribute normal

3. Homogeneity Test
Test homogeneity data Which done For see is second groups have

homogeneous variance or not. Homogeneity test in study This is variance

biggest with variance smallest. Formula homogeneity comparison

variance is as following:

Hₒ : ό ˌ ² =ό ₂ ² (variance data homogeneous)

Hˌ : ό ˌ ² ≠ ό ₂ ² (variance data No homogeneous)

𝑣𝑎𝑟𝑖𝑎𝑛𝑠𝑡𝑒𝑟𝑏𝑒𝑠𝑎𝑟
F=
𝑣𝑎𝑟𝑎𝑛𝑠𝑡𝑒𝑟𝑘𝑒𝑐𝑖𝑙

Criteria

testing is:If 𝐹 ℎ𝑖𝑡𝑢𝑛𝑔 < 𝐹 𝑡𝑎𝑏𝑒𝑙

so Hₒ accepted If 𝐹 ℎ𝑖𝑡𝑢𝑛𝑔 ≥ 𝐹

𝑡𝑎𝑏𝑒𝑙
so Hₒ rejected

4. Test Hypothesis

Test hypothesis done after test normality And test

homogeneity,so to test data which is obtained used formula test

hypothesis.

Ho: 𝜇 1 = 𝜇 2

Ha: 𝜇 1 ≠ 𝜇 2
 Information:

H o : No there is influence Which significant on method SQ3R toSkills

reading comprehension learners.

Ha : _ There is influence Which significant on method SQ3R to Skills

reading comprehension participant educate.

Test this hypothesis use t-test with formula:

𝑋1− 𝑋2
𝑡 =
ℎ 𝑆 1
𝑖
𝑡 √
𝑢 1
𝑛
𝑔 𝑛2
+
𝑛
1

( 𝑛 1 – 1 ) S 2 + ( 𝑛 2 − 1 )S 2
With S 2
= 1 2

(𝑛1+ 𝑛2 )− 2

Information:

t : Wide area achieved

𝑋 1 : Average score class experiment

𝑋 2 : Class average control

𝑛 1 : Amount class experiment

𝑛 2 : Amount class control

1 S2 : Variance in the

2 experimental classS 2 :
Variance in class controls
 Price t count compared to with t table with level significant α= 0.05 that is:

1. If t count >t table meaning, there is a positive and significant influence

between SQ3R method on students' reading comprehension skills

class IX.

2. If t count <t table that is, there is no positive and significant influence

between the SQ3R method and participants' reading comprehension

skills educate class IX.

I. Statistical Hypothesis

Group t count Df t table H0

Experiment >< Control 0.807 58 2,000 Accepted

From table on clear seen that thiningttable This means Ho is

accepted , with thereby can concluded that No there is difference ability

beginning student between student class experiment with class atrol .

Results testing .

Ho

This fulfil condition For give treatment to class experiment form method

SQ3R learning . If on Finally results Skills read . understanding class

experiment after apply method more SQ3R learning tall compared

class taught control _ with conventional And. hypothesis tested in a way

empirical so That simply Because influence method SQ3R learning .

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