Articles
DOI: 10.21070/icecrs2021883

SQ3R Method for Teaching Reading Narrative Text of the Tenth Grades at MA IslamiyahTanggulangin


Universitas Muhammadiyah Sidoarjo
Indonesia
READING COMPREHENSION NARRATIVE TEXT SQ3R METHOD

Abstract

This study aims to determine the effect of learning to read students using SQ3R method with student who don’t use the SQ3R method. The problem in this research is the difficulty of students in identifying a problem in a narrative reading text to determine the character, character, and setting in a story. In this study using a true experimental design research design with two classes in the control class and experimental class and two different treartment namely using treatment and not using treatment. In the control class in order to determine the effect on the two classes of researcher. On the result of the calculation of the classes in the control and experimental class there is a significant effect of students reading learning after being taught using the SQ3R method. Thus Ha: there is no significant effect of students reading learning after being taught using the SQ3R method. Ho: there is a significant effect of students reading learning after being taught using SQ3R method. In this explanation, it is evident that there is an influence of learning to read using the SQ3R method.

Introduction

Language is one of the important communication tools in learning. Language there are four aspects that need to be studied include on speaking, listening, reading and writing. As is known, the number of cases experienced by students is a lack of interest in reading. Lack of interest in reading is one reason students do not understand a subject. Reading text in English is a problem in Indonesia, English is the first foreign language that is not used as a communication everyday. Reading activities can add insight that will be useful for us. Besides that it multiplies new vocabulary to make it easier for us to write well. This in the era of sophisticated technology students must read a lot to reduce the risk of difficulties in determining reading material.

Reading is an important point in learning. Is a process of learning to understand the meaning of sentences and understand vocabulary both in silent pronunciation or by voicing. Can be proven the success of students when the learning process is determined from reading. Therefore reading is the key to the success of students in achieving achievements. This method is a method that can improve student reading.this method be effective and easier in summarizing naartivetext.the student more be crative for SQ3R method.There are five stage in survey, question, reading, recite, review.

Review of Related Literature

Reading Comprehension

Reading comprehension is the potential of combining a text, understanding meaning and combining what has been read managing information from a reader. Reading is not only in the form of text but reading can be oral, not in a written text. Not only understand the text or the core of a reading text but also detailed understanding is needed. There is any suggest in reading comprehension, there are stage in reading here are five aspects of reading comprehension need to be considered 1). Identifiying main idea. 2). Identifying supporting details. 3). Identifying reference. 4). Understand vocabulary. 5). Making inference. From this five aspect above there are strategies for reading comprehension to find out students' abilities[1].

Teaching Reading

Learning activities carried out by a teacher. Where the teacher is a facilitator who provides guidance on learning and controls the conditions in the classroom. Teacher as the main learning tool when in class. Teaching reading requires a comfortable and conducive class because it requires high concentration. In the process of reading actually has a decision to act or do something without the reader realizing it. Like reading a text needs to be adapted to reading comprehension in general.In reading learning there are many factors that influence student learning. There are five intrinsic elements to motivate students in class when learning includes defining motivation, a behavioristic definition, cognitive definition, intrinsic and extrinsic motivation, intrinsic motivation in education.

SQ3R Method

Method is a set of techniques in a class that has been arranged or structured theoretically and can be generalized in various contexts and audiences[8].Methods can be said to be learning media or learning models that can help improve the quality of learning.In a method based on the theory of learning a language, a method is raised based on the needs of a teacher in learning factors . SQ3R Method is a reading method using several directives namely S for surveyQ for question and three R for read, review and recite. Where a reader is required to follow the steps of the method in order to understand a reading text. There are several steps used using the SQ3R method.

Narrative Text

A narrative text is an imagination story to entertain people.Narrative text narrative text is a collection of stories about someone or other objects to solve a problem. A good narrative text is when readers can understand a topic and conflict without encouraging the reader. The structure of narrative text there are, a) Orientationis section the introduction of characters in the story and the time and place of the incident. b) Complication is the Complication section contains a description of the emergence of a crisis or problem experienced by the character in the story that must be solved. c) Resolution is the resolution section contains the way the character of the story solves the problem in the complication section. d) Coda is the last part of the narrative text structure that contains changes that occur in the characters and lessons that can be learned from the story.

The Legend that comes from the Latin Legere which means Legend is a prose storypeople who are considered as something that ever happened. Therefore, legend, consider being considered as history. Legend is a storythe people of ancient times were published with history. Opinionas stated which is stated as a legendare stories that are considered by the community owners as eventsfolk history.

Definition of SQ3R Method

SQ3R ia an read understanding with some unique technique. The ability to understand the idea of the principal and important detail of reading. Intensive reading is needed to obtain information that is of better quality, more weighty, thicker, and more complete. For reading activities like that, we are required for relational thinking . SQ3R is an excellent reading method for the benefit reading intensively and rationally. This reading method is good for study purposes. The reading method for this study was recommended by a professor psychology from Ohio State Univesity, is a Prof. Francis P. Robinson, 1941. This method is one method of reading that is becoming increasingly known and widely known to many people used.

SQ3R Method. Methods can be said to be learning media or learning models that can help improve the quality of learning.In a method based on the theory of learning a language, a method is raised based on the needs of a teacher in learning factors. SQ3R Method is a reading method using several directives namely S for survey Q for question and three R for read, review and recite.

Survey. The first step in the SQ3R strategy is a survey, that is the teacher needs to help and encourage students to examine or examine briefly the entire main structure of the study. The aim is so that students know the length of the study subject, the heading section, and sub-section titles, keyword terms. In conducting a survey, students prepare pencils, paper and coloring equipment (highlighter) to mark certain parts. Important parts and will be used as material questions need to be marked to facilitate the process of preparing the questionnaire in the next step. Question. The teacher gives instructions or examples to students to compile clear, concise and relevant questions. Questions made can use the 5W1H formula of the reporter. The 5W1H formula means, Who, What, When, Why, Where and How. Read. The teacher tells students to read actively in order to find answers to the questions that have been arranged. In this case actively reading also means reading focused on the paragraphs that are thought to contain answers that are thought to be relevant to the question. Recite. Recite is an exercise to improve the understanding of subject matter by emphasizing the important points that can be done by listening to yourself, asking and answering questions. Review. Doing recitation students still need to look at all the notes to get a complete picture of all the ideas that have been learned. To prevent ideas being forgotten again, repetition of lesson material needs to be done at any time.

Previous Study

The journal tittle [3] “teaching reading comprehension using survey, question, read, recite, review (SQ3R) method (Pre-Experimental Study to the Eight Grade Student of MTs Negeri Purwakarta). In this study using quantitative research methods with pre-experimental design studies. The result of the research is the mean score of pretest was 60.00. The mean score of posttest was 80.33. The tobserved was 5.000. The ttable with df29 and significance level at 0,05(5%) was 2.045. [4] Based on the data analysis above, the alternative hypothesis of this reaserch was accepted because the tobs was higher than the ttable (5.000>2.045). It also means that Teaching Reading Comprehension Using Survey Question, Read, Recite, and Review (SQ3R) Method (Pre-Experimental Study to the Eighth Grade Student of MTs Negeri Purwakarta) was effective to improve the students’ reading ability.[4]

On the other hand, the jurnal by Dian and friends (2012) with the title “keefektifan model pembelajaran kooperatif tipe SQ3R terhadap kemampuan pemecahan masalah siswa SMP kelas VII”. The study used a quantitative model with the formula true experimental design with the type of post-test only control.[5] The results showed that the average value of the mathematics problem solving ability test of students in the class using the SQ3R method with an average value above the KKM compared with students who did not use the SQ3R cooperative method and used expository learning. In this case it can be concluded that the cooperative learning model with the SQ3R method is effectively applied to class VII students at SMPN 1 Pagerbarang. On the other side, different with the researcher, which can be applied to junior high school and senior high school students.In the results of the three previous studies above, the researcher can conclude that there are significant differences from the existing titles with the titles used by the researcher. From these three studies it can be proven that different skills have different research models. The same method but is applied to a level.On learning in the class, the researcher made the grade in the form of like letters U to know the level of serious of student. The researcher used a strategic a very unpleasant.[6]

Methodology

Research Design

This research design uses quantitative research. This method is based on the philosophy of positivism, used to examine the population or sample. The type of quantitative research uses experimental research. In experimental research there are three stages, namely pre-experimental design (Nondesign), true experimental design, and quasi experimental design. This research the researcher uses true experimental design to measure the effect of significantly using the SQ3R method after teaching and before teaching. The aim of actual experimental research is to investigate the cause and effect relationship by giving one or more treatments to one or more experimental groups and comparing the results with one or more groups not given treatment.

Experimental Research

In reading learning there are many factors that influence student learning. There are five intrinsic elements to motivate students in the classroom when learning includes defining motivation, a behavioristic definition, cognitive definition, intrinsic and extrinsic motivation, intrinsic motivation in educ. Type of quantitative research uses experimental research. In experimental research there are four stages, namely pre-experimental design (Nondesign), true experimental design, factorial design and quasi experimental design. In this research the author uses true experimental design. here is a main characteristic of true experimental design that is the sample used for experimental material or as a control group taken randomly from certain populations. Where pretest-posttest control group design is found in two classes randomly selected and where there is the experimental group and the control group. In the experimental group the treatment direction was given about the SQ3R method and in the second class the control group class was a treatment-free class on the SQ3R method.

Pretest-Posttest Control Goup Design

Figure 1.Pretest-Posttest Control Goup Design

Research Finding and Discussion

Research on class X.MIPA A and X. MIPA B is the answer to the research made by researchers, that the SQ3R method can provide an effect on reading comprehension learning. Research aimed at researchers is to find out how far students understand a reading text which consists of playing ideas, supplying details, inference, reference and especially in narrative text.[6]

The result is students can be more complex in reading, in the reading sequence using the SQ3R method students can be more thorough and understand the reading texts that have been read. According to the researcher, this SQ3R method can be a reference on how to read well and correctly, it can also be a reference for reading a narrative text so that it can be easier in answering a reading text and content in it.[6]

Figure 2.T-test

The SQ3R method is one among many other learning media. The research conducted by researchers used quantitative with a true experimental design model. In the study of two comparative classes namely control and experiment. The researcher gave treatment in one class, that is experiment and did not give treatment to the control class. In the score post-test given to the researchers in the two classes, there were on average students gaining scores above 70 in the experimental class, in contrast to the control class that could not be treated[7].

From the explanation above, pada pre-test dan post-test in experiment and control class a follow :

Figure 3.pre-test and post-test in experiment and control class

it can be concluded that learning using the SQ3R method has significant progress that can increase the level of reading of students. Students can focus more on reading and finding solutions to the reading[7]

Conclusion

Based on statistical data and hypotheses in this study, the researcher found several differences in reading techniques based on methods of reading students without methods with students who read using the SQ3R method. Based on the explanation above, the researcher can state that the use of the SQ3R reading method is the right method for MA AliyahTanggulangin students. Researcher find that in the experimental class and control class there are efficient results, namely (∑X2 = 80,5625) and (∑Y2= 44,0625)[8].

On results (∑X2 = 80,5625)calculation of the final pre-test and post-test in the experimental class and on the results was obtained(∑Y2= 44,0625)calculation of the final pre-test and post-test was obtained by the control class[8]. In two classes, controls and experiments the researchers calculated the mean score results in two classes with the experimental class superior to the control class with the acquisition of scores 28,4375 and 44,0625 in the experimental class 28,75 and 80,5625. In the results of the calculations that have been explain by the author, the biggest value is in the experimental class. Finally, it proves that the SQ3R method can improve reading of students and can help difficulty understanding students' reading[9].

Acknowledgedment

Researchers have completed their thesis, not forgetting also thanks to the help and encouragement of many people. special thank too the parents, my husband and my little boy. For other researcher who give the support to finish the study.

References

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  3. H. D. BROWN, “language assesment principle and calssroom practises,” 2004.
  4. P. D. Sugiyono, “metode penelitian pendidikan li. Pdf,” 2016.
  5. d. a. nunan, second langugae teaching and learning, 1999.
  6. P. D. Sugiyono, “metode penelitian pendidikan,” 2015.
  7. s. khuzaimatun, “metode sq3r,” p. 100, 2015.
  8. d. firman, method SQ3R for teaching reading, 2012.
  9. davidnunan, "language reading", 2010