The Effect of SQ3R Strategy On Students’ Reading Comprehension Of Narrative Text
DOI:
https://doi.org/10.58258/wyz10j20Abstract
Reading comprehension is one of the essential language skills that students need to master in learning English. However, many students still experience difficulties in understanding narrative texts due to limited reading strategies and low engagement during the learning process. Therefore, this study aimed to investigate the effect of the SQ3R (Survey, Question, Read, Recite, and Review) strategy on students' reading comprehension of narrative texts. This study employed a quantitative approach using a quasi-experimental research design. The population consisted of 104 eighth-grade students of SMPN 2 Lingsar, divided into four classes. The sample was selected using purposive sampling, consisting of Class VIII A as the experimental group (24 students) and Class VIII D as the control group (26 students). The research instrument was a reading comprehension test administered as a pre-test and a post-test. The data were analyzed using descriptive and inferential statistics through SPSS Version 25. The findings revealed that the mean score of the experimental group increased from 36.67 in the pre-test to 74.79 in the post-test, while the control group improved from 32.31 to 56.54. The results of the Independent Samples t-test indicated that there was a significant difference between the experimental and control groups, showing that students taught using the SQ3R strategy achieved better reading comprehension than those taught using the Traditional Reading Instruction method. Therefore, it can be concluded that the SQ3R strategy has a significant positive effect on students' reading comprehension of narrative texts among the eighth-grade students of SMPN 2 Lingsar.References
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