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INTRODUCTION
The writer presents about the background of the study including why the
writer chose the topic. Teaching reading through SQ3R strategy for the first year
students of the Kabukarudi Junior High School in academic year 2013-2014 is the
main focus of this study. Therefore, the writer discusses about the subchapter of the
study as follows.
information from around the world. In present there are many information come to
The writer assumes that people in the good ability in English are able to
comprehend the English text that they read. By reading an English text people can
automatically change they reviews and they will have advance knowledge like other
meaning (Richard, 1986: 17). Language is a set of grammatical rules with number
of vocabulary items. In this case, the number of vocabulary items means words. A
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writer may communicate with the readers by arranging words into a passage
English has been thought in Indonesia for a long time. Now days,
English language its self. Students can learn English by reading English
textbook, for example: magazines, newspapers, novels, and so on. Even though
learning textbook has a specific difficulty to get the meaning of the text; it does
not mean that there is no way to comprehend the text. According to Christine
C.M.Goh and Rita Elaine Silver (2004; 29) second language, refers to any
language learned later in life. It means usually means a language learned after
age 5, and it usually means at least some of the learning is aided by instruction or
The writer chooses this topic because, in this era, in line with new
writer chooses SQ3R strategy in the teaching of reading because the strategy has
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B. Reason For Choosing the Topic
Reading is getting the meaning from printed material. This means that
the students read something to know the meaning of printed text. Reading can
message. Some student may read fluently but this does not mean that they
understand the message in reading. Therefore, the students need to use a strategy
in reading text.
In this study the writer find out a number of questions that can be
1. What is the useful strategy for teaching reading to Junior High School
Student?
The writer limits this study to the teaching reading through SQ3R
strategy for the first year students of junior of Junior High School. The writer
wants to find out the effectiveness of the SQ3R strategy in the teaching of
reading English textbook and use it to understand the contents of the text. The
teacher applies the strategy to improve the students understanding and the writer
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out whether there is an effectiveness of using SQ3R strategy in the teaching of
reading.
Based on the focus of the study and due to limitation of time, the
1. To what extent is the reading skill of the students who are taught using SQ3R
strategy?
2. To what extent is the reading skill of the students who are taught without
3. Is there any significant differences beween the reading skill of the students
who are taught using SQ3R strategy and those who are taught without using
SQ3R strategy?
1. find out the extent of the reading skill in the students who are taught using
SQ3R strategy.
2. find out the extent of the reading skill in the students who are taught witout
3. to find out whether or not there is any significant difference between the
students who are taught using SQ3R strategy and the students who are taught
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F. Significance of the Study
By doing the study, the writer hopes that the result will hopefully, useful
1. English teacher
2. Student
To improve the students to study harder, by using reading, they are expected to
3. Reader
method.
1. Teaching
Here, teaching means someone activities provides the reading ability of the
2. Reading
Reading is the ability to draw meaning from the printed page and interpret this
information appropriately.
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3. Strategy
4. SQ3R
SQ3R exists by Survey, Question, Read, Recite, and Review. This is designed
to help student become more active in their reading and retaininformation more
easily. SQ3R helps make reading purposeful and meaningful, so that students
Chapter II, Related Review of Literature, presents the theories dealing with the
Chapter III, Method of the Research, explains about place and time of the
Chapter IV, Research Result contains of data description, Data Analysis and
discussion.
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Chapter V, Conclusion and Suggestion, gives the conclusion of the research and
some suggestions based on the study which could be useful for further study.
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CHAPTER II
A. Research Variable
Students have many purposes in reading, among the others to get a good
score, to pass the exam, to graduate from their school and to provide them with
knowledge to continue their studies to higher level. In order to achieve the goal,
the ability in reading is needed. Nunan (1989 ; 32) says it is important to bear in
mind that reading is an invariant skill, there are different types of reading which
One take a many benefits through reading, it is because books can teach
very much, they can serve as inspiration and they can also be a trusted friends. In
short by reading books one can take many advantages for daily life, reading
message and so forth. Therefore student are encourages to read to read as many
books as possible.
A student who will continue his study at higher level really needs
reading ability. We cannot deny that the source of science, literature, news, issue
of education and general knowledge are mostly from foreign countries and most
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international language, when the students continuous his study at university,
reading ability is urgent, since many reference books are still written in English.
The aim of this discussion is to make the basic assumptions of this study
clear. Besides that, the writer also wants to presents some references to support
B. Reading
need. Reading is the key to learn everything from the past, present or future.
understanding its meanings. Reading in the wide side sense involves various
teach very much, they can serve as inspiration and they can also because old
and trusted friends. In short by reading books one can take many advantages
for daily life, reading activities are also important especially for SMP (Junior
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Because through reading, they will gain knowledge, information,
books as possible.
A student who will continue his study at higher level really needs
reading ability. We cannot deny that the source of science, literature, news,
issue of education and general knowledge are mostly from foreign countries
and most of them are written in English, a language which is considered as the
reading ability is urgent, since many reference books are still written in
English.
but also for general life, for those who do not continuous their study but plan
to look for job. Reading ability is also such a benefit many advertisement of
answer why the Indonesian government gives much time allocation to the
teaching
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D. The definition of reading
comprehension of a text.
4. Reading also has a meaning as a process of a giving meaning for the visual
symbols.
Reading can be defined as a tool for communication for other or us. While
reading, we communicate with meaning of the text we get, and probably inform
This depends on the readers ability in comprehending between the body and the
concentration. But reading is more than just a visual task. Not only does the
reader see and identify the symbols in front of him but also he must interpret
what he reads in the light of his own background, associate it with the past
and conclusions.
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From all the explanations and the definitions above, the writer can
message set down by the writer to bring meaning and to get meaning from
text like what has been stated before, but some of other reading aims will be
mention as follows:
Reading to get detail information or fact for example we want to know some
5. In this order is to find out the conclusion from the action of the idea in the
text.
Reading to classify.
paragraph.
Reading to evaluate
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7. The reader tries to evaluate the writer has done or what someone tries to
explain or contrast.
The readers compare the plot of the story or contest, whether having
1. Analyze the time and place which you are reading, its means that by reading
a text we will get message from the text depend on where we are reading and
2. Rephrase each paragraph in your own words. You might need to approach
3. Read aloud each sentences or section that is particularly. By reading out loud
5. Slow down your reading rate. On occasion, simply reading more slowly and
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7. Write a brief outline of major point. This will help you to see the overall
8. Highlight key idea. After you have read a section, go back, think about, and
and recall.
sections
found the information or knowledge which is lying undiscovered inside the book.
Reading skill, determining the results of the knowledge, its mean that reading
now, reading skill is very needed. But sometimes we always face some problem
when we tried to find information or knowledge which lying in the book, because
a) Consult other sections or your texts, using the glossary and index.
b) Obtain a more basic text that the reviews fundamental principles and
concepts.
dictionaries).
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d) Ask your instructor to recommend additional source, guidebooks, or review
texts.
G. Kinds of reading
1. Silent reading
concentrate on it and keep some important ideas in our minds. Because the
action of reading must be done slowly, so this reading is called silent reading.
2. Reading aloud
This type of reading is also called oral reading, the teacher ask the
students to read a reading text orally and loudly, reading aloud does not need
much thought. In language teaching, reading aloud is very important for the
marks. Reading aloud is much used for teaching poetry, poem, dialogue, play
3. Intensive reading
This more accuracy involving reading for detail. It is a careful reading. When
familiar words, which are sometimes found in it. This is why, in the intensive
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reading a dictionary must always be with us to look up the meaning of the
unfamiliar words.
written and printed in it. Teh intensive reading is also called readind
comprehension.
4. Extensive reading
Extensive reading is read liner text, usually for ones own pleasure.
very important for the teacher to encourage and motivate the students to read
H. Reading skills
Reading is a way to communicate with others. In this case the writer uses
the arrangement of certain words. Readers may find some messages in the text
from the author who spreads out his/her knowledge to the readers as the receivers
of the message.
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The micro skills of reading comprehension according to Brown (1987:
English
5. Recognize grammatical word classes (nouns, verb, etc.) system ( e.g. tense,
grammatical form
interpretation,
purpose
10. Infer links and connection between events, ideas, etc, deduce cause and
effect, and detect such relation as main idea, new information, given
12. Detect culturally specific references and interpret them in a context of the
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13. Develop and use a battery of reading strategies such as scanning and
text, but it is also memorizing the text, especially among the student who learns
There are six principles behind teaching reading according Harmer (1998:70):
students have to understand what the word mean, see the pictures the words are
painting, understand the arguments, and work out if they agree with them. If they
do not do these thing-then they only just scratch the surface of the text and
in what they are doing-are less likely to benefit from it. When they are really
fired up by the topic or the task, they get much more from what is in front of
them.
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3. Students should be encouraged to respond to the content of a reading text, not
Of course, it is important to study reading texts for the way they use
language, the number of paragraphs they contain and how many times they must
When students read text in their own language, they frequently have a
good idea of the content before they actually read. Books covers give them a hint
of what is in the book, photographs and headlines hint at what articles are about
and report look like reports before they read a single word.
Once a decision has been taken about what reading text the students are
going to read, they need to choose good reading tasks the right kind of questions,
engaging and useful puzzles etc. The most interesting text can be undermined by
asking, boring and inappropriate question: the most common place passage can
Any reading text is full of sentences, words, idea, description, etc. It does
not make sense just to get students to read it then drop it to move on to
something else. Good teachers integrate the reading text into interesting class
sequences, using the topic discussion and further tasks using the language for
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J. Stages of Teaching Reading
There are three main stages of teaching reading; pre-reading activity, whilst
1. Pre-reading activity
Pre-reading activity is the activity done before the students read the text
The function of this activity is to lead the students interest to the text and
Some activities which the teacher can do before the students read the text
to the text
a. Warm-up
education in Indonesia and then the teacher gives question that refer to the topic
and teacher ask the students to read the text or to listen explanation that contain.
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b. Lead in
c. Pre teaching
The teacher gives some question to the students. These questions help the
Whilst reading activity is the main activity of teaching reading. The only
c. Lower the level of difficulty when the students fail to answer the question
3. Post-reading activity
Post reading activity shows the effect of the students understanding of the text. In
this step the teacher give change to the students to apply their knowledge that is
given before.
K. SQ3R Strategy
Robinson developed the use of SQ3R strategy in 1967. The SQ3R strategy
consists of fife steps. They are Survey, Question, Read, Recite and Review. Robinson
(1964: 27) writes that background of the SQ3R strategy is based on some
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experiments. The students include the followings: A quick survey is done which
speeded up reading and aided retention. SQ3R showed and asking a question, before
starting each section also helped reading. Other experiments showed that the very
rapid forgetting, after reading can be markedly slowed down by the simple expedient
of forcing oneself to recite from memory after reading. Other experiments showed
something as to the best timing of this self-recitation during the study period. Various
selection, and of seeing the pattern of relationship. Outlining, relating that material to
ones interest, and a brief review while reading were shown to help with this. Still
you create a good mental framework of a subject, into which you can fit facts
correctly. It helps you set study goals. It also prompts you to use the review technique
By using SQ3R to actively read document, you can get the maximum benefit
This study will explain the steps of the SQ3R method and help you decide
when to use this method. As the acronym SQ3R suggest, the process has five steps.
1. Survey
This step helps you gather the information necessary to focus on focus to the
chapter and formulate question for yourself as your read the chapter. Is not necessary
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to have answers to your questions at this step of the process. The answer will came
later in the process. This step should take not more than 5-10 minutes but is very
important.
a) Read the title this helps you brain begin to focus on the topic of the chapter.
b) Read the introduction and/or summary. This orients you to how this chapter
fits the authors purpose. It also provides you with an over view of the
c) Read each boldface heading and subheading. This helps you create a
framework for the chapter in your mind before you begin to read. This
d) Review any graphics cards, maps, diagrams, pictures, and other visual aids are
there to make the point. Publisher will not include these items in the book
e) Review any reading aids in the chapter. This includes italics, chapter
objectives, definition and study question at the end of the chapter. These aids
are there to help you sort, comprehend and remember. Use them to your
advantage.
2. Question
As you read this section, you will be looking for the answer to your question.
For example, if you are reading a book to help you improve your study and the
heading is use a regular study area, the question you might ask is why should I
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When your mind is actively searching for answer to question, it becomes
engaged in the learning process. This will helps you remember and understand the
information.
3. Read
Read one section of one chapter at a time, looking for an answer to your
question for that section. Pay attention to bolt and italicized text that authors use to
make important point. Be sure to review everything in the section, including tables,
graphs, and illustrations. As this features can communicate an ideas more powerfully
4. Recite
At the end of each section, look up from the text and in your own words recite
and answer to your question for that section. Then write down your answer. Be sure
Now repeat the Question, Read, and Recite steps for each section of the
chapter or assigned reading. First ask a question for the next section. Then read to
find the answer. Finally, recite the answer in your own words and jot it down. The
written question and answers will helps you study in the future.
5. Review
Review is to retest the students understanding about the text. The students
memorize the main points of the text probably in not more than five minutes and do
their test later on. They do not have to be worried about their wrong answer. They do
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not have to feel guilty when they cannot answer the teachers questions because they
because to review means to retest what the students have read. Review combines read
and recite because they have a close relation that helps the students comprehend the
text well.
Based on Francis P. Robinson and cited by Sudarso (2004; 59), SQ3R consists
Survey the students are able to find certain keyword. And they understand the
Question the students are able to make some questions based on the text.
Read the students can get some mean ideas from the text.
Recite the students are able to answer some question based on the text, and are
Review students reread theme or sub theme parts from important text and
make the question what main ideas of the first and second paragraph, or what the text
about, her/him.
Question, Read, Recite, And Review. The writer will divide this strategy in to three
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1. Pre- reading : survey and question
Spend some time to introduce the topic, ask student to skimming for an
overview of main ideas, scanning, predicting, and student can bring the best of their
knowledge and skills to a text. Students also ask questions about what he or she
Ask students to take note while they are reading; give students a sense of
purpose for reading rather than just reading because teacher ordered it.
Give some questions and ask students to answer the question, vocabulary study,
L. Hypothesis
Based on the problem statements that are presented by the writer, the
method.
method.
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CHAPTER III
place and time of the research, the research design, data collection technique, and
Research can be used to analyze and find out the successful and educational
process. The way to get knowledge or solve the problem is called the research
method. It is important to select and use the right research method; because it is able
Ali (1984:21) says that research method is a way to get knowledge or to solve
the problem that is faced. Method of the study explain about the type of the research,
setting of the research, subject of the research, design of the research, procedure of
experimental group which gets a treatment condition and to compare the result
with one or more the control group which does not get a treatment condition
(Sudjana, 2005:32).
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B. Setting of the Research
The study was done done on September until November. The writer asked
four times meeting which each durations 1 meeting = 2x45 minutes, the place of
1. Population
The population of the research was the whole of the eighth grade
following table:
Table 1.1`
1 VII A 35
2 VII B 30
3 VII C 30
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2. Sample
After deciding the population, the next step is deciding the sample.
a population.
is based on the certain goal which is made by writer and based on the
The procedure is the writer chose two classes as sample because this
study is aimed to find out the difference of mean after the treatment has been
done. Two classes were chosen as sample, those classes are VII A (35
students) and VII C (30 students). So, the total of sample was 65 students.
They are sample because of those classes have not the significant difference
mean in their English achievement for the seventh grade in Academic Year
used two classes as sample; those classes are VII A (35 students) as control
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D. Design of the Research
Study design is a plan for gathering and analyzing the study findings. So, it is
In this case, the writer compared two cases namely the reading
comprehension between the students taught with SQ3R method and taught
difference between the teaching readings of the seven grade students at SMP
Table 1.2
Research design
T1 X T2
Where:
X : treatment of technique
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The aim of this design is to know the influence of SQ3R method in the
result of study on the teaching reading: A case of the seven grade students of
a basis for forming judgment. The test is used to know the teaching reading of the
The writer took a written test, reading comprehension test. The reason for
using written test because written test is testable to all students. It is more
The test is 20 items of multiple choices. The multiple choice of the test
type is based on the consideration of student test papers because the correct
answers are just one. Besides that, it will be easier to score students. The time is
allotment is 30 minutes. The test are consist two different text first is recount text
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F. Methods of Collection Data
The data collection means the way the writer should collect the
information about the problems being examined. To make this study successful
1. Library research
The writer tried to find some statements, ideas, and information from
the some books and literature that have relation with this title. The writer
attempts to look for some books that are related to the topic of this final
project. The writer also got the data from the web.
2. Field research
To find out the required data for this final project, the writer gave
written test to the students. They consist of two types, here first give pre-
test to the students. Before giving post-test, the students get treatment. It is
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Table 2.1
Score Category
85 100 Excellent
70 84 Good
56 60 Fair
45 55 Poor
0 44 Fail
(Arikunto, 2006:245)
4) After that, the writers gave score the students and begins to calculate
Data have been obtained and gathered to be processed and analyzed using
statistical form to test hypothesis and to get the result of study conclusion. Mean
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is the sum of all the values that occur most frequently. Standard Deviation is a
measure of the dispersion of a set of a score from the mean of the score.
using SQ3R (Survey, Question, Reading, Review, Recite) method the writer
use hypothesis.
The steps to get the result of this final project is to compare of result
MD
t0
SE MD
t0 t-value
M D = Mean of Difference
Before getting the t-test, the first step to analyze the data of the
students reading scores to find mean of score for seventh grade students. It
D
MD
N
M D = mean of difference
D = the sum of difference between variable 1 (X) and variable 2 (Y), and D
D = X-Y
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N = Number of cases
SD D
SE M D
N -1
variable Y,
2
D2 D
SD D
N N
N = Number of cases.
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Prepare a table experiment analysis t-test
Table 2.2
N= D D
2
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