RESEARCH METHOD I: QUANTITATIVE

Research Method I: Quantitative. diasuh Prof. Berlin Sibarani

Membuat background dan problem of the study berdasarkan reality dan expectation.

THE EFFECT OF SQ3R METHOD TO THE STUDENTS’ READING COMPRHENSION OF NARRATIVE TEXT AT GRADE VIII OF SMP NEGERI 3 KISARAN

1.1. The Background of the Study

In English, there are four skills that should be mastered, they are: listening, speaking, reading, and writing. As one of the language skills, reading has a major and crucial role in facilitating students to learn a foreign language. Reading enables students to find out information from an array of texts, ranging from textbooks, newspapers, magazines, advertisements, to brochures. Reading also enables students to know how English is actually used in printed and written forms. This is in line with Patel and Jain (2008:114) that reading not only help the students to get knowledge and wisdom from the cultural heritage, but also very helpful in passing for leisure period. 

Unfortunately, the students’ reading comprehension was considered as low achievement. Based on the research conducted by the Surjosuseno (2011: 124) in the Widya Mandala Catholic University Surabaya, Indonesia, it was known that the average of students scores in Reading II class in the academic  year  of  2009/2010 was only 65.34 and the percentage of students who failed (with marks less than 60 out of 100) was 37.14% of 91 students. Meanwhile, in Junior High School of the students reading comprehension, Khairida (2010) found that the students got unsatisfied scores on their daily examination in reading. The students who passed form the minimum passing grade for the first daily exam is  39%, or 13 students from 30 students. The second daily exam is 50%, or 15 students from 30 students. The third daily exam is 33% students, or 11 students from 30 students. Since the minimum passing grade is 70.

These condition also experienced by Rahmatullah (2008) which was carried out the research in reading skill at MTsN Cibinong-Bogor. He stated that some of the causes of low student reading abilities are as follows:

1.    The students did not answer or respond to the teacher’s questions because they do not know how to speak in English in addition to their inadequate vocabulary.

2.    The teacher rarely models the reading materials, and emphasizes more  the students’ reading result or product.

3.    The strategy the teacher employs is more teacher-centered and conventional in a way that the reading material is read either by the teacher or one or two students in the class, and afterwards, the students are asked questions in correspondence with the reading texts.

4.    The students feel reluctant and afraid if they have to read English-related materials. They have no self-confidence to read English written texts.

5.    The teaching and learning process is lifeless. It is felt not only by students but also the teacher him/herself.

6.    The students’ comprehension was not sufficient. They commonly read slowly and made frequent regressions on the text they read. These students were not adequately exposed to English passages unless the teachers provided the texts.

Based on the facts above, the research concludes that the students’ reading comprehension needs to be increased. One of the ways to increase the students’ reading comprehension is by using the various methods in teaching. In line with this research, the research wants to apply the SQ3R method as the teaching method in reading. According to Qut (2009) this reading method was developed to help students read with purpose and understand complex information. The   name  comes   from   the   first  letters   of   the   activities   the student  is   asked  to   do  in  this   method  –  Survey,   Question,   Read,  Recite  and  Review.  

Research on SQ3R was done by Selamat (2006), he was found that the students were more active to follow the teaching and learning process. Other research done by Masykur (2011) on SQ3R method in SMP Negeri 1 Tirto, the implementation of SQ3r method can improve the students’ achievement and the activities to follow the instruction.

1.2. The Problem of the Study

The problem of the study can be formulated as follows: Does SQ3R method have significant affect the students’ reading comprehension of narrative text?

References

Khairida. 2010. The Effect of SQ3R method on the students’ ability in reading comprhension at MAS. Khusnul Khotimah Tg. Tiram. Skripsi. Universitas Asahan: Unpublished.

Masykur. 2011. Penerapan Metode SQ3R Dalam Pembelajaran Kooperatif Untuk Meningkatkan Hasil Belajar Fisika Pokok Bahasan Tata Surya Pada Siswa Kelas VII SMP. Accessed from  http://journal.unnes.ac.id/index.php/JPFI/article/view/167 on January 28^th 2012.

Patel, M.F., and Jain, M. 2008. English Language Teaching, Methods, Tools, and Techniques. Jaipur: Sunrise

Qut. 2009. The SQ3R Reading Method. Accessed from www.qut.edu.au January 28^th 2012.

Rahmatullah. 2008. Improving the Third-Year Students’ Reading Comprehension of English Texts By Using a Speed Reading Technique at MTs Negeri Cibinong-Bogor. Thesis. English Language Education, Graduate Program of State University of Malang: Unpublished.

Selamat. 2006. Implementasi Metode Pembelajaran SQ3R berbantuan LKM Secara Kooperatif untuk Meningkatkan Aktivitas dan hasil belajar mahasiswa.  Jurnal Pendidikan dan Pengajaran IKIP Negeri Singaraja, No. 2 TH. XXXIX.

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