Question-Answer Relationship Strategy to Improve Students’ Reading Comprehension Through Narrative Text
Abstract
Reading is not an easy task to do. Reading is a thinking process. The act of recognizing words requires the interpretation of graphic symbols. This study aims to determine the implementation and students’ obstacles to using the Question-Answer Relationship (QAR) strategy to improve students' reading comprehension skills through narrative text. This study used a quantitative method with a pre-experimental class with one group pretest-posttest design. This research was conducted in class VIII SMP Negeri 8 Makassar which involved 35 students as the research sample. The researcher used reading tests and questionnaires as instruments for data collection. The results showed that the use of the QAR strategy could improve students' reading comprehension skills significantly. The students’ average score on the pre-test was 39.14 After applying the QAR strategy, the students’ average score on the post-test increased to 69.14. There was an improvement of 57% from the pre-test to the post-test. The researcher concluded that the use of a Question-Answer Relationship (QAR) strategy could improve the students’ activeness in teaching learning process.
References
Baqi, F. A. (2014). Employing Question–Answer Relationships (QAR) Strategy to Improve Students’ Reading Comprehension. Doctoral Dissertation. Jakarta: Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah.
Haryemi, I. (2023). Problematika Pembelajaran Bahasa Indonesia bagi Siswa Kelas IV di Sekolah Dasar. DIDAKTIS: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(2), 57-64. https://doi.org/10.33096/didaktis.v1i2.304
Hotimah, E. (2017). Penggunaan media flashcard dalam meningkatkan kemampuan siswa pada pembelajaran kosakata bahasa Inggris kelas II MI Ar-Rochman Samarang Garut. Jurnal Pendidikan UNIGA, 4(1), 10-18. http://dx.doi.org/10.52434/jp.v4i1.30
Mardhiati, A. (2023). Technological, Pedagogical, and Content Knowledge (TPACK) untuk Penguasaan Konsep dan Kemandirian Belajar Bahasa Indonesia Siswa. DIDAKTIS: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(2), 65-70. https://doi.org/10.33096/didaktis.v1i2.328
Puspita, R. H. (2013). Question Answer Relationship (QAR) As a Strategy to Improve Reading Skill in Narrative Text of Students Grade X of SMK Negeri 2 Semarang. Doctoral Dissertation. Semarang: Diponegoro University.
Putri, F. N. (2020). Pendidikan Karakter Siswa Melalui Pelajaran Bahasa Indonesia. Jurnal Pendidikan Bahasa Indonesia, 8(1), 16-24. http://dx.doi.org/10.30659/j.8.1.16-24
Sholihah, L. (2019). The Influence of Question Answer Relationship (QAR) Toward Students Reading Comprehension. In Proceedings of the Second International Conference on English Language Teaching and Learning (2nd ICON-ELTL), 211–220. http://repository.lppm.unila.ac.id/20031/
Thao, N. T. P. (2023). The Impact of Communicative Language Teaching (CLT) Approach on Students' Speaking Ability in a Public Indonesian University: Comparison between Introverts and Extrovert Groups. International Journal of Language Education, 7(3), 393-413.
Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 53(4), 491–523. doi:10.1017/S0261444820000208
Copyright (c) 2024 Nur Fajriah Rahmadayani, Andi Hudriati, Sulastri Sulastri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
