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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
The findings presented the implementation of sq3r in teaching reading
comprehension to the classroom interaction and students’ responses toward
the implementation of sq3r in teaching reading comprehension at eleventh
grade of MA Al-Khairiyah Pipitan. The findings deals with data collections.
There are some techniques applied in collecting the data. It began with the
observation and interviews.
1. The Implementation of SQ3R in Teaching Reading Comprehension
The data obtained from the research used a observation checklist
about "Implementation Sq3r Strategy in Teaching Reading
Comprehension" (A Case Study of Eleventh Grade Students at MA Al-
Khairiyah Pipitan, Walantaka, Serang City, Banten). In this research, the
readers were 17 eleventh graders in one of the three classes at MA AL-
Khairiyah Pipitan. The texts used as the materials in this research were
descriptive texts. The texts were chosen because those text are taught to
the eleventh graders on the second semester.
Each step of SQ3R was applied in three meetings: the first
meeting, the second meeting and the third meeting. The students were
taught how to do SQ3R while reading texts at the first meeting. They
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were also shown how to complete each step of SQ3R. SQ3R was used in
group work on the second meeting to read a descriptive text. SQ3R was
used in individual work on the third meeting to read a descriptive text.
The five steps of SQ3R were employed to help students understand the
materials. The following activities were observed to get more data on the
teaching learning process. This implementation of sq3r strategy was
explained as follows.
Observation Checklist Results. Table 4.1
No SQ3R Activities Yes No
1. SURVEY (S) The students are asked to survey
the text by reading the
introduction and conclusion of
the text, and also finding for the
unfamiliar words.
2. QUESTION (Q) The students are ordered to close
the text and make the questions
regarding to the whole content
of the text that they expected to
find the answer when they read
the text with the minimum 10
questions.
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3. READ (R-1) The students are asked to read
the text in order to find out the
answer of the questions they
made before.
4. RECITE (R-2) The students are asked to close
the text and recite their answer
of the questions they made
before.
5. REVIEW (R-3) The students are asked to read
the text for the second time and
reviewed their answer to find out
whether their answer had been
clearly answered the questions
or not.
Based on the results of the observation checklist above. The first
step is survey (S), this step indicated that the teacher gives reading
material for students in the form of descriptive text. The students read the
descriptive text. The teacher asked the students to survey the text. The
students survey the text by reading about the title of the text. The
students survey picture to get a general understanding of the text. The
students survey each paragraph. The students then use the survey column
on their SQ3R sheets to assess the challenging words in the text as well
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as the meanings discovered from the texts. The teacher helps and
encourages students to examine or briefly examine the entire structure of
the text. The goal is for students to know the tittle, length of the text,
terms, keywords, and so on. Students are encouraged to prepare pencil,
paper, and colour marking tools (red, yellow, etc.) to mark the important
parts that will be used question. Afterwards the teacher can expect
students to glance over the material they are going to read so they can
illustrate about what is the text will be discussed. And survey helps the
students to know the basic knowledge of the material which makes
reading activity become more efficient. Moreover, by doing this step,
students can also be helped to understand the writer’s writing format and
what is he/she tried to convey in the text.
The second step is question (Q). The results of the observation
checklist above, the teacher asked the students to write question. The
students were asked to write questions about the title of the text, the
students write question about the picture of the text, The students write
question based on each paragraph of the text, The students write question
about the similar meaning of difficult word, and the students write
question about similar and the opposite meanings of the texts on question
column on their SQ3R worksheets. The teacher guides students to
arrange questions that are in accordance with the identification at the
survey stage. The students compose questions based on the results
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reading survey. Writing questions made the students need to search the
answers to the questions. As a result, it will increase readers' interest in
the text, allowing them to have a better understanding of it. In addition,
questions enabled students to have a more in-depth understanding of the
text.
The third step is read (R-1). The results of the observation
checklist above, the teacher asked the students to read the text. Students
read the text in order to find answers to the questions they wrote in step
two. The teacher gives time to students for read carefully. The students
read actively and careful to find answers to the questions that have been
complied. The students write the answer based on the question about the
title of the text. The students write the answer based on the question
about the picture of the text. The students write the answer based on the
question about the information in each paragraph of the text. The
students write the answer about the similar meaning of difficult word.
The students write the answer about the opposite meaning of difficult
word.
The fourth step is recite (R-2). From the results above, the teacher
asked the students to recite the text. The students recite the information
in step 3 by restating the answers by their own words. The students write
their response about the text. Recite step is the process of restating the
answers in one's own words and then writing the response. The
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researcher found that the teacher asks the students to mention the
answers to the questions that have been arranged. The teacher trains
students not to see or open the answer notes.
The last step is review (R-3). From the results above, the teacher
asked students to review important information and the answers that
have been made. The students review the important information of the
text. The students recall the main points of the text and the supporting
details. The teacher asks students to make summary from the reading
material that has been studied. The students write a summary about the
text. Because one of the actions in the activeness of a skilled reader is
summarizing. Then go over the information again, recalling the text's
main ideas and supporting details. This final step of SQ3R is beneficial
for long-term memory.
Based on the five stages, the researcher found that the five stages
of the sq3r method above describe every detail of the work steps that
teacher and students or reader need to do in reviewing the contents of a
reading. In the long term, the use of the sq3r method in learning can be
used as an exercise to speed up learning time so that the knowledge
gained becomes wider.
The interview was conducted on June 1st, 2021 in the last
meeting. There were ten (10) questions to explore students’ responses
toward the implementation SQ3R in teaching reading texts. The ten
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questions were about what make students interested in the
implementation of SQ3R in teaching reading text, how does SQ3R help
students to comprehend texts better, what do students think are the steps
of SQ3R which were interesting for students, do students find it difficult
to understand the content of the text if students don't start by making
questions, do students think the SQ3R method make students more
active in class learning and make students dare to ask question, do
students think the SQ3R method make students free to express their
opinions and questions, do students think the English teacher always use
the SQ3R Learning Method in reading comprehension subjects, how
does teacher when using the SQ3R method in teaching reading
comprehension, also apply the steps in sequence, do students think there
are any difficulties in applying the steps of the SQ3R Learning Method
and do students think the SQ3R method make students not bored in
learning reading comprehension.
The SQ3R technique, which is used to teach reading
comprehension, attracted the students' interest during the interview.
SQ3R gave the students a positive impression of reading learning. They
were interested in the SQ3R technique for teaching reading texts for a
variety of reasons. For begin, they were unfamiliar with the technique. It
also aided their comprehension of the text. It also aided them in
formulating questions based on the reading, rewriting the content in their
41
own terms, and writing a report or summary about the text. Finally, it
aided them in expanding their vocabularies.
In addition, the students found four steps of SQ3R to be
interesting during the interview: question, read, recite, and review.
Although the students enjoyed the question, recite, and review stages, the
majority of them had difficulty putting them into practice.
2. Students’ responses toward the Implementation of SQ3R in
Teaching Reading Comprehension
From the observation in each meeting, the students reacted
positively to the use of SQ3R in teaching reading comprehension. Each
step of SQ3R aided them in reading texts, as can be shown. They
concentrated on completing the task in both group and individual work.
Each step of SQ3R encourages students to be responsible for their own
reading decisions and promotes students' purposeful and active
participation in text reading.
Each SQ3R step was implemented in three meetings: the first
meeting concentrated on the teacher teaching the SQ3R technique to the
students. To keep the students motivated, she explained each step of
SQ3R, connected each step of SQ3R to the descriptive text supplied to
them, and invited them to participate in executing each step of SQ3R.
Although they were first confused when the teacher detailed each step of
SQ3R, the students listened intently to the teacher's explanation. The
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teacher then repeated the procedures and invited them to participate in
each one in order to better understand how to use SQ3R when reading a
text.
The teacher used SQ3R on the second meeting to teach reading a
descriptive text in a class discussion. Since the task for this meeting was
presented in group work, it can be observed that the students worked
together and interacted with members of their own group to complete the
task. Most groups also completed each step of SQ3R successfully,
however they need additional assistance from the teacher, particularly in
the question, recite, and review steps. They were proactive in
approaching the teacher when they had difficulty with the work. When
they were having difficulty with the task, the teacher assisted them.
The teacher used SQ3R in teaching reading a descriptive text in
individual work at the third meeting. While reading the text, the students
concentrated on completing each stage of SQ3R. However, because only
a few students brought dictionaries, a few students had difficulty finding
the definitions of difficult terms, as well as the comparable and opposite
meanings of difficult words. As a result, the students were required to
take turns utilizing the dictionaries.
Furthermore, similar to the previous meeting, several students
continued to struggle with the question, recite, and review steps. They
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did, however, ask the teacher for help when they were having trouble
with the assignment, and the teacher was able to assist them.
The students were motivated and enthusiastic in completing the
tasks, based on the observations made throughout each meeting. When
they had questions, they were interested and enthusiastic in asking the
teacher. The majority of them were also involved in the teaching-
learning process. Moreover, when the task was offered in group work,
they collaborated and interacted with members of their own group.
Furthermore, they concentrated on completing the teacher's duty. Despite
the fact that some students were always making noise in class, the
teacher was able to keep the class under control. Some students, on the
other side, appeared to be too embarrassed to ask the teacher a question
and instead waited for the teacher to come to his or her desk.
The following data is the result of interviews with eleventh grade
students at MA Al-Khairiyah Pipitan, Walantaka, Serang City, Banten.
In presenting the data, the researcher used the respondent code.
Q: Code for a "Question" interview
A: Code for an "Answer" interview
The first question, the researcher wants to know the students
interested in the implementation of SQ3R.
Q.1: What make you interested in the implementation of SQ3R in
teaching reading text?
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A.1 1. (MA): In my opinion, make me brave and mentality
train to move forward.
2. (MIM): In my opinion, make it easier for me to do the
task.
3. (DNM): In my opinion, because through this method the
text is easier to understand.
4. (YM): In my opinion, this new method and this method
make it easier for me to do the task.
5. (MN): In my opinion, I interested when making
queries from implementation SQ3R.
6. (DA): In my opinion, I interested when reading and
describing text).
7. (PA): In my opinion, make me more daring to read
English.
8. (DJ): In my opinion, because through this method the
text is easier to understand.
9. (RMS): In my opinion, make me more daring to read
English when used SQ3R method.
10. (NK): In my opinion, because through this method the
text is easier to understand.
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The second question the researcher asked about SQ3R help
students to comprehend text better.
Q.2: How does SQ3R help you to comprehend text better?
A.2 1. (MA): By reading the text and making question from
the text.
2. (MIM): By making questions from the given text and
then reading the text to understand the answer
to questions I made.
3. (DNM): Using survey and question methods helped me
understand the text better.
4. (YM): Using the review method I can review text I
have read.
5. (MN): SQ3R makes me able to understand the text
wellbecause of the steps that adjust.
6. (DA): By reading the text first and translating it.
7. (PA): Make questions from the given text and read the
text, so I understand the text better.
8. (DJ): By reading the text and making question from
the text.
9. (RMS): By using survey and question methods helped
me understand the text better.
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10. (NK): By making questions from the given text and
then reading the text to understand the answer
to questions I made.
The third question the researcher asked about the steps of SQ3R
which were interesting for students.
Q.3: What do you think are the steps of SQ3R which were
interesting for you?
A.3 1. (MA): When making questions and reading the text to
see whether the questions and answers I made
are appropriate or not.
2. (MIM): Read the text and look for the meaning of the
vocabulary that I don't understand.
3. (DNM): Make a question.
4. (YM): When I review the text that I have read.
5. (MN): When I read the text to find the answer to the
question I have made.
6. (DA): What I find interesting when reviewing texts
that I have read.
7. (PA): When reviewing and reciting the text.
8. (DJ): When making a question.
9. (RMS): In the question.
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10. (NK): When reading the text to find the answer to the
question I made.
The fourth question, the researcher asked about difficult to
understand the content of the text if you don't start by making questions.
Q.4: Do you find it difficult to understand the content of the text
if you don't start by making questions?
A.4 1. (MA): Yes, I find it difficult because I don't have a
specific purpose from the text I read.
2. (MIM): I find it a little difficult if I don't start by asking
questions first.
3. (DNM): Yes, I agree, because I understand a text better
by asking questions first.
4. (YM): Yes, it's a little difficult if it doesn't start from
the question.
5. (MN): I have a little trouble because I don't focus too
much if I don't start with a question.
6. (DA): I feel a little troubled.
7. (PA): Yes, I find it difficult because I don't have a
specific purpose from the text I read.
8. (DJ): Yes, I find it difficult.
9. (RMS): I feel a little difficulty.
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10. (NK): Yes, I agree, I find it a little difficult if I don't
start by asking questions first.
The fifth question, the researcher asked about SQ3R method
make students more active in class learning and make students dare to
ask question.
Q.5: Do you think the SQ3R method make you more active in
class learning and make you dare to ask question?
A.5 1. (MA): Yes, absolutely right because it makes me
actively ask.
2. (MIM): Yes, because it makes me active during the
learning process.
3. (DNM): I think the SQ3R method makes me more active
in asking questions and also makes me more
enthusiastic in learning.
4. (YM): Yes, active and brave in asking questions and
expressing opinions.
5. (MN): Yes, that's right, because I am more enthusiastic
in learning.
6. (DA): Yes, it makes me enthusiastic in doing the task.
7. (PA): Yes, I became active in learning.
8. (DJ): Yes right, I think this method makes me active
in learning in class.
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9. (RMS): Yes, I think SQ3R makes me more active while
studying.
10. (NK): Yes, dare to ask and give opinion.
The sixth question, the researcher asked about SQ3R method
make students free to express their opinions and questions.
Q.6: Do you think the SQ3R method make you free to express
their opinions and questions?
A.6 1. (MA): I agree that SQ3R makes me free to give my
opinion.
2. (MIM): Yes, this method is effective in getting students
to express their own opinions.
3. (DNM): Yes totally agree.
4. (YM): Yes free once in the opinion and asked.
5. (MN): Yes, I am free to express my opinions and
questions that I want to convey.
6. (DA): Yes that's right.
7. (PA): Yes, free to express opinions and questions.
8. (DJ): Yes agree.
9. (RMS): Yes, you are free to express your opinion and
ask.
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10. (NK): Yes, because in the SQ3R method there is a
recite method that makes me free to give
opinions or questions.
The seventh question, the researcher asked about the English
teacher always use the SQ3R Learning Method in reading
comprehension subjects.
Q.7: Do you think the English teacher always use the SQ3R
Learning Method in reading comprehension subjects?
A.7 1. (MA): Yes, the teacher likes to use this method.
2. (MIM): Yes, teacher likes to use the SQ3R method
when learning reading.
3. (DNM): Yes, the teacher uses this method.
4. (YM): Yes, teachers sometimes use this method when
learning reading.
5. (MN): It is true that teachers like to use the SQ3R
method when learning reading.
6. (DA): Yes, the teacher likes to use this method when
learning English.
7. (PA): Yes, it is true that teachers sometimes use the
SQ3R method.
8. (DJ): Yes, I agree that the teacher does use the SQ3R
method.
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9. (RMS): Yes, the teacher likes to use the SQ3R method
when learning English.
10. (NK): Yes, the teacher likes to use the SQ3R method.
The eighth question, the researcher asked about teacher when
using the SQ3R method in teaching reading comprehension, also apply
the steps in sequence.
Q.8: How does teacher when using the SQ3R method in teaching
reading comprehension, also apply the steps in sequence?
A.8 1. (MA): Yes, the teacher applies the steps in sequence.
2. (MIM): Yes, I understand quickly and the teacher has
also implemented the steps in the right order.
3. (DNM): Yes, I quite understand when the teacher teaches
using this method and the steps are in order.
4. (YM): The teacher when using this method when
studying is appropriate.
5. (MN): Yes, the teacher applies the steps in sequence.
6. (DA): Yes, it is in the order of survey, question, read,
recite, review.
7. (PA): Yes, in my opinion, the implementation is in
order.
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8. (DJ): Yes, I understand quickly when the teacher
teaches using this method and the steps are in
sequence.
9. (RMS): Yes, the teacher teaches using the SQ3R
method, the steps are sequential.
10. (NK): Yes, the steps are in accordance with the text
survey first, then question, read, recite the last
review.
The ninth question, the researcher asked about the students
difficulties in applying the steps of the SQ3R Learning Method.
Q.9: Do you think there are any difficulties in applying the steps
of the SQ3R Learning Method?
A.9 1. (MA): There is a little difficulty in making questions.
2. (MIM): There is a survey.
3. (DNM): I don't think there is any difficulty in learning to
use this method.
4. (YM): It is in the question and review.
5. (MN): There is a little difficulty in the question.
6. (DA): Nothing, it actually helps me in understanding
the lesson.
7. (PA): There is a little difficulty in the recite section.
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8. (DJ): Yes, in the question section I had a little
difficulty but I immediately asked the teacher
and the teacher helped me so it wasn't that
difficult.
9. (RMS): In the question section only.
10. (NK): Yes a little, in the part of making questions.
The tenth question, the researcher asked about SQ3R method
make students not bored in learning reading comprehension.
Q.10: Do you think the SQ3R method make you not bored in
learning reading comprehension?
A.10 1. (MA): Yes I do not feel bored.
2. (MIM): I am not bored because I can discuss and have
an opinion.
3. (DNM): Yes not make me bored.
4. (YM): Yes because it can make it easier for me when
studying.
5. (MN): Yes, the SQ3R method is not boring because we
can discuss with friends.
6. (DA): Yes, with the SQ3R method, discussing with
friends is not boring.
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7. (PA): This method does not make me bored because I
can give opinions and ask questions if I don't
understand.
8. (DJ): It is not boring because I can work together and
share opinions when there is a group
assignment.
9. (RMS): I do not feel bored.
10. (NK): Yes, because learning to use the SQ3R method
can make me free to give opinions and ask
questions about something that I do not
understand so it will not be boring.
From the students' statements, they were interested in using
SQ3R to teach reading texts for a variety of reasons. First, they were
unfamiliar with the technique. It also aided their comprehension of the
text. Then it assisted them in formulating questions based on the
material, rewriting the information in their own terms, and writing a
report or summary about the text. Finally, it aided them in expanding
their vocabularies. There were also four processes that the students found
interesting: question, read, recite, and review.
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B. Discussion
1. The Implementation of SQ3R in Teaching Reading Comprehension
Based on the results of the research, the teacher applied sq3r
strategy in teaching reading comprehension, the researcher found many
good impacts of the implementation sq3r strategy in teaching reading
comprehension that were given by the English teacher towards the
eleventh grade of MA Al-Khairiyah Pipitan. The researcher discussed
the qualitative data that were taken from observation and interview.
Based on the results above, the researcher also found somes
another findings this research was also intended to find out the
implementation of sq3r of teaching reading comprehension and the
students’ responses toward the implementation of sq3r in teaching
reading comprehension. The five steps of SQ3R were employed as
activities in comprehending the texts in the implementation of sq3r for
teaching reading comprehension. The five steps of SQ3R, which offers
students with a systematic way to acquiring reading, are survey,
question, read, recite, and review. Each step of SQ3R encourages
students to be responsible for their own reading decisions and promotes
students' purposeful and active participation in text reading. Furthermore,
SQ3R is one of the design ideas for an interactive reading technique that
blends bottom-up and top-down reading processes.
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Based on the results above, the analysis of data collected from
interview toward the implementation of sq3r of teaching reading
comprehension. The SQ3R technique for teaching reading
comprehension attracted the students' interest. SQ3R had four steps that
the students found interesting: question, read, recite, and review.
Although the students enjoyed the question, recite, and review steps, the
majority of them struggled to put them into practice. SQ3R gave the
students a positive impression of reading learning. They were interested
in the SQ3R technique for teaching reading texts for a variety of reasons.
First, they were unfamiliar with the technique. It also aided their
comprehension of the text. It also aided them in creating questions based
on the reading, rewriting the material in their own words, and writing a
report or summary about the text. Finally, it aided them in expanding
their vocabularies.
2. Students’ responses toward the Implementation of SQ3R in
Teaching Reading Comprehension
Based on the results of the research, the analysis of data collected
from classroom observation to students’ responses toward the
implementation of sq3r in teaching reading comprehension. The students
were enthusiastic and motivated to complete the assignments. When they
had questions, they were active and enthusiastic in asking the teacher.
The majority of them were also involved in the teaching-learning
57
process. Furthermore, when the task was offered in group work, they
collaborated and interacted with members of their own group.
Furthermore, they concentrated on completing the teacher's task. Despite
the fact that some students were always making noise in class, the
teacher was able to keep the class under control. Some students, on the
other side, appeared to be too bashful to ask the teacher a question and
instead waited for the teacher to come to his or her desk.
Based on the results above, related interview to students’
responses toward the implementation of sq3r in teaching reading
comprehension. The students responded positively to the use of SQ3R in
teaching reading comprehension. Each step of SQ3R aided them in
reading texts, as can be shown. They concentrated on completing the task
in both group and individual work. Each step of SQ3R encourages
students to be responsible for their own reading decisions and promotes
students' purposeful and active participation in text reading. As a result,
SQ3R assisted students in concentrating and focusing on their reading
task. For a variety of reasons, students were interested in using SQ3R in
the classroom to teach reading materials. First, they were unfamiliar with
the technique. It also aided their comprehension of the text. Then assisted
them in asking questions based on the material, rewriting the information
in their own words, and writing a report or summary about the text.
Finally, it aided them in expanding their vocabularies.
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Based on the results above, the finding related the teacher’s
considerations in applying sq3r strategy in classroom interaction.
Therewere some considerations to be considered carefully by the teacher
in applying sq3r strategies in classroom interaction. The first
consideration was the students’ level of language mastery. In order to be
able to elicit the students’ responses, first of all, the teacher should know
her students’ characteristics so the teacher can give the strategy that are
relevant to the students’ level of language mastery.
The second consideration was the goals of the lesson. Then the
last consideration was time. The time allotted in classroom is obviously
very limited, therefore the teacher needs to make sure to use it wisely so
the other activities that have been planned can be achieved effectively in
the classroom. The last research the implementation sq3r strategy was
related to the students’ perceptions of sq3r strategy applied by the
teacher in classroom interaction. The students’ perceptions were focused
on finding out the most helpful sq3r strategy for the students and the
students’ perceptions toward the implementation of sq3r strategy.
Based on the results above, some problems which were found in
teaching reading comprehension by using SQ3R. It needed more time to
explain SQ3R technique and to give example clearly how to do each step
of SQ3R to the students. Thus, the teacher needed to consider the time
allotment in implementing each step of SQ3R. The students also had
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difficulties in doing question, recite, and review steps so that they needed
help from the teacher in doing those steps, and the teacher needed to
explain more clearly about those steps.
Based on the results above, the students also find SQ3R helped
them to enrich their vocabularies as well. SQ3R method make students
not bored in learning reading comprehension. The students were excited
and motivated to complete the tasks. When they had questions, they were
active and enthusiastic in asking the teacher. The majority of them were
also involved in the teaching-learning process. Furthermore, when the
task was offered in group work, they collaborated and interacted with
members of their own group. The students also said that the strategy also
helped them to learn English since the teacher will still give them an
SQ3R strategy, even though rephrasing strategy was employed.