Abstract
This study was aimed at enhancing the ability of the thirty-six EFL students of the English Study Program at IAIN Jember in reading comprehension by exploiting the SQ4R method. To achieve the purpose, a collaborative classroom action research design was employed by following four stages: planning, implementing, observing, and reflecting. This study was implemented in two cycles, in which both the first cycle and the second cycle were carried out in two meetings. This method consists of five stages; survey, question, read, reflect, recite, and review. The steps of surveying and questioning were implemented in pre-reading, the steps of reading and reflecting were implemented in whilst-reading, while the steps of recite and review were implemented in post-reading. Overall, the study has revealed that the SQ4R method enhanced students’ reading comprehension as well as students’ participation in the classroom. Keywords: SQ4R, reading comprehension, classroom action research
Highlights
As a global language, learning English is important for people all over the world as English is the most commonly spoken language universally (Nishanthi, 2018; Sneddon, 2003)
The researcher and the lecturer of Interpretive Reading discussed the SQ4R method to be applied in class, in this case, the researcher and the lecturer did it directly in class so that the researcher and the lecturer of Interpretive Reading get the same insight of how to teach reading comprehension by using the SQ4R method
The results showed that the SQ3R strategy improved the students' reading comprehension in descriptive texts
Summary
As a global language, learning English is important for people all over the world as English is the most commonly spoken language universally (Nishanthi, 2018; Sneddon, 2003). All language skills need to be developed to improve students’ abilities, the quality of teaching materials, as well as to overcome problems that arise in the teaching and learning process. In other words, they are expected to master four language skills namely: listening, speaking, reading, and writing. According to Urquhart and Weir in Zhang (2018), reading comprehension is defined as the process of receiving and integrating information from print media In line with this idea, Santi (2015) explains that reading is a product of a process that operates during reading to create a representation of the situation described in the reading text.
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