Question Answer Relationship Strategy Research Articles

The Effects of Question-Answer-Relationship (QAR) Instruction on Standardized Reading Comprehension Test Scores of Third-Grade Students

Despite many school reform initiatives designed to ensure reading proficiency for all students, recent reports from the National Assessment of Educational Progress (NAEP) reveal that only 37 percent of fourth-grade students and only 34 percent of eighth-grade students performed at or above the proficiency levels measured in reading (NAEP, 2017). This quantitative study used a non-equivalent control group design to examine the impact of direct instruction of the Question-Answer-Relationship (QAR) strategy on standardized reading test scores of third-grade students. It also specifically examined the impact of direct instruction of the QAR strategy on traditionally underserved students' standardized test scores. A two-way Analysis of Covariance (ANCOVA) was conducted. Adjusted marginal mean post-test scores in the group receiving treatment of the QAR strategy (64.580) were higher than the mean post-test scores of students who did not receive QAR instruction (56.382). Adjusted marginal mean post-test scores of students who did not receive QAR instruction (56.382). Adjusted marginal mean post-test scores of historically underserved students showed no significant differences (60.05 and 60.90, respectively). In addition, adjusted marginal mean post-test scores of historically underserved and non-historically underserved students who received QAR instruction showed no significant differences (54.48 and 58.29).

Improving Student’s Reading Comprehension through Question-Answer Relationship of MTs Al-Washliyah Jati Rejo, Galang District Academic Year 2019/2020

This research is aimed at improving the reading comprehension of MTs Al-Washliyah Jati Rejo, Kec.Galang grade VIII students using QAR strategy. In conducting this study, the researcher applied Classroom Action Research (CAR) as the method of research. It was conducted in two cycles and each cycle consisted of four phases: planning, acting, observing, and reflecting. This research answered two questions (1) How is the implementation of using Question Answer Relationship (QAR) to enhance the students’ reading comprehension in the narrative text at the eight grade of MTs Al-Washliyah Jati Rejo, Kec.Galang in the academic year of 2019/2020? (2) How is the result of the use of Question-Answer Relationship (QAR) strategy in the narrative text at the eight grade of MTs Al-Washliyah Jati Rejo, Kec.Galang in the academic year of 2019/2020? In reference to the application of the two cycles, the results of the research revealed that the use of schema activation strategy successfully improved the students‘ reading comprehension. The students’ interest and attention in the process of teaching and learning English, especially reading, reading improved. They were also able to explore many words related to the topic of the lesson. In relation to their comprehension of English texts, the students were able to identify main ideas and supporting details of paragraphs correctly

QUESTION ANSWER RELATIONSHIP (QAR) STRATEGY: AN EXPERIMENTAL RESEARCH ON STUDENTS’ READING COMPREHENSION

The objective of this research was to find out the effect of QAR strategy towards reading comprehension on descriptive text. Experimental design was applied in this research. The population and sample of this research were the eighth grade students of SMP Swasta Dwi Tunggal Tanjung Morawa with total number of students was 60. Class VIII-A was the experimental class and class VIII-B was the control class. Each class consisted of 30 students. The cluster random sampling with lottery technique was applied to decide the sample group. The instrument of collecting the data was multiple choice tests consisted of 30 items. To obtain the reliability of the test, Kuder Richardson 21 (KR-21) formula was applied and Biserial Point Correlation formula was used to calculate the validity. The t-test was used for the data analysis and it was obtained that t-observed (8.601) was higher than t-table (2.001) with level of significance 0.05 and df = 58. The hypothesis testing proved that alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. Thus, it was concluded that the Question Answer Relationship (QAR) Strategy significantly affected the students’ reading comprehension on descriptive text.

IMPROVING SECONDARY STUDENTS’ READING COMPREHENSION THROUGH QUESTION-ANSWER-RELATIONSHIPS (QAR) STRATEGY

This research aimed to improve students’ reading comprehension achievement using Question-Answer-Relationship (QAR) strategy and to determine students' perception toward the application of QAR strategy. The research design was a pre-experimental design. The population in this research was seven grade students of SMP Tri Dharma consisting of three classes, namely VII A, VII B, VII C. The researchers used 33 students of class VII B as the sample for this research. This research used reading test and a closed ended questionnaire to collect the data. This research used paired sample t-test and percentage analysis to analyze the obtained data. The results of paired sample t-test showed that t- obtained was 25.438 and p. was 0.000 (p<0.05). This means that there was a significant improvement in students' reading comprehension after being taught with the QAR strategy. The results of percentage analysis showed that the students' perception of the QAR strategy was positive. It perceived that the QAR strategy was effective to help the students improve their reading comprehension achievement significantly. Those findings indicated that the QAR strategy was effective in improving students' reading comprehension achievement of descriptive texts for the seventh graders of SMP Tri Dharma Palembang in the academic year 2021/2022.

THE EFFECT OF USING QUESTION-ANSWER RELATIONSHIP STRATEGY ON STUDENTS’ READING COMPREHENSION AT THE FIRST SEMESTER OF ENGLISH STUDY PROGRAM UNIVERSITY OF PASIR PENGARAIAN

The purpose of this study is to find out whether there is or no significant effect of using Question-Answer Relationship Strategy on students’ Reading Comprehension at first semester students of English Study Program University of Pasir Pengaraian. This research was experimental research with a control group design. It involved 42 students in the first semester of the English Study Program University of Pasir Pengaraian. The data were collected using multiple-choice tests and two classes as the sample in this research. One class served as an experimental class and the other one as a control class. Both classes will give a pre-test and a post-test.The data was calculated by using Statistical Package for Social Science (SPSS) formula. The data were analyzed by Independent T-test with t-values was 6.156 with sig. p-value is 0.000 compare with t-table 5% (0.05) = 2.021. The finding showed that t-value6.156 ≥ t-table 5% (0.05) = 2.021. It meant the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. It could be concluded that there was a significant effect of using Question Answer Relationship strategy. QARs could improve students reading comprehension and it could be applied in teaching reading comprehension at first semester students of English Study Program University of Pasir Pengaraian

THE USE OF QUESTION ANSWER-RELATIONSHIP (QAR) STRATEGY ON IMPROVING STUDENTS’ READING COMPREHENSION AT SMAN 1 JATITUJUH

Abstract. The objectives of this research are to find out whether or not there is a significant of difference between the Reading Comprehension of the Twelfth Grade Students of SMAN 1 Jatitujuh taught before and after using the Question-Answer Relationship (QAR) strategy. The method in this study was quantitative. The subject of this research is students in XII MIPA 1. The research instrument used by the writer is a test (pre-test and post-test) The result of this research, it was found that of the reading comprehension of the twelfth-grade students of SMAN 1 Jatitujuh before being taught by using QAR strategy was sufficient, the mean is 69.71. Meanwhile of the reading comprehension of the twelfth grade students of SMAN 1 Jatitujuh after being taught by QAR strategy was categorized good, the mean is 85. Moreover, the calculation of the t-count, the score is 11.867 was higher than t-table, score is 2.032 (11.867 > 2.032) in level significance 5%. Based on the result above, it could be concluded that Question Answer Relationship (QAR) strategy could improve reading comprehension of the twelfth grade students of SMAN 1 Jatitujuh. In addition, the subjects also responded positively the implementation of QAR strategy.

THE EFFECTIVENESS OF QUESTION-ANSWER RELATIONSHIP AND ANTICIPATION-REACTION GUIDE STRATEGIES FOR TEACHING READING HORTATORY EXPOSITION TEXTS TO STUDENTS WITH HIGH AND LOW CRITICAL THINKING

This study investigates the effectiveness of Question-Answer Relationship and Anticipation-Reaction Guide strategies for enhancing students’ reading comprehension to students with high and low critical thinking. This study is quantitative research by using experimental factorial design 2x2. The participants of this study were 26 students of XI-IPS1 as the first experimental group and 25 students of XI-IPS 2 as the second experimental group at the Islamic Private Senior High School Sultan Agung 3 Semarang. The findings of this study show that (1) Question-Answer Relationship strategy has better effect for students with high and low critical thinking (2) Question-Answer Relationship and Anticipation-Reaction Guide strategies are equal treated to students with high critical thinking (3) Question-Answer Relationship strategy has better effect to students with low critical thinking (4) the students with high and low critical thinking improve equally treated by Question-Answer Relationship strategy (5) the students with high critical thinking improve better treated by Anticipation-Reaction Guide strategy (6) there is an interaction among teaching strategies, reading comprehension, and their critical thinking. To sum up, there is an interaction among teaching strategies, reading comprehension, and students’ critical thinking in teaching reading hortatory exposition texts to students with high and low critical thinking. Keywords: Anticipation-Reaction Guide, High Critical Thinking, Low Critical Thinking, Question-Answer Relationship, Teaching Reading.

IMPROVING STUDENTS’ READING COMPREHENSION THROUGH QUESTION ANSWER RELATIONSHIP STRATEGY (QARS)

This research was intended to find out the empirical evidence of the influence the (QARS) Question Answer Relationship strategy on student reading comprehension ability in reading comprehension explanation text. The research used quantitative method with quasi experimental design This research was used purposive sampling with the research sample totally 20 students with classified into two classes, namely experimental group and control group, the population of this research was eight grade of SMP YPK Pematangsiantar. The instrument used is reading comprehension test, before giving treatment the student from both classes were give pre-test to know the ability of student reading comprehension in reading explanation text, the test consists 10 multiple choice question.at the end of treatment the student given post-test the data from both tests were analyzed by using mean to measure the score of student the result of mean score of pre-test reveal a significant improvement between pre-test and post-test. In the pre-test the experimental group got 61 while the control group 66 in post-test

The Use of Question Answer Relationship (QAR) Strategy to Improve the Eighth Grade Students’ Reading Comprehension Achievement at Junior High School

This research was aimed at improving the eighth-grade students’ reading achievement and their participation during teaching-learning proses using the QAR Strategy. This research applied CAR design with grade eight students of secondary school as the research participants. The data were analyzed using descriptive statistic to know how students’ reading comprehension achievement and the students’ participation could get improvedafter being taught using QAR strategy. This research was conducted in 1 cycle. The result of this research shows that the use of the QAR Strategy could improve the students’ reading comprehension achievement and the students’ participation during the teaching and learning process.

The Effect of Question Answer Relationship (QAR) Strategy in Enhancing Students’ Reading Comprehension

The aim of this study was to find out the effect of Question Answer Relationship (QAR) strategy in increasing students’ reading comprehension. The method used in this research was quasi experimental design. The sample of this study was 30 students of X hospitality accommodation, selected by using the purposive sampling method. They were divided into two classes, 15 students as experimental class who were taught using Question Answer Relationship Strategy and 15 others as control classes who were not taught by using QAR Strategy. In collecting data, the researchers provide tests twice, namely pre-test and post-test. Before conducting the post-test the, researcher gave three treatments in the experimental and control classes with different teaching. The instrument used in this study was 20 multiple choice questions about narrative texts that had been declared valid. The data obtained from pre-test and post-test were analyzed by using t-test. The result of the t-table was 1.76 and the result of the t-test was 2.690. It revealed that the t-test is bigger than the t-table (2.690> 1.76). Therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. In brief, QAR Relationship Strategy can be one of effective ways in teaching reading for tenth grade students of SMK Yadika Model Lubuk Linggau.

Teaching Reading Comprehension Through Question Answer Relationship Strategy To The Second Semester Students of Midwifery College of Andi Makkasau Parepare

RASDA RAHIM, 2018. Teaching Reading Comprehension Through Question Answer Relationship Strategy To The Second Semester Students of Midwifery College ofAndiMakkasauParepare.(Supervised by BasoJabu and Rafi’ahNur).
 The purpose of this research was to investigate whether or not the reading ability of the second semester students of Midwifery College of Andi Makkasau Parepare can be improved through Question Answer Relationship strategy.
 This research used a quasi-experimental. The subject of this research was the second-semester students of Midwifery College of Andi Makkasau Parepare. There were two classes, class B as an experimental group treated through QAR reading strategy and class A as a control group treated through 321 reading strategy. It utilized total sampling technique. The participant of each group was 40 students. The instrument used in this research was a multiple-choice reading test. The data obtained through the test were analyzed quantitatively by using t-test formula.
 The research reveals that there is a significant difference between students’ reading comprehension after being taught through QAR reading strategy. It is proved by the data analysis. It is shows that the mean score of posttest is higher than the mean score of pretest (76 > 53). Besides the mean score, there was also the result of t-test to examine the research hypothesis. Based on the result data analysis, the t-score value higher than the t-table (5.371701>1,668). It is indicates that there is significance improvement of students’ reading comprehension literally, inferentially and critically after the treatment. It proves the research hypothesis that the reading comprehension ability of the second semester students of the Midwifery College of Andi Makkasau Parepare can be improved significantly through QAR reading strategy.

IMPROVING STUDENTS’ READING COMPREHENSION ON RECOUNT TEXT THROUGH QUESTION ANSWER RELATIONSHIP STRATEGY (QAR)

This research aims to improve students reading comprehension on recounttext by using Question Answer Relationship (QAR) strategy. This researchis a classroom action research which was conducted in three cycles. Theparticipants of this research consist of the teacher and the students in classX IIS 3 of SMAN 1 Sungai Raya. The researcher collected the data ofstudents improvement in reading comprehension by observing the datathrough reading test, observation checklist, field note and self-assessmentforms. The result showed that students problems in comprehending recounttext had been solved by using QAR strategy. Right There and Think andSearch question improved students understanding of generic structure andlanguage features of recount text. The mean score of students readingcomprehension enhanced in each cycle. In the first cycle, the students meanscore was 57.2, it increased to 68.8 in the second cycle, and 82 in the thirdcycle. In other words, Question Answer Relationship (QAR) strategyimproved students reading comprehension of recount text.

Improving students’ reading comprehension through question answer relationship (QAR) strategy at the first grade on SMAN 3 Kotabumi

The aims of this research are to find out whether there is a significant difference of students’ reading comprehension at the first grade of SMAN 3 Kotabumi before and after the implementation of QAR strategy and to investigate which aspect of reading comprehension improves the most after the implementation of QAR strategy. This research was a quantitative research which used a one group pre-test and post-test design. This research was conducted on January 17th to February 21st 2020 in which the population was the first grade of SMAN 3 Kotabumi. The sample of this research was class X MIPA 4 which consisted of 30 students. The data was analyzed by using Repeated Measure T-Test in which the criteria of accepted hypothesis were p < 0.05, and t-value > t-table. The result of this research showed that there was a significant difference of students’ reading comprehension after the implementation of QAR strategy. It can be seen from the students’ mean scores of pre-test and post-test which improves from 63.44 to 71.22 in which the gain was 7.78. The statistical analysis also revealed that t-value was higher than t-table (19.341 > 2.04523) with the significant level of 0.000. Besides that, the researcher also finds that making inference the aspect of reading comprehension which improves the most and the lowest was understanding vocabulary. It can be concluded that QAR strategy can be applied to improve students’ reading comprehension ability and all aspects of reading comprehension can be integrated using QAR strategy.

IMPLEMENTING QUESTION-ANSWER RELATIONSHIPS (QAR) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION SKILL

<p>This action research was conducted to highlight how far the improvement of students’ reading comprehension skill after being treated by implementing QAR strategy and to find out the advantages when QAR is implemented in teaching reading comprehension. The research was organized at SMA Negeri 1 Rangkasbitung, Lebak - Banten. The subject of the research was the eleventh grade students, class IPS<sup>3</sup>. The design of it was an action research by covering three cycles, and every cycle consists of five meetings. Planning, acting, observing, and reflecting were implemented in every cycle to get a clear data. The research applied two sorts of data collecting: qualitative and quantitative data. Observation, recording, and interview were conducted to obtain qualitative data, while the quantitative data was gained through test. The research finding reflected that implementing Question-Answer Relationship (QAR) Strategy can help students in comprehending the text while answering the questions. The students were able to categorize the questions as well to avoid spending too much time while finding the answer. The implementation of QAR Strategy in teaching-learning process was getting better cycle to cycle, the students were energetic, active, enthusiastic, and felt much more confident to take a part in reading learning activity eventually. It showed that teacher’s teaching strategy had positive impact to students’ reading comprehension, and could arouse students’ motivation and participation as well to learn which greatly influenced their reading comprehension skill. It is helpful for teacher as a framework for directing questioning activities and comprehension instruction in pre-, while-, and post-reading. Implementing QAR in reading comprehension can ensure that it does not only focus on lower-level skills and question but in high level as well and it can motivate students to think critically and creatively. Considering QAR is helpful and beneficial for both teacher and students, the institution may implement QAR for any grades and school subjects in order to make students familiar with higher-level question. Therefore, it will be no longer difficult to comprehend the text for students who have been treated by implementing QAR.</p>

THE EFFECTS OF QUESTION-ANSWER RELATIONSHIP STRATEGY ON EFL HIGH SCHOOL STUDENTS’ READING COMPREHENSION

This paper reports the effects of the question-answer relationship strategy (QARS) on English as a foreign language (EFL) high school students’ reading comprehension and their perceptions of implementing this reading strategy. An experimental study was conducted with 50 tenth-grade students in a district high school in Can Tho City. The data were collected from the pretest and posttest, questionnaire, and interviews. The findings show that the QARS had positive effects on students’ reading comprehension and that students had positive perceptions of implementing this reading strategy. The findings of this research add to the contemporary literature the value of using the QARS to promote student learning reading. Article visualizations:

QAR: Strategy implementation for reading comprehension of recount texts

The objective of this research is to find out whether QAR strategy is effective in reading comprehension of recount text. This research uses experimental research design. This research took place at Madrasah Tsanawiyah Negeri Model Banda Aceh. A second grade class was chosen as the research sample, which consisted of 36 students. The research instrument used to gather the data was a set of essay tests, which were divided to pre-test and post-test. The result of the research was analyzed by using paired t-test formula. The calculation result shows that the observed t value is less than t lower critical vaue in the t distribution table (-5.624 2.030) at the 0.05 level of significance with 35 degree of freedom. It means that null hypothesis (H0) is rejected, which proves that Question Answer Relationship strategy effectively improves the second grade students’ reading comprehension of recount text.

Improving students’reading ability by using question-answer relationship

QAR (Question- Answer Relationship) strategy is a teaching strategy which asks the students to read narrative text and classify question and answer it into each of QAR categories. The objective of this research is to determine whether or not Question Answer Relationship Strategy can improve reading ability of the second semester students of Universitas PGRI Madiun. This research is classroom action research consisting of two cycles. Each cycle consists of four steps. They are planning, action, observation and reflection. The result of this research shows that the students’ reading ability is increase. It can be proven from the mean score of cycle one is 70.56 and cycle two is 75,83. The researcher also found that QAR helps the students to understand the text. The students are interested in answering the question based on the text, are motivated to read the text, and feel not bored in teaching reading process

QAR : A Reading Strategy To Enhance Non-English Department Students Reading Skill

Question Answer Relationship (QAR) strategy is a teaching strategy in teaching reading comprehension. By applying the strategy, teacher can assist the students to comprehend a reading text easier though they have a limit vocabulary. This strategy allows students to comprehend the text by relating the questions and the answers that can be classified into two big categories, in the text” and “in my head. At the end of the teaching learning process, students are supposed to be creative in comprehending a text using the QAR strategy. By implementing the strategy, the students are expected to extend the reading materials and continue to read more written materialsKeywords: Question Answer Relationship (QAR), Reading Skill

QAR 전략이 초등학교 5학년 학생의 과학적 태도에 미치는 영향

본 연구의 목적은 자기질문전략 중 QAR(Question-Answer-Relationship) 전략을 적용한 과학수업이 학습유형에 따라 초등학교 5학년 학생들의 과학적 태도에 어떠한 영향을 미치는지를 알아보는 것이다. 따라서 연구대상은 초등학교 5학년 4개 학급 97명을 대상으로 실험집단 49명과 비교집단 48명을 선정하였다. 수업실시 전과 후, 각 집단을 대상으로 검사를 실시하여 자기질문전략이 과학적 태도에 미치는 영향을 알아보았다. 또한 실험집단 학생을 대상으로 Kolb의 자기보고식 학습유형 검사를 실시하여 학습유형에 따른 과학적 태도의 변화를 비교 분석 하였다. 연구결과는 다음과 같다. 이 연구에서 밝혀진 결과는 다음과 같다. 첫째, 과학적 태도에 있어 수업 실시 후 실험집단과 비교집단 사이에 유의미한 차이가 있었다. 둘째, 실험집단의 학습유형을 분류한 결과 적응자(46.9%), 수렴자(24.5%), 분산자(20.4%), 융합자(8.2%) 순이었다. 자기질문전략을 적용한 수업 후 과학적 태도에 있어 학습유형 집단 간에는 통계적인 유의미한 차이를 보이지 않았으나 학습유형 중 융합자 보다는 적응자, 수렴자, 분산자의 과학적 태도에 더 긍정적인 영향을 끼쳤다. The purpose of this study is to examine the effects of applying the Question-Answer Relationship (QAR)strategy on the attitude toward science of the elementary fifth grade students whose learning styles have beenidentified. The population of the study constitutes the total of 97 elementary fifth grade students who wereassigned into a comparison (n=48) or experimental group (n=49). To understandhow the QAR strategy potentially influencedscientific attitude, both groups were surveyedin the areas of scientific attitude before and after the experiment. TheKolb's Test was used to identifythe students' learning stylein the experimental group. According tothe learners' learning style, the results have been compared and analyzed. The results of this study are as follows:First, the findings revealed a significant difference in the experimental group students' attitude toward sciencecompared to the comparison group. Second, four learning styles were identified among the studentsin theexperimental group: a) Accommodators (46.9%), b) Convergers (24.5%), c) Divergers (20.4%), and d) Assimilator (8.2%). Following the data analysis, there was no meaningful statistical difference between four groups oflearning styles with respect to their scientific attitude.Applyingthe QAR strategy in a science class seemed toimprove the accommodators, convergers, and divergers' scientific attitude positively.

SCAFFOLDING STUDENTS’ INTERACTION WITH TEXTS USING QAR STRATEGY

The teaching of reading as a foreign language (EFL reading) in Indonesia aims at enabling students to read and comprehend texts and other materials written in English. Due to the importance and lack of reading skills of students, this study was conducted to overcome the students’ difficulties in reading comprehension and encourage students to actively participate in the teaching-learning process through Question-Answer Relationship (QAR) strategy. The findings of the research, taken at Kanjuruhan University of Malang, showed that QAR strategy was worthy to improve the students’ reading skills, especially critical and scanning skills, and activate students to participate in the teaching-learning process of reading.