Question Answer Relationship Research Articles

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>

PERBANDINGAN KEEFEKTIFAN TEKNIK RENCANA PRABACA DAN TEKNIK HUBUNGAN TANYA-JAWAB DALAM PEMAHAMAN BACAAN

(Title: Comparing the Effectiveness of Pre-Reading Plan (Prep) and Question-Answer Relationship (Qar) on The Reading Comprehension). This research aimed to find out which technique was the more effective among the Pre-Reading Plan (PreP), Question-Answer Relationship (QAR), and conventional technique in the reading comprehension. This research was quasi-experimental with pretest-posttest control group design. The population was all of the students of Grade VII Imogiri 3 JHS. The determination of sample using random sampling and was selected Grade VIIB as the experimental group 1 (PReP), Grade VIID as the experimental group 2 (QAR), and Grade VIIC as the control group (conventional technique). The instrument is a multiple choice test of reading comprehension based on reading standards of PISA 2015. Data were analyzed using one way ANOVA test and continued with Post Hoc Scheffe test with significance level of 0.05. The results of this study indicate PReP more effective than QAR and conventional techniques in the reading comprehension. Keywords: Pre-Reading Plan, Question-Answer Relationship, reading comprehension.

AN ANALYSIS OF TEACHER STRATEGIES IN TEACHING READING AT THE FIRST YEARS STUDENTS OF SMK 2 GERUNG IN ACADEMIC YEAR 2016/2017

This study is aimed to find out teachers strategies in teaching reading at SMK 2 Gerung West Lombok. It was conducted to get detailed information about the strategies used by teachers in teaching reading comprehension. This study employed a qualitative research design which is included as a case study using two data collection techniques; observation and interview. The object of this study was the teacher for the first year. Interviews were used to support the data gathered from classroom observation. All of the data were analyzed by using three major phases of analyses: data reduction, data display, and conclusion drawing and verification. This study revealed that the teachers used three strategies in teaching reading at SMK 2 Gerung West Lombok, the first is Memorizing strategy where the students must memorize five vocabularies every meeting. Secondly is Question Answer Relationship. This strategy used by the teacher to know the students understand or not. The third strategy is Game this strategy used by the teacher to motivate students in teaching reading process.

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:

AN ANALYSIS ON THE ENGLISH TEACHERS STRATEGIES IN TEACHING READING COMPREHENSION AT THE SECOND GRADE OF JUNIOR HIGH SCHOOL 1 OF WONOMULYO

The research problems of this research, what were the strategies of English teacher in teaching reading comprehension at the Second Grade of Junior High School 1 of Wonomulyo and how the implement of English teacher’ strategies in teaching reading comprehension at the Second Grade of Junior High School 1 of Wonomulyo? The method of this research was qualitative reseacrh. The subject of this research was English teacher in Junior High School 1 of Wonomulyo. The instrument of this research were observation ceklist and interview. The result of the research found that two strategies that the teacher used, Scaffolding and QARs ( Question Answer Relationship). Scaffolding strategy student can develop about idea which readable by the student. QARs ( Question Answer Relationship), the teacher able to know how far their students understand what the teacher has given to them. And the teacher able to know how far understanding of the student doing the task after read the text that has been given and the students guided to more focus on the text and understand what the content of the text.

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.

Two for One: Using QAR to Increase Reading Comprehension and Improve Test Scores

AbstractThis teaching tip describes an intervention used in a third‐grade classroom implemented to help students pass an end‐of‐grade reading comprehension test. Low scores on a practice end‐of‐grade comprehension test prompted a re‐examination of classroom reading instruction and a plan for intervention. This teaching tip describes the phases implemented over an eight‐week period to add the Question Answer Relationship (QAR) strategy to students’ reader's toolboxes to increase comprehension and improve test scores. Most student scores on end‐of‐grade test increased after this intervention, which supports the use of QAR to improve test scores while furthering literacy development.

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.

The Effect of Numbered Head Together and Question Answer Relationship Techniques on Students' Reading Comprehension : a Comparative Study

The objectives of the study was, first, to investigate whether there is a significant effect of numbered head together and question answer relationship technique on students’ reading comprehension; second to compare the effect of NHT and that of QAR on reading comprehension. Conducted at the eighth grade students of MTs Birrul Walidain NW Rensing in the school year of 2012-2013, this study used posttest only control group design. The sample used was obtained by cluster random sampling technique. The total number of sample was 66 students, divided into three groups; NHT,QAR and conventional technique groups. The study involved 6 sessions of treatment and at the end of the treatments, a reading comprehension posttest was conducted . The data were analyzed by using descriptive statistics and inferential statistics, namely One way Anova and T-Scheffe. The study found that first, there is a significant difference in reading comprehension among students who are treated using NHT,QAR and those treated using the conventional reading technique. Second, there is a significant difference in reading comprehension between students who are treated using NHT technique and those treated using the conventional reading technique. Third, there is a significant difference in reading comprehension between students who are treated using QAR technique and those treated using the conventional reading technique. Fourth, there is no significant difference in reading comprehension between students who are treated using NHT and those treated using QAR technique. In conclusion NHT is likely higher in effectiveness than the other techniques in improving the reading comprehension. keyword : Numbered Head Together, Question Answer Relationship Techniques, Conventional Reading Technique and reading comprehension

Comparing Effect of 'Summarizing', 'Question-Answer Relationship', and 'Syntactic Structure Identification' on the Reading Comprehension of Iranian EFL students

This study aimed at comparing the effects of 'question-answer relationship strategy', 'summarizing', and 'syntactic structure identification training'on the reading comprehension of Iranian EFL learners. The participants were sixty (34 women and 26 men) intermediate students who answered an English reading comprehension test consisting of three reading passages as the pretest. During the treatment, the students in the first group were supposed to summarize the passages. The subjects in the second group familiarized with the syntactic structure identification strategy and the ones in the third group were taught the question-answer relationship strategy. At the end of the treatment, an English reading comprehension test similar to the pretest was administered to the groups as a posttest. The results suggested that there is statistically significant difference between the reading comprehension abilities of the three classes. Furthermore the use of QAR strategy led to better comprehension of reading texts with syntactic structure training and summarizing between which there was no significant difference.

Evaluation of questions in general chemistry textbooks according to the form of the questions and the Question-Answer Relationship (QAR): the case of intra- and intermolecular chemical bonding

One way of checking tο what extent instructional textbooks achieve their aim is to evaluate the questions they contain. In this work, we analyze the questions that are included in the chapters on chemical bonding of ten general chemistry textbooks. We study separately the questions on intra- and on intermolecular bonding, with the former outnumbering the latter by far. Two aspects of the questions are examined: their form (closed or open type, including their various forms), and the kind of knowledge they test (declarative or procedural knowledge). Questions were further partitioned into four categories, following Pearson and Johnson's and Raphael's schemes of Question-Answer Relationship (QAR) in which: (1) text-centered questions are divided into (a) 'precisely there', and (b) 'think and search'; and (2) cognition-centered questions that are divided into 'you and the author' and 'on your own'. The following conclusions were drawn: closed-type questions outnumber by far the open-type ones, and are mainly of the 'short answer' category; the majority test for declarative knowledge, with fewer questions testing for procedural knowledge; there was complete lack of metacognitive questions; no questions were found that deal with relevant experimental processes. Implications for textbook authors and teachers are discussed.

A Mingled Yarn : Problematology and Science

My aim, in this article, is to create a backdrop for a new kind of radical theo rizing in science. I see science as about processes not objects; and about ques tioning and communication, not answers and truth. I start with Michel Meyer's idea that science is, at root, a problem-solving process. In order to understand and explain the workings of science, I introduce a model which encapsulates this idea on both the language and structure of science. Meyer's1 conception of reason was based on the idea that questioning is the fundamental reality of the human mind. Science is viewed, in this scenario, as what we describe when nature is exposed to our method of questioning. Meyer's aim is to show that scientific activity is a questioning process; from the research process, which involves attacking and trying to solve problems, to the concept and concepts of science, which are essentially rooted in a 'problematological' view of language. This view leads Meyer to ask: How in science do we make the transition from question to answer? And how does questioning work in science? The basis of Meyer's philosophy of meaning—what he terms 'prob lematology'—is the question-answer relationship. Rather than seeing science and scientific theories as static networks of inert statements, science in Meyer's eyes embodies a dynamic role as a questioning process. In describing science in terms of a questioning process, one can ask: How is this research process carried out? And in what sense is it 'questioning' ? I will try to set out certain characteristic stages in scientific research and indicate how the interrogative nature of science is evident. I make no claims that this description is complete, but I think it will be recognizable to most scientists.

Maintenance and generalization of QAR reading comprehension strategies

Abstract This study examined the extent to which children were able to maintain question answering skills with character‐focused reading passages (i.e., narratives) after receiving QAR (Question Answer Relationship) instruction. A second aim was to determine whether these children could maintain their level of answering skill when fact‐focused (i.e., expository) reading passages were introduced. Thirty‐four fourth grade students participated in QAR training that involved four question types (i.e., two text‐explicit, one text‐implicit, and one knowledge‐based). During training, only character‐focused reading passages were presented. After entering fifth grade, students' answering skills were assessed with both character‐focused and fact‐focused passages. Results showed good maintenance with the two text‐explicit questions but variable maintenance with text‐implicit questions. No training effects were seen with the knowledge‐based questions. Students demonstrated an ability to answer questions based on fact...

Using the Question-Answer Relationship Strategy to Improve Students' Reading of Mathematics Texts

We expect that you answered yes to both of these questions, and we expect that you were able to answer the questions about the blugy chinzels. The reason you-and your students-are able to answer these questions so easily (and without necessarily comprehending) is that the answer to each of these questions is found in one sentence, and the words from the question match with words in the sentence. Although you may never have labeled it thus, this type of question-answer relationship is called Right There and is the first of four Question-Answer Relationship (QAR) types

Increasing Students' Awareness of Sources of Information for Answering Questions

The ubiquity of oral and written questions in classrooms and reading tasks has been well established. It is obvious that students’ background knowledge is a primary determinant of how well they can answer comprehension-promoting or assessment-oriented questions. Less obvious is the need to access appropriate sources of information used in answering questions. A training study was conducted with 59 sixth grade students of high, average, and low reading ability levels, instructing half of students in each ability level in the relationship of a question, the text to which the question refers, and the reader’s knowledge base. Repeated measures multivariate analyses of variance on two passages indicate that the training enhanced students’ understanding of task demands of questions and their answer quality as measured by (a) their ability to correctly identify the question-answer relationship represented, (b) their consistency in providing an answer from the source of information they had indicated they were using, and (c) the quality of their answers. The training appeared to be most facilitative for those of average and lower ability levels, consistent with similar findings in other studies that trained cognitive skills. Knowledge of sources of information may be fundamental to students’ ability to access appropriate information for answering comprehensive questions.

Increasing Students’ Awareness of Sources of Information for Answering Questions

The ubiquity of oral and written questions in classrooms and reading tasks has been well established. It is obvious that students’ background knowledge is a primary determinant of how well they can answer comprehension-promoting or assessment-oriented questions. Less obvious is the need to access appropriate sources of information used in answering questions. A training study was conducted with 59 sixth grade students of high, average, and low reading ability levels, instructing half of students in each ability level in the relationship of a question, the text to which the question refers, and the reader’s knowledge base. Repeated measures multivariate analyses of variance on two passages indicate that the training enhanced students’ understanding of task demands of questions and their answer quality as measured by (a) their ability to correctly identify the question-answer relationship represented, (b) their consistency in providing an answer from the source of information they had indicated they were using, and (c) the quality of their answers. The training appeared to be most facilitative for those of average and lower ability levels, consistent with similar findings in other studies that trained cognitive skills. Knowledge of sources of information may be fundamental to students’ ability to access appropriate information for answering comprehensive questions.