SQ3R Strategy Research Articles

Peningkatan Kemampuan Analisis Struktur Teks Berita Siswa Kelas XI TFLM 2 SMKN 5 Surabaya dengan Strategi SQ3R

The purpose is to develop the students of class XI-TFLM 2 of SMK Negeri 5 Surabaya in understanding the structure of news text by using SQ3R technique. The main problem identified is that students are unable to recognize the important elements of news text, such as title, introduction, news content, and conclusion. This research method includes two action cycles using the SQ3R strategy and consists of the following steps: research, questioning, reading, reciting, and reviewing. In Cycle I, this strategy was introduced to improve students' understanding of news text structure, resulting in an increase in students' average score from 55.82 points in the pre-action to 71.06 points. Based on the reflection of Cycle I, it was found that students still had difficulty distinguishing and analyzing the elements of news structure. In the second cycle, they strengthened the SQ3R strategy through group discussions and extensive reading, so that their average score increased to 80.76. These results show that the SQ3R strategy is effective in improving students' news text analysis skills. The improvement of students' ability in analyzing the structure of news texts is reflected in the better results in cycle II, showing the potential of this method as an effective approach in Indonesian language learning. This study recommends a more comprehensive application of the SQ3R strategy to improve news text analysis skills in secondary education.

PENERAPAN STRATEGI SQ3R PADA KETERAMPILAN MEMBACA PEMAHAMAN PESERTA DIDIK KELAS IV UPT SD NEGERI 304 GRESIK

This research is a qualitative descriptive study that aims to describe the implementation, responses of teacher and students and the difficulties exprerienced by students in implementing the SQ3R strategy (Survey, Question, Read, Recite, Review) during the learning process. “The subjects in this study were 25 students of grade IV UPT SD Negeri 304 Gresik. Data collection techniques used in this study were tests, interviews, observations. The results of this student indicate that activities are able to follow the SQ3R even thought the students had not previously learned about the SQ3R Strategy. Students can collect data independently and answer question made by themselves. The difficulties faced by students are asking questions and making conclusions from the contents of the reading text.

Peningkatan Hasil Belajar IPA dengan Strategi SQ3R (Survey, Question, Read, Recite, Review) Siswa Kelas 9.G SMP Negeri 2 Mataram

The purpose of this study was to find out: To find out science learning activities using the SQ3R (Survey, Question, Read, Recite, Review) method for class IX.G students of SMP Negeri 2 Mataram. To find out the increase in science learning outcomes using the SQ3R (Survey, Question, Read, Recite, Review) method for class IX.G students of SMP Negeri 2 Mataram. This research is a Classroom Action Research (CAR), using two cycles through the planning, action, observation, and reflection stages. As subjects in this study were class IX.G students for the 2021/2022 academic year with a total of 35 students, consisting of 16 male students and 19 female students. The results of this study indicate that: The SQ3R (Survey Question Read Recite Review) learning model strategy in science learning in the initial conditions was 68.57 with an average of 80.37 and in the first cycle the students' classical learning mastery was 82.86% with an average score average 83.91. In cycle II the classical student mastery was 100% with an average value of 91.29. Thus the SQ3R (Survey Question Read Recite Review) strategy in learning science can effectively improve student learning outcomes in class VII.I SMP Negeri 2 Mataram in science subjects. Student activity in learning with the SQ3R strategy (Survey Question Read Recite Review) in science learning in cycle I obtained a score of 65.00 with a score of 26 in the good category. In the activities of questions, reciting, presenting the results of group learning and concluding learning outcomes are included in the sufficient category, while the activity of answering questions through group discussions is still in the less category. The deficiencies that existed in cycle I were corrected in cycle II. Acquisition of student activity scores in cycle II increased to 33 in the very good category, with a value of 87.50. In cycle II students were able to carry out SQ3R (Survey Question Read Recite Review) activities in science learning well. Teacher activity in science learning with the SQ3R strategy (Survey Question Read Recite Review) in cycle I was 68.57% (fairly good category) and experienced an increase in cycle II of 85.71% (very good category).

SQ3R STRATEGY IN TEACHING READING

This research was aimed: To find out significant effect of using SQ3R in teaching reading at the eighth-grade students of SMPN 1 Buer. The kind of this research was quantitative research. The sample of this research was the eighth-grade students of SMPN 1 Buer that consist of 60 students. The instrument of collecting data used test which was 25 multiple choice items. In this research, the researcher gave a treatment and prepared a test in form of multiple choices to look for the effect of using SQ3R strategy. The result of the data analysis indicated that the students of SMPN 1 Buer attained high score on the post test for experimental group who were treated by using SQ3R strategy. It was provable that t-test was higher than t-table, which was the value of t-test was 1.733 and t-table in df 0.05 was 1.671. It means that the use of SQ3R strategy gave a significant effect in teaching reading at the eighth-grade students of SMPN 1 Buer. It was proven by the lowest and highest score in pre-test for experimental group, they were 28 and 60 and posttest were 32 and 72. For the control group in the pre-test gained the lowest and the highest score were 28 and 60 and posttest in lowest and highest scores were 28 and 60. Then, the result of hypothesis testing that the alternative hypothesis was accepted. In other words that teaching reading using SQ3R strategy at the eighth-grade students of SMPN 1

A Comparison of Directed Reading Thinking Activity (DRTA) and Survey, Question, Read, Recite, and Reviews (SQ3R) Strategy to Improve Reading Comprehension Achievement of Indonesian Junior High School Students

The objectives of the research were to investigate whether there was a statistically significant difference of the students’ reading comprehension achievement after the implementation of DRTA strategy and SQ3R strategy. Furthermore, the approach used in this research was quantitative. The subjects were 32 students for DRTA group and 31 students for SQ3R group of Junior High school 9 Bandar Lampung. The reading tests were used as the research instrument. In addition, the data were analyzed by using Repeated Measure t-test. The result showed that there was a statically significant difference of students’ reading comprehension with the significant level 0.05. From the result, it is suggested that SQ3R strategy can facilitate students better to improve their achievement in reading comprehension. Keywords: reading comprehension, DRTA strategy,SQ3R strategy.

The Effect of KWL and SQ3R Strategies on Developing Reading Comprehension Skills Among Eighth Graders in Gaza

The current study aimed at investigating the effect of KWL and SQ3R strategies on Palestinian eighth graders' reading comprehension skills. To achieve the study goals, the researcher adopted the experimental approach on a sample of (119) female students from Al-Kuwait Secondary School at Rafah governorate for the academic year 2019-2020. The participants were divided into three equivalent groups. The researcher used a pre and post reading comprehension test to achieve the aims of the study. Results revealed there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the first experimental group and the control group in favor of the first experimental group that learns by KWL strategy. Additionally, the study results showed that there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the second experimental group and the control group in favor of the second experimental group that learns by SQ3R strategy. Also, the study results revealed that there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the first and second experimental groups in favor of the first experimental group. In the light of these results, the researcher introduced some recommendations such as designing some training courses for teachers to encourage them to use these strategies.

The Effect of KWL and SQ3R Strategies on Developing Reading Comprehension Skills Among Eighth Graders in Gaza

The current study aimed at investigating the effect of KWL and SQ3R strategies on Palestinian eighth graders' reading comprehension skills. To achieve the study goals, the researcher adopted the experimental approach on a sample of (119) female students from Al-Kuwait Secondary School at Rafah governorate for the academic year 2019-2020. The participants were divided into three equivalent groups. The researcher used a pre and post reading comprehension test to achieve the aims of the study. Results revealed there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the first experimental group and the control group in favor of the first experimental group that learns by KWL strategy. Additionally, the study results showed that there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the second experimental group and the control group in favor of the second experimental group that learns by SQ3R strategy. Also, the study results revealed that there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the first and second experimental groups in favor of the first experimental group. In the light of these results, the researcher introduced some recommendations such as designing some training courses for teachers to encourage them to use these strategies.

IMPROVING STUDENTS READING COMPREHENSION THROUGH “SURVEY, QUESTION, READING, RECITE, REVIEW (SQ3R)” STRATEGY

Abstract. The aims of this study was to find out whether or not of teaching of narrative text through SQ3R Strategy has improve students reading comprehension of X MIPA 1 class of SMA Negeri 4 Sidrap, South Sulawesi, Indonesia. This study used a pre-experimental method that consists pre-test and post-test. The total population is 90 students by taking one class as a sample using the quota sampling technique, namely class X MIPA 1 as a sample. The results of this study indicate the mean score of students’ post-test (76.25) is greater than the pre-test (53.2). This shows a significant difference between students taught by using the SQ3R strategy in teaching reading comprehension of narrative texts. The results in pre-test and post-test that p-value was lower α (0,000 <0.05). This means that H1 is accepted and H0 is rejected. The concluded that teaching reading comprehension by implementation of SQ3R Strategy has influence to improve the students of X MIPA 1 class in SMA Negeri 4 Sidrap, South Sulawesi, Indonesia.

A Conceptual Framework: The Integration of SQ3R in Flipped Classroom Model for Chinese Reading Comprehension

Reading comprehension is one of the important elements in reading skills. Through reading comprehension, students will be able to know the meaning and gain the main information from the reading materials. An effective reading strategy will be a better way to help students understand more about reading. Meanwhile, internet technology is widely used in the education field to promote learning that occurs in the flipped model. This study presents a practical teaching strategy to integrate the SQ3R reading strategy with the help of technology under a new teaching model. Literature reviews on reading comprehension, SQ3R strategy and flipped classroom model are also presented in this paper. This study will employ quantitative approach using surveys technique. Total of 118 year four students from three different primary school in Klang district will be involved in this survey research. A questionnaire and structured interview will be carried out to examine the students’ perception toward the integration of SQ3R in Flipped Classroom Model for Chinese reading comprehension. The primary aim of this study is to promote the Chinese reading comprehension learning process using SQ3R strategy in the flipped classroom teaching model. Through the proposed framework in this study, the SQ3R strategy in the flipped classroom model can be applied in the pedagogical practice. Therefore, this study should be valuable to researchers to present future studies and teachers who wish to improve their teaching methods.

The Impact of SQ3R Strategy in Developing the Accuracy of Receiving Volleyball for Students

The Impact of SQ3R Strategy in Developing the Accuracy of Receiving Volleyball for Students

A COMPARATIVE STUDY OF PQRST AND SQ3R STRATEGIES BASED ON THE TEXT TYPES UPON THE EIGHTH GRADE STUDENTS’ READING COMPETENCY AT SMPN 4 SINGARAJA

This research aimed at investigating whether or not there is a different effect between PQRST and SQ3R strategies based on the text types upon the eighth grade students’ reading competency. This research was an experimental research with 2 X 2 factorial designs. The population was 6 classes (179 students) of grade VIII in SMPN 4 Singaraja in the academic year 2012/2013, in which 4 classes were sample of this research which was assigned into two groups, two classes with 60 students were PQRST strategy group, and two classes with 60 students were SQ3R strategy group determined by using a Multistage Random Sampling. The data were collected through reading comprehension test that were analyzed by using Statistical Two-Way ANOVA. The result shows that, first, FA = 31.533 with the significant value was 0.000 which was less than 0.5, therefore, there is a significance difference between the students who were taught by PQRST strategy than those who were taught by SQ3R strategy. Second, FAB = 2.624 with the significant value was 0.107 which was higher than 0.5, therefore, there is no interactional effect of teaching reading strategies (PQRST and SQ3R) and text types (narrative and recount) on students’ reading competency.

THE EFFECT OF DRTA STRATEGY ON THE STUDENTS' READING COMPREHENSION OF WISNUWARDHANA UNIVERSITY OF MALANG, INDONESIA

The purposes of this study are (1) to examine differences in the ability of students who are taught by using DRTA strategy with students who are taught by SQ3R strategy in understanding the text, (2) to examine the effect of DRTA strategy oni the ability of students in understanding the content of the reading. The design of this study was two pertest group post-test design. In this study, the experimental group and the control group were measured before and after receiving treatment. The Data analysis by using t-test showed that (1) the results of the data analysis for posttest of DRTA and SQ3R strategy was 3.559 with a significance level of 0.001 (0.001<0.05), it can be concluded that there was significant difference between the result of post-test of DRTA strategy with the results of post-test of SQ3R strategy, (2) the results of the pretest and posttest analysis of DRTA strategy was 0.338 (0.038<0.05), it means that there was the influence of DRTA strategy on the students' reading comprehension. Article visualizations:

EFEKTIVITAS PENERAPAN STRATEGI SQ3R DALAM MEMAHAMI TEKS LAPORAN HASIL OBSERVASI PADA SISWA KELAS X SMK PLUS ULUMUL QURAN KUNIR TAHUN PELAJARAN 2019/2020

The ability of students to read comprehension is relatively low, especially in understanding the reading text of the report of observations, so we need a learning innovation that can improve students' ability to read comprehension through the application of the SQ3R strategy. The formulation of the problem in this study are (1) How is the ability to read text comprehension reports on students' observations? (2) What is the ability to read understanding text reports of students' observations after using the SQ3R strategy? (3) Is the application of the SQ3R learning strategy effective in learning to read the text of the observation report? The purpose of this study is (1) to describe the ability of students to read the understanding of the text of the observation report. (2) describe the ability of students to read the text of the observation report after using SQ3R. (3) describe the effectiveness of the use of SQ3R in learning to read the text of the observation report. This study uses the Pre Experiment research method with the One-Group Pretest-Postest design. The results of the study showed that there was an increase in the ability to read comprehension in the text of the student's observation report. This is indicated by an increase in the average reading comprehension value of 15.98 from the average results before the implementation of the SQ3R learning strategy by 55.83 and after the implementation of the SQ3R strategy by 71.81. So that the SQ3R strategy is effectively applied to the learning of reading comprehension of the observation report text.

Improving Reading Comprehension Of The Students Of Economic Department At STIS Nuruddhalam Sumenep Through SQ3R Strategy

This research was conducted to improve the reading comprehension ability of the students of Economic Department at STIS Nuruddhalam, Sumenep through SQ3R strategy. Due to the problem found that the reading comprehension ability of the students to comprehend the text was unsatisfactory. This research employed two –cycle’s classroom action research and implemented in the 20 students of the first semester of the Students of Economic Department STIS Nuruddhalam, Sumenep. The instruments to collect the data were observation sheet, field notes and the reading comprehension test. The result of this research dicated that SQ3R strategy improved the student's reading comprehension ability that can be seen from the student's score in post test through their gain compare with their score in pretest. In cycle I there were 10 out of the students (50%) achieved 10 points greater than their score in pretest. While in cycle II, there were 15 students out of 20 students (75%) achieved 10 points greater than their score in pretest. Besides, the implementation of the SQ3R strategy was successful in improving the students' participation.

فاعلیة استخدام استراتیجیة SQ3R فی تدریس العلوم على التحصیل وتنمیة عملیات العلم الأساسیة لدى طلاب الصف الثالث المتوسط

ملخص عربى : هدفت الدراسة إلى تعرف فاعلية استخدام استراتيجية SQ3Rفي تدريس العلوم على التحصيل وتنمية عمليات العلم الأساسية لدى طلاب الصف الثالث المتوسط بالطائف، ولتحقيق أهداف الدراسة تم استخدام المنهج التجريبي القائم على التصميم شبه التجريبي؛ وذلک لاختبار فروض الدراسة، کما تم إعداد دليل للمعلم والطالب، وبناء اختبار تحصيلي ومقياس عمليات العلم الأساسية، والتحقق من صدقها وثباتها، ثم تطبيقها على مجموعتي الدراسة والتي بلغت (ن= 53) طالبا من طلاب المرحلة الصف الثالث المتوسط، وزعت على مجموعتين تجريبية (26) طالبا، ضابطة (27) طالبا، خلال الفصل الدراسي الأول من العام الدراسي 1439/1440هـ، حيث طبق عليهم اختبار تحصيلي، ومقياس عمليات العلم الأساسية في مادة العلوم، ولقد استخدم الأسلوب الإحصائي المتمثل في تحليل التباين الأحادي المتعدد (MANOVA).وقد توصلت الدراسة إلى وجود فروق داله إحصائيا عند مستوى (α = 0.05) بين متوسطي درجات طلاب المجموعتين التجريبية والضابطة في التطبيق البعدي للاختبار التحصيلي ومستوياته في مادة العلوم، في اتجاه المجموعة التجريبية، ووجود فروق داله إحصائيا عند مستوى (α = 0.05) بين متوسطي طلاب المجموعتين التجريبية والضابطة في التطبيق البعدي لمقياس عمليات العلم الأساسية في مادة العلوم، في اتجاه المجموعة التجريبية. ملخص انجليزى : This study aimed to determine the effectiveness of using SQ3R strategy in science teaching on the achievement and the development of Basic Science Process among Intermediate Stage Students. And in order to achieve the study’ goals it used the experimental method which based on quasi experimental. Also, the manual of student and teacher has been prepared, and the achievement test has been built and measure of Basic Science Process, and the reliability and validity of the study tools have been verified.The test has been applied on the study groups which was (N=53) intermediate Stage Students divided on two groups; Experimental (26 Students) and Controllable (27 Students), where an achievement test has been applied on them, and another measure of Basic Science Process, where MANOVA test has been used as method of variance analysis.The study reached important results from which, where significant differences have been existed at (α = 0.05) among the average grades of the two groups (Experimental & Controllable) in dimensional experiment for the scholar achievement test and its axles with Science course towards the experimental group. Also, significant differences have been existed at (α = 0.05) among the average grades of the two groups (Experimental & Controllable) in dimensional application for measure of Basic Science Process of Science course towards the experimental group.In light of the study results, this study recommends a number of recommendations including:- To Using SQ3R strategy in teaching Science course, as such strategy influences the achievement and development of Basic Educational Operations.- Setting up training courses for sciences teachers to train them on how to implement this strategy.

THE EFFECT OF SQ3R STRATEGY ON STUDENTS’ READING COMPREHENSION

The objective of the study is to investigate the effectiveness of SQ3R strategy on students’ reading comprehension at State Junior High School 2 of Bululawang. The study used quantitative method with quasi-experimental design because there were two different groups for the samples namely experimental and control group and also the researcher gave different treatment for both experimental and control group. For experimental group the researcher taught by using SQ3R strategy while for control group the researcher taught by using skimming-scanning strategy. The researcher took VII A as control group and VIID as experimental group by using flipping coin. The instrument of this study was a reading test conducted twice as a pretest and post-test and the supporting instrument was a questionnaire. The results of hypothesis test showed that significance value was 0.000. So, there was a significance effect of SQ3R strategy on students’ reading comprehension at State Junior High School 2 of Bululawang. In other words, SQ3R strategy was effective and applicable for seventh grade students at State Junior High School 2 of Bululawang specifically on descriptivetext. Indeed, this strategy is recommended for teachers and students in learning English especially in reading skill to increase the students’ reading comprehension and stimulate the students’ activeness during teaching-learning process.&#x0D; Key Words: SQ3R Strategy, English Language Skill, Reading Comprehension.

IMPROVING STUDENTS’ READING COMPREHENSION THROUGH SQ3R (SURVEY, QUESTION, READ, RECITE AND REVIEW) TECHNIQUE

This research entitled “Improving Students’ Reading Comprehension Through SQ3R Technique”. This research has purpose to figure out the use of SQ3R strategy in improving students’ reading comprehension. The population of this research is students of SMA Negeri 1 Cipongkor including eleventh grade of IPS class and IPA class. The number of population is 60 students. The sample of this research is only one class that is IPS class consists 30 students. The quantitative research method is used in this research, and specifically the one group pre-test post-test design as research design. The instrument of this researches is pretest and posttest and the writers also use t-test formula for collecting data. The result of the research shows that tobs is 2.42, the ttable with degrees of freedom (df) 29 and level of significance at 0.05 was 1,69. Based on the data, the t-test result was 2.42, it was higher that t-table (2.42 &gt; 1.69). It means the alternative hypothesis was accepted. According to the data analysis which is collected, it can be concluded that the test is reliable. And the research showed that teaching students’ reading comprehension using SQ3R technique is very useful. That is why, the SQ3R strategy is suitable in improving students’ reading comprehension.Keywords: Reading, Reading Comprehension, SQ3R Strategy

THE ROLE OF SQ3R STRATEGY ON MATHEMATICAL COMMUNICATION ABILITY AND SELF REGULATED LEARNING OF SEVENTH GRADE STUDENT

The study was a pre-test -post test experimental control group design having a goal to examine the role of SQ3R strategy and mathematics prior ability (MPA) on students’ mathematical communication ability (MCA) and self regulated learning (SRL). The study involved 68 seventh grade students, a mathematical communication test, a mathematical SRL scale, and a perception on SQ3R strategy scale. The study found that on MCA, its Gain, and on SRL students getting treatment by SQ3R strategy attained better grades than the grades of students taught by conventional teaching, but the grades of MCA were still at low level, and of SRL the grades were at medium level. The other findings, there was high association between MCA and SRL, and students performed high perception toward SQ3R strategy.

The Effect of Teaching Strategies and Curiosity on Students’ Achievement in Reading Comprehension

The objectives of this study were to find out whether 1) students’ achievement in reading comprehension taught by using INSERT strategy was higher than those taught by using SQ3R strategy, 2) Students’ achievement in reading comprehension having high curiosity was higher than those having low curiosity, 3) there was an interaction between teaching strategies and curiosity on students’ achievement in reading comprehension. Quasi experimental research with factorial design 2 × 2 was used in this study. The total number of sample were 76 persons, with 38 students of each class (experimental and control classes). The first class was treated by using INSERT strategy and the second class was treated by using SQ3R strategy. The students were also divided into two groups based on curiosity, such as high and low curiosity. The data were collected through reading comprehension by using objective test, whereas for aptitude like curiosity, questionaire was used. The data were then analyzed by applying two-way ANOVA at the level of significance at α = 0.05. The data analysis revealed that (1) students’ achievement in reading comprehension taught by using INSERT was higher than those taught by using SQ3R, with Fobs (27.32) &gt; Ftab (3.98), (2) students’ achievement in reading comprehension with high curiosity was higher than those students with low curiosity with Fobs (6.92) &gt; Ftab (3.98), (3) there was an interaction between teaching strategies and students’ curiosity on students’ achievement in reading comprehension with Fobs (15.43) &gt; Ftab (3.98). Tuckey test was then applied to verify the interaction between each sample comparison.

PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS SQ3R DAN WEB PADA MATERI SISTEM PERTAHANAN TUBUH DAN PENGARUHNYA TERHADAP MOTIVASI BELAJAR PESERTA DIDIK DI MAS JEUMALA AMAL LUENG PUTU PIDIE JAYA

The aim of this study is to find out the effect of the development of learning tools through a web-based SQ3R strategy to the improvement of students’ learning motivation in the concept of defense system of the body at class XI of MAS Jeumala Amal of Pidie Jaya (a private Senior High School). The data were collected from April 4th to May 11th, 2016 in the even semester of the school year 2015-2016. A quasi-experimental method is implemented with qualitative and quantitative approach. This study was conducted in four classes. Two classes were chosen for experimental class which consisted of 30 male students of IPA 3 and 30 female students of IPA 6. Meanwhile, two other classes were chosen as control class, they were 30 male students of IPA 1 and 30 female students of IPA 4. The instrument used was learners’ motivation questionnaire. The data were analyzed by using Kruskal-Wallis test with SPSS 17.0 for Windows at significant level of 0.05. The Chi-test results showed that the P-value &lt; critical limit in which learning motivation was 0.000