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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

35

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

37

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.

58

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

59

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.