IMPLEMENTING SQ3R TO IMPROVE READING COMPREHENSION AMONG HIGH SCHOOL STUDENTS IN INDONESIA
English
Keywords:
Reading strategies, SQ3R Techniques, news text, Indonesian classroomAbstract
Reading comprehension remains a persistent challenge for Indonesian high school students, as evidenced by the country's below-average performance in international assessments like PISA. This issue is particularly evident in understanding news item texts, which require critical thinking and text-structure awareness. The present study investigates the effectiveness of the SQ3R technique—Survey, Question, Read, Recite, and Review—in improving students' comprehension of news item texts. Using a pre-test and post-test design with 34 Grade XI students, the results revealed a significant improvement in comprehension, with mean scores increasing from 61.47 to 81.91. The t-test analysis indicated a statistically significant difference (p < 0.05), confirming the effectiveness of the technique. The findings underscore the potential of SQ3R in enhancing comprehension through structured, sequential reading stages. Recommendations include integrating SQ3R into reading curricula and providing additional support for students struggling with text structure and vocabulary.
References
References
Abalkheel, A., & Shen, Z. (2024). Discourse Analysis Techniques: A Critical Tool for Reading Comprehension (Vol. 48). https://powertechjournal.com
Al-Moteri, M., Alqarni, I. R., Elryah, A. A. E. I., Plummer, V., & Almalki, M. (2024). The sustainability effects of two reading interventions on Saudi nursing students’ comprehension of scientific research. PLoS ONE, 19(10 October). https://doi.org/10.1371/journal.pone.0309898
Ariatna, & Ellis, R. (2024). Mentoring task-based language teaching as an innovation in an Indonesian secondary school. Language Teaching for Young Learners. https://api.semanticscholar.org/CorpusID:274262652
Asher, A. D. (2024). Approaches for Improving Validity in Quantitative Research Articles. Portal: Libraries and the Academy, 24, 209–215. https://api.semanticscholar.org/CorpusID:268935351
Bulut, A., & Yıldız, M. (2024). The impact of computer-assisted and direct strategy teaching on reading comprehension. J. Comput. Assist. Learn., 40, 3369–3389. https://api.semanticscholar.org/CorpusID:273121414
Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research.
Dewi, J., Astrid, A., & Ilma, R. (2024). The Effect of Directed Reading Thinking Activity (DRTA) Strategy on Students’ Reading Comprehension. Linguists : Journal of Linguistics and Language Teaching, 9, 44. https://doi.org/10.29300/ling.v9i1.3881
Duffy, G. G., & Roehler, L. R. (1987). Improving reading instruction through the use of responsive elaboration. Reading Teacher, 40(6), 514–520.
Field, S. (2013). Discovering Statistics Using IBM SPSS Statistics. SAGE Publications Ltd.
Grabe, William, Stoller, & Fredricka L. (2013). Teaching and Researching: Reading. Routledge.
Kärbla, T., Uibu, K., & Männamaa, M. (2023a). Short- and long-term effects of a strategy intervention on school students’ text comprehension. Literacy Research and Instruction. https://api.semanticscholar.org/CorpusID:257074629
Kärbla, T., Uibu, K., & Männamaa, M. (2023b). Short- and long-term effects of a strategy intervention on school students’ text comprehension. Literacy Research and Instruction, 63, 1–26. https://doi.org/10.1080/19388071.2023.2167675
King, A. (1992). Facilitating Elaborative Learning Through Guided Student-Generated Questioning. Educational Psychologist, 27(1), 111–126. https://doi.org/10.1207/s15326985ep2701_8
Lestari, M. B., Ahyarudin, D. A., Feriyanti, R., Tanjung, P., Awaliyah, L., Rihatmi, & Margana. (2024). Communicative Practices and Cultural Challenges in Kurikulum Merdeka: The District Teachers’ Voice. EVOLUTIONARY STUDIES IN IMAGINATIVE CULTURE. https://api.semanticscholar.org/CorpusID:273497388
Maier, J., & Richter, T. (2014). Fostering multiple text comprehension: How metacognitive strategies and motivation moderate the text-belief consistency effect. Metacognition and Learning, 9(1), 51–74. https://doi.org/10.1007/s11409-013-9111-x
Mustopa, R. A., Damaianti, V. S., Mulyati, Y., & Anshori, D. S. (2024). Investigating Senior High School Students’ Metacognition in Indonesian Learning Reading Comprehension: Does it Have a Positive Impact? International Journal of Language Education. https://api.semanticscholar.org/CorpusID:271420370
Olifant, F. (2024). Breaking the cycle of poor critical reading comprehension: A strategy-based intervention. Literator, 45. https://doi.org/10.4102/lit.v45i1.2080
Patton, M. Q. (2002). qualitative-research-evaluation-methods-by-michael-patton.
Pressley, M., & Afflerbach, P. (2009). Verbal Protocols of Reading: The Nature of Constructively Responsive Reading. Routledge.
Rahma, R., Andayani, A., & Anindyarini, A. (2024). Teaching reading in digital era: Exploring Indonesian in-service teachers’ perceptions and challenges. Contemporary Educational Technology. https://api.semanticscholar.org/CorpusID:272688189
Snow, C. E. (2002). Reading for Understanding Toward an R & D Program in Reading Comprehension. Distributed by ERIC Clearinghouse.
Sutherland, J., Westbrook, J., Oakhill, J., & Sullivan, S. (2024). An immersive, ‘Faster Read’: a pilot, mixed-method study, developing whole-text reading comprehension and engagement with adolescent struggling readers. Research Papers in Education, 39(5), 774–796. https://doi.org/10.1080/02671522.2023.2238285
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Ade Prasetia Prasetia, Dwiniasih, Nelan Bahar Pradeska
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution - Share Alike 4.0 Internasional License (CC-BY-SA) that allows others to share the work with an acknowledgment of the works' authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.
- Authors should submit the signed copyright transfer agreement form (CTA Form) along with the checked (and corrected proofs).
