Improving Reading Comprehension of Eleven Graders of MAN 3 Malang through SQ3R Strategy

This study was conducted on the basis of the preliminary study in MAN 3 Malang in which the researcher found that 54.3% of the eleven graders of IPA II had lack ability in understanding the text. Their reading comprehension scores and the class mean in the pre-test were below the passing grade of 7 which was 6.03. As an attempt to overcome the students’ difficulty in reading comprehension, the researcher implemented SQ3R strategy (survey, question, read, review, and recite). This study took the design of class action research because it aimed at improving the existing condition. In carrying out this study, the researcher acted as the teacher and the English teacher of MAN 3 Malang acted as the observer. The study was carried out in two cycles containing of four steps i.e. planning, implementing, observing, and reflecting. The subjects of the study were 35 eleven graders of IPA II of MAN 3 Malang in the academic year 2007/2008. The data were collected through two research instruments: observation sheet and reading comprehension tests. All the data were analyzed, and the result of the analysis was compared to the criteria of success defined in this study to see whether or not they were achieved. The findings showed that the SQ3R strategy could improve the students’ achievement in reading comprehension. First, the numbers of the students who obtained the score of higher than or equal to 7 has increased from 32 students (91.4 %) in cycle 1 to 34 students (97%) in cycle 2. Second, the mean of the students’ scores in reading comprehension also improved from 6.03 in the pretest to 7.9 in cycle 1 and 8.3 in cycle 2. Third, the number of the students who made improvement of at least 0.5 point in their reading comprehension increased from 24 students (68.6%) in cycle 1 to 26 students (74.3%) in cycle 2. It was also found that having an observer during the teaching and learning process of reading comprehension using SQ3R strategy was very beneficial and helpful since the researcher has to focus on implementing the strategy. Another is that the implementation of SQ3R strategy in teaching and learning of reading comprehension needed more time and energy since it has many steps to do. Based on the findings above, some suggestions can be proposed for English teachers and other researchers. For the English teachers, it is suggested that they implement SQ3R strategy to improve the students’ reading comprehension achievement. They should make a good preparation before implementing SQ3R strategy. They are also suggested to keep giving help and guidance during the implementation of SQ3R strategy, and give a clear instruction to the students in every step of SQ3R to avoid misunderstanding on the instruction given. For the next researchers, it is suggested that they conduct the similar study ii in different levels with different types of text in a similar problem to see whether SQ3R strategy also applicable and effective to improve the students’ reading comprehension achievement