The Effect of Survey, Question, Read, Recite, and Review (SQ3R): Method and Learning Motivation of Achievement in Learning Indonesian Language

This study aims at examining the effect of SQ3R reading methods and student achievement, learning motivation and student achievement, as well as the influence of reading method SQ3R and learning motivation on the 5th-Grade students’ achievement in learning the Indonesian language at elementary schools regional III district of Langgudu, Bima. The population of this research is the 5th-grade students at elementary schools of Regional III, district of Langgudu, Bima. In terms of sampling, this study used purposive sampling technique by considering the purpose and certain considerations. In collecting data, this study distributed questionnaire related to an SQ3R reading method and student learning motivation and gave the test to examine students’ learning achievement. The data were analyzed by using: descriptive statistics including SQ3R reading method data and students' learning motivation; then using inferential statistics including multiple regression, multiple correlation significance tests (F test), partial test and then multiple correlation calculations. Based on the results of the descriptive statistical analysis, it is found that the percentage of reading method SQ3R is 37.7% and student learning motivation is 44.2%. Multiple regression equations between reading method of SQ3R and student's learning motivation to student achievement is Y = 20,606 + 0,343X1 + 0,549 X2 and value of significance obtained 72,167 is less than ? = 0,05; hence, there is significant influence on reading method SQ3R and motivation to learn on 5th-grade students’ achievement in learning Indonesian language at elementary schools, in Regional III district of Langgudu, Bima. Based on multiple correlation analysis, it shows obvious influence of variable of reading method SQ3R and motivation learn on student achievement that can be shown by the amount of plural coefficient (1,992) with r = 0,813 significant at ? = 0,05, df = 75, and with coefficient determination (0,652 or 65,2 %). It indicates that the value of student achievement variable can be explained by the variable value of reading method SQ3R and learning motivation