The Effectiveness of SQ3R Technique on Students’ Reading Achievement on the Eighth Grade students at MTs Miftahul ‘Ula (MTsM) Nglawak Kertosono in Academic 2012/2013.

Suci, Nurmiasih, (2012) The Effectiveness of SQ3R Technique on Students’ Reading Achievement on the Eighth Grade students at MTs Miftahul ‘Ula (MTsM) Nglawak Kertosono in Academic 2012/2013. [ Skripsi ]

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Abstract

Key words: SQ3R Technique, Students’ Reading Achievement. One of the techniques used in teaching reading is SQ3R. SQ3R is a reading strategy that can be used when students are expected to read and remember content material. It is a method for studying text and this strategy has five Steps: Survey, Question, Read, Recite and Review. For survey step, students survey the whole text in order to know roughly what the text tells about. While, for the question step is students will question themselves or create the question by themselves from the reading text that they have just surveyed. They will guess the questions that are commonly asked by the writer and keep the questions in their mind or they can write on a piece of paper the questions that they have created. The next step is that the students should read the text carefully in order to have a good comprehension of the reading text. The fourth step is to recite. In this step, the students should retell the material they have just read in order to have a better understanding. The final step is to review; the writer will ask the student’s to review the reading text in order to have a better overview of what they have learnt. In this last step, the students make conclusions or summaries of the reading text. The formulation of this thesis is: 1) How is students’ reading achievement before being taught by SQ3R technique? 2) How is the students’ reading achievement after being taught by SQ3R technique? 3) Is there any different score between Students’ Reading Achievement before and after teaching using SQ3R technique? The purpose the study is: 1) To find out the students’ reading achievement before taught by SQ3R technique, 2)To find out the students’ reading achievement after taught by SQ3R technique, 3) To find out significant different scores before and after taught by SQ3R technique, The research design was experimental research using quantitative approach. The population is all students of the eighth grade that is 41 students. Here, the researcher uses 21 students from A class as a sample research. The research instrument to collect data is test and to measure the different score before and after taught by using SQ3R technique is using t-test. The result showed that the students’ reading score before being taught by using SQ3R technique was 64. While the score after being taught by using SQ3R technique was 91. The T count was10.254, whereas the T table with significance level 5% was 1.725, T count was greater than T table. It means that the alternative hypothesis (Ha) is accepted. So, there is significant effect of using SQ3R technique in teaching reading to the Eighth Graders Students at MTs Miftahul ‘Ula Kertosono. Whereas, the Null Hypothesis (Ho) is rejected. So, there is no significant effect of teaching reading by using SQ3R technique to the Eighth Graders Students at MTs Miftahul ‘Ula Nglawak Kertosono. In other words, SQ3R technique can be used as an alternative technique in teaching reading to the students at Junior High School level.

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