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CHAPTER I

INTRODUCTION

A. Background of The study

Reading is one of the language skills that should be mastered by students.

Junior high school students have studied reading since the first year of the
school. Moreover, reading is also the main reason of why students learn the
language. Therefore, the main goal of teaching reading especially for junior high
school students is to enable them to read books, articles, or any other text written
in English. The ability to comprehend a reading text is different from person to
person although they read the same material. It can be caused by some factors,
such as students readiness, motivation and enthusiasm toward the reading text. Its
mean a teacher needs to choose an interesting and appropriate material for the
students. He/she also needs to provide the students with a good reading
technique. If the technique is suitable with the purpose of reading, it will be
easier for students to comprehend the reading text. By helping students to
develop their technique in reading, the teacher would be able to make the
students succeeded in reading and understanding the material by the strategy that
applied by the teacher. It means that the technique applied in reading teaching
influences the students ability to understand the text. (Sri Wahyuni; 2010)

In this case, students need to master all parts that build the content of a text.
It is done purposely to help students acquire the meaning of the difficult words,
answering the comprehension questions based on the text and identifying the
features of the text.

In reading comprehension, the message to be imposed in the written form is

the most important element that the students must recognize, because the primary
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purpose of reading is to know the thoughts expressed in the printed material.

Therefore, reading with comprehension is only a way for the students to arrive at
they want to know in the reading material. However, the problem is how to make
them comprehend the text

Basically, the purpose of reading ability is to comprehend what has been

read. Comprehension is the process to understand the messages or ideas from the
printed words. Richard (1992) argues reading perceives a written text in order to
understand its contents. The understanding that result is called reading
comprehension. Furthermore, Nunan (1999) and Murcia (2001) state that reading
is an interactive process and readers required to understanding the symbols in
reading and to interpret what they read. It can be said that reading is a complex
process and also active process. Walker (2000) point out that reading is an active
process in which readers shift between sources of information, elaborate meaning
and strategies, monitor their comprehension, and use the social context to reflect
their response.

Reading is one of the four skill in studying English. Reading consists of

narrative, descriptive, procedure, news item, and recount. The aim of the students
learn reading, they have to be competence in reading: Understand transactional
discourse, interpersonal discourse, and oral monologue especially in the forms of
descriptive, narrative, analytical exposition. And achievement indicators:
Students can read continuous story, students can identify rhetorical moves of a
text in the narrative, descriptive, students can identify main ideas, supporting
ideas, and detailed information of the text, and students can identify and use the
tense.

According to School-Based Curriculum (2013) teaching reading has equal

duration to other English skills, such as listening, speaking, and writing. It means
that the students have short time to comprehend the texts. Therefore, teacher
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should apply appropriate reading strategy to increase students ability in

comprehending reading text. Reading should be taught in effective and efficiency
way.

Concerning the importance of reading, students of junior high school are

expected to have reading skills. Students are demanded to understand the content
of various types of texts. This study concerned how the students could gain the
meaning on comprehend narrative text. The researcher choose narrative text
because based on the researchers observation in the school, it was found that
most students have difficulties in understanding and recalling details of narrative
text. They have difficulties when asked to retell events or response to the
questions about the story to demonstrate their comprehension, they hard to
remember the story that they have read before so thats why the students not be
able to answer the questions with good. Which is mean, they have to repeated
read the text if they want to answer the questions and it wasting the time, their
good enough facility for the students, their librarys only focus on schoolbooks
and then they dont have language labor for the students to learn more.

The results of the writers teaching practice showed that there were only 3
students or 10% of the students could reach excellent level, 5 students or 15% of
the students could reach average to good level, 7 students or 25% students reach
poor to average level and 15 students or 50% get poor level. The minimum
criteria of achievement (KKM) of English subject at SMPN 11 Pekanbaru 75. In
other words, the results of examination did not achieve the minimum of
achievement of English subject at SMPN 11 Pekanbaru.

However, based on writers teaching practice most of third year students at

SMP N 11 Pekanbaru got difficulties in comprehending reading skill and the
subject is narrative skill that caused by some reasons. They still confused by the
existences of different text tasks such as how to identify the main idea, question
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of literal comprehension, identify inference, reference and guessing the meaning

of unfamiliar words. It also makes them become bored in finishing reading text.
In other words, they are lack of motivation to read the passage. The students do
not understand what they read,

Besides, there are many facts that writers found in the school why students
has low ability in reading comprehension. First, from the students itself, the
students confused by existences of different text task such as how to identify the
main character, identify the plot, identify the problem, finding the resolution and
guessing the unfamiliar word. The lack motivation to read that make their
achievement in reading comprehension is not satisfied. Second, the lack of
vocabulary of students, they did not have vocabulary to use in learning English
and also they have difficulty to memorize the new words and make them do not
want to read any texts and they do not take seriously in learning English. The
third problems is from the teacher, the way he/she teach the students it is not
accordance with the students. Then, the material that given by teacher to
students. Sometimes, the material which is given is too long and the vocabulary
is too high for their level. It can make them bored to finish their reading. Besides
of that, the students cannot understand what the reading text tells about. Another
problem is facilities at school, the school are not have a good enough facilitation
to the students, their librarys only focus in schoolbooks and then they dont have
labor language for the students to learn more about language.

Based on the previous studies it was found that teaching students about
PQ4R strategy will help them to comprehend better of narrative text and the
problem that we found in the school the ability of the students in comprehending
reading text need to be improve in order to be enable them to get used to reading
process and give them enough time to develop their ability. The researcher will
use PQ4R strategy to aid the students in comprehending narrative text. In short,
this research deals with giving PQ4R (Preview, Question, Read, Reflect, Recite,
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Review) strategy in teaching text to the students. PQ4R is strategy that helps
students to focus organizing information in their minds and making it meaningful
(Slavin, 1997). Further, Slavin (1997) also states that PQ4R is one of the best
known strategies for helping students understand and remember what they read.
In short, PQ4R is strategy that can be applied in a reading class. It is aimed to
help students in comprehending the idea of the text. This technique stands for
Preview (P), Question (Q), and the four R: Read, Reflect, Recite and Review.
The genre will be used by the writer is narrative text. Narrative text is one of the
difficulties in reading. there are many types of narrative, they are; folktale, fable,
fairytale myth, legend. In this research, the writers use two kinds of narrative
text, folktale and myth. In this research will be focus on orientation, complication
and the resolution of the story.

In this method, before directly reading the text, the students firstly preview
the text by scan the title and headings of the text, in order to recall their prior
knowledge. Then, students need to form predicting questions in order to make
them easy to find the ideas in the text, and find the answers while they read the
text completely. Unlike other strategies, this method provides a step where the
students need to memorize what they know about the text by summarizing the
text, and reciting them aloud. And finally, at the end of the class, the students
need to make sure that all questions have been answered and the story/idea on the
text had been memorized.

Because of the limitation time, energy, and fund, it is necessary to limit the
problem. The writer focuses this research on the using PQ4R Strategy in
improving students reading comprehension achievement in narrative text by the
second year students of SMP N 11 Pekanbaru. It is hoped that it can improve the
students reading comprehension in narrative text.
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B. The Formulation of Problem

In order to avoid any misinterpretation of the problem, I would like to limit the
scope of the study.
o What is the effect of using PQ4R Strategy on the second year students ability
in comprehending narrative text?
C. The Objective of Study
This study is to know the effect of PQ4R strategy in improving reading
comprehension of the second year students SMPN 11 Pekanbaru.
D. The Needs of The Study
By doing this research, the writer hopes several purposes for certain, there are:
1. For the teachers:
- It can help the teachers to enhance their students reading skill by using
the strategy.
- The teachers may improve this method to make another effective method
to help the students in their reading comprehension.
2. For the students:
- It can help the students to attract to the strategy so that they can improve
their reading comprehension.
- It can help the students to increase their motivation in reading the
material.
- It can developing their ability in learning reading.
3. For the researcher:
- The researcher can use the result of this study as reference.
- The researcher can improve knowledge and to be an experience for the
writer, so the writer will be better in the next teaching.
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E. The Definition of Key Terms

Effect : result of change caused by something ( Hornby, 2000) in this
research, effect means the change of students reading
comprehension after using PQ4R
PQ4R : one of the strategies to be a good strategy in improving the
students reading comprehension (Thomas and Robinson,
1974). PQ4R is an individualized method for improving
reading comprehension. The six step process involved
previewing, questioning, reading, reflecting, reciting, and
reviewing.
Reading Comprehension : Richard (1992) points out that reading perceives a
written text in order to understand its contents. The
understanding that result is called reading comprehension.
After that, Grellet (1981) also states that reading
comprehension understands a written text which means
extracting the required information from it as efficiently as
possible. In this research, reading comprehension is the ability
of the second year students of SMPN 13 to comprehend 8
components of reading text activity such as finding main idea,
finding factual information, finding meaning vocabulary
words, finding reference, finding inference, finding social
function, finding generic structure, and finding language
feature.

Narrative Text : Narrative text is one of the genres taught for the eighth and
ninth grade students at Junior High School. According to
Rebecca (2003), a narrative text is a text, which relates a series
of logically, and chronologically related events that are caused
or experienced by factors. A key to comprehending a narrative
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text is a sense of plot, of theme, of characters, and of events,

then and of how they relate.
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CHAPTER II

THEORITICAL FRAMEWORK

A. The Nature of Reading Comprehension

As one of the basic skills of English, reading is often under estimated
by the students. They tend to treat it as a supplementary skill as Hammer
(1991) says that reading is an exercise dominated by the eyes and the brain.
The eyes received messages and the brain then has to work out the
significance of these messages. It means that reading is not only look at the
written words but also understand what they mean. In other words, reading is
an active process which forces students to be active participants.
Comprehension will be usually found in the readers mind. It is obvious
that reading comprehension is not only a process of knowing the meaning of
word semantically, but also process of catching idea of the text whether it is
explicit or not.
Nuttal (1982) defines reading as meaningful interpretation of printed
or written verbal symbols. It means that reading is a result of interaction
between perception of graphic symbols that represent language and the
readers language skills, cognitive skills and the knowledge of the world. In
this process, the reader tries to create the meanings intended by the writer.
From this definition, it can conclude that in reading actively a reader brings
his or her background knowledge, emotion, and experience.
Furthermore, in the process of comprehending the text, there are 8 features
of comprehension that students need to know, they are as follow:
Main Idea (Topic)
Factual Information
Vocabulary Word
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Reference
Inference
Social Function
Generic Structure
Language Feature

Then, students need to know the components contained in reading

texts, according to King and Stanley (1998) they are:
a). Finding Factual Information
Factual information requires readers to scan specific details. There are
many types of questions of factual information such as question type of
reason, purpose, result, comparison, means identify, time, and amount in
which most of the answer can be found in the text. The questions usually
appear with WH questions
b). Finding Main Idea
Reading is concerned with meaning largely that it is with form. An
efficient reader understands not only the ideas but also the relative
significant as expressed by the writer. Tarigan says that finding the main
idea of paragraph consisting of many sentences and selects the idea not
only in the beginning of paragraph but also in the middle and at the end of
paragraph.
c). Finding the meaning of vocabulary
To find the meaning of vocabulary, it can be done by guessing it in the
context. Pollock et. Al (1961) says that it was not effective if we found
the meaning of vocabulary by consulting dictionary very often. It means
that vocabulary meaning comes through the words origin and basic
meaning, and its structure its functions in the context.
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d). Identifying Reference

In order to avoid repeated word of phrases, the author used reference
words and being able to identify the words of phrases to which they refer
will help the reader understand the reading passage.
e). Making Infeference
Inference is a skill where the reader has to be able to read between lines.
King and Stanly divide into two attentions, draw logical inferences, and
make accurate prediction.

Based on the English Syllabus of the 2013 Curriculum that is applied

in the second year students of junior high school, there are 3 other
components of the narrative text must be comprehend by the students as well
as:

1. Identifying Social Function

Each of genres has a different purpose of the text is being read. Genres
can be identified by the social function or the communicative purposes
of the text. This indicator required students to know the writers
purpose in conveying messages or ideas in the analytical exposition
text. On the other words, students required to know the communicative
purpose of the text.

2. Identifying Generic Structure

Each of genres of the text consists of generic structures which are
different from one to another. In this indicator, students required to
know the generic structures of the text in order to understand and
comprehend text well.
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3. Identify Language Feature

In this indicator, students must understand the language feature of the
text based on the characteristic of the text. In this component, it
provides the language feature such as expressions, tenses, phrases,
sentences, and conjunctions.

In this research, there are five components of reading argued by the

King and Stanley above plus three components of indicators are demanded
by the 2013 Curriculum. By focusing to the curriculum, besides 5 aspects of
reading comprehension are mentioned above, it is also important for the
students to comprehend those 3 additional components. It is because those 3
additional components are demanded by the curriculum in that school.
Finally, the writer decided to examine those eight components of reading
above to the students in comprehending narrative text.

B. The Purpose of Reading

Reading is an activity with a purpose. The purpose for which person
read extremely varied. A person may read in order to gain information or
verify existing knowledge, or in order to critique a writers idea or writing
style. Grabe and Stoller (2001) says that the purpose of reading to get the
main idea, to locate specific information and to synthesize from multiple
text.
Rivers and Temperly in Nunan (1999) suggest that there are seven
main purposes for reading.
a. To obtain information for some purposes or because we are curious about
some topics.
b. To obtain instructions on how to perform some task for our work daily
life.
c. To act in a play, play a game, do a puzzle.
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d. To keep in touch with friends by correspondence or to understand

business letters.
e. To know when or where something will take place or what is available.
f. To know what is happening or has happened.
g. For enjoyment or excitement.
Byrners (1998) in internet (Anonimous, 2007) says that the purpose for
reading and the type of the text determine the specific knowledge, skills and
strategies that readers need to apply to achieve comprehension. Reading
comprehension is thus much more than decoding. Reading comprehension result
when the reader knows which skills and strategies are appropriate for the type of
the text and understand how to apply, them to accomplish the reading purpose.
The purpose of reading also determine the appropriate approach to reading
comprehension.

C. Techniques to Improve Reading Comprehension

Martin (1991) state reading requires motivation, mental frameworks for hold
ideas, concentration and good study techniques. There are some techniques
to improve students reading comprehension as follow:
The Pre-Reading survey
Nearly all speedy reading courses recommend doing a pre-reading survey.
The purpose is to gain a better understanding of the content and structure
of the material. You did be amazed how often people read an entire book,
only to realize that the information they need isnt there. Pre-reading will
make your reading more efficient by creating a mental map.
Start by reading the table of contents and the first page of the
introduction. Then flip quickly through the material, reading only chapter
titles, headings, and bold face prints. Dont worry about remembering
anything specific, it is more important to get a general impression.
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The entire process should take less than 5 minutes. Afterwards you will
know the layout of the book and the location of different topics. If you are
only interested in one particular section, you now know where to find it.
Define Your Purpose
Now that you have a general grasp of the material, you need to define a
purpose. What information are you hoping to gain? This sounds like a
simple question, but sometimes it is not. Different readers can have
drastically different objectives. If you do not define a purpose, it is likely
you will get bogged down by unimportant sections or ignore crucial ones.
By clarifying what you need to know, you will be able to distinguish the
important from the irrelevant and allocate your attention accordingly.
Create questions the reading should answer
In addition a general purpose, it is also helpful to write down specific
questions. This focuses your mind on a set of objectives and gives you a
way to measure comprehension. By writing down questions, you create a
set of mental cues. Whenever you spot an important keyword in the text,
you will become aware of the question it relates to and your mind will
start looking for an answer.
Take notes or highlight important concepts
One of the best ways to embed something in your memory is to write It
down. When you read an important point, make a note of it on a separate
piece of paper, inside the margin, or use a highlighter. This will help you
remember what you read and make the important sections easy to find
ehen you review the text.
The post-reading review
After you finish reading, you need to determine what you learned. Did
you achieve your purpose? Try to answer the question you created
beforehand. If you are not able to answer them, go back and look for
answers near your notes. This process will solidify the knowledge in your
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mind and give you better recall. You will know what you learned, what
you did not, and whether or not you need to go deeper into the text or
look for other sources.

D. The Nature of Narrative Texts

Anderson and Anderson (1997: 8) say that narrative text is a piece of
text which tells a story and in doing so entertains and informs the reader or
listener. Meanwhile, Percy in Permana and Zuhri (2013: 2) state that
narrative is a type of essay that tells a story or a series of events in which
they occur. Its purpose is to give meaning to an event or a series of events by
telling story. From these statements it can be inferred that narrative text is
concerning with a story. The story includes some events which is presented
to amuse the readers or listeners. So, written narrative texts are aimed to
entertain the readers.
According to Ayres (2008), narrative texts are a form of discourse that
has been fixed by writing. Meanwhile, Parera (1993: 5) states that a narrative
is one of the forms of developing writing, for example characters told the
history of something based on the development of writing from time to time.
In addition, Keraf (1989: 136) states that narrative is a form of composition,
which has the main objectives in the form of activities that are tied together
to become an event that happened in a certain time. From these opinions, it
can be said that a narrative text is usually a product of writing which is
developed and tied together to become a story which happened in a certain
time in the past.
In order that the text can be enjoyed by the readers, the writer should
arrange the text interestingly. The purpose of telling the story is to give
meaning, and to entertain the readers.
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E. Generic Structure of Narrative Texts

Derewianka (1990: 32) states that the steps for constructing a narrative are:
Orientation, in which the writer tells the audience about who the character
in the story are, where the story is taking place, and when the action is
happen.
Complication, where the story is pushed along by a series of events,
during which we usually expect some sort of complication or problem to
arise. It just would not be so interesting if something unexpected did not
happen. This complication will involve the main character(s) and often
serves to (temporally) toward them, for reaching their goal. Narratives
mirror the complications we face in life and tend to reassure us that they
resolvable.
Resolution
In a satisfying narrative, a resolution of the complication is brought
about. The complication may be resolved for better or for worse, but it is
rarely left completely unresolved (although this is of course possible in
certainly types of narrative, which leave us wondering (how is the end?).
Meanwhile, Anderson and Anderson (1997: 8) show the steps for
constructing a narrative text. They are (1). Orientation, it is the opening story
which tells about the characters, the setting of time and the setting of place.
(2). Complication, that contains events of the story which stimulates the
reader to guess what will happen in the story. (3). Sequence of events, where
the characters react to the complication. (4). Resolution, where the characters
finally solve the problem in the complication. (5). Coda, that contains a
comment or moral values which can be learned from the story, but this is an
optional step.
In addition, Koffman and Reed (2010:1) state that narratives have been
described as having several common components including a setting, plot
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(series of episodes based on goals, attempts, outcomes) resolution or story

ending.

F. The Definition of PQ4R Strategy

There are many kinds of strategies that support the teaching of reading
but the writer only took one of them for this research that is PQ4R strategy.
Basically, PQ4R Strategy is aimed to study well, but in this case the
writer will use it to improve the students reading comprehension. PQ4R is
strategy that helps students to focus organizing information in their minds
and making it meaningful (Slavin, 1997). Further, Slavin (1997) also states
that PQ4R is one of the best known strategies for helping students
understand and remember what they read. In short, PQ4R is strategy that can
be applied in a reading class. It is aimed to help students in comprehending
the idea of the text. This technique stands for Preview (P), Question (Q), and
the four R: Read, Reflect, Recite and Review.
In addition, according to Moh Rodli (2015). PQ4R method can help
students comprehend English reading texts and have better achievement in
reading skill, and this strategy can be an alternative to offer. In other words,
this method is useful for improving students reading effectiveness in
addition to help students better remember what they read.
Yuyun Cahyani (2013). In this article, the writer tried to find
alternative methods for teachers to improve students capability in reading
comprehension. This research was based on the fact that the results of
English achievement especially in reading comprehension are still low. And,
the writer applied PQ4R method by using experimental design then the
results had significant effect on students achievement. Especially for
reading comprehension skills. That means, there is significant different on
students reading comprehension by using PQ4R method.
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G. The Purpose of PQ4R

PQ4R strategy can help the students focus in organizing information
and making it meaningful (Slavin, 1994). PQ4R strategy can helping the
students to understand the text, get the information of the text and finally can
reach the goal of reading. This strategy is easy to use, then helps students to
maintain attention and improve remembering. The study technique can help
students with improved understanding and recall of facts. PQ4R is to
improve the students reading comprehension and it really suitable to be
used in reading activity in the classroom to improve the students reading
comprehension. It can also be said that PQ4R can lead the students mind in
reading. besides, as we know we also want to change the students behavior
where most of them do not like to read. Since PQ4R is an individualized
method, and the student can do it by themselves, I hope that this method can
also change the students behavior so that they will like reading.

H. The Benefit of PQ4R Strategy

According to Sri Wahyuni (2010), PQ4R reading strategy is useful and
efficient strategy to improve reading comprehension in any subject area.
When PQ4R reading strategy is implemented and the learners make
substantial gains in their comprehension skills, the learners can gain better
understanding of complex text in the content. The benefits of PQ4R strategy
are:
1. PQ4R is easy to use.
2. PQ4R is simple and straightforward.
3. PQ4R can be applied to reading in most academic subject.
4. PQ4R can be done by students individually, with or without the
facilitator.
5. PQ4R makes reading a more active process.
6. PQ4R helps students to maintain attention and improve remembering.
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I. The Procedure in Teaching Reading Activities Using PQ4R Strategy

This is how can we use this strategy within in the classroom, procedure
in teaching learning process Trianto (2007: 150) states that PQ4R Study
Technique can be applied in as follows:
To prepare PQ4R strategy, when used as a reading strategy students are
encouraged to skim through the titles, headings, visual representations,
first and last paragraph of the content and the overall concept and purpose
of the material. Before start teaching, take a minute to introduce the topic
and ask them some question that can help us prepare a basic outline of the
lecture.
After encourage the class to formulate their questions from what has been
presented in the preview and then the answer perhaps having been
corrected or giving additional information, the teacher asks to the students
to make question by themselves. The teacher only control
After that teacher ask the students to retell the text, to remind students to
read through the material, bearing in mind the questions which they had
previously formulated. Then encourage the students to think back on the
material learnt. It can have questions that check how much the student has
learned and what they have not understood.
Finally, teacher and students together conclude the material
The teacher can make variation in teaching reading text by using PQ4R
strategy in order to keep the students interest in studying. At the end of
the class the students have to review the material they learnt with what
was presented at the beginning of the class.
The PQ4R strategy is a great technique by which active student learning
can be promoted within the classroom.
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J. Related Studies
There are research related that have been done by researcher about PQ4R
strategy:
Nyoman Yarmada Sriadi, The Effect of PQ4R Strategy and Linguistic
Intelligence on Reading Comprehension of the Tenth Grade Students of
SMAN 1 Sukasada in the Academic Year 2011/2012. The result of the
research showed there is significant difference on the students reading
comprehension between the students who were taught by using PQ4R
strategy had higher reading comprehension than those students who were
taught by using conventional strategy.
Effect of PQ4R Study Strategy on Scholastic Achievement of
Secondary School Students in Punjab by Ruqia Bibi. Written by student of
Foundation University, Islamabad. Ruqias research is an experimental
research. She used experimental research design with quantitative approach
and administering three steps that is pre-test, treatment and post-test. The
writer compares the scholastic achievement of experimental group and
control group after the experiment and compares the scholastic achievement
of high achievers and low achievers of experimental group and the control
group after the treatment. The Study results indicated that PQ4R was any
effective study strategy that improved the scholastic achievement of
students. Both the high achievers and low achievers improved in their
scholastic achievement; however, high achievers took more advantage than
the low achievers. Teachers are recommended to teach the students the use
of PQ4R learning strategy while teaching the content, students are
recommended to use this strategy while studying the material.
The third is thesis written by the student of Yogyakarta State
University entitled Keefektifan Penggunaan Metode PQ4R Pada
Pembelajaran Kemampuan Membaca Pemahaman Teks Bahasa Jerman
Peserta Didik Kelas XII Sman 1 Sedayu Bantul by Prihatini Nandang Ing
 21

Tyas. This research is experimental research using quasi experimental

research design. The result of this research can be concluded that there is
significant different achievement between students that is taught by using
PQ4R method and students that is taught by using conventional method. The
use of PQ4R method in teaching reading comprehension in German text is
more effective than teaching using conventional method. So, it can be
proved that the use of PQ4R method is effective to be used.
Based on the three previous studies above on the use of PQ4R, here the
researcher will conduct a research in teaching reading comprehension by
using PQ4R strategy as well. So, it is the same on the use of PQ4R strategy.
Although it is the same on the use of PQ4R strategy, but it is also have the
difference. The first previous study written by Ruqia Bibi, the design is
experimental using experimental group and control group. It is to compare
the scholastic achievement of experimental group and control group after the
experiment and compare the scholastic achievement of high achievers and
low achievers of experimental group and control group after the treatment.
The second one is thesis written by Irwan Hartanto. It is classroom action
research that consists of two cycles. The last one is thesis written by
Prihatini Nandang Ing Tyas. It is an experimental research using quasi
experimental research design. Meanwhile, in this research the researcher
uses experimental research design using one group pre-test and post-test, and
describes the effectiveness of using PQ4R strategy in teaching reading
comprehension ability by comparing the students score before taught by
using PQ4R strategy and taught by using PQ4R strategy.
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K. Hypothesis
The hypotheses of the study are formulated as follows:
1. Alternative hypothesis (1 ): There is a significant effect of using PQ4R
strategy on the second year students ability in comprehending narrative
text at SMPN 11 Pekanbaru.
2. Null hypothesis (0 ): There is no significant effect of using PQ4R
strategy on the second year students ability in comprehending narrative
text at SMPN 11 Pekanbaru.
Both of those hypotheses find out if the method worked effectively and
the research was successful.
 23

CHAPTER III
RESEARCH METHODOLOGY
A. Place and time
This research was conducted from March 16th to April 7th 2017. It took
place in SMPN 11 Pekanbaru which is located at Jl. Bambu Kuning. This
study was conducted for six meetings and each meeting took 2 x 40 minutes,
so total was 640 minutes.
B. The Research Design
This research is an experimental method that focuses on quantitative
approach. According to Hatch and Farhady (1982), the experimental is a
method of research that can be truly concerning with cause and effect
relationship in the experimental research. There are two variable, PQ4R
strategy is independent variable and students reading comprehension ability
is dependent variable.
There are an experimental group that became sample in this study. The
experimental group classified to PQ4R strategy. Therefore, the experimental
group provided with pre-test, treatment and post-test. The illustration of
experimental research design is as follow:

Table 3.1 Research Design

O X O
(Gay, Mills, & Airasian, 2009)

The design of this research is illustrated as follows:

a. O is the pre-test and post test in form of written test to measure the
students reading comprehension on narrative text before and after the
treatment.
b. X is the treatment; that is teaching reading narrative text using PQ4R
strategy.
 24

C. The Population and Sample of The Research

In this study, the population of this research is all of the second year
students at SMPN 11 Pekanbaru in Academic Year 2016/2017. The writer
take the sample of the research is only one class.
Table 3.2 Population of SMPN 11 Pekanbaru
No Class Number
1 8.1 39
2 8.2 40
3 8.3 39
4 8.4 40
5 8.5 38
6 8.6 40
7 8.7 40
Total 276

Sample is a part of a number and characteristics possessed by

population (Sugiyono, 2011). Sample must be a representative of the whole
population. In this research, the researcher needed a class to be an
experimental class in order to apply PQ4R strategy. According to Gay
(2000), the minimum sample for experimental research is 30. The sample of
the research was taken based on the simple random sampling. The researcher
used one class as the experimental class. The researcher chose one class by
sampling without replacement, is a method of random sampling in which
members or items of the population can only selected one time for inclusion
in the sample.
D. The Data and Instruments
The instrument in collecting data in this research is reading text. The
text was adopted from internet. The purpose of the test is to know the effect
 25

of PQ4R strategy toward students reading comprehension in narrative text of

the second year students in SMPN 11 Pekanbaru. The researcher used the
test of each variable of the research. In this research, the researcher gives
two kinds of test to the students as a sample. To collect the data, the
researcher uses pre test- and the post test. The test was in form of objective
questions. The texts for pre-test and post-test were same, they were in
appendix 4 and 5.

There are eight components of reading to be scored in this research: finding

main idea, factual information, vocabulary word, reference, inference, social
function, generic structure and language feature.

1. Instrument of Study
The instrument of this research was about narrative text, specifically fable.
Based on 2013 curriculum, fable was used in the second semester in SMP.
There were 40 questions for each pre and post test. It was multiple-choice
tests and students were asked to answer the questions based on the reading
texts.
The tests were classified into eight components of reading in general
(factual information, main idea, vocabulary, reference and inference) and
the generic structures of narrative text (orientation, complication and
resolution), social function and language feature.
2. Procedure of Collecting Data
Before giving the pre-test, the researcher conducted a try-out of the test
for some students at another school which has the similarity with Smpn
11 Pekanbaru (the number of samples, students ability, etc) to know the
reliability and validity of the test item. After considering those aspects,
the writer chose Smpn as the place to give the try-out test. The try out test
consisted of 50 questions in a form of multiple choice test. Then, the
results of students try out were calculated in order to find the validity and
 26

reability of each test item. From the analysis, it was found that 10 items
were rejected. Finally, the valid items were chosen to be the questions for
pre and post test.

Table 3.3.1 The Blue Print of Pre Test Items

No. Text Component of Reading/Generic Amount Test

Structure of Narrative Text of item Number
1. Blue- Main idea 1 1
Tongue Factual Information 1 2
Lizard Guessing vocabulary 1 3
Reference 1 4
inference 1 5
Social function 1 6
Generic structure 1 7
Language feature 1 8
2. The Main idea 1 9
Princess Factual Information 1 10
and The Guessing Vocabulary 1 11
Pea Reference 1 12
Inference 1 13
Social function 1 14
Generic structure 1 15
Language feature 1 16
3. Rebelliou Main idea 1 17
s Child Factual information 1 18
Guessing Vocabulary 1 19
Reference 1 20
Inference 1 21
 27

Social function 1 22
Generic structure 1 23
Language feature 1 24
4. The Main idea 1 25
Rabbit Factual information 1 26
Revenge Guessing Vocabulary 1 27
Reference 1 28
Inference 1 29
Social function 1 30
Generic structure 1 31
Language feature 1 32
5. The Story Main idea 1 33
of The Factual information 1 34
Smart Guessing Vocabulary 1 35
Parrot Reference 1 36
Inference 1 37
Social function 1 38
Generic structure 1 39
Language feature 1 40
Total of Items 40 40

Table 3.3.2 The Blue Print of Post Test Items

No. Text Component of Reading/ Amount Test

Generic Structure of of item Number
Narrative Text
1. The Rats Main idea 1 1
and The Factual Information 1 2
 28

Elephants Guessing vocabulary 1 3

Reference 1 4
inference 1 5
Social function 1 6
Generic structure 1 7
Language feature 1 8
2. Three Main idea 1 9
Fish Factual Information 1 10
Guessing Vocabulary 1 11
Reference 1 12
Inference 1 13
Social function 1 14
Generic structure 1 15
Language feature 1 16
3. Snow Main idea 1 17
White Factual information 1 18
Guessing Vocabulary 1 19
Reference 1 20
Inference 1 21
Social function 1 22
Generic structure 1 23
Language feature 1 24
4. Ugly Main idea 1 25
Duckling Factual information 1 26
Guessing Vocabulary 1 27
Reference 1 28
Inference 1 29
 29

Social function 1 30
Generic structure 1 31
Language feature 1 32
5. Gingerbr Main idea 1 33
ead Man Factual information 1 34
Guessing Vocabulary 1 35
Reference 1 36
Inference 1 37
Social function 1 38
Generic structure 1 39
Language feature 1 40
Total of Items 40 40

E. Data Collection Technique

There are several instruments used to get the data from the students.
In this research, the writer used reading test to measure the students reading
comprehension as the instrument to get data. Arikunto (2006) defines test is
the series of questions, exercises or other tools which are used for measure
knowledge of intelligence, skills, ability or talent by individual or group.
To collect the data, the writer gave the achievement test to the sample
of the research. There were 2 tests: pre and post test. The time provide for
test was 80 minutes. The procedures of the experiment that were use are:
a. Pre-test
It was the first step to find out the students ability in reading
comprehension before the treatment is applied. The questions in the pre-
test were taken from try-out test which already valid. There were 5 short
stories of fable which contained of components of reading (factual
information, main idea, vocabulary, reference and inference) and the
 30

generic structures of narrative text, social function, and the language

feature.
b. Treatment
The treatment was given by applying PQ4R Technique in teaching
learning process. The treatment was applied by the researcher. The
treatment was done in 6 meetings started from March 17th, 2017 to April
6th, 2017. For each meeting, the researcher used different stories of fable.
During the teaching and learning process, the students were more active
to do the task because they can take a notes by themselves after preview
the text. The text which the researcher used in pre activity or in
brainstorming gave students a clue about the story. The class discussion
ran smoothly because all of the students gave their point of view about
the answer in brainstorming, especially when it came to the inference
question, because they had to give the answer based on their point of
view. Furthermore, the students could arrange the main idea well after
they wrote the notes.
c. Post-Test
After the treatments finished, the researcher gave the post-test to the
students. The text and questions in the post test were the same as pre-test.
However, in the post test, the researcher gave some modification to the
test such as arranging the option and modifying the texts.

F. The Data Analysis Technique

In this research, the writer used quantitative data analysis. The

quantitative data of this research were analyzed by using statistical method.
This technique was used to find the difference on the students achievement
before and after being taught by PQ4R strategy. To know the difference of
the reading ability by using PQ4R technique, the writer used SPSS Version
 31

16.0 to determine t-test score, the mean, variance and the accuracy the data
of the test The researcher used t test to compare the differences of students
scores in the pre-test and the post-test.
 32

CHAPTER IV

RESULTS AND DISCUSSIONS

A. Result
The objective of the research was to find out the influence of PQ4R
strategy towards students reading comprehension ability. The data was
collected by giving reading test individually. They need to answer 40
questions in which there were eight components of reading comprehension
tested (main idea, factual information, guessing vocabulary, reference and
inference, social function, generic structure and language feature ) and Wh-
questions (what, where, when, why, who, and how). There were two kinds of
test that students had, pre-test and post-test. A pre-test was given at the
beginning of the research to find out the students ability before the
treatment. Furthermore, the second test was a post-test which was given after
treatment. The test was designed based on the syllabus of 2013 Curriculum.

1. The Result of Pre Test

The pre-test was given by asking students to answer the question

about narrative text. The numbers of questions given were 40 and the
tests were in the forms of multiple choices. The test was done before
treatment process by giving PQ4R technique in teaching reading narrative
text comprehension. This test was intended to know the students reading
achievement before the students got treatment.
 33

The students score could be categorized into the table of criteria

students score.

Table 4.1 the Classification of Students Score

Test Score Level of Ability

81 100 Excellent
61 80 Good
41-60 Mediocre
21-40 Poor
0-20 Very Poor

Adapted from Harris (1974)

The frequency of the students scores was presented in the

following table below.

Table 4.2 Pre-Test

Cumulative
Valid Frequency Percent Valid Percent
Percent

50 10 25.0 25.0 25.0

60 15 37.5 37.5 62.5

65 1 2.5 2.5 65.0

70 8 20.0 20.0 85.0

75 3 7.5 7.5 92.5

77.5 3 7.5 7.5 100.0

Total 40 100.0 100.0

From the table 4.2, it was compatible with the criteria of students score,
it was found that student who got score 50, and 60 showed that their
ability of reading comprehension was categorized as mediocre. Students
 34

who got 60, 65, 70, 75 and 77.5 were categorized as good, and the
students got high scores at

2. The Results of Post-test

The post test was given by asking the student to answer the questions
about narrative text. The questions were 40 in the forms of multiple choice.
It was done after the treatment process by giving PQ4R technique. This test
was intended to know the students reading achievement after being taught
using PQ4R technique.
The frequency of the students scores was presented in the following
table.

Table 4.3 Post Test

Valid Cumulative
Valid Frequency Percent
Percent Percent

80 6 15.0 15.0 15.0

85 13 32.5 32.5 47.5

87 1 2.5 2.5 50.0

90 17 42.5 42.5 92.5

95 3 7.5 7.5 100.0

Total 40 100.0 100.0

From the table 4.3, it was compatible with the criteria of students score, it
was found that students who got score 80 showed that their ability of reading
comprehension were categorized as good. Students who got 85, 87, 90 and
95 were categorized as excellent.
 35

So, there are differences in data presentation between before being

taught by using PQ4R technique and after being taught by using PQ4R
technique. The data showed that the score after being taught by using PQ4R
technique was better and higher than was before using PQ4R technique.
3. The Result of T-test Table
In this research, t test formula was used to compare the pre-test and
post-test results in determining whether the hypothesis could be accepted
and also measuring whether the instruments in treatment could give an effect
on students reading comprehension ability or not.

In performing pre-experimental research, hypothesis was required to

see whether there is a difference after the activities was completely
performed. The mean of pretest score (X), 69.9 achieved by the first year
students was. Furthermore, when the treatment had been given to the
students, the enhancement of students reading comprehension occurred.
The improvement could be seen in their mean score as shown in
posttest results (Y), 87.1 the margin of pretest and posttest achieved was
1.725. Aside from the enhancement score of pretest and posttest, in order
for the hypothesis could be accepted, the results of t test formula is also
required. The t test formula shown in table 4.4
t table = n-1 (5%)
= 40-1 (5%)
= 39 (5%)
= 2.023

Table 4.4 T-test Table

Mean N Std. Deviation Std. Error Mean

Pair 1 Post test 87.1875 40 4.20575 .66499

Pre test 69.9375 40 6.18848 .97848

 36

Based on the table 4.2, the mean score of pre-test is 69.93 and in the
post test is 87.18. The difference of the mean score between pre-test and
post-test is 17.25. The gap of mean score shows an effect of students
reading comprehension in the reading test. Standard deviation is a values
spread in the sample, while standard error mean is an estimate of standard
deviation. The spread of values in the sample pre-test is 6.19, while standard
error of mean is 0.978 The standard deviation and standard error of mean of
post-test are 4.20 and standard error of mean is 0.664.

Table 4.5 Paired Samples Correlations

N Correlation Sig.

Pair 1 Pre- test&Post Test 40 .092 .000

After knowing the mean, the standard deviation, and the standard error
score, there was paired samples correlation table that explained the
correlation of pre-test and post-test. According to table 4.5, the correlation
coefficient was 0.92 which the numbers of students are 40 students.

To know the influence of PQ4R Technique on students reading

comprehension in narrative text, the writer used the table of classification
which adopted from Sudijono (2009). The classification of the correlation
coefficient of students can be shown on table 4.6 below:

Table 4.6 Classification of Correlation Coefficient

The Value of r
No. Product Moment Interpretation
(rxy)
1 0.00 0.20 There is such a correlation between variable x
and y. However, the correlation is very weak
 37

and therefore that correlation can be ignored

2 0.20 0.40
3 0.40 0.70
4 0.70 0.90
5 0.90 1.00
The correlation between variable x and y is
weak
The correlation between variable x and y is
mediocre
The correlation between variable x and y is
strong
The correlation between variable x and y is very
strong

(Sudijono, 2009)

4.7 Table Paired Samples Test

Paired Differences
95% Confidence Interval of
Std. Error the Difference
Mean Std. Deviation Mean Lower Upper
Post-
test
17.25 7.15667 1.13157 14.86119 19.53881
Pre-
test

Table 4.7 shows the results of the t-test is 17.25, meanwhile t-table is
2.023. The t-test is higher than the t-table. It can be concluded that there is a
significant differences between the pre-test and the post-test. In other words,
the alternative hypothesis of this research, There is significant influence of
 38

the students reading comprehension after using PQ4R strategy in teaching

reading at the second year of SMPN 11 Pekanbaru in the academic year of
2016/2017. was accepted and null hypothesis was rejected.

B. Discussion

In this matter, the writer discussed about teaching and learning

process. The activities and phenomenon during the research was conducting
can show how the PQ4R strategy can give the significant effect to improve
the students reading comprehending. It discussed from the first meeting up
to sixth meeting in experimental class. The writer gave the pre-test in the
first meeting and post-test in the last meeting. And the second meeting up to
fifth meeting was activities of the teaching and learning process which using
PQ4R strategy in experimental class.

In the first meeting, the writer gave the pre-test to the experimental
class. The writer gave the instruction and explains what they are should do
with the pre-test which given by the writer. In the second meeting, the writer
also gave the students text narrative, the situation in the classroom was fun
and enjoy. The students can learned and focused to the means and action
about the text, and the social function in the story. The next meeting, they
had already known what they should do. So, it makes the purpose of the
teaching and learning process can be reach easily. In the fifth meeting, the
writer also gave students a narrative text, and gave them treatment with
PQ4R strategy again and it was more effective. In seven meeting is the last
meeting which the writer gave for the treatment by using PQ4R in the
experimental class. In the eight meeting, the writer gave the post test.

Based on the description of teaching and learning process from the

first until the sixth meeting, show that by using PQ4R strategy the students
were easily learn about narrative text.
 39

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions

The students reading comprehension ability before they are taught

using PQ4R strategy was at mediocre level, while the students reading
comprehension after they are taught by using PQ4R strategy was at
excellent level. The data showed that there were 25 students got score
between 50 60 in the pre-test which indicates that the students ability was
mediocre. However, in the post test there were 40 students got score between
80 100, it means that the students ability was excellent.

Based on the result of data analysis, it can be concluded that PQ4R

strategy gives significant influence for students in comprehending narrative text
especially for the eighth grade students of SMPN 11 Pekanbaru. PQ4R strategy
becomes a tool for the students in order to gain information from the text. It is
because they only need to preview the text first, and take a little notes about the
point from the texts. Before they answer the questions (test) they already knew
what the text tell about the components of reading, so they were easier to
remember the text without read the text more than once.

B. Recommendations

The results of the research showed that the students reading

comprehension improves significantly. There were significant differences of
the students reading comprehension before and after being taught using
herringbone technique. The average score before taught using PQ4R strategy
showed 69.9 while the average score after being taught using PQ4R strategy
showed 87.5.
 40

After getting the result of the study in this research, the writer would
like to give some recommendations which can be used to teach narrative text
as follows:

1. The English teacher can apply PQ4R strategy as one of the strategies in
teaching reading especially narrative text since it is proved that this
strategy gives positive influence for students reading comprehension.

2. It is suggested that English teachers explain the procedure of this

technique more clearly to the students before it is used in the classroom,
so that the students can understand the purpose of finding the supporting
details and main idea, as well as correlating the supporting details into a
correct main idea.

3. The English teacher is suggested to explain about how to understand the

implicit meaning from the text, so the students do not need to translate the
text word by word.

4. The English teacher is suggested to explain about how to understand the

topic in the text that given. And not wasting time to reading the text.

5. The teachers must give guidance during the lesson. They should teach
them how to read with PQ4R strategy. They are recommended to
motivate all students to be active in the classroom.

6. The students should read the material carefully, so they can make
questions related to the material. By making questions will help the
students understand the text.
 41

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