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1. LOGO

2. Background
1.1
Reading is one important skill that must be owned by human being in order to get much
written information. For example, when you are doing the examination test, that only
yourself to solve it, you should know the direction and understand the text to be able to
answer it. Ur (1991:138) said that, “Reading means reading and understanding, a foreign
language learner who says, I can read the words but I do not know what they meanings is
not therefore, reading in this sense”. On the others, we can say that reading plays a main
role in getting written information.
Moreover, reading is the most important language skill to be developed in the teaching
and learning process. Nunan cited (in Nasarudin, 1988:7) stated that “reading is an
interactive process between what the readers already known about a given topic/subject
and what the writer writes”. Specified in English, reading passage provides a chance for
students to enrich their idea, beer their critical thinking to look forward to how some words
are combined together that they know the true grammatical structure and acceptable
vocabulary use. Through reading students can also apply their knowledge of English in
comprehending information provided in written

3.  SMA Negeri 2 Kendari is one of the famous schools which have good acridity and
become competitor of several schools in Kendari. The curriculum of school is KTSP
(Indonesia School Based Curriculum) where students reading comprehension is
purposed. It is as the object of the researcher to do a research.
 The reasons of choosing this school is when the researcher did pre-observation to
the teacher and also the students by interviewing and looking at the final score of
English subject, the researcher found that students are lack of vocabulary which
affect in their reading skill. Another reason are reading English text is very difficult
because the structure of sentences do not understandable for them, so they do not
have motivation and interest to read.
 SQ4R is a technique modified from SQ3R by Robinson (1970). P.D Forsyth and
Forsyth (1993) proposed an SQ4R technique included self-references component
which refer to additional “r” as “reflect”. Specially, this steps involve students reflect
how about reading materials relate to their life experience. In this case, the students
can connect their prior knowledge, new information that has gotten from the text and
also see the information for the future.

4. Research Question
1.2
“Is there any significant effect of Survey, Question, Read, Recite, Review, and Reflect
(SQ4R) on the students’ reading comprehension at second year of SMA Negeri 2 Kendari?”
Objective
1.3
to find out whether there is or not a significant effect of SQ4R (Survey, Question, Read,
Recite, Review, Reflect) on the students reading comprehension at second year of SMA
Negeri 2 Kendari.
Significance
1.4
It provides information for English teacher in SMA Negeri 2 Kendari about SQ4R
(Survey, Question, Read, Recite, Review, Reflect) as the significant way in
teaching reading comprehension.
It provides information for the students at second year of SMA Negeri 2 Kendari
by introducing them SQ4R (Survey, Question, Read, Recite, Review, and Reflect)
that can improve their reading comprehension.
As additional information and reading source for the students or another
researcher who are interested in carrying out the similar research.

5. Hypothesis
1.5
“there is a significant effect of SQ4R (Survey, Question, Read, Recite, Review, Reflect) on
the students reading comprehension at second year of SMA Negeri 2 Kendari.”
Scope
1.7
This study focuses on The researcher focuses on the application of SQ4R (Survey,
Question, Read, Recite, Review, Reflect) technique to the students reading
comprehension

6. Defenition of Terms
1.8
 Reading: Means as ‘reading and understanding. I can read the words but I do
not know what they meanings’ is not therefore, reading in this sense” (Ur.
1996:138). So, reading is a process of getting understanding from the text.
 Reading comprehension is understands the reading text or the process of
constructing meaning from a text.
 SQ4R is the technique of reading which consist of six stages namely: survey,
question, read, recite, review, and reflect.

7. Concept of SQ4R In Teaching Reading
Reading Comprehension
Reading as a Skill
The Importance of Reading
Reading
Teaching Reading
Previous Study

8. Design of the study
3.1
Quasi Experimental
Design
This design refers
to the way of
proving the
effectiveness of a
certain strategy
through experiment
The formula of the design as follows:
Pre-test Treatment Post test
Experiment Class : T1 X1 T2
Control Class : T3 - T4

9. Population and Sample
3.2
The population of this study are the entire second natural science class (XI IPA)
The population of this research is all the second year of SMA Negeri 2 Kendari
who registered in academic year of 2010/2011. The total populations of this
research are 318 students. They are distributed in 9 parallel classes, 34-37
students in each class.
This research uses purposive sampling which means all classes have an equal and
independent change of being selected for the sample. So that, the researcher takes the
class XI3 and XI5 as the sample which consist of 35 students in each class. Then, the
researcher use tottery is used to determine the experiment class and control class. Finally,
the researcher got XI5 as the experimental class and XI4 as the control class of this
research.

10. Instrument of the study
3.3
This research will use an objective test which consists of 35 numbers with
5(five) options. The tests are taken from Penuntun Belajar Bahasa Inggris 2
untuk SMU kelas 2, Pusat Pembukuan Departement Nasional, 2007, and Look
a Head an English Course for Senior High School Students Year XI, Erlangga,
2007.

11. Pilot Study
3.4
3.4.1 Pilot study the Instrument
To know the reliability of the instrument, the researcher
will conduct a pilot study before do treatment. The test
is given to the students who have the same level with
the population/samples. It will try out in class XI3.
The reliability of test is used KR21,
3.4.2 Pilot Study of the Technique
SQ4R will be piloted to make sure the strength and the
weaknesses of the technique in each aspect of the
implementation. It will be conducted at class XI2 as the
teacher’s consideration. In piloting the technique, the
researcher will control the allocation of time and
evaluating in teaching and learning process.

12. 3.5
The marking scheme use in this study is 1-10. It
means that the minimum of students’ score is 1
and the maximum score is 10. This marking
scheme is obtained by using the following
formula:
Final score: Raw score/ score obtained by students X 10
Score total in the test
Marking Scheme

13. Technique of Data Collection
3.5
3
2
Pre-test
Before conducting the teaching activity, the researcher gives
pre-test to the respondent. This is intended to know the students’
reading comprehension achievement before treatment.
1
Post-test
After doing the treatment, the researcher
uses the post-test to the students to
measure the students’ reading
comprehension achievement.
Giving treatment
In this step, the researcher teaches the students about reading
comprehension by using SQ4R. The treatment will be conducted for six
meetings by the researcher herself. It means that in this study, the researcher
acts as a teacher.

14. Technique of Data Analysis
3.6
The researcher will use t-test as technique of analysis data in
this research means that the researcher applies one tailed t –
test formula to examine the effectiveness of using SQ4R
towards students’ reading comprehension

15. Teaching Procedures
3.7
Step 1. Researcher introduces herself, informs the objective of their teaching and learning
process to the students and gives brief explanation about SQ4R technique
Step 2. the researcher inform them to work individually, it as a strategy to develop their
creatively and understanding in doing SQ4R.
1
Step 3. The researcher distributes the reading text and SQ4R note
sheet for each student as follows:
• Before starting to read a text, the students identify or
look over the entire of the reading text. (Survey)
•The researcher asks some questions to stimulate their prior
knowledge and also to make sure what they already know about the topic.
(Question)
•The students create some relevant questions, what more they
need to learn about the topic. (Question)
2
3
•The researcher asks students to read the whole paragraph of the text silently and actively,
to find out the answer of the question that they have created. (Read)
•After the students read, then close them the book. They will answer the questions
by using their own words. (Recite)
•The researcher asks students to check their answer, what is the information on the passage.
Then, students reread of the text to refresh their memory about the information of reading text. (Review)

16. •The researcher ask students to write of the new information what they
have know from the text and asks students to think how can the
information is used and what do students to know more about the topic.
(Reflect)
•The researcher invited randomly to present in front of class base on
SQ4R note sheet.
Step 4. At the end of learning process, the researcher gives feedback and
conclusion of student’s performance.

17. LOGO