This document outlines a study on the effectiveness of using the SQ3R technique to teach reading comprehension. The study aims to 1) describe students' reading ability before and after using SQ3R, 2) determine if there is a significant difference in reading scores after using SQ3R, and 3) evaluate if SQ3R is an effective technique. It also defines key terms like effectiveness, SQ3R technique, and reading comprehension achievement. The document reviews literature on reading comprehension and the SQ3R technique, which involves surveying, questioning, reading, reciting, and reviewing a text.

1. THE EFFECTIVINESS OF TEACHING
SQ3R METHOD OF TEACHING
READING USING PRESENTATION
TECHNIQUE AT MAN 3 KEDIRI

2. CHAPTER
I
BACKGROUND OF
THE STUDY

3. 1. How is the students’ ability in
reading comprehension before using
SQ3R technique?
2. How is the students’ ability in
reading comprehension after SQ3R
technique?
3. Is there any significant different in
reading comprehension after and
before SQ3R technique?
4. Is teaching reading comprehension
using SQ3R technique effective?

4. Purpose of study
1. To describe students’ ability in reading
comprehension before using SQ3R technique.
2. To describe students’ ability in reading
comprehension after using SQ3R technique.
3. To find out whether there is any significant
different in reading comprehension after and
before SQ3R technique.
4. To find out whether teaching reading
comprehension using SQ3R technique is
effective.

5. hypothesis

6. Theoretically , the result of this study can give a valuable
contribution to the development of English reading
comprehension instructions. After knowing about the
effectiveness of teaching reading comprehension using
SQ3R technique in teaching, it hopes that result can be
applied in Indonesia.
Practically, it is expected that the result of this study are
valuable some contributions for the English teachers of SMA
8 KOTA KEDIRI especially the teacher of class X, the
headmaster, the researcher him self and other researchers.
The English teachers of SMA 8 KOTA KEDIRI can use research
finding as feedback of success and failure of teaching
reading so that the teacher can improve the quality of
teaching English, especially in teaching reading
comprehension using SQ3R technique, and to know the
effectiveness of it.

7. Scope and limitation
The limitation of the study is very
important, because it will avoid the
researcher misunderstanding. There are
many aspects which must be studied in
teaching reading comprehension so the
research focused on the teaching
reading comprehension using “SQ3R” at
first grade in the second semester SMAN 8
Kota Kediri.

8. D
e
f
i
n
i
t
i
o
n
o
f
k
e
y
t
e
r
m
1. Effectiveness
Effectiveness means here is the degree of freedom
found that the t-value is compared with the table of t-
value at 5% and 1% level of significance. The value is
higher than t-value limit at the table of t-value.
2. Teaching reading comprehension using SQ3R
In this research, teaching reading comprehension is
that it is focus on the Descriptive text by
comprehending the reading text in content, general
structure, meaning word, and main ideas. Teaching
reading here means that it uses SQ3R technique. SQ3R
is survey, question, read, recite, and review the text
that students achieve before and after the treatment.
It can be measured from the result of test prepared by
teacher.
3. Reading Comprehension Achievement
In this research, reading comprehension achievement
here means the students’ competence of reading
comprehension .It was indicated by the score that the
students got in reading score of reading
comprehension.

9.  The Nature of reading
 Reading Comprehension
 The Process of Reading Comprehension
 The Function of Reading Comprehension
 The Techniques of Reading Comprehension
 Teaching Reading Comprehension
 The Affective factor of Reading Achievement
CHAPTER II
REVIEW OF RELATED
LITERATURE

10. Step 1 Survey
In the first step, the researcher checks the pages of chapter which will be
learned. The researcher check pages of paragraph, pictures, graphics,
diagrams, and charts. The researcher read the questions or summary in
the last chapters. Those has purpose to find out impression or general
idea of contents. The survey is done by reading at glance.
The procedures
in using SQ3R in
detail as follows

11. Step 2 Question
In the second step, the researcher purpose the questions before starting
read all chapters. The questions based on literatures which have been
read at glance, such as ; by changed the chapters of paragraphs in
question form. The questions will grow our desire, help us to read by
purpose to get the important answer, in the last improve and fasten to
master all contents of chapters.
Step 3Read
In the third step, the researcher read to get answer of
questions. The researcher can read fast, because we know
what we search and where we search answers. The
researcher can read faster if we can do the step above.

12. Step 4 Recite
In the forth step, the researcher try to strength our result from reading.
Here what the researcher find out, we relate with information before and
we are ready to read next. In the end of paragraphs or part of chapters,
make summary of content paragraph. And review part which written
voiced full. It’s better if the review supported with note.
Step 5 Review
After each paragraph or part in chapter which already
learned. the researcher read as step 3 and 4 the researcher
review again and the researcher remember whole of brief
and important from all chapters. By the fifth step, the
researchers try to find out full mastering, and strength of
literature. Therefore slides of note about the chapter the
researcher arrange on the table, the relation of content the
researcher look and we remember.