This research aimed to know if the use of Question-Answer Relationship (QAR) strategy can improve students' reading comprehension ability in narrative text. The result of this research showed that the QAR strategy had a positive role in improving the ability of reading comprehension in the narrative text among the eighth grade students of MTsN 1 East Lampung. It can be concluded that the use of Question-Answer Relationships (QAR) can improve students' reading comprehension.
The conclusion of this research is that the use of Question-Answer Relationship Strategy (QAR) was effective to improve students' reading comprehension ability in narrative text.
Background of the Study
When we understand a text, we must extract and construct meaning from the text by interacting and engaging with the text. After we understand the author's idea from the text we read, we will know what the text is about and what the content of the text is like. The students also experience difficulties in concluding the content and the moral value of the text.
As a result, the students cannot fully understand the text, so they cannot answer the questions correctly.
Problem Identification
There are various ways that can be used to overcome the difficulties, and one of them is for the teacher to teach the students strategies that have been shown to be effective in improving their reading comprehension ability. Therefore, the writer wanted to conduct a research using question-answer ratio as a strategy. Referring to the example above, the writer is interested in conducting a research titled "Using Question-Answer Ratio (QAR) Strategy to Improve Reading Comprehension Ability in Narrative Text among Eighth Graders of MTsN 1 East Lampung.".
Problem Limitation
Problem Formulation
Objective and Benefit of the Study
Theoretical Review
- The Concept of Reading Comprehension a. Definition of Reading Comprehension
- Top-Down Model
- The Interactive of Models
- Literal Comprehension
- Interpretative Comprehension
- Critical Comprehension
- Creative Comprehension
- Identifying the purpose in reading
- Skimming the Text for Main Idea
- Scanning
- Vocabulary analysis
- Pronominal Question, Imperatives
- Transfer Information
- The Concept of Reading Narrative Text a. Definition of Narrative Text
- In The Book Questions
- In Your Head Questions
The ideas of the text constructed by the reader must be meaningful and integrated with the reader's concepts. A critical reader must be an active reader, always asking, looking at the fact contained in the text to understand the meaning of the text itself. This helped them to consider both information in the text and information from their own background knowledge.
Those strategies are considered to be in the text because the reader can find the answer in the text. a) Right there.
Action Hypothesis
The Research Setting
The Subject of the Research
Research Procedure
Classroom Action Research
In Classroom Action Research, the researcher wants to keep the research in two cycles. Here is the Classroom Action Research (CAR) design proposed by Jean McNiff and Jack Whitehead:25.
Action Plan
There are the four activities in each meeting in cycle 1 such as planning, action, observation and reflection. In this research, the observation will be carried out in a learning process related to the schedule. The collaborator observed the students' activities, in this study the author acted as a teacher who implemented the Question-Answer Relationship (QAR) strategy in the treatment.
The aim was to know how far the students read the story using the Question-Answer Relationship (QAR) strategy. In this step, the author observed the process of teaching learning by using observation sheets. Reflection was an activity to analyze and draw conclusions based on test results and observations.
Reflection was used to analyze the results of the observation and tests, which were used as a basis for the next cycle of improvements. Based on the evaluation of the 1st cycle of observed weaknesses, then the second cycle of action is developed and so on. The result in the 1st cycle was for evaluation material and for reflection on the second research.
From Cycle 2, if all students were successful, the cycle can be stopped until Cycle 2 only.
Data Collection Method
- Test
- Observation
- Documentation
- Field Note
The function of the pre-test was to determine readiness for instructional program and to diagnose individuals specific strengths and weaknesses in the ability to read narrative with comprehension. By giving a post-test, it would be known that the students' result is learning to understand the content of the narrative text and answer the questions related to it by analyzing the questions after giving treatment twice. Furthermore, the research would use activities given and whether they get bored or not with those activities given.
Documentation was the method used to obtain information from written sources or documents such as books, journals, regulations, meeting notes, and daily reports. The researcher used this method to obtain data about the history of the school, the number of teachers, employed officials and students in MTsN 1 East Lampung. To collect the data more accurately, the writer used field notes to make it easier to analyze the data.
Data Analysis Method
Indicator of Success
The result of The Research
The Description of Research Location a. The History of MTS N 1 East Lampung
The researcher used the Question-Answer Relationship (QAR) strategy to improve the students' reading comprehension. The researcher pre-tested the students to see the students' pre-treatment reading comprehension in narrative text. In addition, the researcher prepared an observation sheet consisting of the list of the students' names and the list of the students' activities that would be observed during the teaching-learning process.
Next, the researcher explained the material about the narrative text and the question-answer relationship (QAR) strategy. You can discuss what the main idea of the text is”.. clue in each sentence to the end. After finishing, the researcher asked the student about the text, which consisted of identifying the main idea and detailed information about the text.
After the researcher gave the clue, the researcher asked the students to identify the part of the text. After the treatment and observation, the researcher received the result of the students' learning activities from the staff member as follows:. The result of a cycle I showed an improvement in the result at pre-test and post-test 1. The students were sufficiently interested in the learning process, but the study had to be continued to the next cycle due to the condition of the learning process is still unsupervised, some students still did not focus on the material and made the class noisy, and the average of the students has not yet reached the standard minimum criteria.
In addition, the researcher created an observation sheet that consists of a list of students' names and a list of student activities that would be observed during the teaching and learning process. The learning process in the 2nd cycle was focused on the weakness of the 1st cycle. The researcher found that the students' problems were low vocabulary and confusion with the information of the text. The student read the text and was then asked about the text by the researcher.
This meant that the time had passed and the researcher closed the lesson and reminded the students to read about narrative text again.
Interpretation
Action and Learning Result at Cycle I
Because the students had already achieved the indicators required in cycle I and cycle II, the researcher did not proceed to cycle III. From the average score of pre-test and post-test 1 above, it can be seen that there was an improvement in students' Reading Comprehension in Narrative Text. The average score in pre-test is 66 improved to 74 in post-test 1, so there is an improved 8 points.
Action and Learning Result at Cycle II
The Result of Students’ Score Pre-test, Pos test I and Post- test II
Comparison of pre-test and post-test 1 and post-test 2 Result Pre-test-Post Test 1 Post-test 2 Application. The amount of completion of students' points in the pre-test cycle, the post-test cycle I and the post-test cycle II. The result of the Students' Activity in Cycle I and II No name Cycle 1 Cycle II.
From the above table, it could be concluded that there was an improvement in the students' activities during the learning process in a cycle I and cycle II by using the method. Relating this research until cycle II, the resulting score and the students' performance activities were reached the goal that was decided. Based on the result of this research, it was known that more than 70% of the students got a minimum score of 75.
Discussion
So we can say that this research was finished and there was no need to continue it in the next cycle. Specifically, the researcher gave the students a text that was a narrative text along with the questions. They then analyzed the structure and information of the text to answer the questions.
After cycle I and cycle II, the students' reading comprehension in narrative text improved because the researcher used question-answer-ratio (QAR) strategy. The use of Question-Answer Relationship (QAR) as a strategy, especially in English subject, was very effective in improving reading comprehension ability in narrative text in the eight graders of MTsN 1 East Lampung. It can be seen from the result that the average of students' score was improved from 66 to 74.68 and finally became 76.79.
This is more than 70% established by the researcher in this study. From the students' result test it can be seen that cycle II is higher than cycle I, this means that by using question-answer ratio (QAR) strategy the students can improve their reading comprehension ability in the learning process of narrative text. Applying Question-Answer Relationship (QAR) in the learning process of reading comprehension in narrative text can make students more interested, so that Question-Answer Relationship (QAR) can improve the students' motivation and performance in English reading.
Jean McNiff og Jack Whitehead, Action Research: Principles and Practice Anden udgave, New York: Routledge Falmer Taylor & Francis Group, 2002. Janette K Klinger, Sharon Vaughn og Alison Boardman, Teaching Reading Comprehension to Students with Learning Difficulties, New York : The Gillford Press, 2007. Paul Burns, Betty Roe & Elinor Ross, Teaching Reading in Today's Elementary School, New York: Houghton Mifflin Company, 1990.
