Title: Improving Students' Reading Comprehension Using Question-Answer Relationship Strategy at Eleventh Grade of SMA Negeri 10 Gowa. Dengan Judul: Improving Students' Reading Comprehension Using Question-Answer Relationship Strategy at Eleventh Grade of SMA Negeri 10 Gowa. Improving Students' Reading Comprehension Using Question-Answer Ratio (QAR) Strategy (A Classroom Action Research in Eleventh Grade of SMA Negeri 10 Gowa).
This research aimed to explain the improvement of students' reading comprehension in terms of literal understanding which is related to main ideas and interpretive comprehension which is related to conclusion. Research findings indicated that the implementation of the Question-Answer Relationship Strategy (QAR) was significant in improving students' reading comprehension in both literal and interpretive comprehension. Therefore, there was improvement in students' reading comprehension in terms of literal understanding which is related to main ideas and interpretive understanding which is related to conclusion.
Keywords: reading instruction, reading comprehension, question-answer relationship strategy, main ideas of the text, text conclusion. All students of XI MIA 4 class of SMA Negeri 10 Gowa who sacrificed their time and activity to be the subject of this research.
INTRODUCTION
- Background
- Research Question
- Objective of the Study
- Significance of the Study
- Scope of Study
- Previous Related Research Findings
- Pertinent Ideas
- Reading Comprehension
- Question-Answer Relationship (QAR) Strategy
- Think and Search
- On My Own
- Conceptual Framework
Based on the experience after examination in eleventh grade of SMA NEGERI 10 GOWA, the researcher got information that only about 28%. There were 25 subjects who achieved the minimum pass in the first posttest of Cycle II. Then, in the final post-test of Cycle II, there were 31 subjects who achieved the minimum passing grade.
Reading comprehension is a process of recognizing the text and remembering any information in the text. It is the reader's ability to recall ideas and information that are directly expressed in the textbook material. Answers to Right There questions can be found in a sentence in the text.
Indeed, Raphael added, “the answers to the right questions there are generally easy to find in the text; .. in fact, often some of the words used in the question are found in the same sentence as the answer". The question words and the answer words are not in the same sentence.
RESEARCH METHOD
- Research Design
- Successful Indicators
- Research Subject
- Research Instruments
- Observation Sheet
- Test
- Data Collection Procedure
- Observation
- Reading Test
- Technique of Data Analysis
- Findings
- The Improvement of the Students’ Literal Comprehension
- Test Cycle I Cycle II
- The Improvement of the Students’ Interpretive Comprehension
The purpose of the research was to gain an understanding of teaching and learning in one classroom and to solve problems, in this case students' problems in learning English, especially in reading. At each meeting (8 meetings), the researcher observed the students' activities in the learning process of teaching and during the performance of tasks. There are many aspects observed by the researcher and the teacher, such as students' attention, students' ability to mention QAR, students' ability to use QAR, students' activity in doing tasks individually or in groups.
The results of the data findings revealed that teaching reading comprehension through the Question-Answer Relationship Strategy (QAR) can improve students' achievement in the literal sense and can also improve students. There is also a significant improvement in students' literal understanding from cycle I to cycle II, where students' literal understanding in cycle I is 56.6 and in cycle II is 73.27. The graph above shows the improvement of students' literal understanding in which cycle II is higher (73.27) than that of cycle I (56.6) and the Diagnostic Test (48.83).
After evaluation in cycle I and cycle II, there is a significant improvement in the students' understanding of letters. The improvement of students' interpretation understanding which focused on conclusion as indicators in XI MIA 4 class of SMA Negeri 10 Gowa as a result.
Literal Comprehension
The Improvement of the Students’ Reading Comprehension
The improvement of the students' reading comprehension, which focused on literal comprehension and interpretive comprehension as a subject in XI MIA 4 class of SMA NEGERI 10 GOWA as a result of the students' assessment of Diagnostic test, cycle I and cycle II, can clearly can be seen in the following table:
Interpretive Comprehension
There is also a significant improvement in student reading comprehension from Cycle I to Cycle II, with student reading comprehension in Cycle I being 56.4 and in Cycle II 74.23, and the improvement in student performance in reading comprehension from cycle I to cycle II is 17.83%. The table above proves that using a question-answer relationship strategy in the teaching and learning process can improve student performance.
Reading Comprehension
- The Result of the Students’ Participation in Teaching and Learning Process
- Discussions
- The Improvement of the Students’ Literal comprehension dealing with the main ideas
- The Improvement of the students’ Interpretive Comprehension dealing with Conclusion
- The Improvement of the Students’ Reading Comprehension dealing with the Students’ Literal Reading Comprehension and Students’ Interpretive
- Conclusions
- Suggestions
This means that the students' participation in cycle II was good because 86.7% students' participation in the teaching-learning process using question-answer-relationship strategy was good. The application of Question-Answer Ratio (QAR) Strategy in improving the students' literal understanding in terms of main ideas can be seen. This is also lower than the average score of the students' reading test in cycle I which is 56.4 and cycle II is 74.23.
The students' literal reading comprehension of the eleventh year students of SMA Negeri 10 Gowa, class XI MIA 4 in 2017/2018 academic year through Question-Answer Ratio (QAR) Strategy. The indicator of the main ideas of the students' literal reading comprehension in the first cycle improved from Diagnostic test. The students' interpretive reading comprehension of the eleventh year students of SMA Negeri 10 Gowa, class XI MIA 4 in 2017/2018 academic year through Question-Answer Ratio (QAR) Strategy.
The result of the improvement of students' reasoning is evident by testing and observation (first level reading test), while the average score is 56.2. Using the Question-Answer Ratio (QAR) strategy in the presentation of reading comprehension material to students of class XI-MIA 4 of SMA Negeri 10 Gowa significantly improves student achievement. The use of Question-Answer Relationship (QAR) strategy can improve students' literal comprehension in Grade XI-MIA 4 students of SMA Negeri 10 Gowa.
The use of Question-Answer Relationship (QAR) Strategy is able to improve students' interpretive understanding in Grade XI-MIA 4 students of SMA Negeri 10 Gowa. It is suggested that English teachers use the Question-Answer Relationship Strategy (QAR) in the presentation of reading comprehension materials because it is effective in improving student achievement. Improving students' reading comprehension through sustained silent reading method (A Classroom Action Research in Class XI-IPA of SMA Muhammadiyah Wilayah Makassar).
The Effect of Question-Answer Ratio (QAR) Strategy on First Grade High School EFL Students' Reading Comprehension. Effect of reading instruction using question-answer ratio (QAR) and reading strategies on reading comprehension ability of eleventh grade students. Thesis: Chulalongkorn University. The use of Realia to improve the students' speaking ability in the eleventh grade students of SMK Nasional Makassar (A Classroom Action Research).
Documentation
Instrument DIAGNOSTIC-TEST
Then the man became so angry that the man shouted over and over: "Say Catano, or I'll kill you!" but the bird would not speak. One day after trying for many hours to get the bird to say Catano, the man became very angry. What does the man do to the bird because the bird cannot say the name of a place.
Once upon a time there lived an armadillo who loved music more than anything else in the world. After every rain, the armadillo would drag his shell to the big pond full of frogs and listen to the big green frogs singing back and forth, back and forth to each other in the most amazing voices. The armadillo crawled to the edge of the water and watched the frogs leap and swim in a frenzied green ballet, and they called back and forth, back and forth in beautiful musical tones.
He liked to listen to the music they made while they talked, although he did not understand their words; which was just as well - because the frogs laughed at this funny animal who wanted to sing like a frog. Then one day a family of crickets moved into a new house near the armadillo, and he was surprised to hear them chirping and singing as happily as the frogs. But the armadillo could not understand their language, so he just sighed with longing and listened to their beautiful voices laughing at him.
They chirped and frolicked and sang songs that were even more beautiful than crickets and frogs. He followed the man with the cage down the road as fast as his legs would carry him and listened to the singing of the canaries. Why did the armadillo still listen to the frogs and crickets even though they laughed at him.
Lesson Plan and Teaching Materials
