Using question-answer relationships (QAR) strategy to improve the reading comprehension of the eight graders of MTs Miftahul Huda Curugbitung / Murtado - Repositori Universitas Negeri Malang

Using question-answer relationships (QAR) strategy to improve the reading comprehension of the eight graders of MTs Miftahul Huda Curugbitung / Murtado

Murtado (2011) Using question-answer relationships (QAR) strategy to improve the reading comprehension of the eight graders of MTs Miftahul Huda Curugbitung / Murtado. Masters thesis, Universitas Negeri Malang.

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Abstract

Thesis Graduate Program in English Language Teaching State University of Malang. Advisors (1) Dr. Monica Djoehana D. Oka M.A (2) Dr. Suharmanto M.Pd. Keywords QAR strategy improvement reading comprehension From the result of the preliminary study conducted to the students at MTs Miftahul Huda Curugbitung it was found that (1) the students had difficulty in identifying explicit and implicit information (2) the students had difficulty in identifying the main idea and (3) the students had difficulty in identifying the moral value of a narrative text. So the result of students reading comprehension achievement in the preliminary study was still low or under 60 the Minimum Passing Level (MPL) of reading in MTs Miftahul Huda Curugbitung. There were 14 out of 20 students or 70 % whose score was under the Minimum Passing Level (MPL) and there were 6 out of 20 students or 30% whose score was equal or above the Minimum Passing Level (MPL). Those were by two causes. First from students side this low achievement was possibly caused by students (1) lack of vocabulary (2) lack of background knowledge (of topic discussed of text-structure and of text organization) (3) lack of reading strategies (4) lack of higher order thinking skills and (5) lack of interest and participation in the learning and teaching process. Second from teacher s side teacher s teaching-learning strategy was inappropriate. Thus this action research was done to find the solution to overcome the students problem in reading comprehension. For that reason the teaching and learning of reading comprehension through the Question-Answer Relationships (QAR) strategy was implemented to improve students reading comprehension. This strategy was selected because it was believed to be able to facilitate students apply the higher level thinking and to facilitate in gaining higher achievement. This research employed collaborative classroom action research in which the researcher and his collaborator worked together on designing the lesson plans implementing the actions observing the effect of action and reflecting the results of the actions. In conducting the research the researcher was the practitioner while the collaborator became the observer. The subjects of the research were 20 students of the eighth grade of MTs Miftahul Huda Curugbitung in the 2010/2011 academic year. The research was carried out in two Cycles by following the action research procedure i.e. planning implementation observation and reflection. Each Cycle was carried out in four meetings. Three meetings were conducted for implementing the strategy and one meeting was conducted for test. The data of the research were gathered using observation checklist field note and reading comprehension test. The criterion of success was if 70% students gained 8805 10 points from reading comprehension test. The findings of the research revealed that the appropriate model of QAR strategy in teaching reading consisted of these procedures (1) giving a brief explanation about the instructional objective and the topic (2) asking students to sit in group of three (3) showing pictures related to the topic and asking some questions to activate the students background knowledge (4) modeling the types of QAR (5) distributing worksheet (6) asking students to read the text silently (7) Assigning students to discuss language feature such as difficult words translated into Indonesian tenses grammar and language function of a text (8) Guiding students to identify the types of questions Right There Think and Search Author and Me and On My Own (9) Asking students to answer the types of question (10) Encouraging the students and giving them assistance (11) asking the groups to show the answer (12) asking the group to exchange the answer to another group and to discuss (13) determining the correct answer and asking how to find the answer with the whole class (14) giving feedback and (15) giving conclusion. The most important steps are step 4 step 8 and step 9 because these steps are the core steps in implementing the QAR strategy (modeling guiding and practicing). QAR strategy could be implemented in individual and group discussion consist of three four and so fort. Furthermore the findings also show that QAR strategy improved students reading comprehension ability. The improvement can be seen from the students gain score 45 % of students gained 8805 10 points in Cycle 1 and 75% of students gained 8805 10 points in Cycle 2. In Cycle 2 25% of students gained 10 points. It means 25% of students failed. QAR strategy could not improve their reading comprehension. Therefore it was necessary to find the other alternatives to improve their reading comprehension. Based on the findings from the two cycles the teacher-researcher drew a conclusion that the Question-Answer Relationships (QAR) strategy can improve reading comprehension skills. Using the strategy in teaching reading helped the students to (1) develop their vocabulary (2) activate their prior knowledge (3) apply their higher level thinking and (4) enhance their interest and participation in the learning and teaching process. Based on the finding above some suggestion for the English teachers and future researchers are made as follows For English teachers who have similar problem it is suggested that they implement QAR strategy as one of the alternatives for improving students reading comprehension ability. For future researchers it is suggested that they conduct the same research in other level of study with different setting subject skills (speaking listening writing) other text types (procedures descriptive texts recounts reports etc) other functional texts (announcements brochures notices etc.) and other media (graphs pictures songs poems etc).

Item Type: Thesis (Masters)
Subjects: L Education > L Education (General)
Divisions: Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris
Depositing User: Users 2 not found.
Date Deposited: 15 Aug 2011 04:29
Last Modified: 09 Sep 2011 03:00
URI: http://repository.um.ac.id/id/eprint/58533

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