The Influence of SQ3R Technique and Students’ Reading Interest towards Students’ Reading Comprehension Achievement
DOI:
https://doi.org/10.52690/jswse.v3i1.273Keywords:
SQ3R, Reading Comprehension, Reading InterestAbstract
This study was experimental research. The writer conducted this study at senior high school of SMK Negeri 3 Palembang. This study investigated to find out whether or not : (1) there is significant difference in reading comprehension achievement between the students who both have high reading interest taught by using SQ3R technique and those who are taught by using conventional technique, (2) there is significant difference in reading comprehension achievement between the students who both have low reading interest taught by using SQ3R technique and those who are taught by using conventional technique, (3) there is significant difference in reading comprehension achievement between the students who have high reading interest and low reading interest taught by using SQ3R technique, (4) there is significant difference in reading comprehension achievement between students who have high reading interest and low reading interest taught by using conventional strategy, (5) there is significant interaction effect of SQ3R strategy and reading interest towards the students’ reading comprehension achievement. From the finding it was found that SQ3R contributed to improve students reading comprehension achievement.
References
Amelia, B. (2018). The Use of SQ3r Technique in Improving Students` Reading Comprehension. ELS Journal on Interdisciplinary Studies on Humanities, 1(2), 218-225.
Biringkanae, A. (2018). The use of SQ3R technique in improving studentsreading comprehension. ELS Journal on Interdisciplinary Studies in Humanities, 1(2), 218-225.
Brown, H. (1995). Teaching by Principles: an Interactive Approach to Language Pedagogy. New Jersey: Englewood Cliffs, NJ: Prentice Hall Regents.
Kasmawati, S. (2020). Improving Students Reading Comprehension Through "Survey, Question, Reading, Recite, Review (SQ3R) Strategy. Journal of Language, Literature, and linguistics, 92-99.
Kasmawati, K., & Sakkir, G. (2020). Improving students reading comprehension through “survey, question, reading, recite, review (SQ3R)” STRATEGY. Interference: Journal of Language, Literature, and Linguistics, 1(2), 92-99.
Kusumayanthi, S., & Maulidi, S. M. (2019). The implementation of SQ3R Technique in teaching reading comprehension. JELA (Journal of English Language Teaching, Literature and Applied Linguistics), 1(2), 74-80.
Manktelow, J. ( 2003). Mind Tool, Essential Skill. UK: Signal House.
Nur, A. I. (2020). Implementation Of SQ3R Method In Improving The Students’ Basic Reading Skill. EDUCATIO: Journal Of Education, 5(1), 97-106.
Oakhill, J. C. (2015). Understanding and Teaching Reading Comprehension. New York: Routledge.
Pokharel, M., & Sharma, M. R. (2021). Classroom Management: Glocalized Contexts. Journal of Social Work and Science Education, 2(1), 11-20. https://doi.org/10.52690/jswse.v2i1.136
Richard (1985). Readibility of Test. Canada: Nelson.
Risdianto, E., Fitria, J., Johan, H., & Macariola, J. S. (2020). Teacher’s Perception of Thermodynamic Law Module Developed in Training through Student’s Critical Thinking Skills. Journal of Social Work and Science Education, 1(1), 78-86. https://doi.org/10.52690/jswse.v1i1.19
Robinson, F. (1961). Effective Study. USA: Harper and Row.
Tin, B. T. (2016). Stimulating Student Interest in Language Learning, Theory Research and Practice. London: Macmillan Publishers Ltd.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Journal of Social Work and Science Education
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
