A Comparative Study of PQRST and Sq3r Strategies Based on the Text Types Upon the Eighth Grade Students’ Reading Competency at SMPN 4 Singaraja

Abstract

This research aimed at investigating whether or not there is a different effect between PQRST and SQ3R strategies based on the text types upon the eighth grade students’ reading competency. This research was an experimental research with 2 X 2 factorial designs. The population was 6 classes (179 students) of grade VIII in SMPN 4 Singaraja in the academic year 2012/2013, in which 4 classes were sample of this research which was assigned into two groups, two classes with 60 students were PQRST strategy group, and two classes with 60 students were SQ3R strategy group determined by using a Multistage Random Sampling. The data were collected through reading comprehension test that were analyzed by using Statistical Two-Way ANOVA. The result shows that, first, FA = 31.533 with the significant value was 0.000 which was less than 0.5, therefore, there is a significance difference between the students who were taught by PQRST strategy than those who were taught by SQ3R strategy. Second, FAB = 2.624 with the significant value was 0.107 which was higher than 0.5, therefore, there is no interactional effect of teaching reading strategies (PQRST and SQ3R) and text types (narrative and recount) on students’ reading competency.

The Effect of PQRST and SGD Methods on Students’ Reading Comprehension at Dehasen University

“…Secondly, Sandiarsa et al (2013) found that there was different effect between PQRST and SQ3R strategies on students' reading competency and there was no interactional effect between both methods and text types. It almost similar to the result of this study although this study has different compared method, that was Small Group Discussion.…”

“…The result showed that PQRST method and CTL approach improve students' learning outcome on chemistry subject about periodic table. On the contrary, Sandiarsa et al (2013) in his comparative research of PQRST (Preview, Question, Read, State, and Test) and SQ3R Strategies based on the text types upon the eighth grade students' reading competency at SMPN 4 Bali, showed that there was different effect between PQRST and SQ3R Strategies on students' reading competency and there is no interactional effect between both methods and text types (narrative and recount on students' reading competency.…”