The PQRST Strategy, Reading Comprehension, and Learning Styles

Miqowati, Alfi Hidayatu; Sulistyo, Gunadi Harry

doi:10.17509/ijal.v4i1.605

Cited by 10 publications

(13 citation statements)

References 14 publications

(4 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, it also supports the findings of previous relevant studies (i.e. Graham & Hebert, 2011;Haeriyanto, 2012;Miqawati & Sulistyo, 2014;Winarsih, 2013) revealing that teaching students how to preview, read, write and/or make summary significantly enhances their reading comprehension. To bear in mind that the subjects of the relevant findings previously were adult students ranging from senior high school to tertiary level of education.…”

Section: Discussion Esupporting

confidence: 89%

“…In addition, however, this indicates no interaction between student's personality learning styles (i.e. sensing and intuitive) and the PQRST strategy (Miqawati & Sulistyo, 2014). In her 2015 study 'on the other side of the coin', Fitriani reveals that PANORAMA (Purpose, Adaptability, Need to pose questions, Overview, Read and relate, Annotate, Memorize and Assess) reading strategy is insignificant for its relation to translation and reading aloud.…”

Section: Amentioning

confidence: 99%

“…In their experimental study at the tertiary level of education, Miqawati & Sulistyo (2014) point out that PQRST was an effective strategy and students benefited by implementing the strategy when reading compared to translation and reading aloud modes. In addition, however, this indicates no interaction between student's personality learning styles (i.e.…”

Section: Amentioning

confidence: 99%

See 2 more Smart Citations

PRWR: Evidence of Its Effectiveness in Teaching Academic Content-Area Reading Across English Proficiency

Lubis¹,

Sulistyo²

2018

Self Cite

View full text Add to dashboard Cite

This factorial quasi-experimental 22 study aimed to corroborate the effect of PRWR strategy compared to Translation and Reading Aloud on students’ academic content-area reading comprehension as observed from their English proficiency. The interaction between the strategy and English proficiency was also examined. Data were obtained from a reading comprehension test, a TOEFL PBT Equivalent test, and a questionnaire on students’ perception towards the PRWR strategy. Both the reading test and the questionnaire were expert validated and tried out, whereas the TOEFL PBT Equivalent test was conducted under the auspices of an English institute. 58 sophomore students at a state university in Malang, Indonesia, served as the subjects of the study. This turned out that first; students taught by the PRWR strategy have better reading comprehension than that of by Translation and Reading Aloud. Second, students with high English proficiency taught by the PRWR strategy have better reading comprehension than that of taught by Translation and Reading Aloud. Third, there was no interaction between reading strategy and English proficiency. All in all, the employment of the PRWR strategy was highly recommended in academic content-area reading comprehension.

show abstract

Section: Discussion Esupporting

confidence: 89%

Section: Amentioning

confidence: 99%

Section: Amentioning

confidence: 99%

See 1 more Smart Citation

PRWR: Evidence of Its Effectiveness in Teaching Academic Content-Area Reading Across English Proficiency

Lubis¹,

Sulistyo²

2018

Self Cite

View full text Add to dashboard Cite

show abstract

“…PQRST substantially improves the students' retention and comprehension abilities (Syafitri, 2017). Thus, PQRST is pivotal to accelerate the reader's ability to comprehend the text and hence each stage of PQRST enhances reader's capacity to withhold the information and retrieve it later from long term memory during exams to get high scores (Ahuja & Ahuja, 2007, Miqawati & Sulistyo, 2014. Therefore, this research is a diminutive initiative to have an insight how constructivist approach along with PQRST impacts secondary school Pakistani students' academic achievement in English subject.…”

Section: ) Critical Readingmentioning

confidence: 99%

The Constructivist Teaching Approach and Academic Achievement in English: An Empirical Evidence of Secondary School Students

Hashmi

Wishal²,

Kiyani³

2021

JASS

View full text Add to dashboard Cite

Constructivism is a vibrant and self-motivated coaching paradigm that implies the establishment of the latest academic conceptions relying on the pupil’s past educational experiences. Constructive teaching approach (CAT) accompanied with PQRST method (Preview, Question, Read, Summarize and Test) considered as an efficient way for progression of the students’ comprehension regarding skills of English subject matter. This study aimed to find the effect of constructive teaching approach (PQRST) on 9thgraders academic achievement in the provided subject of English.Quasi experimental Pre-test-posttest research design had employed to fulfill the fundamentals of the current study. Two intact groups were randomly selected, and teacher made achievement test used to take the score. Control group was instructed English conventionally whereas treatment group was instructed through PQRST under the shade of CAT. Pre-test scores demonstrated an insignificant statistical difference between both groups but after getting treatment for 12 weeks experimental group exposed a momentous positive statistical discrepancy in scores via getting instruction through PQRST. The current research recommends constructivist teaching approach along with PQRST may be used for the improvement of students’ reading and comprehension skills in the subject matter of English which can enhance their achievement overall. IntroductionOne of the main ideological suppositions in teaching learning process has been founded, is termed as “constructivism”. It is an educational premise based on learner-centeredness and pupils are thought to dynamically investigate and construe new experiences then build a connection to the past experiences of the confined phenomenon. This teaching method not only co-notates to the content to be taught but pupils’ interests and needs catered well too (Lunenburg, 2011).In education, as the time has been elapsed various educational theories were introduced by education experts belonging to various school of thoughts, like behaviorism came from behaviorist school of thought, cognitivisim came from cognitive school of thought, constructivism came from constructivist school of thought and likewise, but the selection and implementation of the educational theory within the classroom is relies on the teacher. The first and foremost responsibility comes upon the shoulders of teachers. Therefore, the teacher should select the theory very vigilantly to maximize the learning competence of students especially in second language.Getting hold of second language is commendable as similar to any sort of triumph (Janjua & Shehzadi, Journal of Arts and Social Scienceshttps://ojs.jass.pk

show abstract

“…The study of effective strategies for teaching English as a foreign language (TEFL) in Indonesia had become prominent research topics for decades as it was apparent from varied published research findings (e.g. Lubis & Sulistyo, 2018;Miqawati & Sulistyo, 2014;Prabawa, 2016;Sholihah, 2015;Warni, 2016). On the one hand, this situation implies that most of the teaching practices that employ appropriate teaching strategies will result in better improvement to the students' achievement.…”

mentioning

confidence: 99%

Students’ Experiences of Learning English in Indonesia: Some Effective and Ineffective Ways

Lubis

Nopriansah

Halim³

et al. 2019

Abjada

View full text Add to dashboard Cite

<p>Although the study of effective strategies for teaching English as a foreign language (TEFL) in Indonesia has become prominent research topics for decades, little attention is paid to the students’ experiences of learning English. This study aims at researching some of our students’ experiences of learning English both at their junior and senior high schools. The students reflecting the experience were participants of our course unit of General English, Introduction to linguistics, Structure 2, History of English language, and were both from non-English and English departments at the University of Bengkulu and Dehasen University, Bengkulu, Indonesia. Of the eight effective and fourteen ineffective ways to learn English, we found three main issues apparent in our study namely self-confidence and motivation, learning environment, and methods and media in teaching English as a foreign language. Further explication of each issue is discussed.</p><p dir="RTL">على الرغم من أن دراسة الاستراتيجيات الفعالة لتدريس اللغة الإنجليزية كلغة أجنبية (TEFL) في إندونيسيا أصبحت موضوعات بحثية بارزة لعقود من الزمن، إلا أنه لم يتم إيلاء اهتمام كبير لخبرات الطلاب في تعلم اللغة الإنجليزية. تهدف هذه الدراسة إلى البحث في بعض تجارب طلابنا في تعلم اللغة الإنجليزية في مدارسهم الثانوية والإعدادية. كان الطلاب الذين يعكسون التجربة مشاركين في وحدة دوراتنا في اللغة الإنجليزية العامة، ومقدمة في اللغويات، والهيكل 2، وتاريخ اللغة الإنجليزية، وكانوا من أقسام غير الإنجليزية والإنجليزية في جامعة بنجكولو وجامعة ديهاسين، بنجكولو، إندونيسيا. من بين الطرق الثمانية الفعالة والأربعة عشر غير الفعالة لتعلم اللغة الإنجليزية، وجدنا ثلاث قضايا رئيسية واضحة في دراستنا وهي الثقة بالنفس والتحفيز، والبيئة التعليمية ، والأساليب ووسائل الإعلام في تدريس اللغة الإنجليزية كلغة أجنبية. مناقشة المزيد من شرح كل قضية.</p>

show abstract

The PQRST Strategy, Reading Comprehension, and Learning Styles

Cited by 10 publications

References 14 publications

PRWR: Evidence of Its Effectiveness in Teaching Academic Content-Area Reading Across English Proficiency

PRWR: Evidence of Its Effectiveness in Teaching Academic Content-Area Reading Across English Proficiency

The Constructivist Teaching Approach and Academic Achievement in English: An Empirical Evidence of Secondary School Students

Students’ Experiences of Learning English in Indonesia: Some Effective and Ineffective Ways

Contact Info

Product

Resources

About