An Analysis on Teacher's Practical SQ3R Strategy for Reading Comperhension at SMP AL HUDA

Delia, Mayriza Putri (2026) An Analysis on Teacher's Practical SQ3R Strategy for Reading Comperhension at SMP AL HUDA. Undergraduate (S1) thesis, UIN SYEKH WASIL.

	Text 22202111_prabab.pdf Download (3MB)
	Text 22202111_bab1.pdf Download (3MB)
	Text 22202111_bab2.pdf Download (1MB)
	Text 22202111_bab3.pdf Download (8MB)
	Text 22202111_bab4.pdf Restricted to Registered users only Download (12MB)
	Text 22202111_bab5.pdf Restricted to Registered users only Download (2MB)
	Text 22202111_daftarpustaka.pdf Download (860kB)
	Text 22202111_lampiran.pdf Restricted to Registered users only Download (4MB)
	Text 22202111_Lembar Pernyataan Karya Ilmiah.pdf Restricted to Repository staff only Download (116kB)

Abstract

Reading comprehension is an important skill in English learning because it helps students understand written texts, identify main ideas, find supporting details, and interpret information accurately. However, many students still struggle to comprehend English texts due to limited vocabulary, passive reading habits, and a lack of appropriate reading strategies. Therefore, teachers use the SQ3R strategy, which consists of Survey, Question, Read, Recite, and Review. Based on the research background, this study aims to describe how English teachers implement the SQ3R strategy in teaching reading comprehension at SMP Al Huda and to identify the challenges teachers face during its implementation. This study uses a descriptive qualitative research design because it focuses on describing the actual process of implementing the SQ3R strategy in teaching reading comprehension, rather than on statistical measurements of student scores. This research was conducted at SMP Al Huda, with a seventh-grade English teacher experienced in implementing the SQ3R strategy as a participant. Data were collected through classroom observations, semi-structured interviews, and documentation. The data collected consisted of observation notes on the implementation of each SQ3R stage in the classroom, teacher interview responses regarding experiences, strategies, and challenges during the learning process, and supporting documents related to the teaching implementation. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings show that teachers systematically implement the SQ3R strategy through five stages. The findings also reveal several challenges faced by teachers, such as in the Question stage, students do not ask many questions due to difficulty in constructing interrogative sentences, limited mastery of comprehension, time constraints due to inappropriate text selection or students having difficulty reading, diverse motivations, and classroom management issues. This study shows that the SQ3R strategy is useful for teaching reading comprehension because it helps students become more active and focused readers, although its success depends on teacher guidance, student readiness, and effective classroom management.

Actions (login required)

View Item