THE EFFECT OF PQRST METHOD ON READING ACHIEVEMENT IN SEVENTH GRADE STUDENTS AT SMPN 3 SAWAN

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1 THE EFFECT OF PQRST METHOD ON READING ACHIEVEMENT IN SEVENTH GRADE STUDENTS AT SMPN 3 SAWAN A.A. A. K. PRIYANTI, N. N. PADMADEWI, I. N. P. H. SAPUTRA English Education Department Ganesha University of Education Singaraja, Indonesia arikartini21@yahoo.co.id, padmadewi@northbalibilingualschool.org, pasek_hadisaputra@yahoo.com Abstrak Penelitian ini merupakan penelitian eksperimen yang menggunakan Post-Test Only Control Group Design untuk meneliti keefektifan metode PQRST pada prestasi membaca siswa kelas VII di SMPN 3 Sawan. Pada penelitian ini, populasinya yaitu siswa kelas VII yang terdiri dari 217 siswa. Ada dua kelompok yang dipilih sebagai sample dan kedua kelas tersebut masing-masing terdiri dari 27 siswa. Pemilihan kelompok dipilih menggunakan teknik Cluster Random Sampling. Kelas 7 A4 merupakan kelompok eksperimen yang diajarkan menggunakan metode PQRST, sementara kelas 7 A5 merupakan kelompok kontrol. Data yang dikumpulkan menggunakan reading test yang terdiri dari 20 soal objektif yang dianalisis secara deskriptif dan inferensial menggunakan independent t-test. Null Hypothesis pada penelitian ini ditolak karena nilai signifikan adalah 0,000 dan lebih rendah dari nilai alpha yang signifikan (0,05). Selain itu, hasilnya dibuktikan dengan nilai rata-rata kedua kelompok. Nilai rata-rata kelompok eksperimen yaitu sedangkan nilai rata-rata kelompok control yaitu Ini berarti nilai tersebut menunjukan bahwa terdapat pengaruh yang signifikan dari metode PQRST pada prestasi membaca siswa kelas VII di SMPN 3 Sawan. Kata Kunci: prestasi membaca siswa, metode PQRST Abstract This research was an experimental research which used Post-Test Only Control Group Design to investigate the effectiveness of PQRST method on reading achievement in seventh grade students at SMPN 3 Sawan. In this research, the population was the seventh grade students which consist of 217 students. There were 2 groups selected as sample and both of every group had 27 students. The group was chosen by cluster random sampling technique. The 7A4 class as an experimental group which was taught by using PQRST method, while the 7A5 class as a control group. The data was collected by reading test which consist of 20 questions analyzed descriptively and inferentially used independent t-test. The Null hypothesis in this study was rejected because the significant value was and lower than the significant value of alpha level (0.05). In addition, the result was also proved by the mean score of both groups. The mean score of experimental group was while mean score of control group was It means the result showed that there was significant effect of PQRST Method on reading students at SMPN 3 Sawan. Keywords: Students reading achievement, PQRST Method

2 INTRODUCTION Language is a communication tool which used by the people to communicate. Language is also used to convey idea, opinion, mind and feeling to the other people. Aware of the importance of language, English is one of a language and commonly used by among people should be mastered. English teaching is closely related to the four basic language skills because in English teaching is required to master the basic language skills, such as: reading, speaking, writing, and listening. Among these skills, one of them is reading. Reading is one of most effective way of foreign language learning. By reading, students knowledge will automatically be enriched which can influence their language skills. In daily life people usually read something to get information and meaning from what they have read. It means that reading is also important as an act from the people to get meaning. It is supported by Guthrie, Benneth & McGough (2007) as cited in Acheaw (2014:7) Reading is the act of getting meaning from printed or written words, which is the basis for learning and one of the most important skills in everyday life. Reading as a habitual acted by the people, in the other word that acts is need an ability of the people as reader. In addition, the important skill that should be mastered is reading for the students as language learners because reading as a foundation to learn language. According to Paris (2005) as cited in Padmadewi, et al.(2014) Reading is one of greatest accomplishment for the language learners because it is the foundation for learning and academic achievement. It means as the learner who want to learn language should be able to read, because reading as a foundation in learning language. The ability how the reader to draw a meaning from the written text which consist meaning and based on the text is reading, they interpret the information of it. It is supported by Grobe and Stoller (2002) as cited in Dewi (2016:2) reading as the ability to draw meaning from the printed page and interpret this information appropriately. By reading, the reader able to draw and understand the printed page which include written text as their ability. Reading can help the reader to construct knowledge, share opinion, feeling, and experiences. Reading ability influent the students reading comprehension to gain, understand, and interpret meaning which depend on variety related and situational related. It supported by De Corte et al. (2001) as cited in Acheaw (2014:7) Reading comprehension (understanding, gaining meaning and interpreting the text) depends on a variety of reader-related, text-related, and situational factors. Considering the definition of reading comprehension, it is closely related with understanding of the text. It is supported by Smith and Johnson (1980) as cited in Padmadewi, et al. (2014) state that reading comprehension is concerned with the understanding, evaluating, utilizing of information and ideas gained through an introduction between a reader and an author. Reading in English teaching should be developed by effective methods and strategy in order to reach the graduate standard. Methods used as approaching teaching to help the students learn effectively (Balim, 2009 as cited in Dewi, 2016:3). It means that method is a way or strategy used by the teacher in order to make the teaching learning process

3 be effective. There are several methods that can be used by the teacher in the classroom. A method use in effort to improve students understanding about the written text and ability, make they able to recall the information and the important one is to make them remember about the content of the text. PQRST method is a method which commonly use in teaching language. Considering the importance of reading ability, PQRST method should be implemented as a method in teaching reading strategy. PQRST is introduced by Thomas F. Staton which is consisted by P as Preview, Q as Question, R as Reading, S as Summarize), and T as Test (Ahuja & Ahuja, 2007 as cited in Miqawati & Sulistyo, 2014). Based on the explanation, PQRST method consist of a procedure or step by step how to conduct the teaching reading and it is expected to improve students ability in reading which can influence their reading achievement. Considering of the importance of reading comprehension, the reading achievement is influenced by various factors; including the lack of input (belonging to the students), teacher; the reading material used, and strategy which used in teaching reading (Sari, Tantra, Ratminingsih, 2013). Because the strategy is one of them, it means that reading achievement should be improved by strategy that can be implemented to improve students reading comprehension skill. According to Wormeli (2005) as cited in Miqawati and Sulistyo (2014) PQRST strategy is also suitable for teaching expository reading for students. RESEARCH METHODS This was an experimental research which aimed to investigate whether or not there is any significant effect of PQRST method on reading students at SMPN 3 Sawan which used Post-test Only Control Group Design as the design of the study. The target population is seventh grade students with number of students are 217 students in which they are separated in 8 classes. The sample of the study was selected by using cluster random sampling where the researcher selected two classes first. Furthermore, the researcher decided which class would be taught by using PQRST method and Conventional technique chosen by lottery. There were two variables on this current study, independent and dependent variable. The independent variable was PQRST method and the dependent variable was Students reading achievement. Furthermore, Research instruments that were used such as the first one was post-test as instrument for collecting data with 20 questions in form of multiple choices with descriptive as the material. The second was teacher scenarios or lesson plans were used as instrument for supporting data in which they were used by the researcher as guidance in giving the treatment when teaching the students. The selected topic was based on the syllabus which was used in SMPN 3 Sawan. And the last instrument was try out test consisting 40 multiple choice questions with descriptive text as material. Before using the instruments, all of the instruments were tested. Teaching scenarios were consulted to the supervisors and the teacher before they were implemented. Before administrating try out test to the class which was not belonging to sample, it

4 was checked first for the content validity by two experts to examine the items appropriately with the indicators. The result analyzed using Gregory formula to obtain the content validity. The result of Gregory s formula was found that the content validity of test was 1.00 which means the content validity was in very high level. It can be inferred that the instrument was valid in term of content. After measuring the content validity, the instrument was tried out the test in 7 A1 class. The results of try out test were analyzed by using ANATES program to find out the empirical validity, reliability, index of discrimination and index of difficulty. In the empirical validity, among 40 items, there were 25 valid items and would be used as the post-test to collect the data. The result of reliability test was 0.87 which was categorized as having high level of reliability. Then in teaching process of giving treatment for both groups, there were 7 meetings for each group, consists of 6 meetings for giving treatment, 1 last meeting for conducting the post-test. After conducting post-test then the researcher analyzed the data. The data was collected in the form of score of students' reading test. To test the research question, the gained scores were calculated and analyzed by using two forms of statistical analysis, namely descriptive and inferential statistical analysis which used SPSS program in analyzing the data. Descriptive statistical analysis used to analyze the mean, mode, median, range, standard deviation and variance of the data. Meanwhile, inferential statistical analysis was used to test the hypothesis which used 2 tailed Independent t-test. The qualifications in determining the result of the hypothesis testing are when the significance value of the test is lower significance value of alpha, 0.05, the alternative hypothesis was accepted which means there is significant effect of PQRST method on reading students at SMPN 3 Sawan. In the other hand, when the significance value of the test is higher significance value of alpha, 0.05, the alternative hypothesis was rejected which means there is no significant effect of PQRST method on reading achievement in seventh grade students at SMPN 3 Sawan. FINDINGS Descriptive statistics analysis and inferential statistics analysis were measured after administering the posttest. The result of descriptive statistics analysis could be seen in Table 1.

5 Table 1 Result of descriptive statistical analysis Statistics Experiment Control Valid Missing Mean Median Mode a Std. Deviation Variance Range Minimum Maximum Sum From the table 1, the mean score of experimental group was higher than the mean score of control group. The mean score of experimental group was and the mean score for control group was Furthermore, the median score of experimental group was while the median score of control group was The mode of experimental group was 80 and 50 for mode of control group. Range of experimental group was 35 while the range of control group was 40. Variance of experimental group was and the variance of control group was Furthermore, the standard deviation of experimental was while the standard deviation of control group was Furthermore, hypothesis testing was done in order to test whether or not there is any significant effect of PQRST method on reading students at SMPN 3 Sawan. It was analyzed by using 2 tailed independent t-test SPSS application program. The result of the testing was displayed in the following table.

6 Table 2. The result of Independent t-test. Group Equal variances assumed Equal variances not assumed Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means Sig. (2- Mean Std. Error 95% Confidence Interval of the Difference F Sig. T Df tailed) Difference Difference Lower Upper Based on the Table 2 which analyzed by independent t-test, the significant value (2 tailed) is 0,000. In the other word, the significant value is lower than significant value of alpha level. It can be concluded that the alternative hypothesis is accepted. It meant that there is significant effect of PQRST method on students reading students at SMPN 3 Sawan. DISCUSSION This study design was an experimental research which aimed to investigate whether or not there was any significant effect of PQRST method on reading achievement in seventh grade students at SMPN 3 Sawan which used Post-test Only Control Group Design. The research population in this study was the seventh grade students were consisted of 217 students. There were 8 classes in the seventh grade at SMPN 3 Sawan. For deciding the sample of this study, the researcher used a technique namely cluster random sampling then selected two classes. 7 A4 class as the experimental group while the 7 A5 class as the control group. Before deciding both groups as experimental and control group, the researcher was administered the normality and homogeneity test for both groups through their summative score. The researcher used students report s score as the summative score and continually tests both normality and homogeneity test. After the test was administered, the researcher start to give treatment and taught both groups by using different strategy. The result showed that both groups had normal and homogeneous distributed. In collecting the data, the researcher had prepared several research instruments. In giving the treatment, the researcher used teaching scenarios as guidance during teaching process and also for the supporting data, lesson plan as the teaching scenarios. Besides, the other instruments were instrument for collecting data that included of try-out test with 40 questions in form of multiple choices with descriptive text as the material. Furthermore, the third instrument was post-test with 20 questions in form of multiple choices and the material was descriptive text about introducing self and others. The selected material was based on the syllabus that used in SMPN 3 Sawan. Before those instruments were used, it must be tested. The teaching scenarios must be consulted by the supervisor while the try-out test was

7 checked the content validity by two experts and it was administered not belonging to the sample of the study. The try-out test was administered in 7 A1 class. The result of try-out test was analyzed to find out the empirical validity, index of difficulty, index of discrimination and reliability. From 40 questions in try-out test, there were 25 questions were valid while 15 questions were drop. There were 20 questions were selected to use as post-test and was administered for the sample after giving treatment. After collecting the data, the data was analyzed by using descriptive statistics analysis and inferential statistics analysis. The result of the data analysis showed that there was significant effect of PQRST method on students reading achievement in seventh grade students at SMPN 3 Sawan. It was proved by the mean score of both group, mean score of experimental group was while the mean score of control group was It can be seen in Table 4.5. Furthermore, the result of inferential statistics analysis showed that there was significant effect of PQRST method on students reading students at SMPN 3 Sawan. The result showed that the null hypothesis was rejected. It meant that the hypothesis testing was changed into alternative hypothesis. The result of hypothesis testing can be seen in Table 4.9. In teaching process, the researcher was conducting seven meetings, six meetings for giving treatment and one meeting for administering the post-test. The six meetings used to give treatment or teaching the material before administered the post-test. It implemented to investigate whether or not the significant effect of PQRST method on students reading students at SMPN 3 Sawan. The material for first and second meeting was descriptive text about introducing self, then the topic of third and fourth meeting was still used introducing self but more completely by adding the family member. For fifth and sixth meeting, the topic was introducing others. Then the seventh meeting was administered the post-test for both groups. All of the students were given 60 minutes to answer the 20 questions of multiple choices and given 20 minutes to discuss about the test. It must be done to check students understanding about the text and the question inside the test. After administering the post-test, the data was analyzed and there was significant effect of PQRST method on students reading achievement in seventh grade students at SMPN 3 Sawan. It can be proved from the mean score of both groups. The mean score of experimental group was while the mean score of control group was The used of method in teaching reading gives significant effect and it helped the students learn effectively (Balim, 2009 as cited in Dewi 2016:3). Moreover, this result was supported by the empirical review of the other researchers which were done research which closely related with this study. One research from Septiari, K. A. (2013) in Improving Students Reading Comprehension through PQRST of eight grade students of SMP Negeri 2 Banjarangkan in academic year 2012/2013. The result from the finding of her research, it could be shown that the students reading comprehension was really improved through PQRST technique. It meant that PQRST is an effective to use to improve students reading

8 comprehension. The other journal from Faradina (2015) with the title is The Effect of PQRST Method towards Students Reading Comprehension of the Second Year at SMP Tri Bhakti Pekanbaru. In the study, the result was the students in SMP Tri Bhakti were interested in teaching reading by using PQRST method because the steps of the method made them easier to understand the text. The other result of her journal stated that PQRST method is a good alternative method for the students to improve reading comprehension. The result of those empirical review stated that the PQRST method was effective and a good alternative method for students to improve their ability and their understanding of the text in reading, in the other word it made they were able to improve their students reading achievement. CONCLUSION AND SUGGESTIONS The findings and discussion showed that there is significant effect of PQRST method on reading students at SMPN 3 Sawan. This is supported by the result of descriptive statistics analysis and the inferential statistics analysis. The students enjoy the teaching process about reading and look enthusiasm. The results of the research that have been achieved, suggestions may be given by the researcher. a. For the teacher, PQRST Method is recommended to be used in teaching English especially in teaching reading. This method provides some steps how implemented and this method is very effective to make the students willing to read and saved in their long term memory. This Method also make the students increase their reading comprehension and can be active during the teachinglearning process because the students were given some questions related of the texts and before answer the questions they have to read and find the answer. It makes them read the whole texts to find the answer. The teacher also must prepare a lot of question which is based on the text given. Students can learn about the easy way to read. b. For the students, they can enhance their reading achievement. Their confidence and activeness during the teaching-learning process can be improved well through this teaching method. It means that they will enhance their reading achievement. c. For the other researchers who are interested in the area of teaching reading, this teaching method is an effective way to teach reading. This teaching method can make the students willing to read and active in the classroom. It is also recommended for the other researcher to conduct experiment about the use of this teaching method for students in reading. That will create the students are willing to read and be active to answer the question based on the text give. Automatically, it makes them increase their reading

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