Improving Students’ Reading Comprehension of Procedural Texts through the SQ3R Strategy
DOI:
https://doi.org/10.29407/jetar.v11i1.28115Keywords:
SQ3R; Reading comprehension; Classroom action research , SQ3R, Reading Comprehension, classroom action researchAbstract
Low reading comprehension remains a challenge for many vocational high school students, particularly in understanding English procedural texts. Although the SQ3R (Survey, Question, Read, Recite, Review) strategy has been widely used in reading instruction, its implementation in vocational high school settings still receives limited attention. Therefore, this study aims to investigate whether the SQ3R strategy can improve students’ reading comprehension of English procedural texts. This research employed a Classroom Action Research design conducted in two cycles. The subjects of this study were twenty-five tenth-grade students majoring in TITL ( Electrical Power Installation Engineering) SMK Excellent 1 Kota Tangerang. Data were collected through observation sheets and reading comprehension tests and were analyzed qualitatively and quantitatively. The results showed an improvement in students’ reading comprehension in each cycle. The average score in Cycle I was 52.6 and increased to 78.8 in Cycle II. In addition, students showed better participation and focus during the learning process. The findings suggest that the SQ3R strategy effectively supports the improvement of procedural-text comprehension among vocational high school students.
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