TEACHING NARRATIVE READING TEXT BY USING SQ3R AND ETR STRATEGIES TO THE EIGHTH GRADE STUDENTS OF MTS PARADIGMA PALEMBANG

Jannah, Raudhatul (2016) TEACHING NARRATIVE READING TEXT BY USING SQ3R AND ETR STRATEGIES TO THE EIGHTH GRADE STUDENTS OF MTS PARADIGMA PALEMBANG. Other thesis, UIN Raden Fatah Palembang.

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Abstract

This study attemped to find out; (1) is there any significant difference on narrative reading text achievement between the students who are taught by using SQ3R strategy and those who are not, (2) is there any significant difference on narrative reading text achievement between the students who are taught by using ETR strategy and those who are not, and (3) is there any significant difference on students’ narrative reading text achievement between those who are taught by using SQ3R strategy, ETR strategy and the teacher’s method. This study was carried out at the eighth grade students of MTs Paradigma Palembang in the academic year of 2014/2015. The independent variables in this research were SQ3R (survey, question, read, recite, and review) strategy and ETR (experience, text, and relationship) strategy. The dependent variable investigated in this study was narrative reading text achievement. The writer used quasi-experimental research, the pretest-posttest two treatment design to describe the data. The total number of population was five classes consisted of 144 students all together. From the population, three classes consisted of 90 students were used as the sample. By using purposive sampling, the sample of this study was class VIII.a (SQ3R strategy), VIII.b (ETR strategy) as experimental class and VIII.c (the teacher’s method without treatment) as control class. The data were analyzed by using independent sample t-test and one way annova. The findings showed that: (1) there was a significant difference on narrative reading text achievement between the students who are taught by using SQ3R strategy and those are not where the p-output was 0.000 and t-obtained was 6.879 at the significant level of p-output was lower than 0.05 in two tailed testing and Df was 58, the critical value of t-table was 1.672, (2) there was a significant difference on narrative reading text achievement between the students who are taught by using ETR strategy and those are not where the p-output was 0.008 and t-obtained was 2.737 at the significant level of p-output was lower than 0.05 in two tailed testing and Df was 58, the critical value of t-table was 1.672, and (3) there was a significant difference on students’ narrative reading text achievement between those who are taught by using SQ3R strategy, ETR strategy, and the teacher’s method where the p-output was 0.000 and F-obtained was 20.366 at the significant level of p-output was lower than 0.05 in two tailed testing and Df was 87, the critical value of t-table was 1.663. Based on the result of the study, it can be summed up that SQ3R strategy was more affective than ETR strategy on the students’ narrative reading text achievement.

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