THE IMPLEMENTATION OF TEACHING READING THROUGH PQ4R (PREVIEW, QUESTION, READ, REFLECT, RECITE, REVIEW) STRATEGY AT THE EIGHT GRADE OF MTSN 7 JEMBER

Permana, Yulio Hady (2023) THE IMPLEMENTATION OF TEACHING READING THROUGH PQ4R (PREVIEW, QUESTION, READ, REFLECT, RECITE, REVIEW) STRATEGY AT THE EIGHT GRADE OF MTSN 7 JEMBER. Undergraduate thesis, UIN KH ACHMAD SHIDDIQ JEMBER.

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Abstract

Yulio Hady Permana, 2023: The Implementation of Teaching Reading Through PQ4R (Preview, Question, Read, Reflect, Recite, Review) Strategy at the Eight Grade of MTsN 7 Jember

Key word: Teaching Reading, PQ4R (Preview, Question, Read, Reflect, Recite, Review)

Teaching reading is a process where the teacher makes students easy to reading well. But, the problem at MTsN 7 Jember were less interested about reading and low comprehend on the reading. The students still experience some difficulties in identifying main idea, making inference, determining references, using vocabulary context, and finding supporting details. The main problem is that student seem to have low interest in reading. Students assumed that reading is a boring activity since students have to read long paragraph from a written text then answer the questions based on the text. So, PQ4R strategy used to solve this problem because that can make students easier to comprehend the reading text. The research questions in this research were: 1) What are the goals of teaching reading through PQ4R strategy at eight grade of MTsN 7 Jember? 2) What is the material of teaching reading through PQ4R strategy at eight grade of MTsN 7 Jember? 3) How are the steps of teaching reading through PQ4R strategy at eight grade of MTsN 7 Jember? 4) What is evaluation of teaching reading through PQ4R strategy at eight grade of MTsN 7 Jember? This research used qualitative research. The participants were the English
teacher and students at second grade of MTsN 7 Jember. The data collection methods that have been used were observation, interview, and document review. To valid the data, the researcher also used source triangulation and techniques collection, data condensation, data presentation and drawing conclusions or verifying data.
The novelty in this research was that students were able to implement social functions, identify structures in the text, and use language elements in recount text materials. The materials used in this study originated from worksheets provided as well as sheets prepared by the teacher. To achieve these goals, the teacher asked students to form groups based on counting from the front to the back of the classroom. Then, the teacher provided the materials and
determined the time given to the students. In this case, the teacher also supervised the students in working on the materials and provided assessments. This research found that assessments were conducted using formative evaluation. Here, the teacher assessed attitudes by checking the attendance list. The teacher also assessed knowledge based on questions answered by students in the provided materials through short question assignments. Additionally, the teacher assessed the cooperation that students engaged in within their groups. One potential way to enhance the novelty and clarity of the text could be to provide specific examples or anecdotes that illustrate how the PQ4R strategy was implemented to achieve
these goals.

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