EXPLORING STUDENTS’ EXPERIENCES OF USING SQ4R STRATEGY IN READING COMPREHENSION: A CASE STUDY AT A RURAL ISLAMIC JUNIOR HIGH SCHOOL

Nur Hidayah,, Fifi (2025) EXPLORING STUDENTS’ EXPERIENCES OF USING SQ4R STRATEGY IN READING COMPREHENSION: A CASE STUDY AT A RURAL ISLAMIC JUNIOR HIGH SCHOOL. Undergraduate thesis, UIN KHAS JEMBER.

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Abstract

Fifi Nur Hidayah, 2025. Exploring Students’ Experiences of Using SQ4R Strategy in Reading Comprehension: A Case Study at a Rural Islamic Junior High School
Keywords: experiences, junior high school, qualitative case study, reading comprehension, SQ4R
Many EFL students continue to struggle with reading, especially when it comes to comprehending English texts. The SQ4R (Survey, Question, Read, Recite, Review, Reflect) strategy was introduced to improve reading comprehension, but its classroom implementation and perceived benefits remain unknown. This qualitative case study therefore investigates: (1) How do teacher and students evaluate the implementation of the SQ4R strategy during the reading comprehension learning process? and (2) What are the perceived benefits of using the SQ4R strategy in enhancing students' reading comprehension skills?
The participants in this study were 30 seventh-grade students and one English teacher. The data collection process included classroom observations, semi-structured interviews with one teacher and five students, as well as a review of lesson documents and student work. The data was analyzed using Miles, Huberman, and Saldaña's interactive model, which included data condensation, display, and conclusion drawing. It was also verified through source and technique triangulation.
The findings revealed that the teacher evaluates SQ4R using formative assessment, which combines project rubrics and non-tests (attitude checklists). An analytic rubric associated with each SQ4R phase—Survey, Question, Read, Recite, Review, and Reflect—measures both cognitive outcomes (content, organization, vocabulary) and affective factors (participation, collaboration). Students confirmed that the clear criteria helped them stay focused throughout the process. Perceived benefits include: (a) improved text comprehension through questioning and recitation; (b) increased critical thinking and vocabulary; (c) integrated practice of reading, writing, speaking, and listening; (d) increased motivation and enjoyment; and (e) stronger group collaboration and self-confidence. The study concludes that SQ4R improves reading comprehension and learner engagement in lower-secondary EFL settings, and it recommends widespread implementation with teacher support.

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