EXPLORING SECONDARY SCHOOL STUDENTS' CRITICAL READING SKILL OF NARRATIVE THROUGH QUESTION-ANSWER RELATIONSHIP STRATEGY

Ridho'i, Moch (2026) EXPLORING SECONDARY SCHOOL STUDENTS' CRITICAL READING SKILL OF NARRATIVE THROUGH QUESTION-ANSWER RELATIONSHIP STRATEGY. Undergraduate thesis, UIN KH Achmad Shiddiq Jember.

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Abstract

ABSTRACT

Moch Ridho’i, 2025: Exploring secondary school students' critical reading skills of narrative through Question-answer relationship strategy.

Keywords: critical reading, narrative text, Question–Answer Relationship (QAR), EFL, secondary education
In the 21st-century educational landscape, the development of critical reading skills has become a national priority in improving students’ literacy competence, particularly in English as a Foreign Language (EFL) contexts. Indonesian secondary school students are expected not only to understand the literal meaning of texts but also to analyze, evaluate, and reflect on the deeper significance of what they read. However, many students still struggle to move beyond surface-level comprehension, especially when reading narrative texts. Therefore, innovative teaching strategies are needed to help learners engage more critically with reading materials and develop higher-order thinking skills.
This study aims to explore how the implementation of the Question–Answer Relationship (QAR) strategy enhances secondary school students’ critical reading skills in analyzing narrative texts. The research focuses on the use of QAR as a structured questioning framework to guide students in distinguishing between literal and inferential questions and to support their analytical interpretation of narrative meaning. Through this study, the researcher seeks to examine how QAR contributes to students’ ability to interpret moral lessons, identify authorial intent, and connect textual content to real-life experiences.
This study seeks to answer the central research question: How does the implementation of the Question–Answer Relationship (QAR) strategy enhance secondary school students’ critical reading skills in analyzing narrative texts? To address this question, the research aims to explore how the QAR framework supports students in distinguishing between literal and inferential forms of comprehension, guides them in analyzing narrative structures, and strengthens their ability to interpret and evaluate textual meaning. The objectives of this study include examining how QAR helps students identify moral lessons, infer authorial intent, construct evidence-based interpretations, and make meaningful connections between narrative texts and real-life experiences.
The results show that the QAR strategy effectively improved students’ progression from literal comprehension to critical interpretation. Students demonstrated better awareness of different question types—“Right There,” “Think and Search,” “Author and You,” and “On Your Own”—and applied them to analyze characters, infer moral values, and reflect on the messages within fable narratives. The integration of QAR also enhanced student engagement, collaboration, and metacognitive awareness. Thus, QAR proves to be a practical and pedagogically effective approach to fostering critical literacy among Indonesian EFL secondary school students.

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