THE IMPLEMENTATION OF PQ4R STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION SKILL AT THE EIGHT GRADE OF SMPN 01 RANUYOSO LUMAJANG IN ACADEMIC YEAR 2024-2025

Maulida, Zhafira Putri (2025) THE IMPLEMENTATION OF PQ4R STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION SKILL AT THE EIGHT GRADE OF SMPN 01 RANUYOSO LUMAJANG IN ACADEMIC YEAR 2024-2025. Undergraduate thesis, UIN KH ACHMAD SIDDIQ JEMBER.

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Abstract

ABSTRACT
Zhafira Putri Maulida, 2025: The Implementation Of PQ4R Strategy To
Improve Students’ Reading Comprehension Skill At The Eight
Grade Of SMPN 01 Ranuyoso Lumajang
Keyword : Classroom Action Research, PQ4R Method, Reading Comprehension
Reading is a vital skill in English language learning as it allows students to
gain knowledge and understand written texts. However, many students at SMPN
01 Ranuyoso face difficulties in reading comprehension due to lack of motivation,
and ineffective reading strategies. To address these issues, an engaging and
structured method is needed. The PQ4R (Preview, Question, Read, Reflect,
Recite, Review) strategy is designed to support students in comprehending texts
better by involving them actively in the reading process.
This research was conducted to investigate how the implementation of the
PQ4R strategy can improve students' reading comprehension skills. The main
research question focused on how the PQ4R strategy is applied to enhance reading
comprehension among eighth-grade students at SMPN 01 Ranuyoso Lumajang.
The objective was to describe the process and impact of using PQ4R in the
classroom.
This study employed Classroom Action Research (CAR), following the
Kemmis and McTaggart model which includes four stages: planning, action,
observation, and reflection. The research participants were the students of class
VIII D and an English teacher as collaborator. Data were collected through
observation and tests (pre-test and post-test) to evaluate students’ reading
comprehension before and after implementing the strategy.
The results showed significant improvement in students’ reading
comprehension. The average score increased from 55.84% in the pre-test, with
only 2 students passing, to 78.08% in the post-test, with 21 students achieving the
minimum score. Students became more confident, active, and better able to
understand texts through the structured steps of PQ4R.
In conclusion, the PQ4R strategy proved to be effective in improving
students’ reading comprehension. It helped students engage with texts actively
and systematically, making reading more enjoyable and meaningful. Therefore,
this strategy is recommended for use in teaching reading, particularly at the junior
high school level.

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