THE EFFECT OF USING THE QUESTION-ANSWER RELATIONSHIP STRATEGY TOWARDS THE ELEVENTH GRADE STUDENTS’ READING COMPREHENSION AT MADRASAH ALIYAH NEGERI BONDOWOSO

Angelia, Trias Anjar (2026) THE EFFECT OF USING THE QUESTION-ANSWER RELATIONSHIP STRATEGY TOWARDS THE ELEVENTH GRADE STUDENTS’ READING COMPREHENSION AT MADRASAH ALIYAH NEGERI BONDOWOSO. Undergraduate thesis, Universitas Islam Kiai Haji Achmad Siddiq Jember.

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Abstract

English plays a significant role in various aspects of life, especially in education. In Indonesia, English as a foreign language has been used, learned, and taught to students at all levels of education, including elementary school, middle school, and high school. To learn English, four basic skills must be mastered: listening, speaking, reading, and writing. Reading becomes one of the basic skills that can enhance students' comprehension. Reading aims to achieve understanding from what has been read by connecting it with previously held knowledge. This is the challenge for students, as many of them struggle to understand the content of the text they read. Therefore, the use of the question-and-answer relationship strategy is necessary to improve students' reading comprehension.
The focus of this research is to determine the effect of using the QAR strategy on the reading comprehension of eleventh-grade students at MAN Bondowoso. This is based on the research question: Is there any significant effect on students’ reading comprehension in the eleventh grade at MAN Bondowoso by using a question-answer relationship strategy?
This research applies a quantitative method with a quasi-experimental design involving two classes of eleventh-grade students at MAN Bondowoso, with one class as the experimental group taught using the QAR strategy and the control group taught using conventional methods. To see the effect of implementing the QAR strategy, a post-test was conducted to compare the results.
The results show that the question-answer relationship strategy has a significant impact on students' reading comprehension. Proven by the difference in statistical analysis with the T-test, where the significant difference value (sig. 2-tailed) = 0.000, indicating that the QAR strategy has an impact on improving students' reading comprehension and this strategy can be applied in English classes.

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