AEMPLOYING QUESTION – ANSWER RELATIONSHIPS (QAR) TO ENHANCE STUDENTS’ READING COMPREHENSION (A CLASSROOM ACTION RESEARCH AT THE FOURTH SEMESTER OF ENGLISH DEPARTMENT STUDENTS OF WIDYA DHARMA UNIVERSITY KLATEN IN THE 2016/2017 ACADEMIC YEAR)

Umi Sholihah, Ike Anisa

Abstract


In teaching-learning reading, in order to know whether students comprehend what they read,
teacher can ask them to answer reading comprehension questions. It may be an indication that students have
low ability of reading if they cannot answer questions correctly. Considering the reason above, the researcher
is interested in implementing question-answer relationships (QAR) as a strategy of reading comprehension
proposed by Rafael (1986).
The objective of the research is to identify whether QAR can enhance students’ reading comprehension..
This research is classroom action research on improving students’ reading comprehension using QAR that
involved three cycles. The subject of the research is the fourth semester students of English Department of
Widya Dharma University Klaten. In data collecting, the research involved two sorts of data: quantitative data
and qualitative data. The quantitative data is gained from test: pre- and post test. After analyzing the scores of
the written test, the researcher uses a statistical technique to find mean score of the students. For collecting
qualitative data, the researcher employed observation, recording/questionnaire, and interview. In analyzing
qualitative data, the researcher makes use of interactive model proposed by Miles & Huberman (1984: 21-23),
they are data reduction, data display, and data verification.
The findings of this research reveal that there are the improvement of students’ reading comprehension
skill, participation, and motivation.. The QAR framework gives practice for students to be asked to respond to
questions in the text.
Key Words: English textbook, syllabus, 2013 Curriculum


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