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Abstract: The research aims to know the effectiveness of the PQRST strategy in
students‟ reading comprehension. This research was classroom action research
(CAR). This study design by 4 meetings and one result with 3 hours of learning.
The subjects were the first grade students of TKJ Department SMKN 05
Pekanbaru consisted of 35 students. Qualitative data were collected by using
observation sheets for the researcher and the students, field notes and interview.
Then, the quantitative data were collected by reserving in table, graphic, and
diagram. After conducting this research using PQRST strategy, researcher got
based score was 65 and final scoring 79. The based score was 65 to 79 with
increasing point was 14 point. The quantitative data were analyzed by scoring the
results of reading comprehension tests and then the results of scoring were
calculated to find out the central tendency (mean) for describing improvement of
each indicator of reading comprehension in each cycle. During the one cycle, the
results of quantitative analysis were related to the results of qualitative analysis in
order to explain the factors that cause the improvement qualitatively, The factors
increase students „reading comprehension included teacher, team work and
strategy. Based on result, Researcher concluded that PQRST can improve the
students‟ reading comprehension.
they read and also get knowledge and asked to use that information in
information. According Jeniffer reading test.
Serravallo (2010:43) stated that
comprehension is at the heart of what
it means to really read by thinking 2. METHOD
and understanding and getting at the
meaning behind a text. This research was classroom
In Vocational high school, action research. It used to solve the
reading comprehension is one of the students‟ problem in teaching and
components that has been taught learning process and to improve the
based on school curriculum (K13 students‟ reading skill. Mills in
Revisi). Based on this curriculum, Creswell (2012: 576) stated that
students should read a load of model Action research designs are
texts in descriptive, narrative, and systematic procedures done by
recount with generic structure and teachers (or other individuals in an
language feature related to educational setting) to gather
environment. They need fast analyze information about, and subsequently
in reading when test held.This improve, the ways their particular
research only focuses on reading educational setting operates, their
recount text. teaching, and their student learning.
Besides the observation at Educators aim to improve the
SMKN 5 pekanbaru on October 2017 practice of education by studying
,the researcher found that it was issues or problems they face.
contrary to the reality in the class. Educators reflect about these
Some of the students still had problems, collect and analyze data,
problems like confuse to find the and implement changes based on
specific information,students can not their findings. In some cases,
find the main idea, students can not researchers address a local, practical
find conclusion , and conjunction on problem, such as a classroom issue
context because of their less for a teacher. In other situations,
knowledge. It was still far from the researchers seek to empower,
target of the curriculum which had transform, and emancipate
score 75 as minimum standard individuals from situations that
(KKM). therefore, to improve constrain their self-development and
students‟ reading Comprehension self-determination.
needs an appropriate strategy or According to Creswell
technique required to help students (2012:592) classroom action research
as solution for their problems.In this is an informal process of research in
case, the researcher gives a solution which educators engage in a study of
by using Preview Question Read their own practices. Individual
Summarize Test (PQRST) strategy. teachers, teams within a school or
PQRST is a classroom approach district, or school– community
to facilitate automatic word inquiry groups undertake this form of
recognition and Comprehend research. Based on the explanation
components involving above, action research or classroom
comprehension, This method helps action research is the way to apply
the students focus on studying and theories or method in the social real
getting the information in a way that or teaching process. The aim is to
relates directly to how they will be improve the condition of social fact
or teaching process become well than researcher got the based score of
before. students from the collaborator. From
The participants of this research the based score test of reading
will be students at SMKN 5 comprehension on Recount text
Pekanbaru, and the researcher choose result, it was concluded that most of
by the students of First grade students had problem reading
consisting of 35 students. The comprehension on Recount text.
research will be conducted at SMKN Before learning process, the
5 Pekanbaru in Yossudarso street, researcher gave based test; consists
Rumbai. The research will be held on of 20 questions. It can be seen that
January 2018. There are two kinds of the mean of students‟ reading
instruments. They will be qualitative comprehension on Recount text was
and quantitative. Quantitative is 72 . The passing grade of SMKN 5
using test. Qualitative uses was 75. we could concluded some of
observations, field note, and students‟ had problem on reading
interview. Recount text under passing
grade.from based test, some students
3. FINDING AND DISCUSSION answer wrong option because they
A. FINDINGS confused find best answer, For
example, question number 8 on
This chapter shows the based test, ”Last weekend, I visited
description data analysis. By my pen pal’s house, His name is
conducting the research, the Anto..” the question, Who is main
researcher elaborated all of what the character in the text above ? some
researcher found during conducting students answer anto, that‟s incorrect
the research. This research was answer. correct answer is writer. In
conducted at SMKN 5 Pekanbaru recount text, The main character is
especially Teknik Keahlian Jaringan who tell and felt this experience, not
(TKJ) class class at tenth grade. They who was telling. and number 16,they
conswasted of 35 students. This hard to determined the main idea in
research was conducted by having second paragraph. they analyze all
one cycle that applied PQRST . The paragraph, in question they just need
duration of each meeting was 3 x 45 analyze second paragraph.so
minutes. There were four steps for researcher concluded,They still
each cycle such as action, plan, confused to find best answers
observation and reflection. because they had difficulties to
As stated in first chapter, most of analyze the text.
the student of first grade students of
SMK Negeri 5 pekanbaru faced 1. The Result of Cycle 1
problem in reading. The problem In this phase, the researcher
could be specified into four namely; planned and had prepared all of the
orientation, event, re orientation and material to teach the students in the
language feature. This was revealed class by use PQRST in teaching
through based test the study was reading comprehension. The
carried out during the researcher prepared the research
implementation of PQRST in order instruments based on the curriculum;
to improve students‟ reading a Recount text in every meeting and
comprehension the research had four meeting. The
Before carrying out this schedules of the meeting as follow:
classroom action research, the
students the vocabularies about the invited the students to explore their
story. Researcher asked one of the knowledge about the previous
students to read the example and her material they had learning. Students
friends pay attention for it. responded to the researcher‟s
After giving the example, instruction to remind about the
researcher asked students read the lesson in the second meeting.
text. After that teacher point one of Researcher explained about Recount
them to read text.one student one text and clarify to students generic
paragraph. After that teacher Gave structure and language feature in the
instructions to students find question text
based on generic structure and
language feature. IN that situation, e. Final test
other student give respond by answer At the last meeting on Feb 19th
the question based on the text. After 2018, the researcher opened the
this session, teachers clarify the learning process by saying greeting
answer and ask student for find and Students answered the greeting
conclusion of the text. politely. The students also prayed
before they studied. Then researcher
c. The Third Meeting ( 7.30-9.45 ) asked their condition and checked
On the third meeting of cycle the attendance. Then the researcher
one on Feb05th2018, the researcher asked them about its conclusion.
opened the learning process by After that, the teacher prepared
saying greeting and Students the students to have a test including
answered the greeting politely. The the instruction of the text; “don‟t
students also prayed before they forget to write down yor name and
studied. Then researcher asked their class, there were 20 multiple choice
condition and checked the attendance items. and each questions have a 5
list there were a student did not come point, do it by yourself, and don‟t
to class. Subsequent, the researcher cheating”
invited the students to explore their
knowledge about the previous 2. Observation
material they had learning. Students There were some observations
responded to the researcher‟s that were done by the collaborator
instruction to remind about the and the researcher. Previously, it was
lesson in the second meeting. observed the teachers‟ and students‟
Researcher explained about Recount activity while having teaching
text and clarify to students generic process by using PQRST . These
structure and language feature in the were applied in every meeting. Also
text. the collaborator took notes about
d. The Fourth Meeting (0930- 11.30) class activity in each meeting. In
On the third meeting of cycle closing, the collaborator and the
one on Feb12th2018, the researcher researcher worked together to
opened the learning process by observe the students‟ reading
saying greeting and Students comprehension related to PQRST .
answered the greeting politely. The After that, the researcher
students also prayed before they decided to give the reading test for
studied. Then researcher asked their the students. The average score of
condition and checked the attendance the first cycle test was as presented
list there were students did not come clearly at appendix 9. Details of the
to class. Subsequent, the researcher