Name: D.

Abdul Kohar
NIM : 530045568.

PROJECT 2: RESEARCH ON ENGLISH LANGUAGE TEACHING (ELT)

Lecturer: Dr. Nia Kurniawati, M.Pd.

Instruction:
Complete the following template based on your research plan.

Writing a Research Proposal Rubric

Research Topic A research topic is the broad : Write in phrase Teaching Reading
subject matter addressed by the
study.
Title For Quantitative, make sure : Write in phrase Using SQ3R Strategy to Improve Students’
about the dependent and Reading Ability, interest and teacher’s
independent variables. performance

A. Background . Statistical data (e.g., “More than
50% of the adult population
experiences depression today.”)
2. A provocative question (e.g.,
“Why are school policies that ban
smoking in high schools not being
enforced?”)
3. A clear need for research (e.g.,
“School suspension is drawing
increased attention among
scholars in teacher education.”)
: Paragraph 1 Stated in The Jakarta Post (2016) that
(Narrative Hook)
Indonesia ranked 60th out of 61 countries in
terms of reading interest revealed by the
study of Central Connecticut State University
in the US. It means that Indonesian people
are lazy to read as The Jakarta Post stated
based on World’s Most Literate Nation that
Indonesia was below Thailand in 59 th and
above Botswana in 61st position. Iftanti (2012)

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Name: D. Abdul Kohar
NIM : 530045568.

said in her finding research that Although the

4. The intent or purpose of the
Indonesian students had read English since
study (e.g., “The intent of this
study is to examine how clients elementary school, they did not indicate have
construe the therapist–client
good English reading habit and only few of
relationship.”)
them were indicated to have good English
reading habit, and although English in
Indonesian schooling is formally taught to
students from grade 7 to university level, the
students’ English proficiency, in general, is
considered relatively low (Rinantanti.
Rahman. Atmowardoyo & Tahir. 2017).
Besides that, the fact shown from Pusat
Penilaian Pendidikan Kemendikbud (2019)
that the average of students’ English reading
mark in junior high school was about 45.95
that all students have to struggle to reach the
satisfaction. What is wrong with that? This is
an emergency condition that we have to focus
on encouraging Indonesian people literacy
and finding some suitable strategies to

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Name: D. Abdul Kohar
NIM : 530045568.

improve the reading ability and interest. The

teacher as a person who involves with the
students in the school, has to ban this
problem by activating them in reading to be
their habit. Indeed he should do a research to
find out what the root problem is and what
must be done. In short, the teacher should
find the solution to solve this problem. Based
on that explanation, that condition is
important to be solved and to find the ways
how to improve Indonesian literacy. Bernard
(Willis, 2015) said that “there are many
factors-curriculum, methods, building, teaching
materials, community, pupils-that influence the
kind of classroom atmosphere which prevails
in aging situation”. This statement stated that
using suitable method is one factor
influencing the classroom atmosphere, based
on that, the student’s reading ability,
student’s interest to reading and teacher’s

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Name: D. Abdul Kohar
NIM : 530045568.
A research problem is a general
educational issue, concern, or
controversy addressed in research
that narrows the topic
performance could be influenced by
implementing the SQ3R strategy in teaching
reading that guides them in reading process
and guides the teacher’s performance. This
research is one of the solution that has a
research’s purpose to examine the
implementation of SQ3R strategy in teaching
reading to improve students’ reading ability,
students’ interest and teacher’s performance
Paragraph 2 Recently reading played an important thing in
(Burning Issues)
language skills to add our knowledge and to
enhance the high level of our life such as
social, economic, and civil life, someone who
never or rarely read will be left behind by
other people and will not survive in this era,
in the other hand, someone who read a lot
will know everything and help him to acquire
last event to be his knowledge to get the new
thing, and get new thing to survive in this
world. Indeed, reading is a crucial thing in
this era, because the information run fast by
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Name: D. Abdul Kohar
NIM : 530045568.

developing technology, thus, reading must be

our habit in our life as said by Clark &
Akerman (2006) that reading is an access to
social, economic, and civil life and Broaddus
&Ivey (2001) said that reading is underlying
mean of supporting the success of learning
process and Safaeia and Bulca (2012) said
that by reading and freedom of choice, the
students can experience a new practice that
might have a motivating impact on their
language learning. Reading is not a simple
thing, it needs some efforts to make it easy
and interesting to do. Reading must be useful
for the readers, they have to get new
knowledge and experience from what they
have read and it is not just reading that they
get nothing but the reader must understand
what they have read then they can utilize it in
their life. Thus, they have to find suitable
strategy to help them in comprehending what

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Name: D. Abdul Kohar
NIM : 530045568.

they are reading as Nurmukminatien

(2016:2.4) said that reading is not passive
process but it is an active process that the
reader can create some meaning from the
written text and the reader can use his
previous knowledge to understand the written
text. Hence, it is clear that reading needs
some strategies and skills to make the readers
easy to comprehend what they are reading
and to make what they have read useful for
their life as Leu and Kinzer (1987: 9) said that
reading is development, interactive and global
process involving learned skills. And Duglosz
(2000:285) argues “if reading is emphasized in
the young learners’ curriculum from the very
beginning of their language education, these
young children will progress faster not only in
learning to read, but also in understanding
and speaking the language”. Besides that,
Аdаms (2007), Wаgnеr & Tаnnеnbаum

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Name: D. Abdul Kohar
NIM : 530045568.

(2007), Аldеrsоn & Urquhаrt (2004), Bаkеr &

Brоwn (2004), Grаbе (2009) defined that
reading is atractive cоgnіtіvе prосess in whісh
rеаdеrs can іntеrасt with tеxt аnd аuthоr's
pеrspеctіvеs. Because of the importance of
reading, our nation has to encourage and
strive all Indonesian people from the low to up
level of education to be interested in reading
in order to survive in this modern era and the
problem of low reading ability, interest of
reading should be banned from the root.

A research problem is a general Paragraph 3 The problem of lower reading interest is

educational issue, concern, or (Problems in the
not only national problem but also it is faced
controversy addressed in your Research Site)
research site in front of our eyes as the English teacher of
ninth grade in MTsN 6 Cianjur shown the list
of mark students reading test 2018/2019
period that most of their marks were
unsatisfying score they have to struggle to get

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Name: D. Abdul Kohar
NIM : 530045568.

the satisfying score, beside that, he said that

he has to strive his students to be interested
in reading that she should find out the
suitable strategy to improve his performance
in teaching reading, students’ interest and
reading ability Based on that condition, it is
important to find out the solution solve it.

Paragraph 4 SQ3R strategy is a reading

(Previous
comprehension strategy standing for its five
Studies,
Research Gap) steps: survey, question, read, recite, and
review. This strategy was introduced firstly by
Francis P. Robinson, an American education
philosopher in his 1946 book Effective Study,
Robinson (1970) said that SQ3R is a method
useful technique for fully absorbing written
information. Scarr and Zanden (1984) said
that students use of the SQ3R study method
will improve subject matter mastery. In the
other words, beside that SQ3R strategy is an
effective strategy to get a fuller understanding
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Name: D. Abdul Kohar
NIM : 530045568.

(Fleming. (2020). To run the five steps of

SQ3R, Fleming. (2020) said that:

1. The first step of SQ3R is to survey the

chapter. Survey means to observe the
layout of something and get an idea of how
it is constructed. Skim over the chapter
and observe the titles and subtitles, take a
look at the graphics, and make a mental
note of the overall layout. The survey of the
chapter gives you an idea of what
the author considers most important. Once
you have surveyed the chapter, you will
have a mental framework of the reading
assignment. Jot down any words that are in
bold or italics.
1. The second step is to question or jot down
questions that address the chapter titles
and boldface (or italicized) words you've
noted.
2. The third is to read, it means that if you get

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Name: D. Abdul Kohar
NIM : 530045568.

a framework in your mind, you can begin to

read for deeper understanding. Start at the
beginning and read the chapter, but stop
and write down additional sample test
questions for yourself as you go, fill-in-the-
blank style. Why do this? Sometimes things
make perfect sense as we read, but not so
much sense later on, as we try to
remember. The questions you form will help
the information "stick" in your head. You
may also find that the question you write
matches the teacher's actual test questions.
3. The forth step is to recite when you reach
the end of a particular passage or section,
quiz yourself on the questions you’ve
written. Do you know the material well
enough to answer your own questions?. It’s
a good idea to read and answer aloud to
yourself. This can be a great learning
strategy for auditory learners.

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Name: D. Abdul Kohar
NIM : 530045568.

4. The fifth step is to review, it means that the

review step of SQ3R should take place a
day after the other steps. Go back to review
your questions, and see if you can answer
them all easily. If not, go back and review
the survey and the reading steps.
Concerning with SQ3R strategy
research, There were previous research said
that SQ3R is very effective for teaching
reading comprehension in tertiary level of
second semester students at Islamic Studies
Elementary Teacher Education (Anjarwati.
2012), it can improve students’ reading ability
(Sabarun. 2012), McDaniel, Howard and
Einstein (2009) tested a simplified version of
the SQ3R method, focusing only on the 3R's,
they explained their method and tested how
well it worked in an article titled "The Read-
Recite-Review Study Strategy: Effective and
Portable," published in Psychological Science,

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Name: D. Abdul Kohar
NIM : 530045568.

Feldt, R.C. & R. Hensley (2009) recommended

using SQ3R strategy in teaching reading,
Kylie (2011) found that SQ3R technique was
significant in teaching reading, Kwantlen
(2010) said in his research that by using
SQ3R model learners will be more
understanding about the material taught
because learners are actively involved in
reading so as to get high learning results,
Supriyadi ( 2012), Ahmada (2018), Dharma
(2014), Rahyana (2016), Fahmawati, Rusdi
and Komala (2018) said that SQ3R strategy
can develop reading ability. This research will
be conducted to examine the implementation
of SQ3R strategy in teaching reading to
improve students' reading ability, students’
interest in reading and teacher’s performance.
The previous research just concerned with
one of them or both, but this research will
focus on all of them, because all of them are
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Name: D. Abdul Kohar
NIM : 530045568.

crucial thing to know their each position.

B. Research Research questions narrow the : Paragraph 1 This research will be conducted to seek
Questions purpose into specific questions (Macro Theme)
that the researcher would like
answered or addressed in the Statements of 1. Does the implementation of SQ3R
study the Research
strategy improve the reading ability of
Questions
ninth grade students class F of MTsN 6
Cianjur?
2. Does the implementation of SQ3R
strategy improve the interest of ninth
grade students class F of MTsN 6
Cianjur?
3. Does the implementation of SQ3R
strategy improve the teacher’s
performance in teaching reading process
in ninth grade students class F of MTsN 6
Cianjur ?

13
Name: D. Abdul Kohar
NIM : 530045568.

C. Research : Paragraph 1 The purposes of this research are:

Purposes (Macro Theme)

Purposes are the major intents or Statements of 1. To examine the implementation of SQ3R
objectives of the study used to the Research
strategy to improve the reading ability of
address the problem. Purposes
ninth grade students class F of MTsN 6
Cianjur
2. To examine the implementation of SQ3R
strategy to improve the interest of ninth
grade students class F of MTsN 6 Cianjur
3. To examine the implementation of SQ3R
strategy to improve the teacher’s
performance in teaching reading process in
ninth grade students class F of MTsN 6
Cianjur

D. Research : Macro Theme This research will be significantly utilized for:

Significances

Theoretical Enlarging variety of knowledge to know some

Significances
strategies particularly SQ3R strategy that

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Name: D. Abdul Kohar
NIM : 530045568.

can be used in teaching reading

Practical Solving problem about the implementation of
Significances
SQ3R Strategy in teaching reading process to
improve students’ reading ability, students’
interest and teacher’s performance, so that
teacher can apply the suitable strategy
especially SQ3R strategy in the teaching
reading. and school administrator can
support and provide what the teachers need
in the teaching reading process
E. Theoretical : Macro Theme Theoretical Framework.
Framework
If SQ3R strategy implemented in teaching
reading, the student’s ability will improve
because SQ3R strategy will improve subject
matter mastery (Scarr and Zandan, 1984),
and students’ interest will improve too
because they are involved in the teaching
learning process such as question, read,
recite and review as Friederike Klippel
(1994:5) said “Learning is more effective if the

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Name: D. Abdul Kohar
NIM : 530045568.

learners are actively involved in the process”,

than teacher’s performance will be managed
well in this SQ3R strategy. Beside that the
student who is not interested to learning
process and learning activity, perhaps would
have a tendency to not learn as well as
possible, and eventually will influence quality
of learning, because when students have
interest, they will prepare themselves as well
in learning (Alexander & Wade, 2000),
Theory 1 Scarr and Zanden (1984) said that students
use of the SQ3R study method will improve
subject matter mastery
Theory 2 Friederike Klippel (1994:5) “Learning is more
effective if the learners are actively involved in
the process”

Theory 3 The student who is not interested to learning

process and learning activity, perhaps would
have a tendency to not learn as well as

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Name: D. Abdul Kohar
NIM : 530045568.

possible, and eventually will influence quality

of learning, because when students have
interest, they will prepare themselves as well
in learning (Alexander & Wade, 2000)

F. Hypothesis : Quantitative, This research will examine the following

Macro Theme hypothesis

H0: If SQ3R strategy is implemented in teaching

reading process, students’ reading ability,
interest to reading and teacher’s performance
will improve
Ha:

G. Research : Research Design This research will use Quantitative method

Method
using action research design recommended by

John Aliot
Research Site The research will be conducted in MTsN 6

Cianjur
Research The Population is all students of ninth grade

Participants of MTsN 6 Cianjur. Using simple random

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Name: D. Abdul Kohar
NIM : 530045568.

(Population, technique, every students have a chance to

Sample, be a participants but they are randomly

Sampling chosen to be a sample., and the sample is the

Technique) ninth students of class F MTsN 6 Cianjur

Data Analysis

Procedure

(Qualitative)

Research This research collect the data of reading

Formula ability test, an observation of students’

Quantitative interest, and observation of teacher’s

performance. These data will be analysed by

simple formula of statistics such finding

mean, median and etc through descriptive

qualitative technique that analysis will be

18
Name: D. Abdul Kohar
NIM : 530045568.

described as well as in the result and

described through graph to be easier to

understand. Beside that all the cycles will be

described step by step from planning, acting,

observing and reflecting

H. References : (Follow APA 6th
Edition)
I. Annotations : #1. Ahmada, Adib. 2018. The effectiveness of
KWL and SQ3R techniques in teaching
reading comprehension. Journal of
Research in Foreign Language Teaching,
1/No. 2

#2. Alexander, P. A., & Wade, S. E. 2000.

Contexts that promote interest, self
determination, and learning: lasting
impressions and lingering questions.
Computers in Human Behavior, 16, 349-
358.

#3. Anjarwati, Luluk. 2012. Thesis Using SQ3R to

Improve Reading Ability of the Second
Semester Students’ of PGMI Department
at STAI Dipenogoro Tulungagung: STAI
Diponogoro Tulungagung.

19
Name: D. Abdul Kohar
NIM : 530045568.

#4 Douglas, H. B. 2004. Language Assessment

Principles and Classroom Practices. New
York: Longman.

#5 Dharma. 2014. The Implementation of SQ3R

Strategy to Teach Reading News Item
Text to Tenth Grade Students of Senior
High School. Unpublished Thesis

#6 Fahmawati,Fahriyah. Rusdi. Komala, Ratna.

2018. The Effect of Learning Model
Survey, Question, Read, Recite Review
(SQ3R) and Critical Thingking Ability to
Senior High School Students’ Learning
Result. Indonesian Journal of Science
and Education, 2, Number 2

#7 Feldt, R.C. & R. Hensley. 2009.

Recommendation for use of SQ3R in
introductory psychology textbooks.
Journal of Education. 129(4): 584-588.

#8 Fleming, Grace. (2020, February 11).

Understanding the SQ3R Study Strategy.
Retreived from:
https://www.thoughtco.com/sq3r
-reading-comprehension-strategy-
1857535

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Name: D. Abdul Kohar
NIM : 530045568.

#9 Friederike Klippel, 1994. Keep Talking.

Britain: The Bath Press, Avon.

#10 Kwantlen Counseling Services. 2002. The

SQ3R reading method kwantlen:
university collage.

#11 Kylie. (2011). The Effec of SQ3R on fifth Grade

Students’ Comprehension. Unpublished
Thesis.

#12 Rahyana, Tika. 2016. The Effect Of SQ3R

Technique Toward Students Reading
Comprehension Of Descriptive Text At
Grade Seventh Students Of SMPN 2
Pagarantapah Darussalam. -journal
English Education Department, vol2.N0.1
(2016).

#13
LAPORAN HASIL UJIAN NASIONAL|
KEMENTERIAN PENDIDIKAN DAN
KEBUDAYAAN. Pusat Penilaian
Pendidikan Kemendikbud 2019.
Retreived from:
hasilun.puependik.kemendikbud.go.id

#14 Rinantanti, Yulini. Rahman, Muhammad

21
Name: D. Abdul Kohar
NIM : 530045568.

Asfah. Atmowardoyo, Haryanto. & Tahir,

Saidna Z. Bin. 2017. Perception of
Senior High School EFL Teachers in
Papua, Indonesia towards Their Own
Competence. Journal of Language
Teaching and Research, 8, No. 6, pp.
1181-1189, November 2017

#15 Safaei, Laden Amir & Bulca, Meric. 2012.

Extensive Reading and Creative Reading.
Akdeniz Language Studies Conference
2012: aAtilim University, Kizilcasar
Mahallesi, Incek Ankara, Turkey

#16 Scar, S & Vander Zanden, J. 1984

Understanding Psychology (4th ed). New
York: Random House.

#17 Sieck, Winson. 2018. A simple SQ3R Reading

Method and Study Strategy. Retreived
from:
https://thinkeracademy.com/sq3r/.

#18 Sobarun, 2012. Improving the students’

reading Comprehension Ability through
SQ3R Strategy: STAIN Palangkaraya.

#19 Supriadi. 2012. The Effectiveness of SQ3R in

22
Name: D. Abdul Kohar
NIM : 530045568.

Teaching Reading Comprehension.

Unpublished Thesis. Malang: Islamic
University of Malang.

#20 The Jakarta Post Jakarta.  Mon, August 29,

2016 .Indonesia ranks second –Last
Reading Interest: study. Retreived from:
www-thejakartaposr-
com.cdn.ampproject.org

#21 Wibawa, Basuki. Mardiyah & Afgani, Jarnawi.

2016. Metode Penelitian Pendidikan.
Tangerang Selatan: Universitas Terbuka

# 22 Willis, S. S. 2015. Berbagai masalah yang

dihadapi siswa & solusinya. Bandung:
Alfabeta.

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