This research discusses the use of PQ4R strategy to improve students' reading
comprehension at SMAN 14 Bone. This study applied a quasi-experimental design
with two groups pre-test and post-test design. There are two variables in this research;
they are the independent variable and the dependent variable, while the independent
variable was the PQ4R strategy and the dependent variable was reading
comprehension. The population of this study was students of class XI at SMAN 14
Bone for the 2022/2023 academic year, totaling 239 students. The research sample
consisted of 66 students taken using cluster random sampling, there were 33 students
in class XI IIS 3 as the experimental class and 33 students in class XI IIS 2 as the
control class. The results of this study are as follows: the pretest average value of the
experimental class was 33.03 while the control class was 27.42 and the posttest value
of the experimental class was 71.36 the control class was 61.67, which means the
average posttest the value of the experimental class was higher than the control class.
Furthermore, the significance value of sig.2(tailed) 0.003 < 0.05 means that Ho was
rejected and Ha was accepted. Also seen from the increase in student learning
outcomes, the N-Gain for the experimental class is 56.7062 or 56.8% and for the
control class is 46.7151 or 46.8%. It can be said that the experimental class has a
higher increase in learning outcomes than the control class. So that the used of the
PQ4R strategy was effective in improving students' reading comprehension,
compared to using conventional strategies in narrative texts.
A. Conclusion
Based on the findings and discussion, the researcher concluded that the used
of the PQ4R strategy could improve the reading comprehension of the eleventh grade
students of SMAN 14 Bone. It was evident from the test results that there was a
significant difference between the pre-test of students in the experimental class and
the control class and the post-test in the experimental class and the control class.
Where the average value of the pretest experimental class was 33.03 while the control
class was 27.42 and the posttest value of the experimental class was 71.36 while the
control class was 61.67, which means that the average posttest value of the
experimental class was more higher than the control class.
Therefore the significance value obtained was sig.2(tailed) 0.003 > 0.05
meaning that H₀ was rejected and Ha was accepted. Also seen from the increase in
student learning outcomes, the N-Gain for the experimental class is 56.7062 or 56.8%
and for the control class is 46.7151 or 46.8%. It can be said that the experimental
class has a higher increase in learning outcomes than the control class. If the N-Gain
value is interpreted with the N-Gain criteria table, then an increase in the learning
outcomes of the experimental class is obtained in the criteria of being quite effective
and the control class in the criteria of less effective. So it can be concluded that the
used of the PQ4R strategy was effective in improving students' reading
comprehension, compared to using conventional strategies in narrative texts.
B. Suggestion
After explaining the conclusions above, the researcher will then describe the
suggestions, the suggestions that the researcher intends are as follows:
1. The PQ4R strategy was an activity that can generate interest and reduce
tension in difficult curriculum areas, especially in reading comprehension. It
can also be used as an alternative strategy for teaching English in reading
comprehension.
2. For teachers, it was very wise to used the PQ4R strategy in teaching reading
comprehension because this strategy can make students more active in
organizing information in their minds such as identifying main ideas and
asking questions, understanding information, memorizing and making
summaries of a text, reflecting, and also review the information they get from
the text
3. It was hoped that by using the PQ4R strategy students will be more interested
in learning English, especially reading comprehension, because the PQ4R
strategy provides free time to improve students' reading comprehension
skills. It can also provide deep concentration for students when they are
reading a text.

STAR20230092

92/2023

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