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Abstract
This research aims to improve students’ reading comprehension ability by using SQ4R model (Survey,
Question, Read, Reflect, Recite, Review) in fifth Grade. This research was conducted at SDN Medan Johor.
Subjects were 30 students. This research was conducted in two cycles. In each cycle carried out the stages of
planning, implementation, observation and reflection. Data collection techniques used are tests and
observations. The test is used to determine students’ reading comprehension. Observation is done to know the
activeness of students in following the lesson, students’ ability in expressing opinions and knowing the level
of students' understanding of the material given. The results of the research on the initial test level reading
ability of students with an average score of 56.16. In the first cycle with an average scre of 69.66. In the
second cycle obtained classical completeness level with an average score of 80.83. Using the SQ4R learning
model can improve students' reading comprehension skills in Indonesian subjects. Thus, it is suggested that
teachers use SQ4R in learning in fifth grade of elementary school.
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Advances in Social Science, Education and Humanities Research, volume 118
of observation sheet of student and teacher given pre test as much as 20 items about
activities. multiple choice. Initial tests are given to the
students prior to implementing the action plan
Implementation to determine the students’ initial ability to
At this stage that is done in the learning read understanding through answering
process SQ4R in the learning process. The questions in accordance with the text readings
teacher gives the reading text according to the and without seeing text reading at the time of
material and the competence to be achieved answering questions.
for reading. Teacher asks students to observe Some things still need to be improved by
the reading by recording or marking the the researcher such as, the ability of the
keywords by the students. Creating questions researcher to convey the learning objectives is
that are based on reasing.Provide assignments still less effective, giving motivation to the
to students to read and respond to questions students to be creative that is still unclear,
that have been previously arranged by explaining the learning steps with SQ4R
swapping with a partner. Marking things that model is still unclear, guiding the students in
are understood or making small notes from relaying the contents Readings are still less
reading by students to solve clear, providing opportunities for students to
problems/informed material based on reading. ask and comment is still less evenly for all
Providing/informing material that is on students, summarize the learning activities
material already read in their own words. that have been implemented also still less
Considering the answers given (note-together- evenly for the students. Meanwhile, in the first
together). Review the overall student answers meeting of student involvement in learning
to ensure students have a complete picture of with sufficient category acquisition.
the reading. In the closing activities held a Students begin to be active at the time of
reflection. learning and some students begin to be asked
to discuss with friends. However, some things
Observation still need to be observed and guided by the
This stage is carried out simultaneously researchers in the next meeting such as
with the implementation of class action using making and answering questions as the text
the observation sheet provided. This reading is still lacking. In addition to
observation was done by teacher of class V commenting or asking students who are
SDN. Activities conducted to determine the sometimes not in accordance with the text
activity of students in following the lesson, reading, and time efficiency in making
the ability of students in expressing opinions questions, answer questions in the discussion
and know the level of students' understanding many students still need guidance and
of the material provided. In addition, this direction from researchers.
activity is also to know the suitability of the Based on the observations made by the
action with the plan that has been prepared to observer in the first cycle with two meetings,
see how far the implementation of the action that the action of the researcher has not been
can produce the changes as expected. optimal or categorized quite well and the
students are not accustomed using the learning
Reflection model. Researchers' actions that have not been
Reflection activity is done to see how far optimal can be seen from the results of the
progress through test and observation have first test post.
been done. This reflection is implemented to When directed to cooperate with his
reinforce what has been done to see the teammates to exchange questions with his
suitability achieved with the expected in classmates, some students refuse to do so with
reading learning that ultimately found a shame or displeasure with their coworkers.
deficiency to be improved. Reflection is Another thing that is lacking in the
implemented by looking at student learning implementation of the SQ4R learning model
outcomes based on student test result data when the teacher asks the students to make the
with student activity. essence of the text is not entirely able to create
the essence of the essay that ends by writing
3. RESULTS AND DISCUSSION the entire text of the text and when asked to
write the main idea in the future most students
Research Result refused and did not want to answer in front of
Description of research results are as the class. As a result teachers can not use
follows: At the initial meeting students were time efficiently and effectively in learning
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Advances in Social Science, Education and Humanities Research, volume 118
because in this case the teacher provides be improved even though learning with SQ4R
directors and motivation for students more model can be used as an alternative in reading
active, not shy and confident as learning takes comprehension of a reading text. This is in
place. line with the results of previous research
Based on the data analysis that has been conducted (Herlina, 2016) entitled: Improve
done by the researcher can state that the SQ4R Reading Ability Understanding English
learning model shows that there is a slight Through SQ4R Method. The result of the
increase of students' comprehension ability to research shows that there is an increase of
the text of reading. Based on the results of the reading comprehension in English with SQ4R
study can be seen that students who are able to method shown from the data obtained from
read comprehension on the initial test as many the reading comprehension test of the students
as 8 students with a percentage of 26.66% who got the score ≥ 75 in the first cycle
completeness, the first cycle as many as 20 55,55% and the second cycle is 83,33%.
students with a percentage completeness Furthermore, research conducted by Ernawati
69.66%, and in the second cycle as many as Nasir entitled: Efforts to Improve Reading
26 students with percentage completeness Ability Understanding With Approach
86.66%. Thus it can be concluded that with Process Skills In Students Class V SDN
the SQ4R model in the process of reading Sabelak Kecamatan Bulagi Selatan. His
reading text reading can increase students' research shows that there is an increase in
reading comprehension in grade V SD. For students 'reading comprehension from the pre-
more details, improving students' reading action result of the students' initial data which
comprehension can be seen in the table below: is complete category of three people or
percentage of classical completeness 20
Table 1. Recapitulation of Pre-Test Value, Cycle I, percent. In the first cycle of complete students
Cycle II is seven people, while the percentage of
The classical completeness 46.66 percent. While
number Percentage the second cycle of the number of completed
No Implementatio of Averag of
. n Phase student e Score completenes students is 14 people, the percentage of
s who s classical completeness 93.32 percent.
capable
In addition, previous research conducted
1. Pre Test 8 53 26,66 %
by (Adnyana Putras, 2013), entitled Influence
2. Post Test I 20 69,66 69,66 %
3. Post Test II 26 80,83 86,66 %
Learning Model SQ4R to Reading Skills In
Learning Indonesian Grade V Elementary
School SD Gugus I South Denpasar. The
100 result of the research shows that there is
80 significant difference of reading skill of
Indonesian language learning between
60 students who implement SQ4R learning
Capable model with students who implement learning
40
students using conventional learning (tct = 7,139;
20 ttable = 2,000), meaning the mean of reading
skill which is learned by the application of the
0 SQ4R learning model is higher than that of
8 Pre Post Post students taught by conventional learning
F Test test I Test II (81,48> 75,84). With the SQ4R model,
students can be more motivated and more
Figure 1.1 Graph of Achievement of Pre Test active because of the activity of reading
Results, Post Test I, Post Test II activities that make students directly involved.
Besides reading activities for students is no
Discussion longer boring and learning is not only
Based on the results of research centered on the teacher. This can be seen from
conducted during the learning process, it can the results of observation analysis that with
be concluded that the SQ4R model (Survey, the implementation of SQ4R model can be
Question, Read, Reflect, Recite, Review) can seen that in the first cycle of the first meeting
improve students’ reading comprehension in the average involvement of 2.1 students with
grade V Elementary School. Thus, it can be less categories, then at the second meeting
concluded that students’ reading increased by an average of 2.28 good
comprehension ability with SQ4R model can categories. In the second cycle of the first
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Advances in Social Science, Education and Humanities Research, volume 118
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