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Learning to read in Indonesian language material in grade IV SDN 1 Sumberagung is still dominated by the teacher as the delivery material using the lecture method (teacher centered) so that students are not optimal in the learning process because students are less interested in learning and result in many student learning outcomes under the KKM. This study aims to determine the effect on the SQ3R learning method on class IV Indonesian language learning outcomes at SDN 1 Sumberagung. This study uses a research method that is quantitative with the type of research that is quasi experimental design with the research design is a non equivalent control group design. The subjects of this study consisted of 50 students. The results of the implementation of the sq3r learning method show an increase in learning outcomes which can be seen from the results of the t test based on the hypotheses performed showing the results of t count 6.866> t table 2.011 and the significance value of 0.000 Abstrak: Pembelajaran membaca pada materi bahasa Indonesia di kelas IV SDN 1 Sumberagung masih didominasi guru sebagai penyampai materi dengan menggunakan metode ceramah (teacher centered) sehingga siswa belum optimal dalam proses pembelajaran dikarenakan siswa kurang tertarik dengan pembelajaran dan berakibat pada hasil belajar siswa banyak yang masih dibawah KKM. Penelitian ini memiliki tujuan untuk mengetahui pengaruh pada metode pembelajaran SQ3R terhadap hasil belajar bahasa indonesia kelas IV di SDN 1 Sumberagung. Penelitian ini menggunakan metode penelitian yakni kuantitatif dengan jenis penelitiannya yaitu quasi experimental design dengan design penelitiannya adalah non-equivalent control group design. Subjek penelitian ini terdiri dari 50 siswa. Hasil pelaksanaan metode pembelajaran SQ3R menunjukkan peningkatan pada hasil belajar yang terlihat dari hasil uji t berdasarkan hipotesis yang dilakukan menunjukkan hasil nilai t hitung 6,866 > t tabel 2,011 dan nilai signifikasnsi 0,000

The study aims at analyzing the development of students’ reading skill on Islamic texts in EFL class in Indonesia through SQ3R method. The research was designed as a collaborative classroom a ction research which was carried out at TBI-4 FTIK IAIN Palu. The subject of the research was the third semester students of TBI-4 FTIK IAIN Palu consisting of 2 4 students. The research was conducted in one cycle through stages of planning, acting, observing and reflecting. The cycle consists of three meetings. The researcher with h is collaborator collected the data by using observation checklists, field notes, camera recording, and test. The result showed that the SQ3R method could develop students’ reading skill. This fact was supported by the result of achievement test. There were 19 students ( 75 %) who got score greater than 80 of 24 students, there were 6 students who could not reach the score. The research was stopped after the third meeting of cycle 1 in which the result of students’ achievement test have met the criteria of success. Based on this finding, the researcher concluded that the implementation of SQ3R method in teaching and learning process can develop students’ reading skill on Islamic texts. Keywords: Implementation, Reading Skill, SQ3R method.

The purpose of the research was to investigate whether or not the influence of SQ3R (Survey, Question, Read, Recite, Review) towards students’ reading comprehension. The research was conducted in SMPN 2 Maja. This research used quantitative method and used non-equivalent control group design categorized as quasi experimental design. Two classes were selected from eighth grade as experiment and control class. The results of the data analysis were as follows. Mean score of pretest in experiment class was 58.96 and standard deviation was 13.980. While, mean score in control class was 58.93 and standard deviation was 12.450. Further, mean score of posttest in experiment class was 61.42 and standard deviation was 11.275. While, mean score of posttest in control class was 60.81 and standard deviation was 10.937.The result of T-test shows that value sig. (2-tailed) was 0.993 in pretest. It was higher than 0.05. Then, there was not difference of means between experiment and control class in pretest. The value sig. (2-tailed) was 0.848 in posttest. It was higher than 0.05. Then, there is not difference of means between experiment and control class in posttest. Based on the result of model summary in simple linear regression, R square was 0.022 with significance 0.490. It means that the influence of independent variable (questionnaire) towards dependent variable (posttest) was 2.2%. While, 93.6% influenced by other variable and significance 0.490 was higher than 0.05, then model of regressing was not good enough as predictors. Based on the coefficient, constant of 74.454. If there was nothing questionnaire, then value of posttest is 81.141. Regression coefficients X of (-0.312), it means each addition 1 value of questionnaire then decline of posttest value of 0.312. It shows that there was not the significant influence of SQ3R technique towards students’ reading comprehension.

Reading bestows enjoyment and enlightenment. It unlocks the unknown. It is a complex cognitive activity that is indispensable for the kind of knowledge society. So the students of today's world must know how to learn from reading and to enter the present literate society. One who reads can lead others to light. People who read can be free because reading banishes ignorance and superstition. Reading has the power to revolutionize everyone's ways of thinking and living. It makes everyone think critically and creatively. Teachers must emphasize all kinds of reading, especially critical reading which is not just reading on the lines but it deals with reading between and beyond the lines. A critical reader challenges the author's assumptions, inferences, and conclusions, and judges the accuracy, reliability, quality and value of what he reads on the basis of sound criteria or standards developed through previous experiences. This kind of reading paves clear path for students to acquire better comprehensive ability through SQ3R techniques, computer multimedia and other activities such as skimming and scanning. Although there are ways and means to acquire reading skill, there are a few factors which affect it severely. Teachers must be careful in avoiding these hindrances and make their wards' reading easy, effective and successful. Teachers are the prime source for students in cultivating their reading habit. Their advice and encouragement will help the students move a step further in developing their attitude towards reading. Teachers can teach phonetics to readers of initial stage and help them pronounce the sounds of letters and words properly. They should also emphasize writing task in the primary grade as it is directly associated with reading programme. They can teach them syllabication to recognize new words. Special assistance may be given to students with regard to the selection of materials for reading based on their age, time and capacity and determine their reading levels. They must realize that they have to play major role in encouraging and engaging the students to become voracious readers.

This research entitled “Improving Students’ Reading Comprehension Through SQ3R Technique”. This research has purpose to figure out the use of SQ3R strategy in improving students’ reading comprehension. The population of this research is students of SMA Negeri 1 Cipongkor including eleventh grade of IPS class and IPA class. The number of population is 60 students. The sample of this research is only one class that is IPS class consists 30 students. The quantitative research method is used in this research, and specifically the one group pre-test post-test design as research design. The instrument of this researches is pretest and posttest and the writers also use t-test formula for collecting data. The result of the research shows that tobs is 2.42, the ttable with degrees of freedom (df) 29 and level of significance at 0.05 was 1,69. Based on the data, the t-test result was 2.42, it was higher that t-table (2.42 > 1.69). It means the alternative hypothesis was accepted. According to the data analysis which is collected, it can be concluded that the test is reliable. And the research showed that teaching students’ reading comprehension using SQ3R technique is very useful. That is why, the SQ3R strategy is suitable in improving students’ reading comprehension.Keywords: Reading, Reading Comprehension, SQ3R Strategy

Peserta didik kelas VIII F SMPN 7 Kediri merasa kesulitan dengan banyaknya hafalan dan maksud dari pembelajaran Bahasa Indonesia. Peserta didik juga tidak terlalu memperhatikan penjelasan dari guru ketika di kelas.Ditambah dengan jadwal pelajaran Bahasa Indonesia yang berada di akhir pelajaran.Hal ini membuat konsentrasi peserta didik menurun dan tidak semangat untuk belajar. Dari data yang didapat oleh peneliti, nilai rata-rata ulangan harian peserta didik kelas VIII F SMPN 7 Kediri hanya mencapai 74,4 atau masih di bawah KKM yang telah ditentukan. Peneliti memilih sebuah metode pembelajaran Survey, Question, Read, Recite and Review. Metode SQ3R merupakan suatu metode membaca yang sangat baik untuk kepentingan membaca secara intensif dan rasional. Langkah pembelajaran untuk metode SQ3R adalah guru meminta siswa untuk mengamati atau mengidentifikasi seluruh teks. Siswa diminta untuk menyusun pertanyaan-pertanyaan yang relevan dengan teks. Guru membimbing siswa mencari ide pokok dan jawaban atas pertanyaan-pertanyaan yang telah dibuat pada langkah kedua. Siswa menyebutkan, siswa meninjau ulang seluruh pertanyaan dan jawaban secara singkat.Guru bersama siswa membuat kesimpulan bersama. Keberhasilan penelitian ini dapat dilihat dari peningkatan prestasi belajar siswa hingga 75% dengan nilai KKM minimal 78. Hasil peningkatan dapat terlihat dari data sebagai berikut: prasiklus 53%; siklus pertama 69%; siklus kedua 81%. Hasil tersebut dikatakan berhasil karena sudah melebihi indikator keberhasilan penelitian sebesar 75%.Hasil peningkatan dapat terlihat dari nilai rata-rata siswa sebagai berikut: prasiklus 74,4; siklus pertama79,1; siklus kedua82,2. Hasil tersebut dikatakan berhasil karena sudah melebihi indikator keberhasilan.

The main issue discussed in this article is the students’ low interest in reading textbooks. In addition, students do not use various techniques. As a result, they feel bored, and less concentrated when reading. The theory used in this research is the reading theory proposed by Tarigan (2008), reading comprehension techniques by Agustina (2008) and SQ3R reading techniques by Ermanto (2008) and Agustina (2008). This type of research is quantitative research using experimental method with SQ3R reading techniques. The population of this study were Indonesian Language and Literature Education students of FKIP Bung Hatta University who took the Reading Teaching Skills course. The sample was elected purposively. Based on data analysis, it was found that students did not apply the SQ3R reading technique well in determining the theme, plot, background, characterization, point of view and mandate, with an average value of 80.5. Thus, it can be concluded that there is a significant effect of the use of SQ3R reading techniques towards students’ reading comprehension at FKIP of Bung Hatta University Padang.

Developing study in 21 century, the students must have a good skill which can support in developing era. One of the skills is critical thinking. The students must have the competence which can solve the problem faced it for instance environment pollution problem. The problem is one of parts from Biology with collaboration study model of SQ3R that has superior for cooperation between inactive and active students , the hope can give big contribute for the students can solve the problem. The Quasi experiment uses Anava two direction (2x2) Factorial. The research is done at SMAN 1 N Tambun Utara on September-October 2017. Data of the result research shows normal point and homogeny (P> 0,05) with sample 140.. The result of research uses the Anava experiment two direction can be gotten P = 0,000 ,it means P < 0,05 (reject Ho). So the summary (1) There can be the effect of the study model of SQ3R to The result of study. (2) There can be the effect of critical thinking to the result of study. (3) There can be interaction between SQ3R and critical thinking to the result of study. Keywords: Critical thinking, the result of study of environment pollution, SQ3R

This study is trying to find a solution to the problem the researcher found in her preliminary study about reading for understanding. SQ3R is an abbreviation of Survey, Question, Read, Recite dan Review. This technique can increase the students’ involvement on the text they read. This technique also helps to form information in the students’ mind and make it meaningful. This research is a kind of quantitaive research to find the effect of implementation of SQ3R in reading for understanding. The treatment is given after gathering the data that both classes are homogenous. After analyzing the post test result, it can be concluded that there is a significant effect on the implementation of SQ3R on the students’ undertanding. It is supported by the data from the questionannaire which show the students’ respond on the implememtation of SQ3R in reading for understanding an Islamic text written in English.

The study was a pre-test -post test experimental control group design having a goal to examine the role of SQ3R strategy and mathematics prior ability (MPA) on students’ mathematical communication ability (MCA) and self regulated learning (SRL). The study involved 68 seventh grade students, a mathematical communication test, a mathematical SRL scale, and a perception on SQ3R strategy scale. The study found that on MCA, its Gain, and on SRL students getting treatment by SQ3R strategy attained better grades than the grades of students taught by conventional teaching, but the grades of MCA were still at low level, and of SRL the grades were at medium level. The other findings, there was high association between MCA and SRL, and students performed high perception toward SQ3R strategy.

The primary purpose of this study was to investigate the combined and partial effects of the Integrated Reading/Study Strategy and Conceptual Physics Approach on ninth grade private high school students’ achievement in and attitudes toward optics. The Integrated Reading/Study Strategy is a new strategy which was developed by integrating previously existing reading strategies of the KWL and SQ3R with classroom lecturing. The Conceptual Physics Approach is an instructional strategy developed on the basis of Conceptual Physics suggested by Paul G. Hewitt. To investigate the partial and combined effects of methods, factorial design was used. The study was conducted with 124 students from two private high schools in the Cankaya district region of Ankara, Turkey. Various teaching/learning materials were developed and used for the study. Two measuring tools, Achievement Test about Optics and Attitude Scale about Optics were used as pre and post tests before and after instruction. The study continued for a two-month treatment period. The results of the study showed that the combined effect of the Integrated Reading/Study Strategy and Conceptual Physics Approach improved students’ achievement significantly compared to the separate individual methods. Although the product of the Integrated Reading/Study Strategy and Conceptual Physics Approach increased students’ attitudes more compared to the remaining methods, the result is not statistically significant.

The problem raised in this research is due to lack of understanding and critical thinking of mathematics. In learning mathematics, learners often have difficulty in doing problems understanding and critical thinking mathematics. The learning process focuses on teachers instead of learning on the students. One of the learning models that teachers can do is the SQ3R model.This study aims to examine the picture of improving the ability of understanding and critical thinking of mathematics through learning model SQ3R and Direct Instruction in terms of learning motivation.This research is a quasi experimental research conducted at SMP IT Fithrah Insani in KBB. Two classes as a randomly selected sample. One class becomes experimental class gets SQ3R model treatment and one class becomes control class gets treated Direct Instruction model.The research stages begin with the making of instruments, the implementation of pretes, the implementation of learning, and postes. Done postes are given a motivation questionnaire that serves as a control variable. This pretest issue is shared by the researcher in the experimental and control classes to be performed by the students. After the problem is done, the students' work results are evaluated. After obtaining the pretest and posttest score in both classes, then calculated the gain to see the improvement result. Furthermore the gain data is processed, using SPSS 21 two-track anova test, to see the difference and interaction between the motivation level and the learning model. The result of data analysis shows that there is a difference of comprehension ability and critical mathematical thinking using SQ3R and Direct Instruction model but the level of motivation toward the learning model both on the ability of comprehension and the ability of thinking ability krits matematik. There is no interaction of motivation level and learning model.

The understanding of a text should be interpreted at different levels: literal, inferential and critical-evaluative. A literal level is to understand everything that the author explicitly com- municates through a text; understanding a text at an inferential level means to interpret everything that the author wants to communicate, but that sometimes he does not explicitly say or write; understanding a text at a critical- evaluative level means to value, project and judge both the content of what one author states in his writing as well as the inferences or relationships that can be established from what appears in the text produced by an author. Some researches consider that college student graduates are not necessarily good readers even though they read advanced academic material, for this reason they do not always com- prehend the information. Many strategies have been proposed to be developed both in class and at home, to improve reading comprehension. Instructors can improve comprehension through non-reading related information such as background knowledge or experiences, ho- mework and class work, and learning aides. Instructors can also teach students how to use other strategies including the SQ3R method, peer teaching, encoding, and reading flexibility.

In this research, the writer uses an action research. For collecting the data, the writer uses test and observation. The data sources of the research are the eleventh grade of MA Mutmainah Bogor which consists of 38 students and an English Teacher as the observer. Cycle I consists of planning, action, observation and reflection. Cycle II added by the revision of cycle I. Based on the results of the research, in cycle I the percentage of students who achieved Minimum Accomplishment Criteria (MAC) 75 is 63%. In other words, 24 students had achieved Minimum Accomplishment Criteria (MAC), while 14 students have not reached MAC. In cycle II, all of students have reached Minimum Accomplishment Criteria (MAC). The result shows, in cycle II all of the students are able to comprehend the text and to determain the main idea and reached Minimum Accomplishment Criteria (MAC) in reading it is 75. Thus, the hypothesis in this research is acceptable. It means, there is a significant increasing in using SQ3R method to improve the students’ reading comprehension at the eleventh grade of MA Mutmainah Bogor. Therefore, the research was discontinued on the second cycle.

The research is intended to establish the importance of background knowledge in reading process and suggest a revitalization plan for the schema for reading education. The reading process as fundamental research and the schema conception have been studied and the present situation of reading education in the school libraries has been inspected. This research reviewed the reading strategies which school libraries require for the revitalization of the schema and based on this data, a method of SQ3R reading has been applied and a class model developed. As an outcome, a guidance plan for instruction was proposed and learning-activity materials applying graphic organizer have been produced. Subsequently, a class in school library was conducted. Following the outcome of the class and an expert`s review of the class model, this research has developed a class model for the revitalization of the schema for reading education in school libraries.

For courses in a marketing curriculum to be effective where traditional textbook-based teaching methods are used, students must have sufficient ability to comprehend assigned reading materials. In addition, marketing graduates will have to read proficiently to meet the expectations of employers and to satisfy their own need to be highly competent self-directed learners. Self-regulated reading training is put forth as a partial remedy, and implementation of the most popular of these methods—SQ3R—is explained.

Although the Japanese are arguably the most literate people on the planet, any teacher of Japanese freshmen university students can tell you that most are not what could be called "readers." Most freshmen come into the university with few or none of the requisite skills needed to handle complex reading material in either their mother tongue or a foreign language. The purpose of this paper, therefore, is to introduce a process of reading that gives students a solid method for coping with reading material that is beyond their level. This process is known as Survey, Question, Read, Recite, Review, or SQ3R. The author will introduce the basic tenets of SQ3R and demonstrate how he has incorporated these into the curriculum of his freshmen reading course. The author will also discuss the results of pre/post-course exams and surveys to show how students have reacted to SQ3R.

The aim of this study is to discover the effect of applying SQ3R method in reading comprehension. Experimental research design is used as the research method. This research took place at MTS AMIN DARUSSALAM MEDAN. There were 2 classes chosen as the sample with 32 students in each class. The classes were divided into two groups namely experimental and control group. The experimental group taught by using SQ3R method and the control group was taught by using conventional method. The instrument used to collect the data was a set of multiple choice tests, which divided as pre test and post test. The result of the research was analyzed by using t-test formula. The result showed that t-test was higher than t-table ( 3,93> 2,00 ) at the level of significant 0,05 with degree of freedom (df) 60. It means that hypothesis alternative (Ha) is accepted which shows that SQ3R method significantly improves the student’s reading comprehension. Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}

This study departs from the problem of non-contestual learning material and low students’ performance, most teachers still carry out learning in a monotonous method. Based on the problems this research this research conducted, with the aim of increasing the understanding of students' physics concepts and teacher activities in physics learning using the SQ3R learning model. This research was conducted at SMA N 1 Siabu through classroom action research with two cycles. In the first cycle, some students and teachers were not familiar with the learning conditions of the SQ3R model. In the second cycle, students and teachers have begun to understand the implementation of SQ3R learning, and have shown satisfactory results. It can be seen from the results of observations of teachers and students getting used to putting the learning atmosphere that leads to the SQ3R learning approach. From the test results, it is known that the understanding of students' physics concepts increased from 55.62 to 73.75; an average score is 64.66 which can be categorized as good. Mastery of learning improved from 25% in the first cycle to 67.5% in the second cycle. From the result above, it concluded that SQ3R learning can improve the understanding of students' physics concepts in physics learning in class X SMA N 1 Siabu in the academic year 2010-2011.

The objectives of this study were to find out whether 1) students’ achievement in reading comprehension taught by using INSERT strategy was higher than those taught by using SQ3R strategy, 2) Students’ achievement in reading comprehension having high curiosity was higher than those having low curiosity, 3) there was an interaction between teaching strategies and curiosity on students’ achievement in reading comprehension. Quasi experimental research with factorial design 2 × 2 was used in this study. The total number of sample were 76 persons, with 38 students of each class (experimental and control classes). The first class was treated by using INSERT strategy and the second class was treated by using SQ3R strategy. The students were also divided into two groups based on curiosity, such as high and low curiosity. The data were collected through reading comprehension by using objective test, whereas for aptitude like curiosity, questionaire was used. The data were then analyzed by applying two-way ANOVA at the level of significance at α = 0.05. The data analysis revealed that (1) students’ achievement in reading comprehension taught by using INSERT was higher than those taught by using SQ3R, with Fobs (27.32) > Ftab (3.98), (2) students’ achievement in reading comprehension with high curiosity was higher than those students with low curiosity with Fobs (6.92) > Ftab (3.98), (3) there was an interaction between teaching strategies and students’ curiosity on students’ achievement in reading comprehension with Fobs (15.43) > Ftab (3.98). Tuckey test was then applied to verify the interaction between each sample comparison.

The objectives of this classroom action research are to identify: (1) whether SQ3R method can improve the students‟ reading comprehension; (2) the classroom situation of using SQ3R method in teaching and learning process. The research data were collected by using techniques of interview, observation, questionnaire and tests. The qualitative data were analyzed by assembling the data, coding the data, comparing the data, building interpretations, and reporting the outcomes. The quantitative data were analyzed by comparing the mean score of pre-test and post-test. The research findings show that SQ3R method can improve the students‟ reading comprehension and the classroom situation. It can improve the students‟ reading comprehension in five aspects including finding main idea, explicit and implicit information, reference of pronoun, and identifying the meaning of word. The classroom situation shows that the students are more active in teaching and learning process. They pay more attention to the teachers‟ explanation; look conducive and enthusiastic in reading class.

This research was conducted on the ground of the learnings are applied during this tends to be teacher’s centered, many students who are less active, less enthusiastic in learning process. Therefore, it needs a learning model that involves many students makes a student more active. This research aims to determine the influence of the survey questions read recite review (SQ3R) learning model toward mathematics learning outcomes in class VIII of even semester in SMP N 2 PLERET of academic year 2015/2016. The populations in this research were students of class VIII A, B, C, D, E, F, G SMP N 2 Pleret. Samples were taken using random sampling techniques derived from class VIII G as an experimental class and class VIII A as the control class. The data collection method used was the test method. Testing instrument using validity test, remainder test, and reliability test. Data were analyzed using a prerequisite analysis test including normality test using Chi - Square formula, homogeneity test by test Bartlett, and hypothesis test with t-test. Based on calculations at the significant level and 63 degrees of freedom, we conclude that : (1) there is a different result of math study that using Survey Questions Read Recite Review (SQ3R) method and conventional. This is indicated by the result of the first test of the hypothesis that . (2)learning using Survey Questions Read Recite Review (SQ3R) learning model is more effective than learning using conventional. It is shown on the second test of the hypothesis that the test result .

In the curriculum of 2013 critical thinking ability is a demand that must be implemented, but in reality the process of learning in the class has not been empowering students' critical thinking skills. Then besides critical thinking another aspect to note is the aspect of cognitive style. This study aims to determine the ability of critical thinking students’ cognitive reflective and impulsive style. The subjects of this study are the students of class VII A SMP Negeri 4 Tuban as many as 23 students, with 13 students with reflective cognitive style, and 10 students with cognitive impulsive style. Data collection technique in this research is MFFT (Matching Familiar Figures Test) developed by warli (2010) to know cognitive style and critical thinking test based on Ennis indicator (2011), then data about critical thinking of cognitive-style students Reflective and impulsive, was analyzed using nonparametric statistics through the Mann-Whitney test. The results in this study show the similarities between students who are reflective cognitive style with students who have cognitive impulsive style in students' critical thinking ability, because the result of the students in the same reflective style with impulsive students is because this subject is taken from the sample Class VII A where the class is the preferred class (superior). Thus it can be concluded that students' critical thinking ability with reflective cognitive style does not differ with cognitive impulsive students in Biology learning through SQ3R model (Survay, Question, Read, Recite, And Review) with pictorial card media.

Learning of reading literature (in this concerning short story) in formal education scope (as in Islamic elementary school, especially at advanced grade) wasn’t maximal yet. In objective condition, learning of reading short story at advanced grade, generally still definite in structure analyzing, didn’t administer in activities that able to train students in reading and appraising literature critically. Thus, learning activities by applying some strategy to achieve learning objectives need to do. Some strategy which can be used are SQ3R strategy.SQ3R strategy is one of strategy in learning of reading to help reader understand whole and detail about content of the text. By using SQ3R strategy, reader (students) will be faster to find mind idea in the text. Steps of SQ3R application are survey, question, read, recite, dan review. To achieve learning objectives maximally, that steps should be apllied systematically.

The aim of this study is to discover the effect of applying SQ3R method inreading comprehension. Experimental research design is used as the research method.This research took place at SMA Nasrani 2Medan. There were 2 classes chosen as thesample with 30 students in each class. The classes were divided into two groups namelyexperimental and control group. The experimental group was taught by using SQ3Rmethod and the control group was taught by using conventional method. The instrumentused to collect the data was a set of multiple choice tests, which divided as pre test andpost test. The result of the research was analyzed by using t-test formula. The resultshowed that t-test was higher than t-table (4,23>2,00) at the level of significant 0,05with degree of freedom (df) 58. It means that hypothesis alternative (Ha) is acceptedwhich shows that SQ3R method significantly improves the student’s readingcomprehension.

This article discusses: (1) to what extent the use of videos and SQ3R method improves the students’ ability in reading narrative text; and (2) to describe the class climate when videos and SQ3R method are implemented in the reading class. The qualitative data were obtained by observation, interview, and questionnaire. And they were analyzed through: get to know the data, focus the analysis, categorize information, identify patterns, connection within and between categories, and interpretation. While the quantitative data were obtained by using test and analyzed by using formulas. The research result shows that (1) the use of video through SQ3R method improves the students’ reading skill; and(2) the use of video through SQ3R method leads the class climate of reading class better than the situation prior to the research implementation. They become more active, confident, and enthusiastic.

E-book readers have the inherent advantage of affording learners both mobility and convenience. They can be considered ideal pedagogical tools for supporting learnersi¦ reading activities. In this study, the reading strategies SQ3R (Survey, Question, Read, Recite and Review) with the guidance mechanism were integrated into the e-book reading environment for assisting learners in their reading processes. An experiment was conducted to evaluate the effects of the reading guidance mechanism on the performance of English reading comprehension. The results show that learners who received reading guidance achieved better reading comprehension than those who didni¦t. Learners can get real benefits from the reading strategies only when they do carry through the strategies.

Use of a widely endorsed study technique, SQ3R (Survey, Question, Read, Recite, Review), was investigated using secondary level students with specific learning disabilities. Results of three experiments indicated that even with direct teacher instruction throughout lessons, SQ3R did not produce a robust effect on literal comprehension, as measured by retelling after reading from expository texts. However, a functional relationship was demonstrated between length of material read and percentages of retelling. When retelling was assessed on an immediate recall task after short passages were read, percentages of retelling were higher than those obtained by students after reading longer passages.

This study is a quasi experimental study aimed to describe the use of methods SQ3R and motivation and student learning outcomes learning materials reading comprehension. Implementation of the research in accordance with the learning procedure starting from planning, core activities and weekend activities. This study is an experimental research that distinguishes SQ3R method and conventional methods as well as motivation and learning outcomes. Research subjects a class XI student of SMAN 12 Pekanbaru. Results motivation and learning outcomes that motivated the data analysis methods SQ3R average of 129.56 and an average of 119.11 conventional methods; (2) Analysis of the average data overall learning outcomes of the students taught using methods SQ3R of 26.56 and 22.33 for the conventional method difference 4.23; (3) Analysis of average data results that are taught using methods SQ3R highest score 30.67 High Group and group the highest score 22.24 Low 8.23 difference in numbers; average data analysis of learning outcomes are taught with methods SQ3R study group Low highest score 26.28 and Conventional High group scores highest score group low 26.28 and the lowest scoring average 18.39 7.89 difference in numbers. So from this analysis can be concluded that the method SQ3R motivation and learning outcomes is higher than the motivation and learning outcomes conventional methods.Keywords: methods SQ3R, motivation and learning outcomes

Knowing the 'smart' way to approach academic and personal challenges can make a big difference in the undergraduate experience at a university. University Learning Skills (ULS), an optional First Year Experience (FYE) one-credit orientation course, was established at the University of Connecticut in an effort to help students modify their high school study habits to those needed for success in college. Data on retention shows an alarming figure of 20-30% of engineering students departing after the first year. The high number of students who either have academic difficulty or decide to change careers prompted the creation of the ULS course. The ULS course includes material on study skills such as time management, the Cornell note-taking method, and the SQ3R approach to textbook reading. It also introduces students to engineering facilities and university offices such as counseling services, career services, library, etc. Improved retention of these students who take the ULS course has occurred. Student evaluation of the course has been positive with 3 out of 4 feeling that it met or strongly met the objective of promoting a positive adjustment and assimilation into the university.

Introduction Study skills instruction in higher education has become increasingly popular in the past decade. Many universities and colleges have developed short courses to teach study skills, established learning resource centers, instituted counseling programs, and offered workshops focusing on study skills. An increasingly common venue embeds study skills instruction within a full-semester formal course, "University 101," that aims to ease high-school students' transition to university life. It is not coincidental that study skills are receiving increased attention in postsecondary education. Whereas universities and colleges once rigorously screened and selectively admitted candidates, they now face a need to balance the costs of sustaining quality teaching in the face of major budget cuts and potentially reduced enrollments (McKeachie, 1988). Students now pay a larger proportion of direct costs for their postsecondary education, and in turn they are justified in holding universities and colleges accountable for services they purchase. Furthermore, as institutions orient toward serving mature students who have been away from school for a number of years and students who are challenged in their pursuits of higher learning, there are increased needs to support students as they strive to cope with the academic demands of higher education. In this climate, we suggest that higher education should not merely teach students knowledge in curricular subjects such as history, chemistry, and sociology. Institutions also should provide means for students to develop adaptable strategies with which to pursue knowledge and solve problems during and after postsecondary experiences. Having such skills contributes abilities and the motivation necessary for lifelong learning. Early Investigations of Studying In the late 1970s and early 1980s researchers began to probe how postsecondary students studied and to explore factors that correlated with more effective approaches to studying. In innovative articles, Biggs (1978), Dahlgren and Marton (1978), Ramsden and Entwistle (1981) surveyed students and correlated their reports about how they studied with measures of achievement; personality factors, such as locus of control; and various situational variables, such as college major, attributes of how course grades were assigned, and workload. A theme these studies shared was that a particular form of cognitive engagement, called deep processing, correlated with more vigorous and apparently effective studying. Deep processing is a collection of separable studying tactics that articulate basic cognitive operations to build meaningful and coherent structures of knowledge. Specific tactics that lead to deep processing include retrieving related concepts and ideas relevant to material currently being studied, monitoring relationships between new information and prior knowledge, assembling propositions into elaborated structures, rehearsing and transforming information into meaningful schemata, and metacognitively monitoring and adapting learning tactics according to the requirements of a task (Winne, 1985). Paralleling such surveys of students' studying were a growing number of proposals that students be taught studying methods that could support deeper processing of course materials. Perhaps the most well known of these is Robinson's (1946) SQ3R - survey an assignment, generate questions, read, recite answers to questions, and review answers in relation to the text. Such apparently useful approaches to studying were widely proposed, but these suggestions were unfounded. Summarizing research prior to 1980, Johns and McNamara (1980, p. 1) concluded that "support for SQ3R is based more on opinion than on empirical fact." Our search of the literature since this review was published found just four empirical investigations (Chastain & Thurber, 1989; Graham, 1982; McCormick & Cooper, 1991; Schumaker, 1982). …

This article describes the results of a study in which college developmental reading students were taught how to use study techniques which involved self‐questioning. Over a nine‐week period, subjects were trained in the application of SQ3R (Robinson, 1961), REAP (Eanet & Manzo, 1976), and self‐questioning (Andre & Anderson, 1978‐79) to content area prose materials. Quantitative results indicated that the SQ3R group significantly outperformed the REAP group on a posttest measure of comprehension. No other significant differences were found. In addition, a qualitative analysis was conducted to determine how well subjects processed information during the application of their specific study techniques. These findings indicated that: (1) structured study techniques may be more effective for aiding students' retention of content area prose materials; (2) students are more concerned with detail or factual information than “higher level” forms of information; and (3) instructors of college developmental reading ...

A study habits inventory was administered to ninth- and tenth-grade students. The data were factor-analyzed to yield three constituents of study practices: distractibility, compulsiveness, and inquisitiveness. These factors satisfactorily replicated factors found in previous research and accounted for over 50% of the total variation of the items in the inventory. Tests of hypothesized relationships between habits of study and test performance suggest that test performance is monotonically related to study behaviors associated with inquisitiveness, particularly for studying as part of homework preparation. Compulsivity is also related to performance but only in the distinction between "A" students and those receiving other test scores. Distractibility, though it was the most reliable study habits scale, bears virtually no relationship to test performance. Possible explanations for all results are explored and implications for teaching are drawn. Most researchers of study skills have focused on the effects of training programs. Mainly, the attempt has been to use the findings of psychological research on memory in the development of procedures that could be used in classrooms (Adams, Camine, & Gersten, 1982). The major question of interest has been whether or not training in experimental settings would transfer to actual study practice. Since Robinson's publication of the SQ3R procedure in 1941, few studies have been conducted to answer the basic questions of what constitutes the skills of study and whether certain study behaviors directly affect school performance. Two exceptions are the research of Dansereau (1978, 1980) and Brown, Campione, and Day (1980). In keeping

Typographic cueing refers to the use of typography to distinguish different kinds of content in printed information. Experiments are reported in which the effect of providing cueing systems on the amount learned by readers was investigated. The results indicated that a cued text studied for a brief period yielded significantly higher scores on a test of immediate comprehension when readers were instructed to use the SQ3R study method.

A self-control procedure to improve study habits was taught to 38 volunteer students at the University of New Mexico summer school. The program involved the utilization of stimulus control procedures, self-reinforcement and punishment, and the SQ3R method (Robinson, 1946) of studying. S s receiving the lessons showed a significant gain in grade point average (G.P.A.) for the three semesters following the study over the two preceding semesters, when compared with those not receiving the lessons. This gain was not due to any change in University grading standards. No difference in G.P.A. gains was found between S s who received and discussed the lessons in group meetings and those who simply received them individually in written form.

(1973). Beneath and beyond SQ3R: A Reading Approach for Non-Fiction. Proceedings of the Annual Conference of the Western College Reading Association: Vol. 6, Proceedings of the Sixth Annual Conference of the WCRA. Technological Alternatives in Learning, pp. 177-180.

tudy-reading strategies such as SQ3R, PReP, PQ4R, et al. have been the subject of empirical inves tigations and journal articles for several decades (Fisher, 1986, Wolfe, 1987, Tierney, LaZansky, and Schallert, 1982, and Simpson, 1983). Despite the pro liferation of strategies and research on their effectiveness, Simpson (1983) hypothe sized that even college students still lack independent learning strategies for 3 possible reasons

THIS STUDY explored the efficacy of utilizing systematic instruction in teaching study skill strategies to fifth-grade students who had adequate reading (decoding) skills but demonstrated deficiencies in study skills. The method used was based on Robinson's (1941) SQ3R method, principles of task analysis, and direct instruction. Forty-five fifth-grade students with reading scores on a standardized achievement test of less than 1 year below grade level, and scores of less than 50% on two individual tests of study skills were randomly assigned to one of three samples: a treatment condition with systematic instruction in study skills, or one of two comparison conditions (independent seatwork on the same materials with feedback from teachers or no instruction). After 4 days of training, students were given a passage to study from a fifth-grade social studies text; they were then asked to retell important elements of the passage, and finally given a short answer test on important facts in the passage. Two weeks later, the testing process was repeated. Results indicated students receiving systematic instruction in study skills performed significantly higher on the factual short answer test on both occasions, F(1,42) = 47.91, p