USING QUESTIONS ANSWER RELATIONSHIP (QAR) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION

Sadika Ummi; Suryani Suryani

doi:10.30601/dedikasi.v10i2.7789

USING QUESTIONS ANSWER RELATIONSHIP (QAR) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION

Sadika Ummi, Suryani Suryani

Abstract

The study aims to determine the extent to which the Questions Answer Relationship (QAR) strategy improves students’ reading comprehension and to explore their responses toward its implementation. The research employed a pre-experimental design with a one-group pre-test and post-test. The population comprised tenth-grade students at SMAN 1 Kuta Baro, and class XA was selected as the sample through a random sampling technique. Data were collected through reading comprehension tests and a Likert-scale questionnaire. The intervention was conducted over four meetings, during which students were taught using the Questions Answer Relationship (QAR) strategy, which classifies questions into four types: Right There, Think and Search, Author and You, and On Your Own. The findings revealed a significant improvement in students’ reading scores from the pre-test mean of 60.87 to the post-test mean of 80.00. In addition, the t-test result (t = 8.47) exceeded the critical value. It indicates a statistically significant difference (Ha is accepted). Questionnaire results showed that most students responded positively to the Questions Answer Relationship (QAR) strategy, reporting increased confidence and comprehension. In conclusion, the Questions Answer Relationship (QAR) strategy effectively improved students’ reading comprehension, particularly in understanding both explicit and implicit information. It also encouraged students’ engagement and confidence in reading. Therefore, teachers are encouraged to implement Questions Answer Relationship (QAR) as a structured and supportive strategy in reading instruction

Keywords

Questions Answer Relationship (QAR); Reading Comprehension.

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References

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DOI: https://doi.org/10.30601/dedikasi.v10i2.7789

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