The Implementation of the SQ3R Method in Reading Instruction: Enhancing Argumentative Text Comprehension of Grade XI MAN 1 Pasuruan Students

Abstract

This study was conducted to evaluate the effectiveness of the SQ3R technique (Survey, Question, Read, Recite, Review) in improving the eleventh-grade students’ comprehension of argumentative texts at MAN 1 Pasuruan. The study employed a quantitative approach with a quasi-experimental design, involving 72 students divided into two parallel classes: class XI E (36 students) as the experimental group and class XI H (36 students) as the control group. Data were collected through a reading comprehension test administered before (pretest) and after the intervention (posttest). The intervention process lasted for four weeks, with a frequency of three meetings per week, each lasting 90 minutes, during which the SQ3R method was applied intensively to the experimental group.Based on the normality test, the pretest and posttest data of both groups were normally distributed. Furthermore, the results of the Independent Sample Test indicated a significant difference between the experimental group that applied the SQ3R method and the control group that did not, with a two-tailed significance value of 0.000 (p < 0.05). These findings demonstrate that the implementation of SQ3R significantly improved 

students’ understanding of argumentative texts. Therefore, it can be concluded that SQ3R is an effective learning strategy for enhancing analytical skills and argumentative reading comprehension among senior high school students.