The Effect Of The SQ3R Teaching Strategy On Seventh Grade Students’ Reading Comprehension Of Procedure Texts At SMP N 2 Siantar

This study aims to investigate the effect of the Survey, Question, Read, Recite, and Review (SQ3R) teaching strategy on seventh-grade students’ reading comprehension of procedure texts at SMP Negeri 2 Siantar. Employing a quantitative approach with a quasi-experimental design, the study involved 60 students from two classes. The experimental group was taught using the SQ3R strategy, while the control group received instruction through the Reading Aloud and Question-Answer (RAQA) strategy. Data were collected through pre-tests and post-tests and analyzed using descriptive statistics and an independent-samples t-test. The findings revealed that the experimental group’s mean score increased from 44.80 in the pre-test to 87.47 in the post-test, while the control group’s mean score increased from 46.20 to 61.87. The independent-samples t-test showed a statistically significant difference between the two groups (t = 12.638, p < .001), indicating that students taught using SQ3R achieved significantly better reading comprehension outcomes than those taught using RAQA. These findings suggest that the SQ3R strategy can provide a systematic and active approach to teaching reading comprehension, particularly in helping students understand the purpose, main ideas, specific information, vocabulary, and sequence of procedure texts. Therefore, SQ3R is recommended as an alternative strategy for teaching reading comprehension to junior high school students.