2895898716

THE APPLICATION OF PQ4R
(PREVIEW, QUESTION, READ, REFLECT, RECITE, REVIEW)

STRATEGY TO IMPROVE STUDENTS READING
COMPREHENSION OF THE EIGHTH YEARS STUDENTS OF
MTS NU SALATIGA IN THE ACADEMIC YEAR 2015/ 2016
(A Classroom Action Research of the Eighth Years of Mts NU Salatiga in the
Academic Year of 2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan Bahasa Inggris (S.Pd.I)
in the English Department of Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
Written By:
LAILATIS SYARIFAH
11311137
ENGLISH DEPARTMENT OF EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2015
MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
JL. Tentara Pelajar No. 02 Telp. (0298) 323433 Pos 50721 Salatiga
Website: www.iainsalatiga.ac.id Email: [email protected]
Salatiga, 08 September 2015

Setia Rini, M. Pd
The lecturer of English Education Department
State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELORS NOTE
Case: Lailatis Syarifahs Graduating Paper
Dear,
Dean of Teacher Training and
Education Faculty
Assalamualaikum Wr. Wb.
After reading and correcting Lailatis Syarifahs graduating paper entitled

THE APPLICATION OF PQ4R (PREVIEW, QUESTION, READ, REFLECT,
RECITE, REVIEW) STRATEGY TO IMPROVE STUDENTS READING
COMPREHENSION ( A Classroom Action Research In The Eighth Years
Students of MTs NU Salatiga In the Academic Year of 2015/2016). I have
decided and would like to propose that if it could be accepted by the Teacher
Training and Education Faculty, I hope it would be examined as soon as possible.
Wassalamualaikum Wr. Wb.
Counselor
Setia Rini, M. Pd
NIP. 19750518 200312 2 002
Motto
Inna maalusri yusron
(Verily, with every difficulty is relief)
(Q.S Al Insyiroh verse 6)

DEDICATION
This work is sincerely dedicated for:
1. My beloved father and mother (Bapak H. Saring Ahmad
Zahiruddin and Ibu Hj. Fatimah) who always give me spirit and
inspiration so that the writer can finish her study. Thanks a lot for
your praying and guidance
2. My beloved brothers and sisters in Lestari Family who always
motivate and support the writer to do the best
3. All of big family of MTs NU Salatiga, the head master, all of the
teachers especially Mrs. Uswatun Khasanah S.Pd.I and students
of VIIIC A class.
4. My lecturers in IAIN Salatiga, especially Mrs, Setia Rini, M.Pd
who guides the writer patiently.
5. My teacher in Al-Muntaha Islamic Boarding House (Nyai Hj.
Zulaicho, A.H), thanks for your praying.
6. All of TBI 11, especially TBI E 11, Mbak Mimi and Embul.
7. All of Al-Muntaha Islamic Boarding Houses Students, especially
Pretty Room (Nunu, Mba Zha and Chustheng), Pipah and
Pither
8. All of my friends and students in TPQ Al- Muttaqien Pancuran
(Bu Ijah, Bu Yayuk, Mba Tun and Mas Faiz)

ACKNOWLEDGEMENT
Assalamualaykum wr.wb
Bismillahirrahmanirrahim,
In the name of Allah, the most gracious and merciful, the King of universe and
space. Thank you to Allah because the writer could complete this thesis as one of
requirement to finish the study in English Department of the State Institute for Islamic
Studies Salatiga. Besides, our blessing and praises to our prophet Muhammad, the best
model for us.
This thesis would not have been completed without support, guidance and
help from individual and institution. Therefore, I would like to express special
thank you to:
1. Mr. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for
Islamic Studies Salatiga.
2. Mr. Suwardi, M.Pd as the Dean of Teacher Training and Education
Faculty of State Institute for Islamic Studies Salatiga.
3. Mrs. Noor Malihah, Ph.D. as the Head English Education Department of
Teacher Training and Education Faculty of State Institute for Islamic
Studies (IAIN) Salatiga.
4. Mrs. Setia Rini, M.Pd. as the counselor of this graduating paper. Thank
you for all your support, advise, suggestion, and recommendation for
this graduating paper from beginning until the end. Thank you for your
patience and care.

ABSTRACT
Syarifah, Lailatis. 2015. THE APPLICATION OF PQ4R

(PREVIEW,QUESTION, READ, REFLECT, RECITE, REVIEW)
STRATEGY TO IMPROVE STUDENTS READING
COMPREHENSION ( A Classroom Action Research In The Eighth
Years Students of MTs NU Salatiga In the Academic Year of
2015/2016). A Graduating Paper. Educational Faculty English
Department State Institute of Islamic Studies (IAIN). Consultant:
Setia Rini, M. Pd.
Keywords: PQ4R (Preview, Question, Read, Reflect, Recite, Review)

Strategy and Reading Comprehension
This research focused in improving students reading comprehension by

applying PQ4R (Preview, Question, Read, Reflect, Recite, Review) Strategy.
This research answer these main questions (1) How is the implementation of
PQ4R strategy to improve reading comprehension of eighth years students
of MTs NU Salatiga in the academic year of 2015/ 2016? (2) How far can
the use of PQ4R strategy improve reading comprehension of eighth years
students of MTs NU Salatiga in the academic year of 2015/ 2016? The
method of this research used Classroom Action Research (CAR). The
technique of data analysis included descriptive and statistical technique.
The research was conducted in the eighth year students of MTs NU Salatiga
on Jl. Kartini No. 02 Salatiga, Sidorejo Lor, Kecamatan Sidorejo, Salatiga,
Central Java. It is conducted in two cycles. Each cycle consists of planning,
action, observation and reflection. From the result, the researcher found
several findings on it. The result of this research shows an improvement of
students reading comprehension by using PQ4R strategy. It can be seen
from the mean score of pre-test and post-test. In cycle I post-test is higher
than pre-test: 68,2 > 55,14. In cycle II: 84,6 > 70,8. It means that the use of
PQ4R Strategy is able to improve the students reading comprehension.
TABLES OF CONTENTS
TITLE..................................................................................................... i
DECLARATION ................................................................................... ii
ATTENTIVE COUNSELOR NOTES ................................................ iii
STATEMENT OF CERTIFICATION ............................................... iv
MOTTO ................................................................................................ v
DEDICATION ....................................................................................... vi
ACKNOWLEDGMEN ......................................................................... vii
ABSTRACT ........................................................................................... ix
TABLE OF CONTENTS ..................................................................... x
LIST OF TABLES AND FIGURE ...................................................... xiii
LIST OF APPENDIX ........................................................................... xiv
CHAPTER I INTRODUCTION
A. Background of the Study .............................. 1
B. Research problem ......................................... 4
C. Purposes of the Study ................................... 5
D. Benefits of the Study ................................... 5
E. Definition of the Key Terms ......................... 6
F. Limitation of the Study ................................. 8
G. Review of Previous Researches .................... 8
H. Graduation Paper Organization .................... 9
CHAPTER II THEORITICAL FRAMEWORK
A. Reading ....................................................... 10
1. Definition of Reading ........................... 10
2. Purposes of Reading ............................. 11
B. Reading Comprehension .............................. 15

1. Definition of Reading Comprehension .. 15
2. Levels of Reading Comprehension....... 17
3. Strategies for Teaching Reading
Comprehension ..................................... 18
4. Technique for Teaching Reading
Comprehension ..................................... 19
C. Learning Strategy ......................................... 20
1. Definiton of Learning Strategy .............. . 20
2. Types of Learning Strategy . 22
D. The Differences of Approach, Method,
Technique, and Strategy ................................ 23
E. PQ4R Strategy . ........................................... 24
1. Definition of PQ4R Strategy . ................. 24
2. Procedure of PQ4R Strategy .................. 27
CHAPTER III METHODOLOGY OF RESEARCH
A. Setting of the Research .................................... 31
B. Subject of the Research .................................... 32
C. General Concept Of Classroom Action
Research ............................................................ 34
D. Procedure of the Research ............................... 35
E. Technique of Data Collection .......................... 39
F. Technique of Data Analysis . ............................ 41

G. Schedule of the Research . ................................ 42
CHAPTER IV DATA ANALYSIS
A. Field Note ....................................................... 43
1. Cycle I ........................................................ 43
2. Cycle II ....................................................... 60
B. Discussion ....................................................... 77
CHAPTER V CLOSURE
A. Conclusion ...................................................... 78
B. Suggestion ....................................................... 79
BIBLIOGRAPHY
CURRICULUM VITAE
APPENDIXES
LIST OF TABLES AND FIGURES
Figure 2.1 The PQ4R Staregy 28
Table 2.1 The Procedure of Teaching Reading Comprehension
Throught the PQ4R Learning Strategy 29
Table 3.1 The situation of the Educational Facilities and Tools 33
Table 3.2 The situation of the Teachers and Staffs 34
Table 3.3 The List of VIII A of MTs NU Salatiga 36
Figure 3.1 The Procedure of Classroom Action Research 40
Table 3.4 Schedule of the Research 46
Table 4.1 Students Observation Sheet in Cycle I 55
Table 4.2 The result of pre test cycle I 59
Table 4.3 The result of post test cycle I 61
Table 4.4 Students Observation Sheet in Cycle II 72
Table 4.5 The result of pre test cycle I I 75
Table 4.6 The result of post test cycle II 77
Table 4.7 The Analysis Of Students Reading Comprehension
Improvement 80
LIST OF APPENDIX
1. Lesson Plan for cycle I
2. Lesson plan for cycle II
3. Pretest for cycle I
4. Posttest for cycle I
5. Pretest for cycle II
6. Posttest for cycle II
7. Learning material for cycle I
8. Learning material for cycle II
9. Examples of Descriptive Text
10. Pictures
11. Surat Ijin Pembimbing Skripsi
12. Surat Ijin Penelitian
13. Surat Keterangan Penelitian
14. Lembar Konsultasi Skripsi
15. Daftar SKK
16. Curriculum Vitae

CHAPTER I
INTRODUCTION
A. Background of The Study
Language is a way of expressing ideas and feelings using
movements, symbols, and sound (Bull, 2009: 247). English is one of the
international languages that is used by many people in the world and in
many aspects of life are politic, economy, social and culture, even science
and technology.
In English there are four language skills are listening, speaking,
reading and writing. Reading is one of the language skills that must be
mastered by students. Moreover, reading is also the main reason why
students learn the language. Therefore, based on the curriculum the main
goal of teaching reading especially for Junior High School students are to
enable them to read books, articles, or any other text written in English and
producing various short functional and monologue texts, such as narrative,
procedure, descriptive, recount and report. Furthermore, the goal of reading
is also to find the meaning of what they have read and answer the questions
based on the reading text. The ability to comprehend something from
reading material for students who learn foreign language need to be
improved in order to enable them to get used to reading process and give
them enough time to develop their ability.

In reading, we can understand many kinds of text. Therefore, all
students need to study reading. In this case, the students need to master all
part of the reading text. It is done to help student acquire the meaning of
the difficult word, answering certain questions from the text and
identifying the part of the text.
To establish students who comprehend in reading, teacher has
an important role. But, some teachers are common to use conventional
learning technique, so that it reduces the students chance to join in the
classroom actively. Fiedorowicz and Trites (2003:13) state that most of the
conventional techniques focus on teaching all readers by ignoring the fact
that each student has different strengths and weaknesses. In this study, the
term conventional technique refers to the technique that is commonly
used by English teachers at MTs NU Salatiga. In this study, conventional
technique is a technique that is used by teachers of English in teaching
reading comprehension in which the teacher is as the central of learning.
This phenomenon makes the students to be more passive. There
is no respond from them when the teacher asks question, even they choose
to keep silent when the teacher gives an opportunity to make question. The
students need the way to open their mind and to share their ideas. They still
get difficulties when there is no teachers stimulus, especially for Junior
High School students, which learn more complex English material. In this
learning technique, the teachers give the lesson and talk more, but they
give little chance to the students to be active in teaching learning process.

Based on the researchers observation, the students problem in
reading comprehension appeared because of some factors. The main
factor was they did not know the meaning of some vocabularies, they did
not understand the English text. This condition supports the teacher drew
up appropriate learning strategy. To develop English learning quality, it is
necessary to find the good learning strategy to build the students role.
The teacher should pay attention toward the characteristics of
learning method that they use, such as:
1. Arranging and providing the subject material which appropriate with
students need (based on the standard of competence and syllabus)
2. Using the method creatively and it is relevant with the material
3. Doing learning plan flexibly and always try to look for effective
learning (Syah, 1995: 228).
The balance between the material and learning method is also
necessary. In this part, the teacher must be able to choose the suitable
method and all at once build the students enthusiasm to study.
According to the indicators of this learning problem, the writer
tries to apply PQ4R (Preview, Question, Read, Reflect, Recite and Review)
strategy to improve students reading comprehension. According to
Learning Strategy Database, PQ4R is an individualized method for
improving reading comprehension. For that reason, we can see that the
main purpose of PQ4R is to improve the student reading comprehension

and it really suitable to be used in reading activity in the classroom to
improve the students reading comprehension. It can also be said that
PQ4R can lead the students mind in reading. Besides, as we know we also
want to change the students behavior where most of them do not like to
read.
To solve the students problem above, the writer will do a
research as an effort to improve students reading comprehension through
PQ4R strategy. For that the reason, the writer is interested in arrange a
graduating paper entitled: THE APPLICATION OF PQ4R (PREVIEW,
QUESTION, READ, REFLECT, RECITE, REVIEW) STRATEGY TO
IMPROVE STUDENTS READING COMPREHENSION ( A Classroom
Action Research In The Eighth Years Students of MTs NU Salatiga In the
Academic Year of 2015/2016).
B. Research Problem
1. How is the implementation of PQ4R strategy to improve reading
comprehension of the eighth years students of MTs NU Salatiga in the
academic year of 2015/ 2016?
2. How far the use PQ4R strategy can improve reading comprehension of
the eighth years students of MTs NU Salatiga in the academic year of
2015/ 2016?
C. Purposes of the Study
1. To describe the implementation of PQ4R strategy to improve reading
comprehension of the eighth year students of MTs NU Salatiga in the
academic year of 2015/ 2016.
2. To find out the improvement of reading comprehension of the eighth
years students of MTs NU Salatiga in the academic year of 2015/2016
through PQ4R strategy.
D. Benefits of the Study
Through this classroom action research, the writer hopes that it
can give advantages for:
1. The teacher
a. Improve the teachers motivation to teach the student with a better
strategy.
b. Increase the teachers professionalism in learning process.
2. The Student
a. To motivate the students in order to involve them in learning process
actively.
b. To interest student to read English text.
c. To develop students reading comprehension
d. To interest students participation and the individual responsibility.
e. To train students confidence
f. To position them as learning-center.

3. The school
a. The positive result of this research can create the innovation for the
school to develop the teaching learning process with interesting and
appropriate learning strategy in order to improve students reading
comprehension, especially.
b. The application of this strategy can create good quality for students
output.
E. Definition of the Key Terms
The writer wants to explain the meaning of key terms in the title
in order to make easy and understandable by the readers. They are as
follows:
1. Application
Application (noun) is taken from the word apply (verb) that has
a meaning practical use and it has similar meaning with word use
(v). Based on the title of this research, applications mean the practical
use of PQ4R (Preview, Question, Read, Reflect, Recite and Review)
strategy to improve reading comprehension in the eighth grade year
students of MTS NU Salatiga in the academic year 2015/2016 (Bull,
2009: 17).
2. Learning Strategy
Learning Strategy has some meanings as by Subana and Sunarti
in Iskandarwassid (2008: 5):

a. General pattern or abstract from teaching learning process.
b. Strategies of instruction
c. Models of teaching
d. General pattern of learner activity that describes determining process
in learning activitys realization to builds behavior change.
3. PQ4R (Preview, Question, Read, Reflect, Recite and Review)
Strategy
PQ4R is a study technique developed by Thomas E.L and
Robinson H.A (1972). The acronym stands for Preview, Question,
Read, Reflect, Recite and Review and this strategy is used mainly to
help students with difficulty in reading. Comprehension, retaining and
recalling information is a challenge for many students and the PQ4R
strategy aims at making reading easier (Slavin, 1997: 297).
4. Reading
There are four skills that the learners need in language
learning. One of them is reading. According to Urquhart in Grabe
(2009: 14), reading is the process of receiving and interpreting
information encoded in language from the medium of print.
5. Reading Comprehension
Koda in Grabe (2009: 14) inform that comprehension occurs
when the reader extracts and integrates various informations from the
text and combines whit what is already know. Reading comprehension

is function to understand a text that is read as the process of
constructing meaning from a text (Decant, 2012:8).
F. Limitation of the Study
In order to make focus in this research, the writer will limit the
study as follows:
1. The research is limited in the application of PQ4R (Preview, Question,
Read, Reflect, Recite and Review) strategy.
2. The research is limited in reading comprehension about descriptive text.
3. The research is carried out to the eighth years students of MTS NU
Salatiga in the Academic year of 2015/2016.
G. Review of Previous Researches
In this graduating paper, the writer take two previous research
comparison. It is previous researches conducted by Inayatul Fuaida. The
titled her research is The Application of In the News Strategy to
Improve Reading Comprehension. Based on research, there are significant
differences of the application of in the news strategy to improve reading
comprehension, because it was easy and enjoy. The students interest in
learning and easy understanding the material. It was shown by result
calculation of t-test, where the result of post-test is higher than pretest.
The second is experiment research of Effect of PQ4R Study
Strategy in Scholastic Achievement of Secondary School Students in
Punjab (Pakistan), by Mrs. Ruqia Bibi Ph. D and Manzoor H. Arif, Ph. D.
Based on the research, twenty percent students of the group taught through
traditional method outperformed in their scholastic achievement than the
average student of the group taught through PQ4R study strategy.
H. Graduating Paper Organization
Chapter one discuss about the introduction, which will consist of
background of the study, statement of the problem, objective of the study,
benefit of the study, definition of key terms, review of the previous
researches, and thesis organization.
Chapter II is theoretical framework, which contains the theories
that will relate and support the research.
Chapter III is methodology of research. This chapter will
explain setting of the research, subject of the research, general concept of
Classroom Action Research, procedure of the research, technique of data
gathering, technique of data analysis, and schedule of the research.
Chapter IV is data analysis that consists of field notes and
discussion.
Chapter V is closure, which will contain of conclusion of the
researchs finding and suggestion.

CHAPTER II
THEORITICAL FRAMEWORK
A. Reading
1. Definition of Reading
Many experts define reading with different meaning. According to
Urquant in Grabe (2009: 14), reading is the process of receiving and
interpreting information encoded in language from medium of print.
Spears (2006: 2), the reading process begins with decoding words
that is, deciphering the letters that make up individual words. But reading is
more than merely processing letters and sounds.
Hittleman in Dallman (1972: 22) point out that reading is a verbal
process interrelated with thinking and with all other communication abilities
such as listening, speaking and writing. Specifically, reading is the process
of reconstructing from the printed patterns on the page of the ideas and
information intended by the author.
Dechant (1982: 5) considers that reading always involves an
interaction between the writer and reader. It is the culminating act of the
communication process, initiated by the thoughts of the writer and expressed
thoughts of the writer and expressed through the symbol on the page.
Goodman in Dechant, (1982: 11) notes that reading is a selective process,

involving partial use of available minimal language cues (graphic, semantic,
and syntactic).
2. Purposes of Reading
In accordance to Mahmoud (1992: 103-104), there are least five
main purposes for comprehensive reading. All these purposes require
necessary skills in order to be accomplished efficiently. These purposes
include:
a. Reading for Specific Information
Reading for specific information is a common form of reading
used to discover specific or limited information. Reading for this purpose
involves looking for specific information and finding it quickly. Looking
up a word in the dictionary or a number in the telephone book is the
example of reading for specific information.
b. Reading for Application
Reading for application is used to accomplish a special task. This
type of reading may consist of reading a cake recipe or following
instruction to make or fix something

c. Reading for Pleasure and Entertainment
Individuals read for many pleasurable reasons. This includes
reading popular magazines, newspaper, novels, and other similar
material. It is a slower form of reading, which allows the reader to
envision the scenery and contemplate the background and characters with
enjoyment and appreciation. This form of reading calls for total
involvement of the reader.
d. Reading for Ideas
This type of reading requires paying special attention to main
ideas, concepts and the nature of the presented information. The reader
skims through major topics, headings, illustrations, and conclusions in
order to obtain a general idea of the content. Reading for idea I enhanced
though familiarity with the overall field of study, related topics, facts,
and discussions.
e. Reading for Understanding
Reading for understanding requires comprehension of the
relationship between the information introduced and overall knowledge
of the subject. It requires understanding the relationship of topics to
sentences, paragraphs and the main ideas.

Different with Mahmoud, Hall (1983: 163-166) gives many
purposes of reading. The purposes are listed below:
a. Reading for Information
The materials of reading for information like newspapers are
designed to be read quickly in order to find facts. Most newspaper
sentences are no more than fifteen words; paragraphs, no longer than
three sentences. The text appears in narrow columns so the reader's eye
can quickly move down the page. Typically, readers do not read every
word, but skim the page for key facts.
b. Reading for main points in general
The main points could include information like why the text was
written, what the purpose of the writer was, how the text is organized and
what the main arguments are. For example: reading for an exam
c. Reading for selected main points
Reading for selected main points looks for information about a
specific area or answers to certain questions. For example: reading for a
thesis.
d. Critical / evaluative reading (intensive)
Read a text with a critical or evaluative attitude, is compare the
writer's views with your own or some other writers' views. Making a
difference between facts and opinions of the writer is also important. For
example: reading for a thesis or an exam.
In accordance to Risdianto (2012: 94-95), there are many purposes
of reading, they are:
a. For pleasure or for personal reasons to find general information such as
what a book is mostly about.
b. To find a specific topic in a book or article.
c. To learn subject matter that is required for a class.
Once student have mastered the basic decoding skills, they will
begin to read for a variety of purposes. If they are reading a book or article
for fun or if they simply want to know about a particular subject such as
frogs, they may want to read fast. It isnt necessary for them to read every
word or even know the meaning of every word in the text. They will
probably get the sense of the unknown word from the context.
a. Skimming for General Information
Students who want to find general information about a subject such
as Frogs will want to skim through a book or several books to

determine how the books are organized and what they cover. When they
skim, they run or flip through the pages of the book or article quickly to
find out whether it might cover the information they need.
b. Scanning for Specific Information
When a student wants to know how tadpole becomes frogs, he will
need to a book or article about amphibians to find out whether the
material covers tadpole. When he scans, he will look the title, the table of
contents, the headings, and the index to find out if the material gives
information about it.
c. Reading to Learn
Another purpose for reading calls for reading carefully and slowly.
When a student studies for a test, he will want to skim the book or
chapter first to see what it covers. Then he will read the headings and the
subheadings to discover how the book is organized. He should try to
make connection between the material and what he already knows.
B. Reading Comprehension
1. Definition of Reading Comprehension
Dechant (1982: 311) states that comprehension includes the
correct association of meanings with word symbols, the selection of the
correct meaning suggested by the context, the organization and retention of

meaning, the ability to reason ones way through smaller idea segments,
and ability to grasp the meaning of a larger unitary idea.
According to Klingner, et al (2007:2) stated that "Reading
comprehension is the process of constructing meaning by coordinating a
number of complex processes that include word reading, word and world
knowledge, and fluency"
Reading comprehension is primarily a matter of developing
appropriate, eficient comprehension starategies. Some strategies are related
to bottom-up procedures, and other enchances the top-down processes
(Brown, 2000:306).
Meanwhile, according to Wilis (2008: 127): Goals of Reading
Comprehension Strategies to build comprehension are available to increase
neural efficiency at each step of the comprehension process. It means the
purpose of reading comprehension strategies is that the students can
improve efficiency neural of process comprehension the text.
Based on the statements above reading comprehension is a way to
understanding or comprehend of the text that includes not only word
reading, world knowledge or fluency, but by reading comprehension we can
get information and wide insight from the text.

2. Levels of Reading Comprehension
Reading is the ability to comprehend, not simply to recognize,
letters, forms, and symbol. Without comprehension, reading may prove to
be almost useless. There are three levels of reading comprehension, these
are:
a. Literal reading is the ability to follow directions and understand exact
words, meanings, and characters.
b. Aesthetic reading is the ability to appreciate artistically the style and
overall quality of what is being read.
c. Critical reading consists of making factual distinctions between common
ideas, facts, and opinion. This capability is needed for valid interpretation
and analysis.
Total comprehension requires reading at all of the above levels.
Thus, to comprehend a chapter in a textbook well, one must have the ability
to read at all levels (Mahmoud, 1992: 102-103).
In other hand, Dechant explains that learning to comprehend a
complex of skills. Various writers have attempted to categorize these into
three of four levels. Lanier and Davis in Dechant (1982:313) summarizing
comprehension skills, categorize them as:
a. Literal skill (recognizing and recalling facts, details, sequence, main idea,
directions, organization, and the like)

b. Interpretative skills (inferring, drawing conclusion, generalizing, deriving
meaning from figurative language, predicting, anticipating, and
summarizing)
c. Critical skills (judging, detecting propaganda, analyzing, checking
validity, checking the authors biases and purpose)
d. Creative skills (applying information, responding emotionally).
3. Strategies for Teaching Reading Comprehension
A reading comprehension strategy is a cognitive or behavioral
action that is enacted under particular contextual conditions with the goal of
improving some aspect of comprehension (McNawara, 2007:6). It means
that in learning reading comprehension need strategy to help students so that
the students able understanding and remember of the material that explained
by teacher. Many of reading comprehension strategies that have been
associated with highest effect for students that teach the students with
strategies can be prompt students to monitor and reflect before, during and
after the student reading, and can improve vocabulary knowledge.
Pressley (1999) said that good comprehenders are effective users of
comprehension strategies when they work with text. A strategy can be
defined as a mental plan or action designed to achieve a spesific purpose.
And one of the prioritas in any reading program is to teach children,
particularly those with reading difficulties, a range of strategies to use to
extract meaning and evaluate information from the text. (Westwood,
2001:10)
There are some strategies for teaching reading comprehension, they
are: identify the purpose in reading, use graheme rules and patterns to aid in
bottom-up decoding (especially for beginning level learners), Use efficient
silent reading techniques for relatively rapid comprehension (for
intermediate to advanced levels), skim the text for main ideas, scan the text
for specific information, use semantic mapping or clustering, guess when
you arent certain, analyze vocabulary, distinguish between literal and
implied meanings, capitalize on discourse markers to process relationships
(Brown, 2001:292).
4. Techniques for Teaching Reading Comprehension
Techniques is very important way in teaching reading
comprehension, because with used techiniques it can be easy teacher in give
material with the aimed so that the students more active and motivate.
Brown (2000:313) formulated some techniques for teaching reading
comprehension, as follows:
a. In an interactive curriculum, make sure that you dont overlook the
importance of specific instruction in reading skills,
b. Use techniques that are intrinsically motivating,
c. Balance authentiticity and readability in choosing texts,
d. Encourage the development of reading strategies,
e. Include both bottom-up and top-down techniques,
f. Follow the SQ3R sequence one effective series of procedures for
approaching a reading text has come to be labeled the SQ3R technique, a

process consisting of the following five steps (survey, question, read,
recite, and review)
g. Subdivide the techniques into pre-reading, during-reading, and after
reading phases.
h. Build in some evaluative aspect to the techniques.
C. Learning Strategy
1. Definition of Learning Strategy
Learning Strategy consists of two words, learning and strategy.
The writer would like to give some of the definitions of learning.
According to Bull (2009: 250), learning is gain knowledge or skill in a
subject or activity.
Learning is a relatively permanent change in behavior or in
behavioral potentiality that results from experiences and cannot be
attributed to temporary body states such as those induced by illness,
fatigue, or drugs(Gregory A. Kimble, 1997 in Sriyanti 2011: 17).
Crow and Crow in Educational Psychology (1984) in Sriyanti
(2011: 16) learning is an action to create a behavior, knowledge and any
kinds of attitude, include the innovation to do something, an effort to
solve the obstacle and adaption.

From the definition above, learning has characteristic.
According to Baharuddin and Esa N.W (2007) in Sriyanti (2011: 18),
they are:
a. Learning indicated by the change of attitude
b. The changing is permanent
c. The changing of attitude is potential
d. The learning is a train and experiences.
e. The experiences or train it makes fervent.
The second word is strategy. Generally, strategy is a technique
which is used to get a certain purpose. Strategy is plan intended to
achieve a particular purpose (Bull, 2009: 439). In the teaching context,
strategy is something important which use in teaching and learning
process to help the teacher make their students easy to understand the
material. Students can analyze the material and solve the problem in
making decision.
Learning strategy has some meanings as maintained by Subana and
Sunarti in Iskanwassid (2008: 5)
a. General pattern or abstract from teaching learning process.
b. Strategies of instruction
c. Models of teaching
d. General pattern of learner activity that describes determining process in
learning activitys realization to builds behavior change.

2. Types of Learning Strategy
Silberman divides learning strategies or learning techniques to
apply active learning to the subject matter into three sections, as follows:
1) How to get students active from the start
The strategies are designed to do one or more of the following:
a. Team building: helping students to become acquainted with each other
or creating a spirit of cooperation and interdependence.
b. On-the-spot assessment: learning about students attitudes, knowledge,
and experience.
c. Immediate learning involvement: creating initial interest in the subject
matter.
In addition, these techniques encourage students to take an active
role right from the beginning.
2) How to help students acquire knowledge, skills, and attitudes actively.
The strategies are designed to avoid or reinforce teacher-led
instruction. A wide range of alternatives are provided, all of which gently
push students to think, feel, and apply. They include:
a. Full-class learning: teacher-led instruction that stimulates the entire
class.
b. Class discussion: dialogue and debate of key issues
c. Question prompting: students request for clarification
d. Peer teaching: instruction led by students.

3) How to make learning unforgettable
The strategies are designed as the ways to conclude a class so that
the student reflects on what he or she has learned and considers how to
apply it in the future. They are as follows:
a. Review: recalling and summarizing what has been learned
b. Self-assessment: evaluating changes in knowledge, skills, or attitudes.
c. Future planning: determining how the student will continue the
learning after the class is over.
d. Expression of final sentiments: communication the thoughts, feelings,
and concern students have at the end.
D. The Differences of Approach, Method, Technique, and Strategy
In learning process is known some of terms, which have similar
meaning. These terms are; approach, method, technique and strategy.
Edward Anthony, he identified three levels of conceptualization
and organization, which he termed approach, method and technique (Richard
and Theodore, 1968: 17)
An approach is a set of correlative assumptions dealing with

the nature of language teaching and learning. An approach is
axiomatic. It describes the nature of the subject matter to be
taught.
Method is an overall plan for the orderly presentation of
language material, no part of which contradicts, and all of which is
based upon, the selected approach. An approach is axiomatic, a
method is procedural.
A technique is implementational that which actually takes
place in a classroom. It is a particular trick, stratagem, or
contrivance used to accomplish an immediate objective.
Based on the definition above, the difference between approach,
method, and technique can be shown. An approach is axiomatic; a method is
procedural. Within one approach, there can be many methods. Technique must
be consistent with a method, and therefore in harmony with an approach as
well.
E. PQ4R Preview, Question, Read, Reflect, Recite and Review Strategy
1. The Definition of PQ4R Preview, Question, Read, Reflect, Recite and
Review Strategy
PQ4R is a study technique developed by Thomas E.L and
Robinson H.A (1972). The acronym stands for Preview, Question, Read,
Reflect, Recite and Review and this strategy is used mainly to help students
with difficulty in reading. Comprehension, retaining and recalling
information is a challenge for many students and the PQ4R strategy aims at
making reading easier (Slavin, 1997: 297).
The PQ4R is strategy that helps the students to understand and
remember what they have read. According to Trianto (2009:146), PQ4R is
the one of elaboration strategy which is used to help students remember
what they have read. The PQ4R strategies are as follows:
a). Preview
According to Horby, (1995), preview means view something
before it is shown to the general public. In this study, preview deals

with the students ability to survey or scan the material quickly to get
an idea of the general organization and major topics and subtopics as
well. According to Learning Strategies Database, Previewing includes
these activities:
Students have to scan the title, headings, and visual aids (such
as picture, symbols, etc).
Students read the first and last paragraph (if the text is long), if
short, only read the first and last sentence of each paragraph.
The next step is that, students have to ask themselves these
questions below (teacher may ask the questions to remind the
students to ask themselves)
o What do you already know about this subject?
o What do you expect to learn from this chapter/book?
o What should you look for when you read it more carefully?
o What information are you looking for?
The purpose of this step is to make readers/ students have general idea
of the purposes of the text, and the major concepts to be covered. That
information from the preview step is used in the next step.
b). Question
Question means sentence which by word order, use of
interrogative words or intonation (Hornby, 1995). While here,
Question is the second phase of PQ4R strategy. In this strategy
students need to create several prediction questions that may be

answered in the text. The students construct the questions using the
information they get from Preview phase.
c). Read
Read means look at and understand something written or printed
(Bull, 2011: 365). In this strategy read is the third phase. In this phase,
the students read the complete text in order to find the answer of the
question they made in Question phase. During the reading activity,
students record notes in the margin or underlining the important
information and unexpected ideas that answers the predicted
questions.
d). Reflect
Reflect means throw back an image, heat, and sound from a
surface (Bull, 2011: 369). In reflection phase, the students try to link
together all information, main idea, and unexpected ides that the
students record in the margin and the underline ideas. Students need to
develop insight into the topic, so that students can store the
information to their minds, so that they can memorize them very well.
e). Recite
Recite means say aloud from memory (Hornby, 1995), in this
phase, the students are asked to summarize the main ideas, supporting
details, and unexpected ideas of the text. Then, students say the
summary aloud or write it down.

f). Review
Review is the final phase of PQ4R strategy. Review itself means
consider or examine again (Hornby, 1995). Here, students entail
highlighting key point of the text. Then, students make sure that the
predicted questions have been answered and that the authors purpose
is fully understood.
FIGURE 2.1 THE PQ4R STRATEGY
PREVIEW QUESTION
GLANCING PQ4R DESIGNING
READING
QUESTION
READ REFLECT RECITE REVIEW

R
EXACT MEANINGFUL REMEMBERING READING
READING THINKING CONTENTS AGAIN
2. The Procedures Teaching Using PQ4R Strategy
In Teaching and Learning Process, Trianto (2009: 150) states that
PQ4R learning strategy can be apllied in six steps. The six stpes are
displayed in the table below:

TABLE 2.1
THE PROCEDURE OF TEACHING READING
COMPREHENSION THROUGHT THE PQ4R LEARNING
STRATEGY
Procedure Teachers Activities Students Activities
Step 1 Give a reading material Scan the material that
Preview to the students and ask is given by teacher to
the to read it. get an idea
Step 2 Inform the students to Pay attention to
Question pay attention to the idea teachers explanation.
of the reading material Makes their own
thats given. questions before
Have students make reading the reading
questions from the idea material.
that they have found in
reading material by using
WH- words.
Step 3 Have students read the Reading actively. Try
Read reading material and ask to answer the question
them to try answering while reading.
their questions when read
Step 4 Inform the students to Think about the reading
Reflect relate their prior material they read and

knowledge with the try to make it
reading material that they meaningful by relating
have read it to their prior
knowledge.
Step 5 Have students conclude Practice remembering
Recite what they have just read the information by
stating the points
allowed and asking and
answering the question
and notes the major
idea they have got from
the expository text as
their conclusion.
Step 6 Have students read the Read the conclusion of
Review conclusion of the reading the reading material
material and reread if and reread if they are
they are not sure of their not sure of their
answer. answer.
To reinforce their memory, the teacher can ask them to share their
note in front of class to their students. Recognizing the main idea and
themes in articles helps the reader to understanding the text easily and clear
enough. It also helps them to process and retain information on current
events.
CHAPTER III
RESEARCH METHODOLOGY
A. Setting of the Research
This research was conducted at MTS NU Salatiga. MTs NU is
an educational organization under Yayasan Imaratul Madaris (YAIMAM).
The school was built on 1957, by KH Khumaidi. The location at Jl.
Kartini No. 02 Salatiga, Sidorejo Lor, Kecamatan Sidorejo, Salatiga,
Central Java 50714. This location is strategic, because in the middle of
Salatiga town. So, this location is easy to reach from any direction, but this
location is less conducive to teaching learning process because it is close
with crowd and noise of highway.
The name of the school is Madrasah Tsanawiyah Nahdlotul
Ulama (MTs NU) Salatiga. This school is Possessed of Private. The
headmaster of this school in the academic years of 2015/2016 is Drs. Muh
Syamsul, M.PdI and the head of administration is Rio Abinowo.
MTs NU Salatiga is permanently subsidized by the Ministry of
Religion Affairs. The facilities are text books, library, multimedia
laboratory, mosque, health care unit, youth-red cross room, teacher room
and official room. MTs NU has 13 classrooms for teaching learning
process.
In learning process, MTS NU Salatiga adopts EKSIS (Edukatif,
Kreatif, Selektif, Inovatif, Santun) concept, having regard to the
investment of ethic and aesthetic values. Moreover, the learning process
making best use of social and natural environment as a laboratory for the
students in order to interact with their realities and try to love with their
environment.
B. Subject of the Research
Subject of the research is the subject that becomes the target of
researcher (Arikunto: 2010, 188). This classroom action research was
carried out to eighth years students of MTS NU Salatiga, on the first
semester in the academic year of 2015/2016. The researcher chooses the
eighth year students of MTS NU Salatiga. At this school, there are five
classes, and the researcher chooses class eighth A, because she finds more
students problem in reading comprehension. She wants to apply the
English learning strategy in order to improve students reading
comprehension. The position of the researcher in this research is as a
teacher. Moreover, the observer of this research is the researchers partner.
Table 3.3
The List VIIIA Class Group of MTs NU Salatiga in the
Academic Year of 2015/ 2016
No Nama
1 Ahmad Tedy Reynaldy

2 Aditya Dimas Prasetyo
3 Andrean Firmansyah
4 Annisa Amalia Zulfani
5 Ariska Heri Okkiyanto
6 Arofiq Difa Ardana
7 Bayu Triyawan Prasetyo
8 Ernamawati Putri
9 Fachri Ardiansyah
10 Fatma Azzahra
11 Fatma Nur Hidayati
12 Gery Sandi Kurniawan
13 Ilham Adi Saputra
14 Indi Zahria
15 M. Syarif Hidayat
16 Muftiara Risky
17 Muhammad Nizar Furqoni
18 Muhammad Sofwan Hakam
19 Muhammad Farhan
20 Nana Tri Restiani
21 Niken Ayu Sasqia
22 Novia Diah Pitaloka
23 Nur Indah Cahyaningrum

24 Rilia Dian Pramesti
25 Riska Aulia Lailatul Rohmah
26 Rizki Nur Ariani
27 Rosita Rahmawati
28 Salma Hamidah
29 Sofiana Ulima Z
30 Siti Marah
31 Tesa Febri Veolina
32 Untung Maulana
33 Wildan Ardiansyah
34 Yaqub Tariq Aziz
35 Yosita Nata Sasmita
C. General Concept of Classroom Action Research
This research used the Classroom Action Research (CAR).
Hopkins (2008) action research is a form of self-reflective inquiry
undertaken by participant in a social (including educational) situation in
order to improve the rationality and justice of: (1) their own social or
educational practices, (2) their understanding of these practices, and (3) the
situations in which practices are carried out.
According to Arikunto (2006:2-3) informs that CAR consists of
three words, so there are three definitions, which can be explained:

a. Research-indicate an activity to observe the object by using of ways and
methodologies to get the useful data or information to improve the
quality of thing and that is necessary for researcher.
b. Action is a movement activity, which is done deliberately with a certain
purpose.
c. Classroom- in this case is not bound by the term of the classroom, but it
has a more specific meaning. The word of class means groups of
students who are in the same time receive the same lesson from the
same teacher.
Based on three of main words; research, action, and class,
Classroom Action Research (CAR) means an observation toward learning
process that organized as an action, which is appeared deliberately and
happened simultaneously in the classroom.
In accordance to Arikunto (2006: 16), there are four steps to do
classroom action research. They are planning, acting, observing, and
reflecting. The researcher chooses CAR because the researcher finds the
problem in learning process, low of students reading comprehension, so
that this problem must be solved soon by using appropriate learning
strategy through classroom action research.
D. Procedure of The Research
This research applied Kemmis and Mc Taggarts model of
classroom action researchs method. Arikunto (2010:137) informs that the
principal concept of CAR according to both of those experts consists of

four stages (and its repeating); they are planning, acting, observing, and
reflecting. The researcher spent two cycles in this research. This stage can
be drawn as follows:
FIGURE 3.1
THE PROCEDURES OF CLASSROOM ACTION RESEARCH
Planning I
Reflecting I Acting I
Observing I
Planning II
Reflecting II Acting II
Observing II
a. Planning
Planning explains about WH question (what, why, when, where,
who and how the action done) (Arikunto, 2010; 138). The activities in
the planning are:
1) Preparing materials, making lesson plan, and design the step in doing
the action
2) Preparing list of students name and scoring
3) Preparing teaching-aids
4) Preparing sheets for students and teachers observation sheet
5) Preparing a test for pre-test and post test (to know whether students
reading comprehension improve or not)
b. Acting
In accordance to Arikunto (2010:139), acting is the
implementation of planning. The researcher spent two meetings to do a
classroom action research.
1) The first meeting is the action of cycle I.
The researcher introduced herself
The researcher informed her purpose in doing the research
The researcher used some text in the pre-test and post-test in each
cycle.
The researcher gave a pretest to know the students achievement
before the applying PQ4R strategy.
The researcher applied PQ4R strategy to teach the students and
observe learning activity.
The researcher gave occasion to the students to ask any difficulties
or problems
The researcher gave a posttest and an assignment to the students to
read descriptive text as the learning material.

The researche reflected the learning activity with the observer in
order to prepare the better TLP in the second cycle.
The researcher gave assignment to the students for cycle II.
2) The second is action of cycle II.
The researcher used those times to provide pretest to know the
students achievement after the applying PQ4R strategy in first
cycle
The researcher applied PQ4R strategy to teach the students and
observe learning activity.
The researcher gave occasion to the students to ask any difficulties
or problems
The researcher gave a posttest and an assignment to the students to
read descriptive text as the learning material.
The researcher reflected the learning activity with the observer in
order to prepare the better TLP in the next cycle.
c. Observation
Observation is data gathering. In other word, observation is the
instrument to show how far the effect of the action. Observation can be
systematically used to observe and note the phenomenon investigated
like the students feeling, thinking, and something they do in teaching
learning process. Observations focused on the implementation of the
learning activities and write something that happened in the classroom.

d. Reflecting
Reflection is made after teaching learning process to analyze the
action research along with the implementation of the action. It is to
remember what happened that has been written in observation. Reflection
seeks to make sense of process, problem and real issues in strategy
action. It device account of comprehend the issues and circumstance in
which they will arise. Reflection has an evaluative aspect, it asks the
writer to weight the experience, to judge whether effects were desirable,
and suggest ways of proceeding.
E. Technique of Data Collection
Data collecting is used to gather information, in this part is
about classroom action research (Hopkins, 1993: 115). This research will
use some techniques to collect the data:
a. Observation
Observation was carried out to observe the application of PQ4R
strategy in improving the eighth grade students of MTS NU Salatiga
reading comprehension. Based on the observation, it can be known
interest, motivation and the reading comprehension improvement of
students that occurred in learning.
In conducting the observation, the researcher uses field note and
documentation. In accordance to Hopkins (1993: 116), keeping field
notes is a way of reporting observation, reflections and reactions to

classroom problem. Ideally, they should be written as soon as possible
after a lesson.
b. Interview
Interview is a form of verbal communication a kind of
conversation that aims to obtain information. (Nasution, 1991: 153). In
this research, the researcher interviews the English teacher of eighth
year to know the condition of the students before conducting the
research.
c. Test
Test is a series question or exercises or other device used to
measure the skills, knowledge, and intelligence, ability or talent
possessed by individuals group (Arikunto, 1996:138).
The researcher provided pretest in every cycle (cycle I and cycle II)
to know how far students reading comprehension about descriptive text
before applying PQ4R strategy. Moreover, she gave posttest to know
how far the improvement students reading comprehension about
descriptive text after applying PQ4R strategy.
d. Audiotape Recording
Audiotape recording is one of the most popular teacher research
methods. Transcripts are excellent for those situations where teachers
require a very specific and accurate record of a limited aspect of their

teaching, or of a particular interaction, say between a specific teacher
and child or between two children (Hopkins, 1993: 119).
e. Videotape Recorder
The videotape recorder is increasingly being used by teachers as a
means of gathering general information about their teaching. It allows
the teacher to observe many facets of his or her teaching quickly, and
provides heuristic and accurate information for diagnosis (Hopkins,
1993: 132).
F. Technique of Data Analysis
There are two techniques to analyze the data in this research.
They are as follows:
a. Descriptive technique
A descriptive technique is function to analyze the data, which will
obtain from the observation in each cycle, such as:
1) The observation towards teacher and students activities TLP.
2) The observation toward teacher in applying PQ4R strategy in
improving students reading comprehension
b. Statistical technique
Statistical technique is used to calculate the result of the test,
before and after applied PQ4R strategy in improving students
reading comprehension. The scores of tests can be counted using the
formula of Mean as follows (Sudijono, 2010: 82):

M=
Explanation:
M : The mean of obtained
X : The sum of score
N : Number of cases
To calculate the Mean, the whole scores will add and the sum will
divide by the total number of cases. This analysis technique will
purpose to find out how is the influence of the application of PQ4R
strategy in improving students reading comprehension or not. In this
study, researcher counts the data using the mean because it is already
known the result of the research from this way. It shows that there are
differences between cycle I pretest posttest, and cycle II pretest
posttest or not. Even it has significance or not.
G. Schedule of the research
The researcher made the schedule of the research as in the table below:
Table 3.4
Schedule of the Research
No Activities Time
1. The action cycle I 10 August 2015
2. The action cycle II 14 August 2015

CHAPTER IV
DATA ANALYSIS
A. Field Note
In this chapter, the researcher would like to analyze the data
gathered from the action research activities. The data was obtained from
teaching learning process and evaluation. The data analysis is function to
measure the students reading comprehension improvement by applying
PQ4R Strategy.
In this research, the data consists of field note, the result of pretest
and posttest. The action of this research consists of pre cycle and two cycles,
cycle I and cycle II. For the whole stages of every cycle (cycle I and cycle II)
explained in the description below. However, the researcher would like to
explain the action of pre cycle first.
1. Cycle I
1) Planning
The researcher prepared some instrument of the research, such as:
a. Lesson plan as teaching guidance in learning process
b. Material
c. Sheet for classroom observation
d. Teaching aids
e. Pretest and posttest
Pretest was given to the students before applying PQ4R strategy
and protest was given after applying this strategy.
2) Implementation of the action
On Monday, 10 August 2015 the researcher and observer came
to the eighth year students of MTs NU Salatiga. The condition of the
class was quiet and the observer accosted the students soon. She gave
greeting, asked about their condition and prayed. She introduced
herself and told her purpose to do the action research. Subsequently, she
gave a question about descriptive text to the students, which was given
at seventh year. Some students answered the question correctly. After
that, the researcher gave pretest for 30 minutes before start the lesson.
After the students done the test, she collected their worksheet. The
teacher asked them about the difficulties when they done it. They
answered Sulit bu, banyak yang ga tahu artinya. She answered, Ok,
never mind (tidak apa-apa), itu Cuma latihan kok.
Afterwards, the teaching learning process was begun. The
researcher asked the students about procedure text.
Teacher :Okay, today we will learn about
descriptive text. What is the descriptive
text?
Some students : text yang isinya menggambarkan (text to
describe something)
Some students :silent
Teacher : Ya, boleh, ada yang lain? (Yes, right,
any other answer?
The student kept silent, and then the researcher gave the material
and explained to them.
Teacher :iya betul, text descriptive adalah text
yang menggambarkan tentang sesuatu
secara spesifik. (yes, right, descriptive text
is a text which describe something
specifically). Any question so far?
Students :No
Teacher : Oke berarti sudah paham semua ya
(Okay, all of you have understood). We will
learn about text descriptive by using
PQ4R Strategy.
Students :Look so confused
Teacher :Bingung ya? PQ4R strategy itu strategi
belajar dengan Preview, Question, Read,
Reflect, Recite and Review (do you
confused? PQ4R strategy is Preview,

Question, Read, Reflect, Recite and
Review).
Students :Ooh...Yes
Teacher :Oke lanjut, apa tadi descriptive
text?(okay next, what is descriptive text?
Students :Text yang menggambarkan tentang
sesuatu secara spesifik
Teacher :Iya betul, missal..kalian punya teman
dekat. Lalu kalian pengen cerita tentang
teman dekat kalian. Saya punya teman
dekat, namanya Ahmad, dia tampan, dia
tinggi, hidungnya mancung. Nah yang
seperti itu namanya text descriptive.
Paham?(yes, right. Example, if you have a
friend, and you want to tell him with other.
I have a friend, he is Ahmad, and he is
handsome, tall and has a pointed nose. It is
the example of descriptive text.
Understand?
Students : iya bu(yes Miss)

Teacher :kemudian apa tujuan descriptive teks? (and
than, what is the purpose of descriptive text
Students : Untuk menggambarkan sesuatu.(to
describe something)
Teacher : yes, you are right. Ibu akan
memberikan kalian sebuah materi, silakan
dibaca ya. (I will give you a material, and
read it!)
Students : yes miss
Teacher : iya bisa dilihat dimateri tentang cirri-
cir teks descriptive. Apa saja disitu generic
structure nya? (yess, you can see the
characteristic of descriptive text. What is
the generic structure of descriptive text?
Students : Identification and description
Teacher : iya betul,(yes, right). Kemudian teks
descriptive ada ciri-ciri yang lain, apa saja
disitu?(next, what is the another
characteristic of descriptive text?
Students : Focus on Specific Participant (the Park,
My cat), Describing features (use

adjectives), Use Simple Present tense (S+
V1), Using action verbs (run, eat, jump)
Teacher : oke, right. Sekarang didepan kalian ada
teks descriptive. Sekarang kalian baca teks
descriptive itu dengan strategy PQ4R.
Seperti yang ibu tulisankan d papan tulis
ini. 1). Preview, scan atau lihat sepintas
tentang judul yang kalian baca. Misalnya
judulnya The Elepant, melihat judul yang
demikian kalian membayangkan tentang
gajah, kira-kira teks itu isinya akan seperti
apa 2). Question, buatlah pertanyaan-
pertanyaan yang terkait dengan judul yang
sudah kalian baca. Misalnya, tentang gajah
itu tadi. Yang ditanyakan, apa warna
kulitnya? Apa makanannya? Kakiny
berapa? Dan seterusnya. Setelah itu 3).
Read, baca teks tersebut, dengan hati-hai
sambil mencari jawaban dari pertanyaan
yang timbul dalam pikiran kalian tadi 4)
reflect, refleksikan informasikan yang
kalian dapatkan. Misalnya, dulu pernah
lihat gajah kakinya 4, setelah kalian baca

tadi. Kalian cek, bener atau tidak antara
fakta yang kalian lihat dengan teks bacaan
5). Recite, tulis/ garis bawahi pada teks
kalian hal-hal yang penting/ jawaban dari
pertanyaan kalian tadi. 6) review, coba cek
ulang antara pertanyaan yang kalian buat
dengan jawaban yang ada. Apakah sudah
sesuai belum. Paham ?(Okay, now in front
of you there is a text. Please read it with
PQ4R Strategy, 1). Preview, scan the title.
For example, the title is the Elephant. After
you read the title, you will image about the
elephant, and you can predict what the
content of the text. 2). Question, after you
know that the title The Elephant, you
make questions about it. What is the
colour? What is the food? Where is they
live. 3). Read, after it you read the text
carefully and try to find the answers of your
question. 4). Reflect, maybe you have ever
seen that elephant has 4 legs. So, connect
the fact with the contents of the text. 5).
Recite, recite important information and

answers from your questions or underline
the word in the text, if you think that it is
important information. 6). Review, check
your questions and answers. Make it
correctly. Understand?
Students : Paham bu( understand miss).
Teacher : Oke, kalau sudah paham silakan baca.
Saya beri waktu 5 minutes. Kalau ada
kesulitan silakan ditanyakan (okay, if you
have understood, please read It. I give you
5 minutes. Ask me when you find
difficulties).
Students : Ya bu(yes miss).
The students read the text carefully; they tried to understand the
text. However they looked confuses and found difficulties. In fact, they
needed more than five minutes for read the text.
When the students finished read the text, the reseacher and the
students discuss about the text, subsequently asked them to do the
posttest, for 30 minutes. The researcher gave rewards to the students
who have good score.
Before closed the lesson, the researcher gave a conclusion of the
lesson today. She explained to the students; how to identify the
descriptive text and tips to answered the questions. Subsequently, the

researcher gave an assignment to the students to read any kind of
descriptive text in their book, as the lesson material for cycle II.
3) Observation
The observation was carried out during the implementation of
the action. The researcher and the observer observed the learning
activities since the cycle I going on. The students done the pretest by
self without ask to their friends, although they still got difficulty in
understanding or comprehend English text, because they lacked of
vocabulary and pronounciation. Some students gave less attention when
the reseacher explained the material.
TABLE 4.1 STUDENTS OBSERVATION SHEET
No Name Students Note
Involvement
1 A. Tedy Reynaldy Less Just keep silent during

the lesson, get
difficulty when done
the test
2 Aditya Dimas P Less Just keep silent during
the lesson, get
the test
3 Andrean Good Ask the researcher
Firmansyah when she get difficulty
and done the test well
4 Annisa Amalia Z Less Just keep silent during
the lesson, get
the test
5 Ariska Heri O Less Just keep silent during
the lesson, get
the test
6 Arofiq Difa Less Just keep silent during
Ardana the lesson, get
the test
7 Bayu Triyawan P Less Just keep silent during
the lesson, get
the test
8 Ernamawati Putri Good Ask the researcher
when she get difficulty
9 Fachri Ardiansyah Less Just keep silent during
the lesson, get
the test
10 Fatma Azzahra Good Ask the researcher
11 Fatma Nur Good Ask the researcher
Hidayati when she get difficulty
12 Gery Sandi K Less Just keep silent during
the lesson, get
the test
13 Ilham Adi Saputra Good Ask the researcher
14 Indi Zahria Good Ask the researcher
15 M. Syarif Hidayat Good Ask the researcher
16 Muftiara Risky Good Ask the researcher
17 Muhammad Nizar Good Ask the researcher
F when she get difficulty
18 Muhammad Good Ask the researcher
Sofwan when she get difficulty
19 Muhammad Good Ask the researcher
Farhan when she get difficulty
20 Nana Tri Restiani Less Just keep silent during
the lesson, get
the test
21 Niken Ayu Sasqia Less Just keep silent during
the lesson, get
the test
22 Novia Diah Good Ask the researcher
Pitaloka when she get difficulty
23 Nur Indah C Good Ask the researcher
24 Rilia Dian Good Ask the researcher
Pramesti when she get difficulty
25 Riska Aulia Good Ask the researcher
Lailatul when she get difficulty
26 Rizki Nur Ariani Good Ask the researcher
27 Rosita Rahmawati Good Ask the researcher
28 Salma Hamidah Less Just keep silent during
the lesson, get
the test
29 Sofiana Ulima Z Good Ask the researcher
30 Siti Marah Less Just keep silent during
the lesson, get
the test
31 Tesa Febri Good Ask the researcher
Veolina when she get difficulty
32 Untung Maulana Less Just keep silent during
the lesson, get
the test
33 Wildan Less Just keep silent during
Ardiansyah the lesson, get
the test
34 Yaqub Tariq Aziz Less Just keep silent during
the lesson, get
the test
35 Yosita Nata Good Ask the researcher
Sasmita when she get difficulty
Based on the result of the students observation sheet during
the implementation PQ4R strategy in cycle I, the students involvement
are less, 15 students just keep silent and still get difficulties. Beside,
20 students are good in involving the teaching learning process. They
can answer the questions and ask the researcher when they find
difficulties. It indicates that the PQ4R strategy help the students to
answer questions based the text and it means the PQ4R strategy can
improve the students reading comprehension.

Moreover, the researcher would like to analyze the students
improvement in reading comprehension by calculating the result of
pretest and posttest. The result of both of the test can be seen in the
table as follows:
a. The score of pre-test in cycle I
TABLE 4.2 THE RESULT OF THE PRETEST IN CYCLE I
No Name Score of pretest (X)
1 A. Tedy Reynaldy 50
2 Aditya Dimas P 40
3 Andrean Firmansyah 60
4 Annisa Amalia Z 50
5 Ariska Heri O 50
6 Arofiq Difa Ardana 50
7 Bayu Triyawan P 50
8 Ernamawati Putri 60
9 Fachri Ardiansyah 50
10 Fatma Azzahra 50
11 Fatma Nur Hidayati 50
12 Gery Sandi K 40
13 Ilham Adi Saputra 80
14 Indi Zahria 60
15 M. Syarif Hidayat 70
16 Muftiara Risky 60
17 Muhammad Nizar F 70
18 Muhammad Sofwan 70
19 Muhammad Farhan 60
20 Nana Tri Restiani 50
21 Niken Ayu Sasqia 50
22 Novia Diah Pitaloka 60
23 Nur Indah C 50
24 Rilia Dian Pramesti 60
25 Riska Aulia Lailatul 60
26 Rizki Nur Ariani 50
27 Rosita Rahmawati 60
28 Salma Hamidah 50
29 Sofiana Ulima Z 60
30 Siti Marah 50
31 Tesa Febri Veolina 50
32 Untung Maulana 50
33 Wildan Ardiansyah 60
34 Yaqub Tariq Aziz 50
35 Yosita Nata Sasmita 50
x 1930
b. Mean of pretest in cycle I

M=
M=
M = 55, 14
c. The score of posttest in cycle I
TABLE 4.3 THE RESULT OF POSTTEST IN CYCLE I
2 Aditya Dimas P 50
5 Ariska Heri O 60
10 Fatma Azzahra 60
12 Gery Sandi K 50
14 Indi Zahria 70
23 Nur Indah C 60
28 Salma Hamidah 60
30 Siti Marah 70
x 2390
d. Mean of posttest in cycle I
M=
M=
M = 68,2
From the result of the test above, there is improvement of
students reading comprehension before and after the application of
PQ4R strategy in cycle I. Mean of post test 68, 2 is higher than mean of
pretest 55, 14
4) Reflection
After analizing the result of the action of cycle I, the researcher
conclude that the students reading comprehension was improved. It
was shown by the average of posttest, which higher than the average of
pretest.
2. Cycle II
1) Planning
The researcher prepared some instrument of the research, such as:
a. Lesson plan as teaching guidance in learning process
b. Material
c. Teaching aids
d. Sheet for classroom observation
e. Pretest and posttest

Pretest was given to the students before applying PQ4R strategy
and posttest was given after applying this strategy.
2) Implementation
On Thursday, 14 August 2015 the researcher and her
partner came to the class. The researcher opened the lesson soon.
Teacher : assalamualaykum waroh matullahi
wabarokatuh
Students : Waalaykum salam waroh matullahi
wabarokatuh
Teacher : Good Morning guys!
Students : Good Morning!
Teacher : How are you today?
Students : I am fine, and you?
Teacher : I am very well, thank you.
Teacher : Oke before we start our lesson today,
please, say basmallah together!
Students : Bismillahirohmannirrohim
Teacher :Oke, thank you! And I will check your
attendance list. Ahmad Teddy Reynaldy.
Teddy : Present!
Other student : Present!

Teacher :Sudah belajar descriptive text dirumah?
(Have you studied descriptive text at
home?)
Some Students :Yes miss!
Some students : Not yet miss!
Teacher : Oke thank you! Kenapa ada yang belum
belajar?(why you have not studied?)
Some student : Lupa bu!(forget miss)
Researcher : Oke, seperti janji saya kemarin. Siapa
yang nilainya paling tinggi akan saya beri
hadiah. (Oke, yesterday I promised to give
rewards for student who has highest score
in the class.
Students : Yeee!
Teacher : Dan yang mendapatkan nilai tertinggi
pertama adalah Ilham Adi Saputra dengan
nilai 90! (And, who get highest score is
Ilham Adi Saputra, his score is 90!). Give
applause!
Students : Yeeeprok..prok prok..!.
Teacher : Dan berikutnya adalah Muhammad
Nizar, M.Syarif Hidayat, M. Sofwan dengan

nilai 85 (and the next is Muhammad Nizar,
M. Syarif, M. Sofwan with score 85)
Students : Yeeeprok..prok..prok!
Teacher : Please come in front of the class! Saya
harap kalian akan lebih semangat dalam
belajar ya, khususunya bahasa Inggris (I
hope you will more enthusiasm in learning,
especially in English). Sit down please!
Students/ winner : thanks you miss..!
Teacher : smile
Untuk pemanasan hari ini saya berikan
soal ya, kerjakan dengan baik (I will give
you some question to warming up. Do it
well!).
Students : Soal lagi soal lagi! (Always questions!)
Teacher : Gak pa pa, biar pintar! (No problem, be
smart!) kerjakan seperti kemarin ya.
(Answer it like yesterday, okay!). Kalau ada
yang bingung ditanyakan. (if you fell
confuse, please ask me!)
Students : Okay miss!
Teacher : Selesaikan dalam waktu 20 minutes (do
it in 20 minutes)
Students : Yes miss!
Teacher : Waktu sudah selesai, ayo kumpulkan!
(Time is up, come on submit your work!)
The students collected their work immediately. Some of students
finished it before a set time, but some other more than 20 minutes.
Teacher : Oke, pertemuan yang lalu kita
mempelajari apa?(Okay, what we learn last
meeting?.
Students : Descriptive text
Teacher : Iya bagus, apa descriptive text itu?
Silakan buka LKS halaman 9.(Good, what
is the descriptive text? Please open on page
9!).
Students : Iya bu, text yang menggambarkan
sesuatu hal secara specific(Yes miss, text
to describe something specifically).
Teacher : Bagian dari descriptive text apa
saja?(What is the generic structure of
descriptive text?).
Students : Look confuse
Teacher :Coba dibaca bukunya. Apa
bagiannya?(Read your book! What is the
generic structure of descriptive text?).

Students : Identification and description
Teacher : Lalu, apa tujuan descriptive text? (Next,
what is the purpose of the text?)
Students : Silent
Teacher : Lihat baris ke dua! (Look, the second
line!)
Students : To describe something.
Teacher : Yes right! Disitu ada contoh teks
descriptive, mari kita baca. Saya baca
kemudian, tirukan setelah saya. (There is
an example of descriptive text, come on
read it. I read it, and you repeat after me).
The researcher read the text one by one sentence and the student
repeated the sentence. Subsequently, after the researcher finished read
the text, she asked one of the students to read the text with the right
pronunciations. To improve their vocabulary also, the researcher wrote
down on white board some vocabularies from the text and the students
read it one by one. After they finished wrote and read the vocabularies,
researcher and the students discussed the text with PQ4R Strategy.
Teacher : Oke, saya akan berikan teks descriptive.
Baca teks tersebut dengan strategi PQ4R
seperti minggu lalu. Masih ingat? (Oke, I
will give you text of descriptive. Read it use

PQ4R strategy like last meeting. Have you
remembered?
Students : iya bu, tapi sedikit lupa. (Yes Miss, but
little bit).
Teacher : Oke, lihat saya. 1). Lihat judul yang
ada, misal judulnya monkey. 2). Buatlah
pertanyaan tentang si monyet, makanannya
apa? Tempat tinggalnya dimana?
Warnanya apa? 3). Baca teksnya untuk
mencari jawaban pertanyaan-pertanyaan
tadi. Dan seterusnya ya. Jangan lupa
dicatat/ digaris bawahi kalau sudah ketemu
jawabannya.(Oke look at me, .1) for
example, the title is the Monkey. 2) Make
questions based on the text, example where
is their live? What is their food? What is the
colour? 3) Read the text to find the answers
from your question and dont forget to
recite/ underline the answer for your
question).
Students : iya bu (Yess Miss)
Teacher : Baca teks nya dengan teliti, kemudian
jawab pertanyaannya. Kerjakan dalam

waktu 20 menit (Read the text carefully and
answer the following question! Work it in
20 minutes).
Students : Iya bu(Yess Miss).
Student : Bu ini maksud nomer 2 apa? Gallop?
(Miss, what is the mean of number 2?
Gallop?)
Teacher : Nomer 2 itu, kalian harus mencari
persamaan kata dari kata gallop itu.
(Number 2, you must look for the similar
word of gallop).
Student : Thank you Miss
Teacher : Kalau ada yang belum paham silakan
ditanyakan. (if you have not understand
with the question, please ask me).
The teacher observed the students activities and answered when
some student have not understand with some vocabularies or question.
Almost all students done the post test in 20 minutes, after the time was
up, they submitted their work on the teachers table. The teacher took
the important point from the discussion. She explained more about how
to identify the descriptive text. Finally, the students understood the
explanation. She gave the opportunity them to make questions, but none
done it. Subsequently, the teacher ended the lesson.

3) Observation
The researcher and the observer observed the learning
activities since cycle II wan going on. The teacher checked the students
understanding about procedure text by reviewing the material in
previous cycle. Based on the observation, from the observer during the
lesson, the students gave more attention when the teacher explained the
material than before. They read the text from the teacher more seriously
than the first meeting. The students read the text with better
pronunciation and more comprehend in reading. They done of pretest
and posttest by self, without asked their friends. The students
involvement during the lesson can be seen on the table below.
TABLE 4.4 STUDENTS OBSERVATION SHEET
No Name Students Note

Involvement
1 A. Tedy Reynaldy Less Get difficulty when
done the test
2 Aditya Dimas P Less Get difficulty when
done the test
3 Andrean Good Understand the
Firmansyah material and done the
test well
4 Annisa Amalia Z Good Understand the
material and done the
test well
5 Ariska Heri O Good Understand the
test well
6 Arofiq Difa Less Get difficulty when
Ardana done the test
7 Bayu Triyawan P Less Get difficulty when
done the test
8 Ernamawati Putri Good Understand the
test well
9 Fachri Ardiansyah Less Get difficulty when
done the test
10 Fatma Azzahra Good Understand the
test well
11 Fatma Nur Good Understand the
Hidayati material and done the
test well
12 Gery Sandi K Less Get difficulty when
done the test
13 Ilham Adi Saputra Good Understand the
test well
14 Indi Zahria Good Understand the
test well
15 M. Syarif Hidayat Good Understand the
test well
16 Muftiara Risky Good Understand the
test well
17 Muhammad Nizar Good Understand the
F material and done the
test well
18 Muhammad Good Understand the
Sofwan material and done the
test well
19 Muhammad Good Understand the
Farhan material and done the
test well
20 Nana Tri Restiani Good Understand the
test well
21 Niken Ayu Sasqia Good Understand the
test well
22 Novia Diah Good Understand the
Pitaloka material and done the
test well
23 Nur Indah C Good Understand the
test well
24 Rilia Dian Good Understand the
Pramesti material and done the
test well
25 Riska Aulia Good Understand the
Lailatul material and done the
test well
26 Rizki Nur Ariani Good Understand the
test well
27 Rosita Rahmawati Good Understand the
test well
28 Salma Hamidah Good Understand the
test well the test
29 Sofiana Ulima Z Good Understand the
test well
30 Siti Marah Good Understand the
test well
31 Tesa Febri Good Understand the
Veolina material and done the
test well
32 Untung Maulana Less Get difficulty when
done the test
33 Wildan Less Get difficulty when
Ardiansyah done the test
34 Yaqub Tariq Aziz Less Get difficulty when
done the test
35 Yosita Nata Good Understand the
Sasmita material and done the
test well
Based on the result of the students observation sheet during
the implementation PQ4R strategy in cycle II, the students
involvement are good, almost of the students are good, they can answer
the question because they ask the researcher when they find any
difficulties. However, 9 students who just keep silent and still get
difficulties. It indicates that the PQ4R strategy can improve the
students reading comprehension.
Moreover, the researcher would like to analyze the students
improvement in reading comprehension by calculating the result of
pretest and posttest. The result of both of the tests can be seen in the
table as follows:
a. The score of pretest in cycle II
TABLE 4.5 THE RESULT OF THE PRETEST IN CYCLE II
2 Aditya Dimas P 50
5 Ariska Heri O 60
10 Fatma Azzahra 70

12 Gery Sandi K 50
14 Indi Zahria 70
23 Nur Indah C 80
28 Salma Hamidah 70
30 Siti Marah 80
X 2480
b. Mean of pretest in cycle II
M=
M=
M = 70,8
c. The score of posttest in cycle II
TABLE 4.6 THE RESULT OF POSTTEST IN CYCLE II
No Name Score of posttest (X)
2 Aditya Dimas P 70
5 Ariska Heri O 70
10 Fatma Azzahra 90
12 Gery Sandi K 70
14 Indi Zahria 90
23 Nur Indah C 90
28 Salma Hamidah 80
30 Siti Marah 90
X 2960
d. Mean of posttest in cycle II
M=
M=
M = 84,6
From the result of the test above, there is improvement of
students reading comprehension before and after the application of
PQ4R strategy in cycle II. Mean of post test 84,6 is higher than
mean of pretest 70,8.
4) Reflection
After analyzing the result of the action in this cycle, the
researcher seen that the application of PQ4R Strategy could improve
students reading comprehension. The students easy to understand the
material, so that most of them did the test well. They learned to read
seriously and carefully to find the answers of questions from their self,
beside that, the pronunciation better than before. The result of pretest
and posttest in this cycle are higher than be first cycle.

B. Discussion
Based on the result of analysis in two cycles, the researcher would like
to show the students reading comprehension improvement from cycle I to
cycle II. The improvement as follows:
TABLE 4.7 THE ANALYZE OF STUDENTS READING
COMPREHENSION IMPROVEMENT
Action Mean of pretest Mean of posttest Degree of
improvement
Cycle I 55,14 68,2 13,06
Cycle II 70,8 84,6 13,7
The table above shows that the mean of pretest and posttest has
significant differences, where both of posttests are higher than pretests. There
were degrees of improvement between pretest and posttest in cycle I and
cycle II. In cycle I = 13, 06 and cycle II = 13, 7. It means that the application
of PQ4R strategy can improve students reading comprehension.
In this case, the improvement of students reading comprehension
influenced by several factors. First, the students interested with the strategy,
they gave more attention during the lesson. They could remember what they
read easily through their note in Recite step and develop their imagination
in question and reflect steps. Second, the student attracted to work in group
when they read the text or discuss with the teacher, so that they could share
their ideas each other, although they had to done the test individually.
CHAPTER V
CLOSURE
A. Conclusion
After conducted the research of teaching reading about descriptive text
by applying PQ4R (Preview, Question. Read, Reflect, Recite and Review)
strategy, the researcher draws some conclusions based on the discussion. The
conclusions are:
1. The implementation of teaching learning using PQ4R strategy in cycle II
better than cycle I. Based on the result of the students observation, in the
cycle II, almost of the students done the test well, enthusiast, and involve
them self in teaching learning process. Whereas, in cycle I there are only
20 students was involved in teaching learning process using PQ4R strategy
and 15 students could not involve in teaching learning process, they could
not follow the teachers guidance, found any difficulties and done the test
poor.
2. Based on the data from the result of tests and observation that have been
done and analyzed in the previous chapter, it indicates that there are
significant improvements in each cycle. It was shown by mean score of the
tests, which increased. In cycle I, mean of posttest 68, 2 is higher than
mean of pretest 55, 14. Besides, mean of post test in cycle II, 84, 6 is
higher than mean of pretest 70, 8.

B. Suggestions
At the end of this chapter, the researcher would like to propose some
suggestions, which hopefully would be useful:
1. For the teacher
a. The teacher needs to select material before conducting teaching
learning process. The teacher should find the interesting reading
material can make the students more enjoy in learning.
b. The teachers must give guidance during the lesson. They should teach
them how to read with PQ4R strategy. They are recommended to
motivate all students to be active in the classroom.
c. The teacher has to give reinforcement to the students job because it
can improve their motivation in learning. Most of students will be
happy when the teachers give reinforcement or rewards to their job.
d. The teachers need to create a good atmosphere in the classroom, so the
students feel more comfort and happy in learning process.
2. For Students
a. The students must be active in learning process. They should not be
embarrassed to share their idea during the lesson
b. Ask the teacher when they get difficulties.
c. The students should read the material carefully, so they can make
questions related to the material. By making questions will help the
students understand the text.

BIBLIOGRAPHY
Arif H.and Mrs. Ruqia.Effect of PQ4R Study Strategy in Scholastic

Achievement of Secondary School Students in Punjab (Pakistan).
Language In India
Arikunto, dkk. 2006. PenelitianTindakanKelas. Jakarta: BumiAksara
Arikunto, dkk. 2010. Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta:

Rineka Cipta
Brown. 2001. Teaching by Principles: an Interactive Approach to Langauge

Pedagogy. California: Longman
Bull. 2011. Oxford Learners Pocket Dictionary. New York: Oxford University
Press
Dallmann. 1982. The Teaching of Reading. New York: Saunders College

Publishing
Dechant, V. 1982. Improving the Teaching of Reading:third edition. USA:

Prentice Hall
Fiedorowicz and Trites. 2003. Journal of Teaching Reading: New Concept of

Teaching
Fuaida, Inayatul.The Application of In The News Strategy To Improve

Students Reading Comprehension (A Classroom Action Research in the
Third Year Students of SMP BumiMadaniaSalatiga in the Academic
Year of 2012/2013). STAIN SALATIGA: Unpublished, 2012
Grabe. 2009. Reaing in a Second Language (Moving from Theory to
Practice.Cambridge: Cambridge University Press
Hall."Four Kinds of Reading."Thinking in Writing.2nd ed. Ed. Donald McQuade
and Robert Atwan. New York: Knopf, 1983: 163-166. Print.
Hidayati. 2011 The Implementation of Cooperative Integrated Reading and

Composition (CIRC) Method to Improve Students Reading Skill (A
Classroom Action Research at the 8th Grade Students of MTs
RoudlotusysyubbanTawangrejo - Winong Pati in the Academic Year of
2011/2012). IAIN WALISONGO SEMARANG : Unpublished
Hopkins. 1993.A Teachers Guide to Classroom Research (Fourth
Edition).McGraw Hill: Open University Press
Hornby, A.S. 1995.Oxford Learners Dictionary of Current English. London.

Oxford University
Iskandarwassaid. 2008. StrategiPembelajaranBahasa. Bandung: PT
RemajaRosdakarya
Klingner., Sharon Vaughn, and Alison Boardman. 2007. Teaching Reading
Comprehension to Students with Learning Difficulties, New York: The
Guildford Press.
Mahmoud. 1992. Research and Writing: A Complete Guide and Handbook.
USA: Betterway Publication
Mc Namara. S. Danielle. 2007. Reading Comprehension Strategies: Theories,

Interventions and Technologies. New York: Lawrence Erlbaum
Associates
Risdianto. 2012.Effective & Efficient Reading. Solo: Rustam
Richardsand Theodore S.R. 1968.Approaches and Method in Language

Teaching.NewYork:CambridgeUnversity Press
Silberman. 1996.Active Learning: 101 Strategies to Teach Any Subject. USA:

Allyn& Bacon
Slavin. 1997. Educational Psychology: Teory and Practice, Fifth Edition.

Massachusettes: Allyn and Bacon Publisher
Spears. 2006.Developing Critical Reading Skills: (Seventh Edition). New York:

McGraw Hill
Sriyanti. 2011. Psikologi Belajar. Salatiga: Stain Salatiga Press
Sudijono. 2010.PegantarStatistikPendidikan. Jakarta: PT Raja GrafindoPersada

Syah. 1995.PsikologiPendidikan (DenganPendekatanBaru). Bandung:
RemajaRosdakarya
Trianto.2009. Mendesain Model PembelajaranInovatif-Progresif. Jakarta:
Kencana
Wahyuni. 2010. The use of PQ4R Method in Improving the Year Seven
Students Ability in Comprehending Descriptive Text at SMPN 18
Pekanbaru.UNIVERSITAS ISLAM RIAU
Westwood. 2001. Reading and Learning Difficulties: Approaches to Teaching
and Assesment. Victoria: Acer Press
Willis. 2008. Teaching the Brain To Read. Alexandria: ASCD
https://merie0703agustiani.wordpress.com/2010/08/11/pq4r-study-technique/
opened on 15 June 2015: 09: 48.
APPENDIXES
RENCANA PELAKSANAAN PEMBELAJARAN
( RPP )
Sekolah : MTs NU Salatiga
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII / 1
Pertemuan ke : 1
Standar kompetensi : Membaca

5. Memahami makna teks tulis fungsional dan esei pendek
sederhana berbentuk descriptive dan recount untuk
berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar 5.3 Merespons makna dan langkah retorika dalam esei
pendek sederhana secara akurat, lancar dan berterima
yang berkaitan dengan lingkungan sekitar dalam teks
berbentuk descriptive.
Indikator : Membaca
1. Membaca teks fungsional pendek berbentuk
descriptive
2. Memahami dan menjawab pertanyaan dari teks
fungsional pendek berbentuk descriptive
Jenis Teks : Descriptive
Skill : Reading
Alokasi Waktu : 2 x 40 menit (1x Pertemuan)

A. Tujuan Pembelajaran
1. Siswa mampu membaca teks fungsional pendek berbentuk descriptive teks
2. Siswa mampu memahami dan menjawab pertanyaan dari teks fungsional
pendek berbentuk teks descriptive.
B. Materi Ajar
Descriptive Text
MY NEW BACKPACK
I have a new backpack. Its color is soft green. I always bring it
whenever I go to school. It is made of strong fabric.
My backpack has several different parts. The first part is the pocket
where I put my money and library card. The second part is the main part. I
always put my books and pencil case in it. The third part is a small pocket at
the left side of the backpack. I keep a bottle of plain water in this pocket.
NOTE:
1. The text above is a descriptive text.
2. The function of a descriptive text is to describe something specifically
3. The generic structure of a descriptive text is:
Identification
Descriptions
4. The significant lexico grammatical feature of a descriptive text are the
following :
Focus on Specific Participant (the Park, My cat)
Describing features (use adjectives)

Use Simple Present tense (S+ V1)
Using action verbs (run, eat, jump)
C. Metode Pembelajaran/ Teknik
PQ4R (Preview Question, Read, Reflect, Recite and Review)
D. Langkah langkah Pembelajaran
1. Kegiatan Awal (20 menit)

Greeting
Doa
Absensi
Menanyakan tentang hasil belajar siswa dirumah
Memberikan motivasi
2. Kegiatan inti
a. Eksplorasi (15 menit)
Guru memberitahukan tentang hasil belajar pertemuan
sebelumnya
Guru meminta Siswa mengerjakan soal pre test tentang
descriptive text
Guru menunjukkan contoh teks descriptive
Guru menjelaskan kembali tentang teks descriptive
Guru dan siswa membaca teks monolog berbentuk descriptive
b. Elaborasi (30 menit)
Preview: Siswa melakukan previewing pada text descriptive
dengan cara scanning judul, melihat gambar terkait atau
membaca kalimat pada awal atau akhir paragraf.
Question: Siswa memprediksi/ mengimajinasikan pertanyaan
yang relevan dengan judul.
Read: Siswa membaca text descriptive yang diberikan guru.

Reflect: siswa merefleksikan informasi yang telah didapatkan
terdahulu dengan infomasi yang sekarang.
Recite : siswa menuliskan ringkasan atau hal-hal penting yang
terdapat dalam text descriptive.
Review: Siswa mengecek kesesuaian pertanyaan yang timbul
tekait dengan text dengan jawaban dalam text.
Siswa untuk mepresentasikan hasil membaca dengan PQ4R
c. Konfirmasi (10 menit)
Guru menanyakan kesulitan siswa
Guru memberikan soal post test
Guru menjadi sumber dan fasilitator siswa dalam memahami
teks descriptive
3. Kegiatan Akhir (5 menit)
Menyimpulkan materi pembelajaran dan penguatan materi
Mengingatkan siswa untuk selalu belajar
Guru menutup pembelajaran dengan membaca hamdallah dan
salam.
E. Sumber Belajar
Lembar Kerja Siswa
Buku-buku yang terkait berdasar BSNP
Kamus Bahasa Inggris-Indonesia

F. Penilaian
Teknik : Produk Tertulis
Bentuk : Multiple choice
Instrumen :
Pre-Test :
Read the text carefully and answer these following questions!
Post-Test :
Read the text carefully and answer these questions based on the text.
G. Rubrik Penilaian
Setiap jawaban benar bernilai :10

Jumlah soal : 10
Total nilai : jawaban benar*10
RENCANA PELAKSANAAN PEMBELAJARAN
( RPP )
Sekolah : MTs NU Salatiga
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII / 1
Pertemuan ke : 2
Standar kompetensi : Membaca

5. Memahami makna teks tulis fungsional dan esei pendek
sederhana berbentuk descriptive dan recount untuk
berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar 5.3 Merespons makna dan langkah retorika dalam esei
pendek sederhana secara akurat, lancar dan berterima
yang berkaitan dengan lingkungan sekitar dalam teks
berbentuk descriptive.
Indikator : Membaca
1. Membaca teks fungsional pendek berbentuk
descriptive
2. Memahami dan menjawab pertanyaan dari teks
Jenis Teks : Descriptive
Skill : Reading
Alokasi Waktu : 2 x 40 menit (1x Pertemuan)
A. Tujuan Pembelajaran
1. Siswa mampu membaca teks fungsional pendek berbentuk descriptive

2. Siswa mampu memahami dan menjawab pertanyaan dari teks
B. Materi Ajar
Descriptive Text
Bromo Mountain
Bromo Mountain is a heaven of the world, one of the most beautiful
places. It is located in Ngadasari village, Sukapura Subdistrict, Probolinggo
Regency. It is still very natural. There is no pollution in most areas. The air
is still clean and you can feel the air is cool when it comes into your nose,
your throat, and your lungs. It is certainly good for us to breathe. We can
also see many kinds of vegetables planted by natives, such as cabbage,
carrot, potato, corn and many more. Even we can also find many strawberry
gardens which are owned by natives on the way to go to Bromo mountain.
We can harvest it right away or just buy and take it home. It can make us
feel like in our dream land. From Pananjakan we can see sunrise and it is
one of the best places in the world for being able to see sunrise. The scenery
is certainly very amazing. You can feel like you are in the clouds. There are
many visitors going there, willing to feel a cold, awaking in the early
morning and taking journey to Pananjakan just to see the wonderful scenery
from the top of it. It also has a unique event called Kasada on Kasada month
14-15 (the 10Th month according on Javanese calendar), which is celebrated
by natives (Tengger ethnic) to give thanks to God for their harvest by
putting many kinds of their harvests on Bromo's crater. It is very exciting
event. I think it is rather difficult to find the thanks giving event like Kasada,
because it is only held in Bromo. All of those are very interesting and
entertaining to refresh our mind from any kind of life problems. That is why
it is not wrong for us to call Bromo as a heaven of the world, one of the
most beautiful places which is exciting to visit.
NOTE:
3. The generic structure of a descriptive text is
Identification
Descriptions
following :
Focus on Specific Participant (Prambanan temple, Bali)
Use Simple Present tense (we can use simple past tense if the thing
we describe is no longer exist)
Using action verbs
Using noun phrase , using general and abstract noun
Using conjunction of time and cause-effect.
C. Metode Pembelajaran/ Teknik
Mnemonic, Diskusi, Pemecahan Masalah
D. Langkah langkah Pembelajaran
1. Kegiatan Awal (20 menit)

Greeting
Doa
Absensi
Memperkenalkan diri
Menyampaikan maksud dan tujuan
Menyampaikan dan menanyakan tentang descriptive text
Melakukan Pre-test. Yaitu dengan meminta siswa untuk
mengerjakan soal pada lembar tugas yang telah disediakan.
2. Kegiatan inti
a. Eksplorasi (15 menit)
Guru menanyakan tetang pelajaran pertemuan sebelumnya
Siswa menjawab pertanyaan dari guru
Siswa mendengarkan penjelasan guru tentang descriptive text
Siswa membaca teks monolog berbentuk descriptive
Guru menjelaskan kembali strategi PQ4R kepada siswa
d. Elaborasi (30 menit)
Preview: Siswa melakukan previewing pada text descriptive
dengan cara scanning judul, melihat gambar terkait atau
membaca kalimat pada awal atau akhir paragraf.
Question: Siswa memprediksi/ mengimajinasikan pertanyaan
yang relevan dengan judul.
Read: Siswa membaca text descriptive yang diberikan guru.
Reflect: siswa merefleksikan informasi yang telah didapatkan
terdahulu dengan infomasi yang sekarang.
Recite : siswa menuliskan ringkasan atau hal-hal penting yang
terdapat dalam text descriptive.
Review: Siswa mengecek kesesuaian pertanyaan yang timbul
tekait dengan text dengan jawaban dalam text.
Siswa untuk mepresentasikan hasil membaca dengan PQ4R
Siswa mengerjakan post test
e. Konfirmasi (10 menit)

Guru menjelaskan kembali materi yang disampaikan
Guru menanyakan kesulitan siswa
Guru menjadi sumber dan fasilitator siswa dalam memahami
teks descriptive
3. Kegiatan Akhir (5 menit)
Menyimpulkan materi pembelajaran dan penguatan materi
Menugaskan kepada siswa untuk membaca teks descriptive
yang lainnya di rumah
Guru menutup pembelajaran dengan membaca hamdallah dan
salam.
E. Sumber Belajar
Lembar Kerja Siswa
Buku-buku yang terkait berdasar BSNP
Kamus Bahasa Inggris-Indonesia
F. Penilaian
Teknik : Produk Tertulis
Bentuk : Multiple Choice
Instrumen :
Pre-Test :
Post-Test :
Read the text carefully and answer these questions based on the text!
PRETEST CYCLE I
Nama :
Nomer :
Peter
Peter is the youngest in our family. He is fourteen years old and four
years younger than me. He has long, straight hair, bright eyes and a friendly smile.
Sometimes he is rather naughty at home, but he usually does what he is asked to
do.
Peter is interested in sports very much, and at school, he plays football and
tennis. He is the best badminton player in our family.
(sumber: pegangan guru untuk SMP/MTS oleh Bachtiar Bima Mustriana, 2009, PT Intan
Pariwara)
1. How old is Peter? He is years old.

a. Four
b. Fourteen
c. Forty
d. Ten
2. The writer is years old.
a. Fourteen
b. Sixteen
c. Eighteen
d. Nineteen
3. Which of the following statement is not true about Peter?

a. He has long and straight hair.
b. He has bright eyes.
c. He is interested in sports.
d. He plays football and tennis.
4. According to the passage, we know that Peter is .

a. The writers youngest brother
b. The writers elder brother
c. A naughty boy
d. A friendly boy
5. It is implied in the passage that .

a. Peter is naughty.
b. Peter is lazy.
c. Peter is unfriendly.
d. Peter is diligent.
6. From the text, we may conclude that.

a. Many people do not like Peter.
b. People is older that the writer.
c. Peter is a welcoming person.
d. Peter is not diligent at all.
7. What is the text mostly about?

a. Peter
b. Peters hobby
c. Peters family
d. D. peters elder brother
8. He is fourteen years old . . . Than me.

The underlined word refers to .
a. Peter
b. The writer
c. The writers brother
d. the writers family
9. Peter is interested in sports very much, and at school he plays football and
tennis. The underlined phrase can be replaced by .
a. Dislike sport
b. Really likes sport
c. Hates sport very much
d. Finds sport not really entertaining
10. But he usually does what he is asked to do

The underlined phrase means
a. He does anything he wants.
b. He always asks.
c. He is lazy.
d. He is diligent.
POST TEST CYCLE I
Name :
Number :
BECKY
My favorite toy is a doll. I named my doll Becky. I got in in my12th birthday. My

dad bought it for me when he was in England. Becky is 16 cm tall doll with
plastic head, arms, and legs and a white cloth stuffed body. Her body is covered
with yellow, orange, and green flower bud prints. She has a long auburn-red
brush-able hair, green eyes. There are freckles on her cheek. There are also two
dimples near her mouth on the left and on the right. They make her more
beautiful. I put her at my side when I sleep at night. I like my doll very much. I
sometimes ask my friends to come to my house and play with Becky. They like
Becky too.
1. What does the text tell us about

a. My favorite toy.
b. The writer's favorite doll.
c. A birthday party.
d. A plastic doll.
2. What are on Becky's face?

a. White cloth.
b. Auburn red hair.
c. Freckles and dimples.
d. Flower bud prints.
3. "They make her more beautiful." The underlined word refers to ...
a. Freckles.
b. Green eyes.
c. The left and bright cheeks.
d. The dimples.
4. What is the purpose of the text?

a. To describe a doll
b. To inform the reader about Becky
c. To entertain the reader
d. To retell the story
My Smartphone
Last month, my uncle came to visit my home. He had just returned from China
after living there for 2 years. He gave me presents a new smartphone. I really
liked it.
My Smartphone color is black. It has a 5 inch screen. The width is about 5 cm and
the thick is no more than 1 cm. This is the latest product from Sony.
The phone also has a very good color display. The performance of this mobile
phone is also great. I can play games that require high specification using it. But
sometimes, I forget about the time when play the game.
For social media, I can open it easily. It is easy for me to update status on
facebook, twitter, instagram, etc. This mobile help me to always connect with my
friends. If I have the assignment from my teacher, it also can help me. I can find
many references from internet.
I really like this new smartphone. Because it always be helpful to me in various

situations.
5. What does the text tell us about?

a. My Uncle
b. My Smartphone
c. Social Media
d. Facebook, twitter and Instagram
6. What is the colour of smartphone?

a. White
b. Black
c. Red
d. Grey
7. I really liked it. The underline word refers to..
a. My uncle
b. China
c. My Smartphone
d. My home
8. What statement is TRUE according to the text?

a. The width is about 5 cm and the thick is no more than 1 cm.
b. My Smartphone color is black and white
c. My Smartphone cant to open social media

d. The writer unlike his Smartphone
Complete these sentences with the appropriate word (9 and 10)
ELEPHANT
This is a elephant. It live in the junggle or forest or zoo. It has tusk, it

tusk is long. It is a (9).animal. The elephant has a big ear and its has trunk.
The trunk so long. Its has eyes. The eyes is small, the elephant eat like peanuts
and fruits. And also its has a long tail and it has fur. The fur is soft and the fur is
short and the colour is (10)...
9. a. big
b. cute
c. small
d. large
10.a. red
b. grey
c. blue
d. brown
PRETEST CYCLE II
NAME :
NUMBER:
Complete these sentences with the appropriate word (1 and 2)
MONKEY
This is a monkey. Its has grey fur. Its like eat (1). Its like climb
tree. It has habitat in the forest. It is omnivora and mamalia animal. Sometimes it
has short and long (2), and sometimes it has sharp tusk.
1. a. banana
b. meat
c. bread
d. rice
2. a. nose
b. hand
c. tail
d. foot
I love dogs very much. I keep some dogs in my house. They are Casper,
Midas, Brownie and Dottie. Casper is a dachshund. Hes short with long body and
four strong legs. Brownie is a collie. She has long and thick fur. What color is her
fur? Brown, of course thats why I call her Brownie. Dottie is a Dalmatian. She
has a slim body and four long legs. She has thin fur and dots all over her body.
The last is Midas. He is a bulldog. He has a large head, a short neck and thick
short legs. Hes very strong.
I always take care of my dogs everyday.
3. What kind of text is the text above?

a. Recount
b.Descriptive
c. Narrative
d. Report
4. The generic structure of the text is .
a. description identification
b. Identification description
c. Orientation events Reorientation
d. Reorientation events Orientation
5. They are Casper, Midas, Brownie and Dottie .

The sentence is the . of the text.
a. Description c. Identification
b. Orientation d. Events
6. Hes short with long body and four strong legs

The sentence is one of the of the text.
a. Events c. Descriptions
b. Orientations d. Identifications
7. How many dogs does the writer have?

a. 1 c. 3
b. 2 d. 4
8. What does Casper look like?

a. short with long body and strong legs
b. Brown, with long and thick fur
c. slim body, long legs
d. thin fur and dots
9. Why does the writer call the collie, Brownie? The writer calls the collie,
Brownie
because .
a. she likes brownies c. she has brown fur
b. she has brown ear d. she like it
10. What kind of dog is Dottie? Dottie is a

a. Dalmatian c. Bulldog
b. Daschun d. Collie
POSTTEST CYCLE II
NAME :
NUMBER :
PLATYPUS
Many people call platypus duckbill because this animal has a bill like duckbill.
Platypus is a native Tasmania and southern and eastern Australia.Platypus has a
flat tail and webbed feet. Its body length is 30 to 45 cm and covered with a thick
and woolly layer of fur. Its bill is detecting prey and stirring up mud. Platypus'
eyes and head are small. It has no ears but has ability to sense sound and light.
Platypus lives in streams, rivers, and lakes. Female platypus usually dig burrows
in the streams or river banks. The burrows are blocked with soil to protect it from
intruders and flooding. In the other hand, male platypus does not need any burrow
to stay.
1. What is the title of the text?

a. Platypus
b. Duck
c. Mouse
d. Horse
2. What kind of the text?

a. Procedure
b. Narrative
c. Descriptive
d. Recount
3. Where is the Platypus live?

a. Streams, rivers and lakes
b. Garden
c. Tress
d. Yard
4. Why many people call Platypus duckbill?

a. Because Platypus lives in water
b. Because Platypus eats fish
c. Because Platypus eyes and head are small
d. Because Platypus has a bill like duckbill
Borobudur Temple
Example of descriptive text Borobudur
Borobudur is Hindu Budhist temple. It was build in the ninth century under
Sailendra dynasty of ancient Mataram kingdom. Borobudur is located in
Magelang, Central Java, Indonesia.
Borobudur is well-known all over the world. Its construction is influenced by the
Gupta architecture of India. The temple is constructed on a hill 46 m high and
consist of eight step like stone terrace. The first five terrace are square and
surrounded by walls adorned with Budist sculpture in bas-relief. The upper three
are circular. Each of them is with a circle of bell shape-stupa. The entire adifice is
crowned by a large stupa at the centre at the centre of the top circle. The way to
the summit extends through some 4.8 km of passage and starways. The design of
borobudur which symbolizes the structure of universe influences temples at
Angkor, Cambodia.
Borobudur temple which is rededicated as an Indonesian monument in 1983 is a
valuable treasure for Indonesian people.
5. Borobudur temple was built in.
a. third century
b. fifth century
c. seventh century
d. ninth century
6. What the purpose of the text?
a. To inform
b. To describe
c. To entertain
d. To retell
7. Where is Borobudur temple?
a. Magetan, East Java, Indonesia

b. Magelang, Central Java, Indonesia
c. Yogyakarta
d. India
8. It was built in the nineth century under Sailendra dynasty of ancient Mataram
kingdom. The underline word means.
a. Pemerintahan
b. Kerajaan
c. Kedaulatan
d. Kekuasaan
BUTTERFLY
This is butterfly. It is look so beautiful with kind of colour. We can find
at (9) The butterfly has antena on its head. It has beautiful wing. It
always compute .(10) in top flower. It life in good smell place, and it many
kind of colour wing.
9. a. Flower Park
b. Market
c. School
d. Street
10. a. bread
b. honey
c. milk
d. water
Descriptive Text
MY NEW BACKPACK
I have a new backpack. Its color is soft green. I always bring it
whenever I go to school. It is made of strong fabric.
My backpack has several different parts. The first part is the pocket
where I put my money and library card. The second part is the main part. I
always put my books and pencil case in it. The third part is a small pocket at
the left side of the backpack. I keep a bottle of plain water in this pocket.
NOTE:
Identification
Descriptions
following :
Focus on Specific Participant (the Park, My cat)
Use Simple Present tense (S+ V1)
Using action verbs (run, eat, jump)

Bromo Mountain
Bromo Mountain is a heaven of the world, one of the most beautiful places.
It is located in Ngadasari village, Sukapura Subdistrict, Probolinggo Regency. It is
still very natural. There is no pollution in most areas. The air is still clean and you
can feel the air is cool when it comes into your nose, your throat, and your lungs.
It is certainly good for us to breathe. We can also see many kinds of vegetables
planted by natives, such as cabbage, carrot, potato, corn and many more. Even we
can also find many strawberry gardens which are owned by natives on the way to
go to Bromo mountain. We can harvest it right away or just buy and take it home.
It can make us feel like in our dream land. From Pananjakan we can see sunrise
and it is one of the best places in the world for being able to see sunrise. The
scenery is certainly very amazing. You can feel like you are in the clouds. There
are many visitors going there, willing to feel a cold, awaking in the early morning
and taking journey to Pananjakan just to see the wonderful scenery from the top of
it. It also has a unique event called Kasada on Kasada month 14-15 (the 10Th
month according on Javanese calendar), which is celebrated by natives (Tengger
ethnic) to give thanks to God for their harvest by putting many kinds of their
harvests on Bromo's crater. It is very exciting event. I think it is rather difficult to
find the thanks giving event like Kasada, because it is only held in Bromo. All of
those are very interesting and entertaining to refresh our mind from any kind of
life problems. That is why it is not wrong for us to call Bromo as a heaven of the
world, one of the most beautiful places which is exciting to visit.
NOTE:
Identification
Descriptions
Example of Descriptive Text About Place: Venice
Venice
One of the famous city in Italy is Venice. It get its popularity because
Venice is a rich and interesting city. It has a lot of history documentations and
offers a lot of attractive things to visitors.
Venice has been established over 2000 years ago when waves of barbarians
drove people out of their homes in various Roman cities. Around years 800-1100
AD, Venice underwent a period of growth, and became more centralized. It
gradually developed into a city state, which is essentially a self-governed region
of a country that trades freely among others.
As Venice gradually developed, it became a prominent player in the sea

trade of the time. It was set upon by many different threats. Pirates became the
hugest problem. Fewer and fewer shipments were making it through the
treacherous water. It happened when the Republic of Venice decided to move the
operations to the eastern shores.
When we think of Venice, the first thing which comes to mind are canals.
They are considered the trademark of the city. Canals are mostly recognizable for
providing the main form of transportation throughout the city. Visiting Venice
brings a rich aura of history and culture. Floating through the canals for an
afternoon makes for a memorable experience, and its one that any traveler
commonly enjoy.
Taj Mahal, Agra, India
Taj Mahal is regarded as one of the eight wonders of the world, and some
Western historians have noted that its architectural beauty has never been
surpassed. The Taj is the most beautiful monument built by the Mughals, the
Muslim rulers of India. Taj Mahal is built entirely of white marble. Its stunning
architectural beauty is beyond adequate description, particularly at dawn and
sunset. The Taj seems to glow in the light of the full moon. On a foggy morning,
the visitors experience the Taj as if suspended when viewed from across the
Jamuna river.
Taj Mahal was built by a Muslim, Emperor Shah Jahan (died 1666 C.E.)
in the memory of his dear wife and queen Mumtaz Mahal at Agra, India. It is an
"elegy in marble" or some say an expression of a "dream." Taj Mahal (meaning
Crown Palace) is a Mausoleum that houses the grave of queen Mumtaz Mahal at
the lower chamber. The grave of Shah Jahan was added to it later. The queens
real name was Arjumand Banu. In the tradition of the Mughals, important ladies
of the royal family were given another name at their marriage or at some other
significant event in their lives, and that new name was commonly used by the
public. Shah Jahan's real name was Shahab-ud-din, and he was known as Prince
Khurram before ascending to the throne in 1628.
Taj Mahal was constructed over a period of twenty-two years, employing
twenty thousand workers. It was completed in 1648 C.E. at a cost of 32 Million
Rupees. The construction documents show that its master architect was Ustad
Isa, the renowned Islamic architect of his time. The documents contain names of
those employed and the inventory of construction materials and their origin.
Expert craftsmen from Delhi, Qannauj, Lahore, and Multan were employed. In
addition, many renowned Muslim craftsmen from Baghdad, Shiraz and Bukhara
worked on many specialized tasks.
The Taj stands on a raised, square platform (186 x 186 feet) with its four
corners truncated, forming an unequal octagon. The architectural design uses
the interlocking arabesque concept, in which each element stands on its own and
perfectly integrates with the main structure. It uses the principles of self-
replicating geometry and a symmetry of architectural elements.
Its central dome is fifty-eight feet in diameter and rises to a height of 213
feet. It is flanked by four subsidiary domed chambers. The four graceful, slender
minarets are 162.5 feet each. The entire mausoleum (inside as well as outside) is
decorated with inlaid design of flowers and calligraphy using precious gems such
as agate and jasper. The main archways, chiseled with passages from the Holy
Quran and the bold scroll work of flowery pattern, give a captivating charm to its
beauty. The central domed chamber and four adjoining chambers include many
walls and panels of Islamic decoration.
The mausoleum is a part of a vast complex comprising of a main gateway,
an elaborate garden, a mosque (to the left), a guest house (to the right), and
several other palatial buildings. The Taj is at the farthest end of this complex, with
the river Jamuna behind it. The large garden contains four reflecting pools
dividing it at the center. Each of these four sections is further subdivided into four
sections and then each into yet another four sections. Like the Taj, the garden
elements serve like Arabesque, standing on their own and also constituting the
whole.
The African Elephant
The African Elephant is described as the Loxodonta africana of Africa.

They are very large, grey, four-legged herbivorous mammals. They have almost
hairless skin, a distinctive long, flexible, prehensile trunk. Its upper incisors form
long curved tusks of ivory. African elephants have large fan-shaped ears and two
fingers at the tip of its trunk, compared to only one in the Asian species.
Furthermore, the Indian Elephant is described as Elephas maximus of south-
central Asia. The ears of Indian elephants are significantly smaller than African
elephants.
Elephants are herbivores and eat all types of vegetation such as grasses,
leaves, fruits, and bark. The facts tell that despite the size of ears the elephants
hearing is poor, because elephants ears are used to aid ventilation. One of the
softest parts of their body is at the back of the ears, which is called the knuckle. In
a zoo, elephant trainers, called Mahouts, use their feet to steer or give commands
to the animal via the knuckle at the back of the ears.
Some other facts about the elephants are : The elephant is the largest of all
land mammals; Life Span - elephants can live for up to 70 years; Elephants
normally walk about 4 mph; Elephants are able to swim for long distances;
Elephants spend about 16 hours a day eating; They consume as much as 495
pounds of food per day; They live in tight social units led by an older matriarch;
Males leave the herd between the ages of 12 and 15; Their tusks are of ivory and
are actually enormously enlarged incisors; The elephant's eyes are small and its
eyesight is poor, They have the largest brains in the animal kingdom.
DAFTAR SKK
Nama : Lailatis Syarifah
Jurusan : TBI
NIM : 113 11 137
P.A : Rifqi Aulia Erlangga, S.Fil, M.Hum
No Kegiatan Waktu Keterangan Skor

1 Orientasi Pengenalan 20 - 21 Agustus Peserta 3
Akademik Dan Kemahasiswaan 2011
(OPAK) Sekolah Tinggi
Agama Islam Negeri (STAIN)
Salatiga
2 Achievement Motivation 23 Agustus 2011 Peserta 2
Training (AMT) ITTAQO dan
CEC
3 Orientasi Dasar Keislaman 24 Agustus 2011 Peserta 2
(ODK) LDK Darul Amal
4 Seminar Entreprenuership dan 25 Agustus 2011 Peserta 2
Koperasi oleh KOPMA dan
KSEI
5 User Education oleh UPT 19 September Peserta 2
Perpustakaan STAIN Salatiga 2011
6 Bedah Buku Super Teens 08 Oktober 2011 Peserta 2
Super Leader oleh KAMMI
Salatiga
7 IBTIDA LDK Darul Amal 12 Oktober 2011 Peserta 2
8 English Frienship Tour 2011 22 - 23 Oktober Peserta 2
CEC 2011
9 English Public Speaking 17 Maret 2012 Peserta 2
Training (EPST) oleh CEC
10 Practicum Program 28 April 2012 Peserta 2
(Pronounciation and Intensive
Course) oleh TBI STAIN
Salatiga
11 Seminar Regional Peran 03 Mei 2012 Peserta 4
Mahasiswa Dalam Mengawal
BLSM (BLT) Tepat Sasaran
12 Seminar Nasional Kristologi 20 Mei 2012 Peserta 8
dan Tabligh Akbar oleh MUI
Salatiga
13 Dauroh Maratus Sholihah 26 Mei 2012 Peserta 2
(DMS) 1 oleh LDK Darul Amal
STAIN Salatiga
14 Public Hearing II oleh SEMA 20 Juni 2012 Peserta 2
STAIN Salatiga
15 Bimbingan Belajar Menghadapi 29 Juni 2012 Peserta 2
UAS SIBA BHS. INGGRIS &
BHS ARAB oleh CEC dan
ITTAQO STAIN Salatiga
16 Practicum Program (Magazine 24 September Peserta 2
Writing dan Public Speaking) 2012
17 Seminar Pra Youth Leadhership 06 Oktober 2012 Peserta 2
Training
18 Tabligh Akbar Bertema Tafsir 1 Desember Peserta 2
Tematik dalam Upaya 2012
Menjawab Persoalan Israel dan
Palestina oleh JQH STAIN
Salatiga
19 Piagam Penghargaan oleh 29 Juli 2013 Pengurus 4
PPTQ Al- Muntaha
20 Seminar Pendidikan dalam 19 September Peserta 2
Mencerahkan Masa Depan 2014
Anak Bangsa oleh HMI
Salatiga
21 Sarasehan Akbar Bersama 15 Maret 2014 Peserta 2
Tokoh Nasional Oleh LDMI PB
HMI
22 Seminar Nasional Anti 27 Maret 2014 Peserta 8
Radikalisme atas Nama Agama
Lembaga Kajian Pemikiran
Islam Darul Afkar Klaten dan
BEM Universitas Widya
Dharma Klaten
23 Piagam Penghargaan oleh 4 Juli 2014 Pengurus 4
PPTQ AL Muntaha
24 Haflah Khotmil Quran dan 9 November Panitia 3
Haul Para Masyayikh 2014
25 Piagam Penghargaan oleh 4 Juni 2015 Pengurus 4
PPTQ Al Muntaha
26 Pelatihan Guru Bahasa Arab 21 Februari Peserta 2
MI, MTs, MA Se Kabupaten 2015
Semarang oleh HIMA
UNDARIS
27 Sosialisasi Program 12 Juni 2015 Peserta 2
Pendewasaan Usia Perkawinan
(PUP)

2895898716

Uploaded by

Copyright:

Available Formats

2895898716

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2895898716

Uploaded by

Copyright:

Available Formats

THE APPLICATION OF PQ4R

(PREVIEW, QUESTION, READ, REFLECT, RECITE, REVIEW)

Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements

ENGLISH DEPARTMENT OF EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

Salatiga, 08 September 2015

State Institute for Islamic Studies (IAIN) Salatiga

ATTENTIVE COUNSELORS NOTE

Case: Lailatis Syarifahs Graduating Paper

After reading and correcting Lailatis Syarifahs graduating paper entitled

Wassalamualaikum Wr. Wb.

Inna maalusri yusron

(Verily, with every difficulty is relief)

(Q.S Al Insyiroh verse 6)

1. My beloved father and mother (Bapak H. Saring Ahmad

your praying and guidance

2. My beloved brothers and sisters in Lestari Family who always

motivate and support the writer to do the best

teachers especially Mrs. Uswatun Khasanah S.Pd.I and students

4. My lecturers in IAIN Salatiga, especially Mrs, Setia Rini, M.Pd

who guides the writer patiently.

5. My teacher in Al-Muntaha Islamic Boarding House (Nyai Hj.

Zulaicho, A.H), thanks for your praying.

7. All of Al-Muntaha Islamic Boarding Houses Students, especially

Pretty Room (Nunu, Mba Zha and Chustheng), Pipah and

8. All of my friends and students in TPQ Al- Muttaqien Pancuran

(Bu Ijah, Bu Yayuk, Mba Tun and Mas Faiz)

model for us.

thank you to:

Islamic Studies Salatiga.

2. Mr. Suwardi, M.Pd as the Dean of Teacher Training and Education

Faculty of State Institute for Islamic Studies Salatiga.

3. Mrs. Noor Malihah, Ph.D. as the Head English Education Department of

Teacher Training and Education Faculty of State Institute for Islamic

Studies (IAIN) Salatiga.

patience and care.

Syarifah, Lailatis. 2015. THE APPLICATION OF PQ4R

Keywords: PQ4R (Preview, Question, Read, Reflect, Recite, Review)

This research focused in improving students reading comprehension by

ATTENTIVE COUNSELOR NOTES ................................................ iii

STATEMENT OF CERTIFICATION ............................................... iv

ACKNOWLEDGMEN ......................................................................... vii

TABLE OF CONTENTS ..................................................................... x

LIST OF TABLES AND FIGURE ...................................................... xiii

LIST OF APPENDIX ........................................................................... xiv

A. Background of the Study .............................. 1

B. Research problem ......................................... 4

C. Purposes of the Study ................................... 5

D. Benefits of the Study ................................... 5

E. Definition of the Key Terms ......................... 6

F. Limitation of the Study ................................. 8

G. Review of Previous Researches .................... 8

H. Graduation Paper Organization .................... 9

CHAPTER II THEORITICAL FRAMEWORK

2. Purposes of Reading ............................. 11

B. Reading Comprehension .............................. 15

C. Learning Strategy ......................................... 20

1. Definiton of Learning Strategy .............. . 20

2. Types of Learning Strategy . 22