The Effectiveness of Question Answer Relationship Strategy on Students’ Reading Comprehension
DOI:
https://doi.org/10.24090/rmajwv72Keywords:
Question-Answer Relationship Strategy, Reading Comprehension, Recount Text, Quasi-Experimental StudyAbstract
This study examined the effectiveness of the Question-Answer Relationship (QAR) strategy on ninth-grade students’ reading comprehension at MTs Muhammadiyah 03 Purbalingga. A quasi-experimental design was employed involving two classes: an experimental group taught using the QAR strategy and a control group taught using a task-based strategy. The population consisted of 136 ninth-grade students, and the sample included Class IX A as the experimental group and Class IX C as the control group. Data were collected through pre-tests and post-tests consisting of 23 multiple-choice questions assessing students’ ability to identify explicit information, determine main ideas, make inferences, and understand contextual word meanings in recount texts. The data were analyzed using IBM SPSS Statistics version 27. The results indicated that students taught using the QAR strategy showed greater improvement in reading comprehension than those in the control group. The independent-samples t-test revealed a significant difference between the two groups, with a significance value of 0.000 (< 0.05). These findings demonstrate that the QAR strategy was effective in improving students’ reading comprehension and promoting more active engagement in the reading process. Therefore, the QAR strategy is recommended as an effective instructional strategy for teaching reading comprehension.
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