THE EFFECTIVENESS OF QUESTION-ANSWER RELATIONSHIP (QAR) STRATEGY IN ENHANCING STUDENTS’ READING COMPREHENSION ABILITIES
DOI:
https://doi.org/10.22460/project.v5i3.p622-628Abstract
The study reported here aimed to examine the effectiveness of the Question-Answer Relationship (QAR) strategy on students’ ability in comprehending narrative texts. Using a quasi-experimental method, this study compared two English classes: one was assigned as the experimental group and the other as the control group, in terms of reading comprehension improvement, which was measured through a pretest and posttest. The study involved a total of 46 eighth-graders of a junior high school in Kerinci regency, Jambi Province, Indonesia. The control group was taught using a conventional strategy while the experiment group was engaged in the QAR strategy to answer reading comprehension questions of narrative texts. The findings revealed that the QAR strategy was effective in enhancing students’ scores in reading comprehension, which was indicated by a significant difference in the pretest and posttest scores of the experimental group. The findings of this study add to the current literature on the significance of using the QAR strategy to foster student reading. Practical implications for EFL teaching in the Indonesian context are put forward.
Â
Keywords:Â Effectiveness, Question-Answer Relationship (QAR) Strategy, Reading Comprehension, Narrative Texts
References
Badan Standar Nasional Pendidikan (BSNP) or National Education Standard Board. (2006a). Standar isi untuk satuan pendidikan dasar dan menengah: Standar kompetensi dan kompetensi dasar SMP/MTs. Jakarta: Author.
Badan Standar Nasional Pendidikan (BSNP) or National Education Standard Board. (2006b). Standar isi untuk satuan pendidikan dasar dan menengah: Standar kompetensi dan kompetensi dasar SMA/MA. Jakarta: Author.
Cholakova, M. (2015). The influence of the English language in a multilingual and a monolingual environment – A comparative approach. International Journal of English Language Teaching, 3(4), 35-78.
Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. Fifth edition. Los Angeles, LA: SAGE.
Cummins, S., Streiff, M., & Ceprano, M. (2012). Understanding and applying QAR to improve test scores. Journal of Inquiry and Action in Education, 4(3), 18-26.
Duffy, G. G. (2003). Explaining Reading. New York, NY: The Guilford.
Grabe, W., & Stoller, L. F. (2002). Teaching and researching reading. London: Pearson Education.
Green, S. (2016). Two for one: Using QAR to increase reading comprehension and improve test scores. The Reading Teacher, 70(1), 103-109.
Hardebeck, M. M. (2006). Effectiveness and usage of reading comprehension strategies for second grade title 1 students. (Unpublished Master’s Thesis, Minesota State University, Education Department, Minnesota).
Harmer, J. (2007). The practice of English language teaching (4th Ed.). Harlow, England: Pearson Longman.
Kucera, J. (2009). QAR and its effects on the reading comprehension performance of fourth grade students. (MA thesis), Goucher College.
Mongkolrat, R. (2017). The Impact of Question-Answer Relationships on Thai Reading Comprehension of Economically Disadvantaged Students: A Mixed Methods Study in Thailand. (Doctoral Disertation, University of Northern Colorado). Retrieved from: https://digscholarship.unco.edu/cgi/viewcontent.cgi?article=1435&context=dissertations
Nuttall, C. (2005). Teaching reading skills in a foreign language (2nd Ed.). Oxford: Macmillan Heinemann.
Pang, E.S., Muaka, A., Bernhardt, E.B., & Kamil, M.L. (2003). Teaching reading. Switzerland: International Bereau of Education.
Peng, R., Hoon, T., Khoo, S., & Joseph, M., I.. (2007). Impact of question-answer relationship on reading comprehension. Singapore: Pei Chun Public School and Marymount Convent Ministry of Education.
Poedjuastutie, D., Akhyar, F., Hidayati, D., & Gasmi, F.N. (2018). Does curriculum help students to develop their English competence?: A case in Indonesia. Arab World English Journal, 9(2). 175-185.
Raphael, T. E. (1984). Teaching learners about sources of information for answering comprehension questions. Journal of Reading, 27(4), 303-311.
Raphael, T. E. (1986). Teaching question-answer relationships, revisited. The Reading Teacher, 39(6), 516-522. Retrieved from: https://lattinr.weebly.com/uploads/4/9/5/3/49530073/teaching_question_answer_relationships.pdf
Raphael, T. E., & Au, K. H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59(3), 206-221.
Raphael, T. E., Highfield, K., & Au, K. H. (2006). QAR now: A powerful and practical framework that develops comprehension and high-level thinking in all students. New York: Scholastic, Inc.
Rothong, A. (2013). Effect of reading instruction using question-answer relationships (QAR) and reading on reading comprehension ability of eleventh grade students (MA thesis), Chulalongkorn University, Thailand).
Stafford, T. (2012). The effect of question-answer relationship on ninth grade students' ability to accurately answer comprehension questions. (PhD thesis), University of Central Florida, USA.
Swan, E. A. (2003). Concept-oriented reading instruction. New York: The Guilford Press.
Thuy, N. T. B., & Huan, N. B. (2018). The effects of question-answer relationship strategy on EFL high school students’ reading comprehension. European Journal of English Language Teaching, 3(4), 34-48. Retrieved from: https://oapub.org/edu/index.php/ejel/article/view/1766/4406
Timothy, S. (2006). The national reading report: Practical advice for teachers. Chicago: Learning Points Associates.
Wells, G. (1987). Apprenticeship in literacy. Interchange, 18(1/2), 109-123.
