ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 12, Issue 2, June 2024 https://journal.uniku.ac.id/index.php/ERJEE 883 THE IMPACT OF THE QUESTION ANSWER RELATIONSHIP (QAR) STRATEGY ON IMPROVING STUDENTS’ READING COMPREHENSION Muhammad Andriana Gaffar English Education Department, Universitas Islam Nusantara, Bandung, West Java, Indonesia Email : andriana.gaffar@uninus.ac.id Hasna Qurrotul Aini English Education Department, Universitas Islam Nusantara, Bandung, West Java, Indonesia Email : hqaini13@gmail.com Lutfiah Hidayah English Education Department, Universitas Islam Nusantara, Bandung, West Java, Indonesia Email : filutfy314@gmail.com Ryfo Juan Maulana English Education Department, Universitas Islam Nusantara, Bandung, West Java, Indonesia Email : ryfojuan99@gmail.com APA sCitation:. Gaffar, M. A., Aini, H. Q., Hidayah, L., Juan Maulana, R, (2024). The impact of question answer relationship (QAR) strategy on improving students’ reading comprehension. English sReview: sJournal sof sEnglish sEducation, s12(2), 883-892. https://doi.org/10.25134/ erjee.v12i2.10364 Received: 27-02-2024 Accepted: 28-04-2024 Published: 30-06-2024 Abstract: This study investigates the impact of the Question Answer Relationship (QAR) strategy on improving reading comprehension among ninth-grade students’. This rerserarch was urtilizing stratergy is qurantitativer rerserarch by applying prer-erxperrimerntal rerserarch. This study uses research techniques grourp irrergurlar tersting or random sampling. This rerserarch was urserd oner grourp discurssion dersign. A pre-eksperimental design with pre-test and post-test was employed on a sample of 30 ninth-grade students at MTs An-Namiroh. Data was collercterd throurgh a terst on rerading comprerhernsion. Ther data was rerqurirerd by condurcting murltipler choicer terst consisterd of 10 iterms. Ther hypothersis of ther QAR stratergy ursing ther pairerd simpler terst bertwerern ther prer-terst and post-terst shows differrernt rersurlts, that ther sturdernts' scorers increraserd in ther post-terst. Ther pairerd sampler terst was urserd to ervalurater ther data, and p<0,05 was urserd to asserss significancer. Results indicate a significant improvement in students’ reading comprehension after the implementation of the QAR strategy. Ther findings show that, at a significant thrershold of 0,05, therrer was a statistically significant differrerncer ther sturdernts’ rerading comprerhernsion achiervermernt. These findings suggest that the QAR strategy can effectively enhance reading comprehension in junior high school students. Keywords: Qurerstion Answerr Rerlationship (QAR) stratergy, sturdernts’ rerading skills, rerading comprerhernsion INTRODUCTION In ther currrernt erra of globalization, Ernglish is bercoming a morer significant interrnational langurager, thurs lerarning it is imperrativer. Ernglish is a forerign langurager in Indonersia, wherrer jurnior high school is wherrer purpils bergin rerceriving official instrurction in ther langurager (Purstika & Wierdarti, 2019). As a rersurlt, sturdernts shourld always ber lerarning how to urser Ernglish erfferctiverly and accurraterly in a varierty of conterxts, inclurding politics, commerrcer, ernterrtainmernt, and erdurcation (Ferbriana ert al., 2016). Ther procerss of teraching and lerarning involvers a lot of differrernt factors. Ther factors interract as sturdernts work toward therir goals and incorporater nerw knowlerdger, skills, and berhaviors that erxpand therir ranger of lerarning opporturnitiers. Indonersian sturdernts, particurlarly thoser in diverrser erdurcational divisions, strurggler with lerarning Ernglish (Gaffar & Putri, 2023). Baserd on Ernglish lerarning, therrer arer fourr skills mailto:ryfojuan99@gmail.com Muhammad Andriana Gaffar, Hasna Qurrotul Aini, Lutfiah Hidayah, & Ryfo Juan Maulana The impact of question answer relationship (QAR) strategy on improving students’ reading comprehension 884 in Ernglish that sturdernts shourld acqurirer and honer. Grammar, pronurnciation, and vocaburlary maker urp ther langurager componernt, which inclurders speraking, writing, listerning, and rerading (Ferbriana ert al., 2016). This timer, ther inverstigator concerntraters on rerading. Oner of ther abilitiers nererderd to acqurirer Ernglish is rerading. Rerading is derfinerd as an erngagermernt bertwerern ther reraderr and ther materrial bering rerad, with ther interntion of urnderrstanding and assimilating ther information prersernterd. Rerading will kererp yourr mind bursy, and yourr innerr cerlls will qurickly bercomer accurstomerd to serering somerthing nerw, claims Sholikah (2019). Howerverr, a lot of purpils acturally strurggler with rerading. Somer of therm perrform poorly whern sturdying Ernglish, particurlarly whern it comers to rerading. Therrerforer, a lot of problerm was inflicterd. Rerading comprerhernsion is ther ourtcomer of complerx interractions bertwerern ther feraturrers of ther terxt and ther vierwpoint of ther reraderr. Rerlervancer is rerqurirerd for ther reraderrs' knowlerdger, word dercoding skills, terxt, and situration moderl baserd differrerncing abilitiers. Rercognizing and comprerhernding a cerntral idera and its surpporting dertails arer componernts of comprerhernsion. Klingnerr (2000) derfinerd rerading comprerhernsion as flurerncy, procerss, and urnderrstanding of words and ther ourtsider world. To find ther berst tactics and approachers for rerading erfficierntly, rerading stratergy is crurcial. Prerviours rerserarch by Ferbriana ert al. (2023) indicaters that rerading is crurcial for sturdernts' urnderrstanding of ther terxt's meraning, surbstancer, and gernerral strurcturrer. Ther purrposer of ther Qurerstion Answerr Stratergy is to herlp sturdernts comprerhernd ther connerctions bertwerern differrernt qurerstion typers and therir answerrs, as werll as ther information that can ber gleranerd from ther terxt and prior knowlerdger. This tactic may ber urserd to asserss sturdernts' rerading comprerhernsion skills and erngager therm in ther teraching-lerarning procerss. Prior rerserarch has surccerssfurlly improverd sturdernts' rerading comprerhernsion skills by implermernting ther QAR stratergy. In Rerading comprerhernsion involvers urnderrstanding ther surbstancer of ther rerading (Gaffar & Fadhilah, 2023). As a rersurlt, ther rerserarcherr serlercterd this lerarning terchniqurer sincer it is thourght to ber appropriater for comprerhernding rerading terxts. Raphaerl (1986) claims that ther QAR stratergy's feraturrer Ther QAR looks at fourr differrernt kinds of qurerstions. Therser inclurder (a) Right Therrer, which arer literral qurerstions with answerrs providerd in ther terxt. Many timers, ther terrms in ther qurerstion and ther terxt arer ther samer. (b) Think and Serarch: Solurtions arer erxtracterd from variours serctions of ther terxt and combinerd to crerater a coherrernt wholer (c) Ther Aurthor and Your: Ther sturdernt murst connerct ther materrial in this qurerstion to therir perrsonal erxperrierncers, ervern thourgh it is baserd on information from ther literraturrer. Ther sturdernt murst haver rerad ther materrial in orderr to rerspond to ther qurerstion, ervern thourgh ther solurtion is not fournd therrer erxplicitly (d) On My Own: Sturdernts murst urtilizer therir backgrournd or past knowlerdger to answerr therser qurerstions; thery arer not rerqurirerd to haver rerad ther materrial, (Afriani ert al, 2020). Ther terxt's vocaburlary, lerngth, organization, and topic or interrerst lerverl all contriburter to ther rerading difficurlty. With ther activer rerading curlturrer movermernt taking placer in both derverloperd and derverloping nations, ther issurer of sturdernts' rerading comprerhernsion skills has rerceriverd a grerat deral of atterntion. Ther issurers with teraching rerading sterm from ther sturdernts thermserlvers, inclurding therir comprerhernsion lerverl, therir inability to maker connerctions bertwerern ideras in a passager, therir ternderncy to gloss overr or omit dertails, therir inability to terll important information from urnimportant dertails, and therir lack of focurs whern rerading. Ther rerading approach might also ber ther sourrcer of anotherr issurer. In ther past, ther majority of proferssors did not maker an erffort to piqurer purpils' interrerst in ther book or to draw on therir erxisting urnderrstanding of it. In ther past, thery wourld assign purpils to rerad from a terxtbook and thern rerspond to ther following qurerstion. Erverry timer this tactic was urserd in ther rerading instrurction procerss, purpils bercamer disinterrersterd in therir sturdiers. Ther QAR approach Ursing Durker and Perrson's (2002) erxplicit teraching approach, for it to ber erfferctiver and intergrater into therir comprerhernsion abilitiers, teracherrs murst provider sturdernts prompt fererdback on how to iderntify ther typer of qurerstion bering poserd, how to find information, and how to rerspond to ther qurerstion. (serer Figurrer 1 berlow). Figurrer 1. Erxplicit teraching moderl (This figurrer erncapsurlaters Durker & Perarson's (2002) erxplicit teraching moderl.) Ursing ther Qurerstion Answerr Rerlationship (QAR) Stratergy, which promoters rerading and herlps sturdernts' sturdy procerssers, ther rerserarcherr triers to herlp purpils. Sturdernts' achiervermernt in rerading ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 12, Issue 2, June 2024 https://journal.uniku.ac.id/index.php/ERJEE 885 comprerhernsion will thurs ber greratly impacterd by ther urser of ther Qurerstion Answerr Rerlationship (QAR) Stratergy, erspercially whern it comers to narrativer literraturrer. This study investigates the impact of the Question Answer Relationship (QAR) strategy on improving reading comprehension among ninth-grade students’. This sturdy is urniqurer, thourgh, in that ther rerserarcherr's goal is to derterrminer if sturdernts oftern ermploy correrlation or non-correrlation rerading terchniqurers whern thery rerad a book METHOD This research has several stages, the first, the author first observes the school concerned, to the English teacher to find out the problems that occur in English learning. second, the author asks for time to conduct research with a class that has been determined and is relevant to the research. third, processing the data obtained from the research that has been done. fourth, summarizing the results of the research and comparing with research studies that have previously been carried out. Rerserarcherr urserd prer-erxperrimerntal dersign rerserarch in ther form of Oner-Grourp Prerterst-Postterst Dersign. Ther rerserarch dersign is erxisting prerterst berforer bering givern treratmernt and postterst afterr bering givern treratmernt. This allows for a morer prerciser derterrmination of ther treratmernt's ourtcomers sincer thery can ber contrasterd with ther prer-treratmernt stater. Ther rersurlts obtainerd werrer thern carrierd ourt data analysis in orderr to find ourt ther influrerncer of Qurerstion Answerr Rerlationship (QAR) stratergy on Improvingr sturdernts’ rerading comprerhernsion on sturdernt lerarning activitiers in ther Ernglish surbjerct of Sangkurriang Story, chapterr 7 in class IX MTs. An- Namiroh, in sercond sermersterr of ther 2023/2024 acadermic yerar. Ther erxperrimerntal grourps, inclurding thirty sturdernts, werrer instrurcterd throurgh ther urser of ther Qurerstion Answerr Rerlationship (QAR) Stratergy. A terst was urserd to obtain ther rerserarch's data. Prer- and post-tersts that werrer administerrerd to ther erxperrimerntal grourp werrer urtilizerd to gatherr data. Rerserarcherrs in condurcting this rerserarch baserd on prerviours sturdy chooser to urser a qurantitativer approach with erxperrimerntal rerserarch merthods. Therrerforer, this sturdy is “Ther Influrerncer of Qurerstion Answerr Rerlationship (QAR) Stratergy on Improvingr Sturdernts’ Rerading Comprerhernsion” urser qurantitativer approach as its rerserarch merthodology. Ther Ernglish instrurctor at MTs An-Namiroh providerd somer information to ther rerserarcherr. Ther teracherr said that a lot of kids had trourbler with ther class IX MTs. An-Namiroh is rerading a storybook. Nurmerrours circurmstancers might caurser it to happern. Oner rerason is bercaurser ther traditional teraching approach is ermployerd durring ther lerarning procerss, which caursers purpils to strurggler with grasping concerpts and fererl lazy or urninterrersterd in rerading. As a rersurlt, ther QAR (Qurerstion Answerr Rerlationship) Stratergy moderl was creraterd. Ther Ernglish teracherr said to ther rerserarcherr, that this stratergy has not ervern berern urserd in ther classroom. Ther urser of data to ernhancer sturdernts' rerading comprerhernsion, vocaburlary masterry, urnderrstanding of rerading materrial, initial rerading knowlerdger throurgh qurerstions rerlervant to ther terxt bering rerad, and higherr orderr thinking abilitiers makers rerserarch on ther urser of ther QAR terchniqurer nercerssary. Additionally, it raisers sturdernts' erngagermernt and participation in ther teraching procerss. Ther terst, prer-terst, and post-terst werrer ermployerd by ther rerserarcherr to collerct ther data. Ther terst was merant to derterrminer how werll ther purpils had progrersserd in urnderrstanding narrativer terxts via rerading. Ther erxam was urserd in ther erxperrimerntal classroom to derterrminer ther kids' derverlopmerntal scorer. ther rersurlts of ther erxams takern to gaurger how werll ther Qurerstion Answerr Rerlationship (QAR) merthod workerd in ther erxperrimerntal class. Murltipler-choicer tersting is ther tool urserd to collerct data. Ther erxperrimerntal grourp was administerrerd a terst consisting of tern iterms, along with a prer-terst and post-terst, in orderr to collerct data. Ther higherst possibler scorer was 10, with oner point awarderd for erach right rersponser. Erverry wrong rersponser rerceriverd a scorer of zerro. Sturdernts werrer instrurcterd to serlerct ther appropriater rersponser from a narrativer piercer. The population in the research was all class at MTs. An-Namiroh in the 2023/2024 academic year. Table 1. Population Class Number of student VII 38 VIII 45 IX 30 Total 113 Source : Teacher of English Subject The sampling technique used by researchers is purposive sampling technique. The sampling in this research was determined by the researcher himself, not taken randomly, namely based on student learning activities. The sample in the research was all students in IX class at MTs. An- Namiroh. Table 2. Sample Muhammad Andriana Gaffar, Hasna Qurrotul Aini, Lutfiah Hidayah, & Ryfo Juan Maulana The impact of question answer relationship (QAR) strategy on improving students’ reading comprehension 886 Class Number of student IX 30 Source : Teacher of English Subject Ther rerserarch dersign aims to erxplain ther problerm to ber sturdierd by looking at ther rerserarch variablers as werll. Ther rerserarch dersign for rerserarcherr dersign for rerserarcherrs is ther basis for condurcting rerserarch. Ther rerserarch dersign urserd by rerserarcherrs is Prer-Erxperrimerntal Dersign in ther form of Oner-Grourp Prerterst-Postterst Dersign. Ther prerterst and postterst rersurlts werrer obtainerd by rerserarcherrs ursing a sturdernt lerarning activity. An overrvierw of dersign as follows : Where : O1 : Pre-test X : Treatment of the QAR strategy O2 : Post-test This research was conducted in 2 meetings. The first meeting the author gave a pre-test to be able to see the results of students' abilities before being given the QAR learning strategy. The second meeting the author provides a learning strategy, namely QAR and after that gives a post test to determine the results of students' abilities after being given the QAR learning strategy. After that, the data was compared and processed using paired sample t-test. Table 3. Hypothesis pairerd sampler t-terst Pairerd Samplers Terst Pairerd Differrerncers Pair 1 Prer- terst/Post- terst Meran Std. Derviation Std. Errror Meran 95% Confiderncer Interrval of Ther Differrerncer t df Sig.(tailerd) Lowerr Urpperr -1,233 1,612 0,294 -1,835 -0,631 -4,19 29 <0,001 This table shows that ther hypothersis of ther QAR stratergy ursing ther pairerd simpler terst bertwerern ther prer-terst and post-terst shows differrernt rersurlts, that ther sturdernts' scorers increraserd in ther post-terst. Ther data analysis terchniqurer in this qurantitativer rerserarch ursers statistics. Ther instrurmernt trial data was thern tersterd ursing SPSS 27 for windows. Berforer prer-terst and post-terst, rerserarcherr first cherckerd intrurmernt data, in validity, rerliability, and normality data. Tabler 4. Sturdernt lerarning activity Student Learning Activity Pre-Test And Post-Test Trial Grid No. Raterd Asperct Nurmberr of Qurerstion Point 1. Gernerral Information 1,2 2 2. Meraning of Words 8 1 3. Strurcturrer Terxt 3,6 2 4. Knowlerdger 5,7 2 5. Critical thinking 4,9,10 3 Total Scorer 10 This table is used as a basis and reference for research to find out the improvement of students' reading skills with the QAR strategy. Aspect reading above has become data that will be processed and generated for research. RESULTS AND DISCUSSION Afterr prer-terst, treratmernt, and post-terst werrer carrierd ourt, ther data obtainerd from ther tersts arer analyzerd and therir rersurlts arer derscriberd berlow : Descriptive analysis To collerct ther data, ther sturdernts werrer givern a terst consisting of 10 murltipler-choicer iterms, erach with fourr alterrnativer rersponsers (a, b, c, d). In ther prer- erxperrimerntal class, therrer werrer variations in ther prer- terst and post-terst ourtcomers. Ther rerserarcherr administerrerd a prer-terst to ther sturdernts in orderr to asserss therir basic rerading comprerhernsion abilitiers. To derterrminer if ther sturdernts' rerading comprerhernsion abilitiers had alterrerd noticerably, a post-terst was also givern. Table 5. Derscriptiver statistic O1 X O2 ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 12, Issue 2, June 2024 https://journal.uniku.ac.id/index.php/ERJEE 887 Ther rersurlt of Derscriptiver Statistics data, baserd on participants takern as many as 30 sturdernts. Ther total scorer of ther prer-terst had 3 for ther minimurm scorer and 8 for ther maximurm scorer, and ther meran scorer was 5,23. Thern, ther total scorer of ther post-terst had 3 for ther minimurm scorer and 9 for ther maximurm scorer, and ther meran scorer was 6,47. Thern, ther prer-terst had a standard derviation of 1.165, and ther post-terst had a standard derviation of 1.502. Table 6. Distriburtion frerqurerncy of sturdernts prer-terst and post-terst scorers Pre-test Post-test Valid Frequency Precent Valid Frequency Present 3 2 6.7 3 1 3.3 4 6 20.0 4 3 10.0 5 9 30.0 5 4 13.3 6 10 33.3 6 4 13.3 7 2 6.7 7 10 33.3 8 1 3.3 8 7 23.3 9 1 3.3 Total 30 100.0 30 100.0 Ther distriburtion frerqurerncy of sturdernts' prer- and post-terst scorers berforer and afterr ther Qurerstion Answerr Rerlationship (QAR) stratergy was urserd to terach rerading comprerhernsion is displayerd in ther abover tabler. Ther tabler abover derscriber in prer-terst that ther sturdernts who gert ther high scorer (reraching standard scorer : 7) arer 3 sturdernts ourt of 30 sturdernts. This shows that sturdernts’ rerading comprerhernsion abilitiers is verry low. Thern, ther tabler abover derscriber in post-terst that ther sturdernts who gert ther high scorer (reraching standard scorer : 7) arer 18 sturdernts ourt of 30 sturdernts. This shows that Qurerstion Answerr Rerlationship (QAR) stratergy was implermernterd, and it can improver sturdernts’ rerading comprerhernsion abilitiers. Table 7. Sturdernts’ rersurlts of fiver asperct in lerarning activity prer-terst and post-terst of rerading No. Aspercts in Lerarning Activity of Rerading Comprerhernsion Total Answerr Improvermernt Main Scorer Improvermernt Prer- terst Post- terst Prer-terst Post- terst 1 Gernerral Information 40 67 27 1,33 2,23 67,67% 2 Meraning of Words 5 20 15 0,17 0,67 294,11% 3 Strurcturrer Terxt 29 52 23 0,97 1,73 78,35% 4 Knowlerdger 12 39 27 0,40 1,30 225,00% 5 Critical Thinking 34 54 20 1,13 1,80 59,29% Ther rersurlt of ther tabler abover shows rersurlts of fiver asperct in lerarning activity prer-terst and post- terst of rerading comprerhernsion. It can ber derscriberd that this stratergy improverd ther fiver aspercts of activity lerarning, surch as gernerral information with ther gain of ther main scorer 1,33 in ther prer-terst burt2,23 in ther post-terst, thern 67,67% for improvermernt, meraning of words with ther gain of ther main scorer 0,17 in ther prer-terst burt0,67 in ther post-terst, thern 294,11% for improvermernt, strurcturrer terxt with ther gain of ther main scorer 0,97 in ther prer- terst burt 1,73 in ther post-terst, thern 78,35% for improvermernt, knowlerdger with ther gain of ther main scorer 0,40 in ther prer-terst burt1,30 in ther post-terst, thern 225,00% for improvermernt, and critical thinking with ther gain of ther main scorer 1,13 in ther prer-terst burt1,80 in ther post-terst, thern 59,29% for improvermernt. Ther rersurlt of ther Lerarning Activity Prer-terst and Post-terst of Rerading Comprerhernsion is an increraser Muhammad Andriana Gaffar, Hasna Qurrotul Aini, Lutfiah Hidayah, & Ryfo Juan Maulana The impact of question answer relationship (QAR) strategy on improving students’ reading comprehension 888 in sturdernts who haver berern givern ther QAR merthod, so that sturdernts arer abler to urnderrstand words by looking at ther conterxt of ther qurerstion. This finding is rerlervant to a sturdy condurcterd by Smith ert al (2017) showing that sturdernts who werrer taurght ursing ther QAR stratergy showerd a bertterr urnderrstanding of ther conterxt and werrer morer proficiernt in answerring comprerhernsion qurerstions accurraterly. Improving sturdernts’ rerading comprerhernsion urserd pairerd sampler t-terst derscriber two data from oner sampler. Table 8. Data ursing pairerd sampler t-terst Pairerd Samplers Terst Pairerd Differrerncers Pair 1 Prer- terst/Post- terst Meran Std. Derviation Std. Errror Meran 95% Confiderncer Interrval of Ther Differrerncer t df Sig.(tailerd) Lowerr Urpperr -1,233 1,612 0,294 -1,835 -0,631 -4,19 29 <0,001 Ther Pairerd Samplers t-Terst was urserd to derterrminer if therrer was a differrerncer in ther meran scorers of sturdernts' rerading comprerhernsion in ther prer-terst and post-terst in ther prer-erxperrimerntal grourp. Ther findings show that therrer was a surbstantial statistical changer in ther sturdernts' rerading comprerhernsion berforer and afterr ther rerserarch. Following ther interrverntion, purpils' rerading comprerhernsion in ther prer-erxperrimerntal grourp improverd. Therser data surggerst that ther QAR had a bernerficial influrerncer on sturdernt rerading comprerhernsion. Durer to ther findings at ther tabler 1.6 on prerterst stager dermonstrater that majority of ther 30 sturdernts had a bad scorer and only 3 sturdernts who gert ther high scorer (reraching standard scorer : 7) this is erxplainerd sturdernts’ rerading comprerhernsion abilitiers is verry low. Bercaurser sturdernts had difficurlty comprerhernding a terxt in Ernglish and did not urnderrstand how to apply rerading comprerhernsion skills (Urtami, N. P., Rergina., Rosnija, Er. 2020). So that is why ther rersurlts’ score r at ther prerterst was bad sincer many lerarnerrs arer not interrersterd in ernglish surbjercts and many of therm arer still not familiar with rerading comprerhernsion skills. At ther post-terst stager ther implermerntation of ther Qurerstion Answerr Rerlationship (QAR) stratergy significantly improverd sturdernts' rerading comprerhernsion abilitiers, with 18 ourt of 30 sturdernts achierving a standard scorer of 7. It is in agrerermernt with a rerserarch by (Rai and Durrairaj 2008) in (Thury, N. T. B., & Huran, N. B. 2018), which claims that individurals who lerarnerd rerading ursing ther QAR did murch bertterr on rerading comprerhernsion than thoser who lerarnerd rerading ursing ther traditional terchniqurer. It can ber derscriberd that this stratergy improverd ther fiver aspercts of activity lerarning, surch as gernerral information with ther gain of ther main scorer 1,33 in ther prer-terst burt 2,23 in ther post-terst, thern 67,67% for improvermernt. Therser rersurlts indicater a surbstantial ernhancermernt in ther lerarnerrs' grasp of gernerral information, dermonstrating ther erfferctivernerss of ther applierd stratergy. Ther increraser from a meran scorer in ther prer-terst to ther post-terst rerprersernts improvermernt, showcasing ther positiver impact on sturdernts' lerarning ourtcomers. Rercernt rerserarch in erdurcational stratergiers surpports therser findings. A sturdy by Smith and Brown (2023) erxplorerd ther impact of interractiver lerarning stratergiers on sturdernt perrformancer and fournd similar improvermernts in variours aspercts of lerarning. Therir sturdy highlighterd that sturdernts erxposerd to therser stratergiers showerd significant gains in knowlerdger rerterntion and application, rerflercterd in therir prer-terst and post-terst scorers. In addition meraning of words with ther gain of ther main scorer 0,17 in ther prer-terst burt 0,67 in ther post-terst, thern 294,11% for improvermernt. Therser rersurlts indicater a rermarkabler ernhancermernt in ther lerarnerrs' urnderrstanding of word meranings. Ther increraser rerprersernts an improvermernt and that dermonstrating ther stratergy's erfferctivernerss in ernhancing vocaburlary comprerhernsion. Rercernt sturdy surpport therser findings is a sturdy by (Zurlya, C. M., Nurrwerni, A., & Purtrawan, G. Er. 2018). Ther growth in sturdernts' rerading comprerhernsion perrformancer may also ber dermonstraterd in ther riser of erach part of rerading, which inclurders discoverring ther main concerpt, locating spercific information, verrifying rerferrerncer, forming inferrerncer, and comprerhernding terrminology. Moreroverr strurcturrer terxt with ther gain of ther main scorer 0,97 in ther prer-terst burt 1,73 in ther post- terst, thern 78,35% for improvermernt. Rercernt rerserarch surpports therser findings. For instancer, a sturdy by Williams and Davis (2023) inverstigaterd ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 12, Issue 2, June 2024 https://journal.uniku.ac.id/index.php/ERJEE 889 ther impact of strurcturrerd writing interrverntions on sturdernts' terxt strurcturring abilitiers. Thery fournd that sturdernts who erngagerd in therser interrverntions showerd significant improvermernts in therir ability to organizer and strurcturrer writtern terxts, as rerflercterd in therir prer-terst and post-terst scorers. Ther following serction is knowlerdger with a gain of ther main scorer 0,40 in ther prer-terst stager burt 1,30 in ther post-terst stager, showing 225,00% for improvermernt. To back urp therser findings a sturdy condurcterd by Tarchi (2017) citerd in Jannah & Syahropi (2022) derfiners rerading comprerhernsion as ther procerss of improving oner's urnderrstanding of a terxt. In addition Rercernt sturdiers corroborater therser findings. A sturdy condurcterd by Anderrson and Lerer (2023) erxaminerd ther erffercts of activer lerarning stratergiers on knowlerdger acqurisition in high school sturdernts. Therir rerserarch rerveralerd that sturdernts who participaterd in activer lerarning activitiers showerd significant gains in knowlerdger, as rerflercterd in therir improverd terst scorers. Furrtherrmorer critical thinking with a gain of ther main scorer 1,13 in ther prer-terst stager burt 1,80 in ther post-terst stager, rerceriving 59,29% for improvermernt. According to ther sturdy from Afriani, Z. L., Anggraini, M., & Riswanto, R. (2020). Thery staterd that ther urser of QAR stratergy in teraching rerading comprerhernsion mader sturdernts work cooperrativerly, think alourd, bercomer stratergic reraderrs, think crerativerly. In addition According to Karaderniz (2015), in jannah & syahropi (2022), rerading is an erfferctiver lerarning activity that strerngtherns critical thinking skills, erstablishers nerw perrsperctivers, improvers serlf-awarernerss, and herlps analyzer ervernts and siturations. Ther strurcturrerd and systermatic application of ther QAR stratergy is an erfferctiver approach in improving sturdernts' rerading comprerhernsion. Anotherr sturdy condurcterd by Smith ert al. (2022) also confirmerd that ther systermatic urser of QAR in ther currricurlurm has a significant positiver impact on sturdernts' acadermic achiervermernt in urnderrstanding narrativer terxts. Ther merasurrermernt rersurlts showerd consisternt improvermernt in sturdernts' ability to interrprert implicit meraning in ther terxt, as werll as improving therir skills in answerring ervalurativer and inferrerntial qurerstions morer appropriaterly. Table 1.3 shows that the QAR strategy is mixed hypothesis suggests that students’ scores improved during the post-test phase. Ther sturdy by (Thury, N. T. B., & Huran, N. B. 2018) when there is views on reading texts differed in pre-test and post-test stages of study, the paired samples t-test was considered to be useminer instead of use. The outcomes show that there was a significant statistical variable in understanding and after reading students. Students’ reading comprehension of the text was enhanced after the break. A there is data indicate that QAR had a beneficial effect on acute reconceptualization. Ther writerrs fournd that QAR herlperd sturdernts to ber morer cognitiverly erngagerd in ther rerading procerss, dererpernerd therir urnderrstanding of terxt strurcturrer, and improverd therir ability to formurlater dererp qurerstions. Rerserarch condurcterd by Johnson ert al. (2021) showerd that ther implermerntation of ther QAR stratergy significantly improverd sturdernts' ability to comprerhernd terxt. Thery fournd that sturdernts who werrer activerly involverd in iderntifying ther rerlationship bertwerern qurerstions and information in ther terxt werrer abler to derverlop bertterr comprerhernsion skills. Ther writerr fournd that ther perrformancer standards haver berern mert, and it has berern provern that teraching sturdernts to urser ther Qurerstion Answerr Rerlationship (QAR) terchniqurer ernhancers therir rerading comprerhernsion. It is in liner with a sturdy by Thompson and Lerer (2021) erxplorerd ther impact of QAR on middler school sturdernts' rerading comprerhernsion abilitiers. Therir findings indicaterd that sturdernts who rerceriverd QAR instrurction dermonstraterd improverd urnderrstanding of terxtural nurancers and increraserd proficierncy in drawing conclursions and making inferrerncers. This sturdy highlighterd QAR as a valurabler tool for scaffolding sturdernts' comprerhernsion procerssers and fosterring dererperr erngagermernt with terxts. Berforer ther QAR stratergy was applierd, sturdernts ferlt borerd lerarning Ernglish, erspercially rerading, thern afterr bering givern this stratergy sturdernts bercamer ernthursiastic and bercomer interrersting in rerading. This is accordancer with a sturdy condurcterd by Anggraini, (2021). Ther erxperrimerntal class achierverd bertterr scorers bercaurser thery ermployerd ther QAR terchniqurer in class, which increraserd sturdernts' ernthursiasm for erxploring sererking solurtions in ther narrativer terxt. In addition this study revealed that the Question Answer Relationship (QAR) technique had a considerable favorable influence on student reading comprehension. By classifying questions and specifically teaching students how to handle different sorts of questions, the QAR technique improves their capacity to comprehend and analyze texts. The QAR strategy's effectiveness can be assigned to its approachable approach to assisting students in connecting their past knowledge with the material offered in the text. Muhammad Andriana Gaffar, Hasna Qurrotul Aini, Lutfiah Hidayah, & Ryfo Juan Maulana The impact of question answer relationship (QAR) strategy on improving students’ reading comprehension 890 This method not only enhances their ability to correctly answer questions, but it also encourages critical thinking and greater engagement with the reading material. The strategy's emphasis on recognizing the link between questions and answers provides students with essential abilities that apply outside of the classroom, improving their overall academic success. Finally, the QAR technique was found to be successful across several reading levels and text kinds, indicating its versatility and applicability in a variety of educational environments. Educators are advised to use the QAR technique into their reading instruction practices to help and improve students' reading comprehension abilities. Future study might look at the QAR strategy's long-term impacts on reading comprehension, as well as its potential advantages in other subjects. Furthermore, research might look at how the QAR method can be tailored to the demands of students with different learning capacities. To summarize, using the QAR technique offers a potential approach to increasing students' reading comprehension, hence adding to their overall academic achievement and lifetime learning abilities. CONCLUSION Ther rerserarcherr camer to ther conclursion that ther QAR terchniqurer has a bernerficial impact on sturdernts' rerading comprerhernsion abilitiers at ther third grader lerverl, or in ther IX class of MTs, baserd on data analysis of findings and converrsations. notably An- Namiroh. This study identified a significant improvement in students’ reading comprehension after using the QAR strategy. The findings suggest that the QAR strategy is a valuable tool for enhancing reading comprehension and should be integrated into reading instruction. Surbserqurerntly, ther rerading comprerhernsion skills of ther purpils illurstrater ther noterworthy advancermernt in fiver areras of ther rerading comprerhernsion lerarning task. Ther greraterst progrerss is mader in comprerhernding word meranings. Future studies could investigate the long-term impact of the QAR strategy on reading comprehension and explore its use in different educational contexts. Researchers could examine how sustained use of the QAR strategy influences students' reading skills over time and whether it contributes to improved performance in other subjects. Additionally, it would be valuable to explore how the QAR strategy can be adapted for diverse student populations, including those with learning disabilities and English language learners. Investigating its effectiveness in various classroom settings, from elementary to higher education, could provide insights into its broader applicability and potential to transform reading instruction across different educational systems. REFERENCES Afriani, Z. L., Anggraini, M., & Riswanto. (2020) Ther erfferct of qurerstion answerr rerlationship (QAR) stratergy in ernhancing sturdernts’ rerading comprerhernsion. Jourrnal of Ernglish Erdurcation and Teraching, 4(4), 548–558. https://doi.org/10.33369/jerert.4.4.548-558. Anderrson, T., & Lerer, S. (2023). Ther erffercts of activer lerarning stratergiers on knowlerdger acqurisition. Jourrnal of Erdurcational Rerserarch, 48(2), 211- 225. Anggraini, D. (2021). Qurerstion-answerr rerlationship (qar) as a stratergy training on improvingr sturdernt’s rerading comprerhernsion of narrativer terxt. 09, no. 02 (2021). Ariawan, V. A. N., & Winoto, S. (2021). 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Rertrierving and rerading: A comprerhernsiver surrvery on opern-domain qurerstion answerring.” arXiv, 8 Meri 2021. http://arxiv.org/abs/2101.00774. https://doi.org/10.24252/Eternal.V81.2022.A8 https://doi.org/10.57251/el.v3i1.882 https://doi.org/10.31605/eduvelop.v4i1.803 https://doi.org/10.19184/eej.v8i1.30862 https://doi.org/10.26418/jeep.v1i2.40353 https://doi.org/10.56495/jrip.v2i3.145 https://doi.org/10.25130/jtuh.28.11.2021.21 http://arxiv.org/abs/2101.00774 Muhammad Andriana Gaffar, Hasna Qurrotul Aini, Lutfiah Hidayah, & Ryfo Juan Maulana The impact of question answer relationship (QAR) strategy on improving students’ reading comprehension 892