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ENHANCING EFL STUDENTS’ READING COMPREHENSION 
AND MOTIVATION THROUGH THE SQ3R METHOD: A 

CLASSROOM ACTION RESEARCH STUDY 

ABSTRACT 

Keywords: Classroom Action Research, Reading Comprehension, Secondary Education, SQ3R 
Method, Student Motivation 

INTRODUCTION 

For students learning English as a Foreign Language (EFL), reading comprehension is 
critically important for their academic success. However, many Indonesian junior high 
school students encounter significant challenges in understanding English texts due to a 
combination of factors, including a lack of effective reading strategies, diminished 
motivation, and limited vocabulary (Grabe & Stoller, 2020).  For instance, students at SMPN 

 Indri Nurhasanah1*, Tahrun2, & Masagus Firdaus3 

runtah98@yahoo.com  

This study investigates the implementation of the SQ3R (Survey, Question, Read, Recite, 
Review) method in a ninth-grade classroom at SMP Negeri 4 Rambang Niru, aiming to 
enhance both reading comprehension and student motivation. A total of 28 students 
participated in this classroom action research project, which spanned an academic semester. 
To evaluate the effectiveness of the SQ3R methodology, the research employed test cycle 
implementation for reading comprehension assessments, alongside a motivation 
questionnaire adapted from the Attitude Motivation Test Battery (AMTB). This 
comprehensive approach allowed for a detailed examination of the interconnected variables 
of motivation and comprehension. The results indicated a significant improvement in 
students' reading comprehension abilities and a noticeable increase in motivation levels, 
with 85% of participants reporting enhanced interest in reading tasks. Furthermore, the 
findings illustrated that utilizing a structured approach like SQ3R not only deepened student 
engagement but also empowered learners to take ownership of their educational 
experiences. This aligns with existing literature underscoring the correlation between 
motivation and reading outcomes and suggests that motivated students generally display 
improved comprehension skills. The implications of this research emphasize the necessity 
for educators to integrate motivational techniques into reading instruction and suggest 
opportunities for further research across diverse educational contexts. Future studies may 
explore the long-term impacts of the SQ3R method on various age groups or demographic 
profiles, contributing to a broader understanding of its effectiveness in different learning 
environments. 

1,2,3 University of PGRI, Palembang, Indonesia 
 

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4 Rambang Niru, which serves as the context for this study, struggle particularly with 
procedural texts, often finding themselves unable to identify key concepts or comprehend 
intricate details. This difficulty is particularly exacerbated by traditional teacher-centered 
approaches to instruction that do not provide students with structured reading methods or 
stimulate active participation (Brown, 2004; Manurung & Manurung, 2021). 

As a result, there is a pressing need for more interactive and student-centered 
instructional strategies to bridge the gap between comprehension and motivation. Ahmadi 
(2017) emphasizes the strong correlation between reading success and motivation, 
illustrating that fostering an engaging learning environment can significantly enhance 
students' reading experiences. Recent studies underscore the efficacy of the SQ3R (Survey, 
Question, Read, Recite, Review) method as a powerful tool for enhancing reading 
comprehension. For example, research by Sinulingga and Saragih (2023) demonstrates that 
the SQ3R approach significantly improves students' reading proficiency by facilitating 
structured engagement with texts. In another study, Wulandari (2023) confirmed that 
implementing the SQ3R method in experimental classroom settings led to marked 
improvements in reading comprehension outcomes. These findings align with Nabilla and 
Hadi Asmara (2022) and Soleha's (2021) observations, which noted increased student 
participation and positive reading outcomes when students utilized the SQ3R framework 
within structured literacy instruction. 

Despite this growing body of literature indicating the potential benefits of the SQ3R 
method, there exists a notable gap in the application of this strategy among junior high 
school students in authentic classroom situations. Many current studies primarily employ 
experimental rather than action-based research designs, focusing more on older student 
populations and neglecting to explore the method's effects on motivation. Research 
consistently highlights that intrinsic and extrinsic motivation are critical factors that 
influence reading engagement and comprehension (Nur, 2019; Wigfield et al., 2016). 

Furthermore, the integration of the SQ3R method with Classroom Action Research 
(CAR) has not been thoroughly examined in the context of EFL education at the junior high 
school level. CAR enables iterative, reflective, and context-sensitive changes to instruction, 
making it an ideal framework for enhancing student engagement and comprehension(Aziz, 
2020; Ritonga et al., 2021). The lack of research in this area highlights the necessity for a 
study that synergizes the adaptive, problem-solving characteristics of CAR with the 
structured, engaging principles inherent in the SQ3R method. 

To address these gaps, this study aims to examine how the implementation of the SQ3R 
method through Classroom Action Research can enhance ninth-grade students' 
comprehension of procedural texts while simultaneously increasing their motivation to 
learn. The central research question driving this inquiry is: How can the SQ3R method 
improve ninth-grade students' motivation and reading comprehension of English procedural 
texts? This study aims to analyze both cognitive (comprehension) and affective (motivation) 
outcomes of utilizing the SQ3R method within a real-world classroom context. 

The innovation of this research lies in its unique integrated focus on motivation, its 
application of CAR within a middle school setting, and its emphasis on procedural texts—an 
area that has not been exhaustively covered in previous studies (Nabilla & Hadi Asmara, 

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2022; Soleha, 2021). By incorporating established theories of motivation (Gardner, 1985; 
Wigfield et al., 2016) and effective language instruction principles (Brown, 2004), this study 
contributes a fresh perspective on EFL reading pedagogy while offering practical solutions 
for improving literacy outcomes in Indonesian educational contexts. 

METHODS 

The effectiveness of the SQ3R method (Survey, Question, Read, Recite, and Review) in 
improving reading comprehension and learning motivation among ninth-grade students at 
SMP Negeri 4 Rambang Niru during the 2024–2025 academic year was examined in this 
study using a Classroom Action Research (CAR) methodology.  CAR was selected because it 
combines systematic research with teaching practice, enabling teachers to directly address 
actual issues in their own classrooms through an iterative and reflective process.  CAR 
enables instructors to be researchers who critically assess and improve their teaching 
methods, as Ritonga et al. (2021) clarify, stressing that "the key to implementing CAR is for 
educators to be willing to examine, contemplate, or review themselves". By creating a flexible 
learning environment that adapts to the demands of the classroom, this dual function 
promotes professional growth and raises educational standards. 

Twenty-eight ninth-grade students from class IX.1 participated in the two-cycle study.  
Three meetings, each lasting 40 to 80 minutes, made up each cycle, providing the time to 
fully execute the SQ3R approach.  The Kemmis and Taggart cyclical model, which has four 
crucial stages—planning, action, observation, and reflection—was used to organise the 
study (Nanda et al., 2021). By allowing the researcher to design interventions, implement 
them, track their impact on students' understanding and motivation, and evaluate the results 
to guide future steps, this cycle framework promoted continual progress.  The study made 
sure that instructional strategies remained flexible and pertinent to the setting by basing 
changes on real-time classroom input. 

The SQ3R approach was methodically used at each cycle to actively include pupils in 
the reading process.  Students first skimmed the process documents for a broad overview 
before coming up with questions that directed their concentrated reading.  Students then 
carefully studied the materials in search of solutions, recited important passages to help 
them remember them, and went over the material again to make sure they understood it.  
According to Sudarsono and Astutik (2024) , the SQ3R method's organized approach 
"actively involves students in the reading process, which can boost their motivation and 
interest in reading," underscoring its importance in fostering affective involvement as well 
as cognitive engagement.  The selection of process texts was intentional and in line with the 
national curriculum since they offer logical, understandable frameworks that enhance 
understanding and inspire students by relating what they are learning to real-world 
situations.  "The SQ3R method can improve students’ reading skills and make the students 
dare to advance," according to Aziz (2020), who further supports this approach by 
highlighting the system's ability to develop competence and confidence. 

In order to offer a comprehensive assessment of the intervention, data collecting used 
a mixed-methods strategy that combined quantitative evaluations with qualitative 
observations.  Quantitative data were acquired by a 25-item multiple-choice reading 

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comprehension exam, created according to Bloom’s taxonomy to measure various cognitive 
levels: literal, inferential, and evaluative understanding.  This thorough testing made sure 
that gains were evaluated across a range of comprehension dimensions.  Additionally, a five-
point Likert scale was used to give a 20-item learning motivation questionnaire that was 
modified from Gardner's (1985) Attitude Motivation Test Battery (AMTB).  It is crucial to 
record shifts in both effort and attitude towards learning English because, according to 
Gardner's (1985) framework, motivation is "the combination of effort plus desire to achieve 
the goal of learning the language plus favourable attitudes towards learning the language." 
Systematic classroom observations were carried out in cooperation with an experienced 
peer teacher acting as an external observer to increase the validity and comprehensiveness 
of the results.  In addition to reducing prejudice, this collaborative observation technique 
yielded deep qualitative insights into classroom dynamics, teacher implementation fidelity, 
and student involvement.  Such cooperative observation "supports legitimate interpretation 
of students' behaviours and learning responses in a genuine classroom context," according 
to Abdullah Sani et al. (2018), guaranteeing that the qualitative data appropriately capture 
actual classroom interactions.  Students' enthusiasm, active engagement during the SQ3R 
stages, and the teacher's teaching strategies were all thoroughly documented using 
observation checklists and narrative recordings. 

A clear criterion was used to assess the intervention's effectiveness: in accordance with 
the school's Kriteria Ketuntasan Minimal (KKM), at least 85% of pupils were required to pass 
the reading comprehension test with a minimum score of 65.  Positive changes in 
questionnaire responses from one cycle to the next were used to measure motivation gains.  
This dual success metric emphasizes the crucial relationship between motivation and 
academic achievement, confirmed by Ahmadi (2017), who affirms that “motivated readers 
typically do better on reading comprehension assignments.”  Each cycle concluded with a 
reflection phase in which the researcher and observer together analyzed quantitative data 
and qualitative observations to determine the cycle's strengths, weaknesses, and required 
improvements. 

In conclusion, this approach systematically improves reading comprehension and 
learning motivation by combining the structured, student-centered SQ3R strategy with the 
reflective, iterative design capabilities of CAR.  The study guarantees a thorough, evidence-
based strategy that is precisely suited to the educational context of ninth-grade students by 
utilizing combination-method data gathering and establishing explicit success criteria. 

RESULTS 

Using a Classroom Action Research (CAR) methodology, this study examined how well 
the SQ3R method improved ninth-grade students' reading comprehension and motivation 
to learn. Reading comprehension assessments, motivation surveys, and methodical 
classroom observations were used to gather data, which allowed for a thorough assessment 
of the intervention's effects over the course of two research cycles. 

With its 25 multiple-choice questions drawn from Barrett's taxonomy, the reading 
comprehension exam assessed students' literal, inferential, and evaluative skills. Only 64% 
of students in the first cycle achieved the required minimum passing score of 65, which 

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suggests that many students still found the reading materials challenging and found it 
difficult to completely apply the SQ3R method, especially when it came to the questioning 
and reciting phases. This preliminary result made clear the necessity of improving education 
to better enhance students' comprehension and involvement. 

The second cycle showed significant improvement after making thoughtful 
modifications, such as improving the scaffolding of the SQ3R steps, placing more of an 
emphasis on active inquiry, and reinforcing practice during the recitation and review phases. 
The average comprehension score climbed dramatically, and 89% of students passed the 
reading test. More pupils showed mastery of higher-order cognitive abilities, such as 
drawing logical conclusions and critically assessing the material. This increasing trend 
supports earlier research showing the SQ3R technique has a beneficial impact on reading 
achievement and validates its effectiveness in promoting deeper comprehension. 

After the second cycle, more students were clustered in the middle to high score 
brackets, while fewer students scored in the lowest ranges, according to an analysis of the 
score distribution. This change shows that the SQ3R technique assisted lower-performing 
students in catching up to their counterparts, suggesting both overall progress and a 
reduction in the understanding gap between students. These results support different 
learners in meeting basic competency criteria, which is in line with the educational objective 
of inclusion. 

Gardner's (1985) Attitude Motivation Test Battery (AMTB) was modified to create a 
20-item questionnaire that was used to measure motivation, a crucial component of 
language acquisition success. Some students showed little interest and little involvement in 
reading assignments, indicating that their initial motivation levels were moderate in the first 
cycle. The second cycle, however, observed a notable increase in motivation following the 
incorporation of student feedback and the modification of teaching tactics, such as expanding 
chances for collaborative learning and emphasising the value of reading resources. About 
85% of students said they were more eager, interested, and willing to actively participate in 
English reading activities. These conclusions were corroborated by observational data, 
which showed improved focus, involvement, and perseverance throughout classes. These 
findings highlight that motivated students typically attain higher comprehension outcomes, 
supporting the known link between motivation and reading achievement. 

Observations in the classroom offered a useful window into the behavioural dynamics 
that went hand in hand with the quantifiable academic gains. Observations during the first 
cycle revealed a number of difficulties, such as students' unwillingness to participate fully in 
the Question and Recite phases, their propensity for off-task behaviour, and their 
dependence on instructor cues rather than their own ideas for questions or summaries. 
Despite its good intentions, teacher facilitation frequently focusses on directed instruction 
with little opportunity for student reflection or peer discussion. 

On the other hand, findings from Cycle 2 demonstrated a noticeable improvement in 
student autonomy and interaction. Pupils seemed more comfortable asking and responding 
to questions, and they were better able to summarise literature without explicit instruction. 
In order to foster a positive and stimulating learning environment, the instructor used more 
facilitative techniques, such as promoting group discussions and offering helpful criticism 

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during review sessions. This change was essential for maintaining motivation and improving 
understanding since it gave pupils a stronger sense of pride and accomplishment in their 
education. 

Furthermore, the observational data showed that by the second cycle, students who 
had previously displayed lower levels of motivation and comprehension had undergone 
notable behavioural changes. These students showed greater perseverance in finishing 
reading assignments and engaged more actively in group projects, indicating that the SQ3R 
technique enhanced students' affective and behavioural engagement with learning in 
addition to their cognitive development. 

Additionally, teacher perspectives showed that although incorporating the SQ3R 
method needed deliberate preparation and modification, it was eventually possible given the 
current curriculum and time restrictions. SQ3R's structured format gave teachers and pupils 
a clear road map, demythologising the reading process and making it more accessible for 
those who had previously been intimidated by long or difficult readings. 

All things considered, the results of this study demonstrate the mutually reinforcing 
relationship among academic success, student motivation, and instructional technique. In 
order to show that systematic, student-centred interventions may result in significant gains 
in educational outcomes, the teacher-researcher used the cyclical CAR framework to 
iteratively modify teaching strategies based on tangible data and reflective practice. 

DISCUSSION 

According to the study's findings, ninth-grade students' reading comprehension and 
motivation significantly improved when the SQ3R method was applied within a Classroom 
Action Research (CAR) framework. The idea that active and structured reading techniques 
can change students' interaction with texts and result in quantifiable academic improvement 
is highly supported by these findings. The systematic approach of the SQ3R technique 
"actively involves students in the reading process," as stressed by Sudarsono & Astutik 
(2024). This enhances students' motivation and interest in reading in addition to improving 
comprehension. Students are encouraged to read more deeply and engage cognitively 
through this active engagement, which is crucial for comprehending complicated materials. 

The significant increase in students' reading comprehension scores over the course of 
the two cycles demonstrates how well SQ3R fosters the development of a range of cognitive 
abilities. In the first cycle, just 64% of students met the minimum passing criterion, 
indicating little success. But thanks to CAR-supported reflective teaching techniques, 
instructional strategies were modified to better scaffold students' abilities, especially during 
the questioning and reciting stages, which resulted in a notable increase in passing rates to 
89% in the second cycle. This result is consistent with Barrett's taxonomy, since students 
showed improved skills in textual interpretation, inference, and critical analysis 
(Krismadayanti & Zainil, 2022). This kind of gradual growth demonstrates SQ3R's potential 
for helping students who struggled at first as well as for advanced learners, thus fostering 
equity in learning outcomes. 

According to the motivational theories covered in the thesis, motivation—a crucial 
component affecting reading achievement—showed a noticeable improvement in this study. 

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Following the intervention, students' intrinsic motivation to participate in English reading 
activities increased, according to the results of a questionnaire based on Gardner's (1985) 
Attitude Motivation Test Battery (AMTB). This increase is supported by the SQ3R technique, 
which gives pupils explicit instructions that promote independence and self-control. 
According to Nur (2019), reading comprehension performance is more dependent on 
intrinsic motivation—which is characterised by a person's own interest and fulfilment in 
learning—than extrinsic drive. By requiring active questioning and recitation, the SQ3R 
phases provide students agency over their education, meeting their demand for competence 
and boosting motivation in the process. 

These improvements were made possible in large part by CAR's reflective method. 
According to Ritonga et al. (2021), CAR pushes teachers to evaluate their methods critically 
and make data-driven changes. The teacher in this study improved instructional strategies 
between cycles by incorporating more interactive discussions and giving clearer 
explanations of the SQ3R stages as a result of her reflective practice. The significance of CAR 
as a research technique and a professional development tool was demonstrated by the 
teacher's ability to effectively respond to student issues and modify ways to maximise 
engagement and comprehension through this iterative process. 

Classroom observations offered qualitative information complementing the 
quantitative improvements. The reading strategy's initial efficacy was hampered by pupils' 
hesitation and dependence on instructor direction when asking questions and memorising. 
But in the second cycle, students were more self-assured and independent, actively creating 
questions, summarising materials, and participating in group discussions. This change is in 
line with the thesis, which emphasises active learning settings where students build 
knowledge independently and cooperatively, improving their cognitive and affective 
domains (Wigfield et al., 2016). As a result of these behavioural adjustments, students felt 
more capable and supported, which improved comprehension and maintained motivation. 

The SQ3R method's success was greatly aided by the selection of procedure texts as the 
instructional resource. The clear and logical structure of procedure texts help students 
anticipate content and follow steps, which lessens cognitive overload and improves 
comprehension (Septiani & Safitri, 2021). By relating learning to well-known material and 
real-world applications, the use of texts that were in line with the national curriculum 
guaranteed relevance and applicability, inspiring students. Additionally, this alignment 
reinforced learning objectives and outcomes by assisting students in applying SQ3R 
strategies in a methodical manner. 

Notwithstanding the encouraging outcomes, the study notes that applying the SQ3R 
technique and CAR in an actual classroom context presents difficulties. According to the 
thesis debate, several students initially had trouble coming up with good questions and 
summarising material, indicating that metacognitive techniques like SQ3R call for explicit 
teaching, repetition, and eventual internalisation. Additional difficulties included juggling 
curriculum demands and time limits, which highlighted the need for continued teacher 
development and institutional support to properly sustain such interventions. 

Furthermore, in comparison to earlier teaching approaches, the SQ3R method's greater 
variety and engagement may be just as responsible for the motivating gains shown as its 

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structure. Reading became a more dynamic and pleasurable activity through active 
participation through inquiry, peer debate, and recitation. This reduced reading anxiety and 
promoted positive attitudes towards learning. For the development of linguistic proficiency 
and lifelong reading habits, this emotional involvement is essential. 

In conclusion, the results of this study demonstrate that the SQ3R approach, when used 
in a reflective CAR framework, greatly improves ninth-grade students' reading 
comprehension and motivation to learn. A potent synergy that promotes meaningful 
learning experiences is produced when reflective teaching, active reading techniques, and 
proper text selection are combined. These results emphasise the value of reflective practice 
in teaching innovation and offer a solid empirical foundation for integrating SQ3R into 
secondary education curricula. To further evaluate and expand on these encouraging 
findings, future studies should examine the long-term impacts of SQ3R as well as its 
flexibility across a range of learners and topic areas. 

CONCLUSION 

The primary objective of this study was to investigate the extent to which the SQ3R 
(Survey, Question, Read, Recite, Review) method could effectively enhance both reading 
comprehension and learning motivation among ninth-grade students, particularly in the 
context of procedural texts. The research, conducted through two cycles of Classroom Action 
Research (CAR), yielded compelling evidence of improvement in both domains. Quantitative 
data demonstrated a substantial increase in comprehension scores: the percentage of 
students meeting the minimum passing standard rose dramatically from 42.85% in the pre-
cycle phase to 89.28% by the conclusion of Cycle II. This sharp increase indicates not only 
the cognitive benefits of the SQ3R method but also the effectiveness of its structured 
approach in helping students navigate and process procedural texts, which typically require 
a high level of sequential understanding and detail recognition. 

Moreover, the study revealed parallel growth in students’ motivational attitudes 
toward reading. Following the intervention, 85% of students reported high levels of interest, 
engagement, and willingness to participate in reading activities. Observational data and 
survey results further supported these findings, showing that learners became more 
proactive in classroom discussions, more persistent in completing reading tasks, and more 
confident in articulating their understanding of texts. These developments suggest that the 
SQ3R method not only supports cognitive engagement but also fosters emotional and 
motivational commitment to reading. The structured nature of SQ3R—beginning with text 
familiarization and leading to reflective review—appears to promote a sense of autonomy 
and purpose among learners, which is essential for sustained academic engagement. 

Nevertheless, these promising outcomes should be interpreted with consideration for 
the study’s inherent limitations. The research was conducted within a single institution and 
involved a relatively small cohort of 28 students from one classroom. Additionally, the study 
focused exclusively on procedural texts within a specific segment of the curriculum. As such, 
the extent to which the findings can be generalized to other types of texts, different age 
groups, or broader educational settings remains uncertain. Caution is advised in 
extrapolating the results beyond the studied context without further empirical validation. 

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Despite these limitations, the study offers a valuable contribution to the growing body 
of literature on strategic reading instruction in English as a Foreign Language (EFL) setting. 
It provides empirical support for the SQ3R method as a viable and impactful strategy for 
enhancing both the cognitive and affective dimensions of reading. Importantly, this research 
highlights the synergistic potential of combining structured reading strategies with 
reflective teaching practices such as CAR. Through its iterative cycle of planning, action, 
observation, and reflection, CAR facilitated continuous instructional improvement, allowing 
the SQ3R method to be adapted and refined in response to student needs and classroom 
realities. 

In conclusion, the findings of this study reinforce the argument that student-centered, 
strategy-based approaches—when integrated thoughtfully within reflective instructional 
models—can lead to significant gains in student learning outcomes. The dual improvement 
in comprehension and motivation underscores the necessity of addressing both what 
students learn and how they engage with learning. Future research is encouraged to build 
upon these findings by exploring the long-term impacts of SQ3R across diverse genres, age 
groups, and educational contexts, as well as examining how digital tools and blended 
learning environments might further enrich the application of this method in contemporary 
classrooms. 

Suggestions and Recommendations 

Based on the findings of this study, it is strongly recommended that English language 
teachers adopt the SQ3R (Survey, Question, Read, Recite, Review) method in their 
instructional practices, particularly in reading lessons that involve procedural texts or other 
genres requiring logical sequencing and comprehension of complex structures. The 
structured, step-by-step nature of SQ3R not only supports students in developing a deeper 
understanding of the material but also fosters essential academic habits such as critical 
thinking, independent learning, and purposeful reading. Teachers are encouraged to 
integrate each phase of the method deliberately—helping students preview texts 
strategically, formulate meaningful questions, engage with content attentively, recite key 
points for internalization, and reflect systematically to reinforce comprehension. 

Furthermore, the implementation of the SQ3R method has proven effective in 
enhancing student motivation and participation. Therefore, educators should consider 
incorporating it not only as a reading comprehension strategy but also as a tool for 
increasing learner engagement and classroom interaction. Professional development 
workshops and teacher training programs could be designed to familiarize instructors with 
the method’s application and benefits, especially in EFL settings where reading can often be 
perceived as a challenging or disengaging task. 

For future research, it is recommended that similar studies be conducted across a 
wider range of contexts, including different grade levels (e.g., primary or senior secondary), 
types of schools (e.g., public, private, or vocational institutions), and diverse geographical 
areas—both urban and rural. This would help to establish a broader understanding of the 
method’s adaptability and effectiveness. Researchers are also encouraged to explore the 

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long-term impact of SQ3R on students’ reading development, retention of information, and 
transferability of reading strategies to other subjects and learning domains. 

In addition, future investigations might examine the application of the SQ3R method to 
other genres beyond procedural texts. For instance, it would be valuable to analyze its 
effectiveness when applied to argumentative, narrative, expository, or descriptive texts, 
which pose different cognitive and linguistic demands. Understanding whether the SQ3R 
framework is equally effective across various textual forms would contribute to a more 
nuanced understanding of its pedagogical potential. 

To enhance the methodological rigor and validity of subsequent studies, researchers 
are advised to employ mixed-methods approaches that combine quantitative measures (e.g., 
test scores, questionnaire data) with qualitative insights (e.g., student interviews, classroom 
observations). Including a control group in the study design would also provide a stronger 
basis for comparison and help isolate the specific impact of the SQ3R method from other 
instructional variables. 

With the growing integration of technology in education, especially in the wake of 
increased remote and hybrid learning environments, future studies should also explore how 
the SQ3R method can be adapted for digital or online platforms. Investigating the use of e-
books, learning management systems (LMS), and SQ3R-based digital learning modules could 
provide insight into how the strategy functions in technology-enhanced contexts. This would 
help determine its applicability for 21st-century learners and ensure its relevance in an 
increasingly digital educational landscape. 

Ultimately, by expanding the scope of inquiry and continuing to refine and 
contextualize the use of SQ3R, teachers and researchers alike can make meaningful 
contributions to improving literacy outcomes and student engagement in English as a 
Foreign Language (EFL) environment. Supporting students in becoming more confident, 
autonomous, and strategic readers is a vital step toward equipping them with the academic 
skills necessary for lifelong learning and global communication. 

REFERENCES 

Abdullah Sani, R., R Manurung, S., Suswanto, H., & Sudiran. (2018). Penelitian Pendidikan (1st 
ed.). Tira Smart. 

Ahmadi, M. R. (2017). The Impact of Motivation on Reading Comprehension. International 
Journal of Research in English Education, 2(1), 1–7. Retrieved from 
https://doi.org/10.18869/acadpub.ijree.2.1.1  

Aziz, I. N. (2020). Implementation Of SQ3R Method In Improving The Students’ Basic Reading 
Skill. EDUCATIO : Journal Of Education, 5(1), 98–106. 

Brown, H. D. (2004). Language assessment: principles and classroom practices (Issue 112). 
Pearson Education, Inc. 

Gardner, R. . (1985). Social psychology and second language learning: The role of attitudes 
and motivation. In System (Vol. 15, Issue 2, p. 177). Retrieved from 
https://doi.org/10.1016/0346-251x(87)90081-9  

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Grabe, W., & Stoller, F. L. (2020). Teaching and Researching Reading (3rd ed.). Routledge. 

Krismadayanti, A., & Zainil, Y. (2022). the Level of the Students’ Reading Comprehension 
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