49 

 

A COMPARATIVE STUDY OF PQRST AND SQ3R STRATEGIES 

BASED ON THE TEXT TYPES UPON THE EIGHTH GRADE  

STUDENTS’ READING COMPETENCY AT SMPN 4 SINGARAJA  

 

Dedy Sandiarsa, Komang
1
, Tantra, Dewa Komang

2
, Ratminingsih, Ni Made

3
.   

 

Faculty of Language and Art Education (FPBS) 

Institute of Teacher Training and Education (IKIP) Mataram 

e-mail: dedy.sandiarsa. komang.tantra. 

made.ratminingsih@pasca.undiksha.ac.id 

 

ABSTRACT  

This research aimed at investigating whether or not there is a different effect 

between PQRST and SQ3R strategies based on the text types upon the eighth 

grade students‟ reading competency. This research was an experimental research 

with 2 X 2 factorial designs. The population was 6 classes (179 students) of grade 

VIII in SMPN 4 Singaraja in the academic year 2012/2013, in which 4 classes 

were sample of this research which was assigned into two groups, two classes 

with 60 students were PQRST strategy group, and two classes with 60 students 

were SQ3R strategy group determined by using a Multistage Random Sampling. 

The data were collected through reading comprehension test that were analyzed 

by using Statistical Two-Way ANOVA. The result shows that, first, FA = 31.533 

with the significant value was 0.000 which was less than 0.5, therefore, there is a 

significance difference between the students who were taught by PQRST strategy 

than those who were taught by SQ3R strategy. Second, FAB = 2.624 with the 

significant value was 0.107 which was higher than 0.5, therefore, there is no 

interactional effect of teaching reading strategies (PQRST and SQ3R) and text 

types (narrative and recount) on students‟ reading competency.   

Keywords: PQRST strategy, SQ3R strategy, Text Types, Reading Competency. 

 

INTRODUCTION   

There are four basic skills to be 

mastered by the language learners, 

those are listening, speaking, reading, 

and writing. All of those skills are 

important to be developed by the 

students. The students are expected 

not only to understand about the form 

of English language, but also to be 

able to use English language in their 

daily life in formal and informal 

contexts.  

Developing reading competency is 

important in learning a language. By 

reading, the students could enrich 

their vocabulary, the readers will try 

hard to get the meaning about the 

text, so the readers have to 

understand every word that they read.   

Reading competency has always been 

an essential part of English as a 

Foreign Language (EFL). In EFL 



50 

 

setting, EFL students may not use 

English in their environment, and 

they just learn English in formal 

situation. By reading English texts, it 

may help the EFL students in 

acquiring the target language. 

According to Walker (2008), reading 

is a cognitive process which is not 

only about spelling a word by word 

or mastering vocabulary, but readers 

have to construct their creative 

thinking by combining their prior 

knowledge, their previous 

experiences, and their situation with 

the information, idea, and the 

situation of the written text that they 

read in order to comprehend the 

textual, ideational meanings, and the 

values of the texts.   

In teaching reading, it is a must for 

the teachers to make the students 

comprehend the textual, ideational 

meanings, and the values of the texts. 

The English teacher has to pay 

attention to some factors that might 

affect their students‟ low competency 

in comprehending reading texts and 

they have to find effective ways to 

solve those problems in order to 

make their students comprehend the 

meanings and the values of the 

reading texts.  

There are many factors that can result 

in the students‟ low competency in 

comprehending reading texts and in 

achieving the competencies of 

reading. The factors include a poor 

input (the students themselves), the 

English teachers, the materials of 

reading that are used, times 

consumed in teaching reading, and 

the teaching strategies that are used 

in teaching reading competency. All 

of those factors will influence how 

well the students can achieve the 

competencies of reading.  

There are some teaching strategies in 

teaching reading introduced by some 

experts. Two of them are PQRST 

(Preview, Question, Read, 

Summarize, and Test) and SQ3R 

(Survey, Question, Read, Recite, and 

Review) strategies. Those strategies 

are able to be implemented to 

develop students‟ reading 

competency. Those strategies are 

found as effective strategies in 

teaching reading. The major reason to 

choose those strategies is because 

both strategies are effective in 

teaching the students‟ reading text, 

stimulating the students‟ prior 

knowledge and constructing the 

students‟ creative thinking in 

developing their reading competency. 

By being more active and creative in 

thinking, it could motivate and 

stimulate the students‟ desirability to 

develop their reading competency in 

reading some types of text. Besides 

that both PQRST and SQ3R 

strategies are aimed to make the 

students remember about what they 

have learned in the classroom 

continuously. As stated by Ikram 

(2012), by providing test and review 

in the end of the activity of PQRST 

and SQ3R strategies, it could help the 

students improve their ability in 

memorizing the material. Both 

strategies are also conducted with 



51 

 

some steps in which the students 

could combine their prior knowledge 

with knowledge that will be got while 

they are reading.   

Theoretically, according to 

Holandyah (2012), PQRST strategy 

procedure consists of five steps 

(Preview, Question, Read, 

Summarize, and Test) in which the 

implementation could stimulate the 

students‟ prior knowledge, could 

make than more active and 

thoughtful in getting the values of 

texts, and could improve their 

reading comprehension. Additionally, 

PQRST strategy provides a process 

that makes the students remember the 

material easier, because the process 

of understanding the text occurs 

repeatedly. Based on those benefits, 

the researcher thought that PQRST is 

an effective strategy that can help the 

students to develop their reading 

competency.  

Empirically, PQRST strategy is 

proven by Syafitri (2010) as an 

effective strategy to help the students 

of SMAN 1 Kota Jambi to 

comprehend the reading text well.  

Meanwhile, theoretically, SQ3R is a 

strategy that helps the students to 

think about the text that they are read. 

This strategy is very effective in 

teaching reading, because the 

students could combine their known 

words with new or unknown words 

provided in the text given.   

Empirically, the effect of SQ3R 

strategy has been proven by 

Mabakejo (2011) as an effective 

strategy to teach reading competency   

From the explanations above, it can 

be concluded that PQRST and SQ3R 

strategies are both effective in 

improving students‟ reading 

competency, however, their 

comparative effects have not been 

known yet. Based on the problems, 

the researcher is interested in 

conducting a research to prove which 

strategy is better in affecting the 

students reading competency.  

The objectives of this research are to 

measure the different effect of 

teaching reading strategies (PQRST 

and SQ3R) and types of text 

(narrative and recount texts) upon the 

eighth grade students‟ reading 

competency and to measure the 

interaction of teaching reading 

strategies (PQRST and SQ3R) and 

types of text (narrative and recount 

texts) upon the eighth grade students 

reading competency at SMP  

Negeri 4 Singaraja.  

Based on the standard competency of 

reading in second semester of eighth 

grade students at SMP Negeri 4 

Singaraja, there are three basic 

competencies should be achieved by 

the students. The basic competencies 

are; to understand the meaning of 

functional text in the simple form 

toward narrative and recount texts 

related with the environment. The 

basic competencies are; first, to read 

aloud meaning of functional text in 



52 

 

the simple form of narrative and 

recount texts with good 

pronunciation and good intonation 

related with the environment, second, 

to respond meaning of functional text 

accurately and fluently related with 

the environment, and the last, to 

respond meaning and the rhetoric 

structures accurately and fluently 

related with the environment in the 

simple form of narrative and recount 

texts  

However, because of the limitation of 

the time, the researcher only focuses 

on one basic competency with four 

indicators, those are; (1) Identifying 

the meaning of the words in the 

narrative and recount texts; (2) 

Identifying the information of the 

narrative and recount texts; (3) 

Identifying the communicative 

objective of narrative and recount 

texts; (4) Identifying the rhetoric 

structures and the characteristics of 

narrative and recount texts 

(Depdiknas, 2011).  

 

Method  

This research was an experimental 

research, in which there were three 

variables to be studied. The first 

variable was dependent variable that 

was reading competency (Y). The 

second variable was independent 

variable that was  

Metacognitive strategies with two 

types of strategies, PQRST strategy 

(A1) and SQ3R strategy (A2). The 

third variable was moderator variable 

that was the text types with two level 

namely narrative text (B1) and 

recount text (B2). In this research, the 

researcher used two-comparison 

groups. Therefore, both groups were 

treated by different strategies. The 

researcher was investigated whether 

one treatment is more effective than 

the other and whether or not there is 

an interaction between the 

independent variable and the 

moderator variable on the dependent 

variable. In achieving the research 

objectives, post-test only two Groups 

with 2X2 factorial design was 

employed by the researcher in this 

research.  

The experiment was carried out in 

eight meetings sessions for each 

class: 4 times treatment using 

narrative texts, and 4 times treatment 

using recount texts. The researcher 

treats the groups by using PQRST 

and SQ3R strategies. After each text 

type has been carried out, a post test 

is administered.   

The population of this research was 

all students in XIII B classes of the 

eighth grade students of SMPN 4 

Singaraja. There are six classes in the 

eighth grade in SMP Negeri 4 

Singaraja. From the population, 

multi-stage random sampling 

technique was implemented in three 

steps. First, the researcher was tested 

the homogeneity of the population in 

terms of their competency in reading. 

In this step, the researcher collected 

the students‟ recent reading scores 



53 

 

from their summative test result, then 

the scores were tested statistically. 

Second, the researcher was select 

randomly four homogeneous classes 

as a sample of this research. Third, 

from four homogeneous classes, the 

researcher was selected randomly 

two homogeneous classes as a group 

that was treated by PQRST strategy, 

and two homogeneous classes as a 

group that was treated by SQ3R 

strategy.  

Before collecting the data, there were 

some sections to be implemented. 

There were the validity and reliability 

of the research instrument. The 

instrument for collecting quantitative 

data for testing the hypotheses 

consisted of reading comprehension 

test, try out the instrument, construct 

validity of the test, content validity of 

the test, item validity of the test, 

reliability of the test, discrimination 

index of the test, difficulty index of 

the test, and distracter analysis of the 

test. The test used in this research 

was objective test in the form of 

multiple choice tests; consisted of 30 

items, in which there were four 

options for each item. It was scored 1 

for correct answer and 0 for wrong 

answer.  

After the researcher got the scores of 

the post-test by using multiple choice 

tests, then the data collected were 

analyzed quantitatively, and the 

research design used was 2 X 2 

factorial design arrangements. 

Finally, the data were analyzed by 

using two forms of statistical 

analysis, namely descriptive statistic 

analysis and inferential statistic 

analysis.  

The descriptive statistic analysis was 

done by analyzing the group data of 

the students who were taught by 

PQRST strategy and those who were 

taught by SQ3R strategy solely in 

descriptive way. Descriptive statistic 

analysis was done to measure the 

central tendency of the scores which 

includesmean, median, and mode and 

standard deviation.   

The normality test was done to know 

whether or not the data obtained were 

normally distributed. In achieving 

that objective, the Shapiro-Wilk 

statistic was used to investigate the 

normality of the data. The data could 

be categorized as normally 

distributed when the significance 

value exceeds the value of 0.05. 

Based on the result of the normality 

testing by using Shapiro - Wilk 

analysis, the data of the group in this 

research was higher than 0.05. In this 

case it can be concluded that all of 

the group data in this research were 

normally distributed.  

In investigating whether the variance 

of the data were homogeneous or not, 

Levene‟sTest of Equality of Error 

Variances was applied in this 

research. If the significance value 

was higher than 0.05, it could be 

assumed that the variances of the 

groups are equal.   

After the sample was determined, the 

test of homogeneity of the class was 

done prior to the research. It was 



54 

 

needed to ensure that all of the 

groups of the sample were 

homogenous to each other. Thus, the 

samples in the groups were suitable 

of the research. The data were 

gathered from the first semester score 

of English course taken from the data 

owned by the teachers of the four 

classes.   

The result of the analysis shows that 

the four classes were in general 

homogenous or equal (Test of 

BetweenSubject Effects sig. value 

0,126, α=.050). The Post Hoc 

analyses using t-scheffe also show 

that the four classes were 

homogenous or equal to each other. It 

can be seen on the significant value 

(sig.) inMultiple Comparisons Table 

in which all of the values were higher 

than 0,05. In other words, the 

samples that were used in this 

research were homogeneous.  

After the data are proven to be 

normal and homogeneous, then Two-

Way ANOVA was administered to 

measure the differential effect 

between means of the students‟ 

reading competency of the students 

who were taught by using PQRST 

strategy with those who were taught 

by using SQ3R strategy (hypothesis 

1), and to measure the significant 

interactional effect between teaching 

reading strategies (PQRST and 

SQ3R) and text types  

(narrative and recount) on students‟ 

reading competency (hypothesis 2). 

While, Tukey test would be 

conducted to measure the differential 

effect between teaching reading 

strategies (PQRST and SQ3R) and 

text types (narrative and recount) on 

students‟ reading competency. All 

analyses were conducted by using 

SPSS 16.0 windows.  

 

Result and Discussion  

This research used 2 X 2 factorial 

research design by using Two-way 

ANOVA. Based on the rational, the 

data of this research could be 

categorized as follows: (1) A1: 

reading competency of students who 

were treated by using PQRST 

strategy, (2) A2: reading competency 

of students who were treated by using 

SQ3R strategy, (3) B1: reading 

competency of the students who were 

taught narrative text, (4) B2: reading 

competency of the students who were 

taught recount text, (5) A1B1: 

reading competency of the students 

who were taught narrative text by 

using PQRST strategy, (6) A1B2: 

reading competency of the students 

who were taught recount text by 

using PQRST strategy, (7) A2B1: 

reading competency of the students 

who were taught narrative text by 

using SQ3R strategy, (8) A2B2: 

reading competency of the students 

who were taught recount text by 

using SQ3R strategy.  

Explained previously, the data were 

analyzed by using two forms of 

statistics analysis, there were 

descriptive statistic analysis that was 

used to organize and summarize the 

data of the samples, and inferential 

statistic analysis that was used to 



55 

 

infer the conclusion about the data 

obtained of this research and about 

the population based on the data of 

the samples.   

The data of reading competency 

recapitulation of mean, modus, 

median,  

 

Based on table 1, it can be concluded 

that the group of students who were 

taught by using PQRST strategy (A1) 

shows better achievement than the 

group of students who were taught by 

using SQ3R strategy (A2). For those, 

the group of students who were 

taught narrative text by using PQRST 

strategy (A1B1) shows better 

achievement than the group of 

students who were taught recount 

text by using PQRST strategy 

(A1B2). While, the group of students 

who were taught narrative text by 

using SQ3R strategy (A2B1) shows 

better achievement than the group of 

students who were taught recount 

text by using SQ3R strategy (A2B2). 

For those students who were taught 

Narrative text by using PQRST 

strategy (A1B1) shows better 

achievement than the group of 

students who were taught Narrative 

text by using SQ3R strategy (A2B1). 

While, the group of students who 

were taught recount text by using 

PQRST strategy (A1B2) shows better 

achievement than the group of 

students who were taught recount 

text by using SQ3R strategy (A2B2). 

The description of the students‟ 

reading competency in each group 

can be seen below.  

 

The Data Description of the 

Students’ Reading Competency in 

A1 Group The data of the students‟ 

reading competency who were taught 

by using  

PQRST strategy (A1) had range = 

4.67, the data of PQRST group were 

taken from 60 samples, however the 

data were taken two times, first, the 

data was taken from narrative text 

test, and second the data were taken 

from recount text test, minimum 

score = 4.66, maximum score = 9.33, 

total of interval class = 7, range of 

interval class = 0.67, mean score = 

7.17, standard deviation = 1.13, and 

variance = 1.29.   

 

standard deviation, and variance can be  seen on the table below.    

 

 

 



56 

 

The Data Description of the 

Students’ Reading Competency in 

A2 Group The data of the students‟ 

reading competency who were taught 

by using SQ3R strategy (A2) had 

range = 5, the data of SQ3R group 

were taken from 60 samples, 

however the data were taken two 

times, first, the data was taken from 

narrative text test, and second the 

data were taken from recount text 

test, minimum score = 4, maximum 

score = 9, total of interval class = 8, 

range of interval class = 0.63, mean 

score = 6.67, standard deviation = 

1.27, and variance = 1.61.  

 

The Data Description of the 
Students’ Reading Competency in 
A1B1 Group  

The data of the reading competency 

of the students who were taught 

narrative text by using PQRST 

strategy (A1B1) had range = 2.33, n= 

60, minimum score = 7.00, maximum 

score = 9.33, total of interval class = 

7, range of interval class = 0.33, 

mean score = 8.08, standard 

deviation =  

0.60, and variance = 0.36. In this 

case, it can be concluded that the 

group of students who were taught 

narrative text by using PQRST 

strategy is intermediate category.  

 

The Data Description of the 

Students’ Reading Competency in 

A1B2 Group Data of the students‟ 

reading competency who were taught 

recount text by using PQRST 

strategy (A1B2) had range = 2.67, n= 

60, minimum score = 6.33, maximum 

score = 9.00, total of interval class = 

6, range of interval class = 0.45, 

mean = 7.72, standard deviation = 

0.62, and variance = 0.39. In this case 

it can be concluded that it can be 

concluded that the group of students 

who were taught recount text by 

using PQRST strategy is in category 

intermediate.  

 

The Data Description of the 

Students’ Reading Competency in 

A2B1 Group The students‟ reading 

competency data who were taught 

narrative text by using SQ3R strategy 

(A2B1) had range = 3, n= 60, 

minimum score = 4.66, maximum 

score = 7.66, total of interval class = 

7, range of interval class = 0.43, 

mean = 6.26, standard deviation = 

0.74, and variance = 0.36. In this case 

it can be concluded that it can be 

concluded that the tendency data of 

the students who were taught 

narrative text by using SQ3R strategy 

is in category low.  

 

The Data Description of the 

Students’ Reading Competency in 

A2B2 Group The students‟ reading 

competency data who were taught 

recount text by using SQ3R strategy 

(A2B2) had range = 3, n= 60, 

minimum score = 4, maximum score 

= 7, total of interval class = 7, range 

of interval class = 0.43, mean = 5.62, 

standard deviation = 0.78, and 

variance = 0.60.   



57 

 

 

Hypothesis Testing  

The hypotheses testing in this 

research was conducted by using 

Two-Way ANOVA. All analyses 

were administrated by using SPSS 

16.0. However before analyzing the 

data, there were some requirements 

were needed to be fulfilled. There 

were normality of the data and the 

homogeneity of the variance data.  

The normality testing aims to find out 

whether or not the data normally 

distributed. Based on the result of the 

normality testing by using Shapiro - 

Wilk analysis, the data of the group 

in this research was higher than 0.05. 

In this case it can be concluded that 

all of the group data in this research 

were normally distributed.  

Homogeneity testing is administrated 

to make sure that the samples of this 

research have homogeneous or 

similar. Based on the result of 

Levene's Test of Equality of Error 

Variances the entire of analysis of the 

data shows that the significance level 

was > 0.05, then it could be 

concluded that the variances data of 

the group were entirely 

homogeneous.  

After completing the requirements of 

the homogeneity testing and the 

normality testing, Two-Way 

ANOVA statistical analysis was 

administrated to answer the 

hypotheses.   

The criteria used by using Two-Way 

ANOVA are; first Hypothesis:If 

thesis significant value (sig.) of FA is 

less than 0.05, it means that the null 

hypothesis which states “there is no 

differential effect on students reading 

competency between PQRST and 

SQ3R strategies” is rejected. 

Therefore, there is a different effect 

of PQRST and SQ3R strategies on 

students‟ reading competency.  

Second Hypothesis: If the significant 

value (sig.) of FAB is less than 0.05, it 

means that the null hypothesis which 

states “there is no interactional effect 

between teaching reading strategies 

(PQRST and SQ3R) and text types 

(narrative and recount) on students‟ 

reading competency” is rejected. 

Therefore, there is an interactional 

effect between teaching reading 

strategies (PQRST and SQ3R) and 

text types  

(narrative and recount) on students‟ 

reading competency   



58 

 

Table 2. Analysis Result of Two-Way ANOVA 

Dependent 

Variabl 

e: Score        

Source  Type III  

Sum of  

Squares   

df Mean 

Square   

F   Sig.   

Corrected 

Model   

247.004
a 
 3   82.335   173.02 

4   

.000   

Intercept 11498.411 1 11498.411 2.416E .000  

 
A   

B   

15.005   

230.751   

1   

1   

15.005   

230.751   

 .000   

484.91 

6   

.000   

A * B   

Error   

Total   

1.248   

112.302   

11857.718   

1   

236   

240    

1.248   

.476   

 

2.624   .107   

  

  

Corrected Total   359.307   239       



59 

 

The first finding of difference between 

students who were taught by using 

PQRST strategy and those taught by 

using SQ3R strategy is answered from 

the analysis of Two-Way ANOVA 

above, it was found that PQRST and 

SQ3R strategies had an effect on 

students‟ reading narrative and recount 

texts competency in English class of 

the eighth grade students of SMPN 4 

Singaraja in academic year 2012/2013. 

The result of the analysis showed that 

the FA = 31.533, the significant value 

was 0.000 which was less than 0.5, 

therefore H0 “There is no any 

differential effect on students‟ reading 

competency between PQRST and 

SQ3R strategies” was rejected. It was 

also proven by the difference of the 

mean scores of the groups. The mean 

scores of the groups of the students 

who were taught by using PQRST 

strategy = 7.17, which were higher 

than the mean scores of the groups of 

the students who were taught by using 

SQ3R strategy = 6.67. Based on the 

result of the analysis, it could be stated 

that PQRST strategy was more 

effective to teach the students‟ reading 

narrative and recount texts competency 

in the eighth grade students of SMPN 

4 Singaraja in academic year 

2012/2013 than SQ3R strategy.   

Basically, both strategies are quite 

similar, in which both strategies are 

found as effective strategies in 

teaching students‟ reading texts. 

Moreover, the students who were 

taught by using PQRST strategy had 

higher reading competency than those 

who were taught by using SQ3R 

strategy, because in Preview step, the 

students could stimulate their prior 

knowledge before they read the short 

story by considering picture and text 

title of the text given, in Question step, 

the students could construct their 

creative thinking by make their own 

questions based on their knowledge 

about the short story, in Read step, the 

students could combine their prior 

knowledge with the information and 

ideas got from the short story, in 

Summarize step, the students could 

develop their competency in finding 

the main idea of the short story, and in 

Test step, the students would be more 

motivated to learn and more focus on 

the learning activity since they realized 

that their understanding of the learning 

material would be checked by the 

teacher through the application of a 

test. The result above was also 

supported by Agbebire (2012), who 

states that PQRST strategy is universal 

study strategy that promotes better 

result and performance of the students.  

 Moreover, Kartikawati (2005) states 

that PQRST strategy is a reading 

strategy that consists of five steps that 

can be beneficial for the students to 

increase their performance in reading, 

those five steps are (preview, question, 

read, summarize,, and test), this 

strategy also consists of some extra 

steps such as; discuses some questions 



60 

 

and answers, determine the main idea, 

and the explanatory sentences of the 

texts. Furthermore, Joomla (2012) also 

states that PQRST strategy allows the 

students focus on studying, allows the 

students to correlate the information to 

how it is going to be used on the test, 

and this strategy also allows for better 

time management practice since it 

breaks down the study process into 

five different steps, so instead of 

allotting time to study for a whole 

topic, the student has the option to 

break it down into five separate steps 

while still retaining the information.  

Moreover, the finding and the theories 

above are in line with the previous 

researches which highlight that 

PQRST strategy is an effective 

strategy to support students‟ reading 

competency, such as: Haeriyanto‟s 

research (2012) to the students in MA 

NurulJadidPaitonProbolinggo which 

found the implementation of PQRST 

strategy in the teaching-learning of 

reading comprehension can improve 

the students‟ comprehension skill. 

Furthermore, Syafitri‟s research (2010) 

to the second grade students at SMAN 

1 Kota Jambi which found that PQRST 

strategy can help the students to 

comprehend the reading text well. 

Additionally, Kusumaningrum (2010) 

also conducted an action research at 

SMAN 2 Unggaran, kabupaten 

Semarang which found that teaching 

reading comprehension using PQRST 

strategy can be one of references of 

problem solving, because PQRST 

strategy can attract the students‟ 

interest and motivation in improving 

their reading comprehension.  

Based on the result of the analysis, 

theories supported, and previous 

researches, it can be concluded that 

PQRST strategy was more effective to 

teach the students‟ reading narrative 

and recount texts competency in the 

eighth grade students of SMPN 4 

Singaraja in academic year 2012/2013 

than SQ3R strategy.  

The second finding in this research is 

on the interactional effect between 

teaching reading strategies (PQRST 

and SQ3R) and text types (narrative 

and recount) on students reading 

competency. It was found that FAB = 

2.624, while the significant value was 

0.107 which was higher than 0.5. It 

means that null hypothesis (H0) which 

states “There is no any interactional 

effect between teaching reading 

strategies (PQRST and SQ3R) and text 

types  

(narrative and recount) on students‟ 

reading competency” was accepted. 

So, it can be concluded that there is no 

interactional effect between teaching 

reading strategies  

(PQRST and SQ3R) and text types  

(narrative and recount) on students‟ 

reading competency of the eighth 



61 

 

grade students of SMPN 4 Singaraja in 

the academic year 2012/2013.  

 

 
 

Figure 1. The Interaction between 

Teaching Reading Strategies 

(PQRST and SQ3R) and Text 

Types (Narrative and Recount)  

Based on the result of the analysis of 

Two-Way ANOVA and based on the 

figure above, it can be concluded that 

there is no interactional effect between 

teaching reading strategies (PQRST 

and SQ3R) and text types (narrative 

and recount), in this case, the analysis 

could not be continued to the Tukey 

test.   

Moreover, the descriptive analysis 

showed that the mean score of students 

who were taught narrative text by 

using PQRST = 8.08, the mean score 

of the students who were taught 

recount text by using PQRST = 7.72, 

the mean score of the group who were 

taught narrative by using SQ3R 

strategy = 6.26, and the group who 

were taught recount text by using 

SQ3R strategy = 5.62 So, in term of 

descriptive analysis, it can be 

concluded that, the students who were 

taught narrative text by using PQRST 

strategy was better achievement than 

students who were taught recount text 

by using PQRST strategy, the students 

who were taught narrative by using 

SQ3R strategy is better than students 

who were taught recount text by using 

SQ3R strategy, the students who were 

taught narrative text by using PQRST 

strategy was better than the students 

who were taught narrative text by 

using SQ3R strategy, and the students 

who were taught recount text by using 

PQRST strategy was better than the 

students who were taught recount text 

by using SQ3R strategy.  

Basically, the teaching-learning 

atmosphere in SMPN 4 Singaraja has 

beenrunning well. Moreover, the 

enthusiastism of the second grade 

students at SMPN 4 Singaraja in 

following English subject has been 

running well that could help the 

students easier to understand some 

types of text. Furthermore, English 

teacher has applied any types of 

reading texts in improving students 

reading competency. According to 

English teacher, each individual of the 

students has the equal concept in 

understanding certain types of  

English texts. This equivalent 

understanding supports each student to 

be a good competitor in learning 



62 

 

English particularly in the area of 

reading skill.   

Additionally, both of text types, 

narrative and recount are similar to be 

understood by the students. As stated 

by Karolina (2006), narrative text is a 

text that tells the readers about 

something interesting that has purpose 

to amuse the readers. Meanwhile, 

Maula (2008) also states that recount 

text is a piece of text that is unfolded 

with a series of past events aimed to 

give the audience a description of what 

happened and when it happened that 

has purpose to entertain the readers. 

Based on those insights, narrative and 

recount texts have given positive effect 

to motivate the students to understand 

English text. If the students have 

higher motivation in learning English, 

they will do more to support their own 

desire including understanding English 

text. Related to this Uno (2009: 27-28) 

states three roles of motivation in 

learning, there are, motivation makes 

learning persistent, motivation can 

determine learning reinforcement, and 

motivation makes learning objective 

clearer.  

Moreover, the finding and the theories 

above are supported by the previous 

research which highlight that text types 

is not inter-related with PQRST and 

SQ3R strategies in influencing 

students‟ reading competency, such as 

Erawati‟s research (2012) to the 

second year students of SMA Negeri 2 

Denpasar which found that there is no 

interaction between metacognitive 

monitoring strategies and text types.  

Hence, the phenomenon above 

strongly indicates that moderator 

variable (narrative and recount) is not 

inter-related with independent variable 

(PQRST and SQ3R strategies) in 

influencing dependent variable 

(students‟ reading competency).  

Conclusion and Suggestion  

As stated previously, this research was 

a comparative effect of PQRST and 

SQ3R strategy based on the text types 

upon the eighth grade students‟ 

reading competency at SMPN 4 

Singaraja. There are two conclusion of 

this research, such as; (1) there was a 

different effect between PQRST and 

SQ3R strategies on students‟ reading 

competency. The students who were 

taught reading competency by using 

PQRST strategy was higher than the 

students who were taught reading 

competency by using SQ3R strategy; 

and (2) there was no interactional 

effect between teaching reading 

strategies (PQRST and SQ3R) and text 

types (narrative and recount) on 

students‟ reading competency.  

Based on the finding in this 

research the suggestions are; (1) the 

English teacher of the eighth grade 

students at SMPN 4 Singaraja in the 

academic year 2012/2013 should think 

seriously to implement PQRST 



63 

 

strategy in teaching reading 

competency, because PQRST strategy 

involves activities that can increase the 

students‟ creative and critical thinking 

through questioning and summarizing, 

and PQRST strategy can facilitate the 

students‟ prior knowledge. In addition 

PQRST strategy had been proven in 

this research as an effective strategy in 

teaching reading competency. (2) for 

the intuition, this research is expected 

to support and give the contribution to 

the post graduate program as a 

reference; and (3) for the other 

researcher, the result of this research is 

expected to be able to be used as a 

reference in conducting the other 

research related to the teaching reading 

competency.  

 

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