ICONSS Proceeding Series

The 2nd International Conference on Natural & Social Sciences (ICONSS 2019)
Palopo, 13 – 14 September 2019

The Effect of Learning Methods and Reading Interest toward Ability in Reading
Comprehension

Sunardin

Affiliation: Primary Teacher Education, Palopo Cokroaminoto University

([email protected])

Abstract
The purpose of this study to determine effect of learning methods and
reading interest toward ability in reading comprehension. This study is
experimental studies of students in class V state elementary school cluster I
sub district of Barru, Regency of Barru, South Sulawesi, with the number of
respondents 40 students. The methods researched is experimental methods
with treatment by level design. The technique of data collection is test
instrument and questioner. The technique used to analyze the data is the
analysis of variance (ANOVA). Research finding indicate there are interaction
effect learning methods and reading interest toward ability in reading
comprehension. Probability value of significance of the interaction effect of
learning methods and reading interest toward ability in reading
comprehension is 0,00 <value of (α) 0.05 and calculated of value is 37.44 >
4,11 of table value. The result of this study can conclude there are effect of
learning methods and reading interest toward ability in reading
comprehension.
Keywords: Learning Methods, Reading Interest, Reading Comprehension

1. Background
The development of science and technology demands the creation of a society that likes
to study. To support the realization of a society that likes to study, the community must carry
out an effective learning process. One of the effective learning processes can be done by
reading. In Indonesia, reading habits do not seem asymptomatic. Reading habits only
become the behavior of a small part of the community, so this has an effect on the ability to
read Indonesian people as happened to elementary school students who are currently
experiencing a low tendency.
Research data from the Program for International Student Assessment (PISA) in 2009
revealed the low reading ability of Indonesian students. The results of the PISA research put
the reading position of Indonesian students at number 57 from 65 countries of the world,
with an average score of 402 while the international average was 500. In addition, the results
of a survey conducted by the United Nations for science and culture education (UNESCO)
placed the Indonesian public reading index classified as still low at around 0.001, meaning
that of 1000 residents there is only 1 person who has a high reading interest. This value is
very far than reading interest of Singaporeans who have an index of 0.45.
The low reading ability of elementary school students is allegedly due to the low interest
in reading students and the use of learning methods to read that are not appropriate at the
time of the implementation of learning activities. Indonesian Elementary School Education
Curriculum in reading teaching requires students to be able to understand the contents of

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The 2nd International Conference on Natural & Social Sciences (ICONSS 2019)
Palopo, 13 – 14 September 2019
reading and be able to explore and absorb the broadest possible knowledge. Of course,
seeing the facts of the results of the research that have been submitted is a problem because
the facts that occur are not in accordance with what is required by the curriculum.
Seeing this problem, there needs to be an appropriate alternative solution to solve it. The
alternative solution is to apply the right reading learning method to learning activities and
increase student reading interest. These alternative solutions were experimented on in this
study. The learning methods that were experimented on in this study were the SQ3R method
and the Quantum Reading method
The SQ3R method is a reading method developed by Francis P. Robinson, a professor of
psychology from Ohio State University since 1941. This method is seen to improve memory
performance in understanding the substance of text and reading material in a field of
knowledge. Soedarso (2010: 59) said SQ3R is a reading process that consists of five steps
namely; Survey, Question, Read, Recite, and Review. According to Tarigan (in Teguh Santoso,
2011: 52) the SQ3R reading method is a reading plan that consists of surveying content,
making questions, reading content, telling the contents of the reading, and reviewing the
reading.
The strengths of the SQ3R method according to Nida Husna (2006: 11) are: (1) the reading
assignment approach can make students more confident; (2) helps students concentrate; (3)
helps students focus on the most difficult parts of reading; (4) practice giving answers in
questions about the material; (5) helps prepare notes in the form of questions and answers.
Quantum Reading is a reading learning method that uses quantum principles. According
to Hernowo (2003: 19) Quantum Reading is a fast and useful way to stimulate the emergence
of reading potential. These methods can provide encouragement in order to foster student
interest in reading (DePorter and Bobbi, 2005: 245). There are several benefits and
advantages that can be obtained by applying the Quantum Reading method as revealed by
Hernowo (2003: 57) as follows: (1) helping students to increase their potential; (2) helps
improve reading comprehension; (3) overcoming obstacles in reading; (4) creating a
conducive learning environment in reading activities.
2. Methods
This research is a quantitative research. This research used experimental method. The
experimental method is a research method used to look for the influence of certain behaviors
on others under controlled conditions (Sugiyono, 2010: 107). In this study the treatment
given was the SQ3R method and the Quantum Reading method to the control group
(experimental group).
The study design was carried out using treatment by level design. In the study design,
there are two factors tested to determine the effect on the ability to bring understanding of
students, namely: (1) learning methods in this case are the SQ3R method and the Quantum
Reading method; (2) reading interest which in this case is a high level of reading interest and
low level of reading interest.
This research was conducted in class V State Elementary School of all Cluster I of Barru
District, Barru District. The population in this study were all fifth grade students of State
Elementary School of all Cluster I of Barru District, Barru District. The sampling technique uses
simple random sampling. This technique was chosen because the population characteristics
are the same so as to provide equal opportunity for all populations to be sampled.
Stages and sample selection in this study are as follows; (1) randomly determined which
school is in the cluster to be selected as a sample, the school chosen from randomization is
SD Goods 26 and SD Inpres 46 Galung, (2) after the school is selected as a sample, then it is
determined to be treated by using the SQ3R method and the Quantum Reading method, (3)
subsequently, class V SD Inpres 26 Goods are determined to be treated using the SQ3R

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The 2nd International Conference on Natural & Social Sciences (ICONSS 2019)
Palopo, 13 – 14 September 2019
method and class V SD Inpres 46 Galung is determined to be treated using Quantum
Reading.
In this study, the determination of groups in the experimental class was divided into two
groups, namely the upper class group and the lower class group. Allen and Yen (in Cohen
Swerdik, 2009: 258) stated that the determination of the right upper and lower groups
ranging from 27% to 33%. The researcher took 33% of the upper group who received the
highest score as the upper group and 33% of the group of children who received the lowest
score as the lower group, so that the middle students were not distributed and were not
analyzed.
Out of 30 students in grade V at SD Inpres 26, 26 goods and 30 students at SD Inpres 46
Galung were assigned 33% each, which would be sampled for the high reading interest
category, and 33% would be sampled for the category low reading interest from each of
these schools. However, students who are not included in the research subject still receive
the same service as students who are used as research subjects in the experimental class.
Thus, the number of sample members in each group used as the unit of analysis in
accordance with the design of this study can be seen in the following table:
Table 1. Grouping experimental samples with block systems
Learning Methods (A)
Reading Interest (B)
SQ3R (A1) Quantum Reading (B2)
High (B1) 10 10
Low (B2) 10 10
Total 20 20
Before conducting the experiment, briefing the class teacher in the sample class was
carried out. This briefing was carried out by researchers of class teachers who served in the
experimental class. The things delivered in the briefing are the things that must be done by
the teacher in the learning process activities in the experimental class. The purpose of this
briefing is that the treatment in the experimental class is truly in accordance with the steps
and procedures that have been determined and does not reduce the level of research
difficulties.
Before being treated in the experimental group, a pretest was conducted to determine the
ability to read comprehension by asking students to work on test questions that had been
prepared. Furthermore, the experimental activities were carried out in the control class. To
find out the level of validity of the results of the experiments carried out control of internal
validity and external validity. According to Emzir (2013: 71) an experimental study is said to
be valid if the results obtained are only caused by the independent variables being
manipulated, and if the results can be generalized to situations outside the experimental
setting.
Data collection techniques used in this study were tests and non-tests. Data collection was
carried out using written question instruments and questionnaires that used a Likert scale.
Written question instruments are used to measure reading comprehension skills. While the
questionnaire instrument was used to measure students' interest in reading. Tests and filling
out the questionnaire were given after the implementation of the experimental activities
carried out.
The data analysis technique used to test the research hypothesis is the Analysis of
Variance (ANOVA) of 2 x 2 two ways at a significant level α = 0.05 which means the level of
confidence is 95% and the margin of error is 5%. Before testing the hypothesis first, the
analysis prerequisite test is done, in the form of a normality test and a homogeneity test.
Normality test is done to find out whether the data has normal distribution, while
homogeneity test is done to find out whether the data is homogeneous. The normality test
was carried out using the Kolmogrov Skirnov test and the homogeneity test used the Levene

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 ICONSS Proceeding Series
The 2nd International Conference on Natural & Social Sciences (ICONSS 2019)
Palopo, 13 – 14 September 2019
Statistics test in the SPSS for Windows version 20.0 application. The selection of the
Kolmogrov Skirnov test and the Levene Statistical test was done because this test is simple
and does not cause differences in perception between one observer with another observer,
which often occurs in normality tests using graphs.
The hypothesis proposed in this study is, Ho = there is no significant interaction effect
between learning methods and simultaneous reading interest on students 'reading ability,
and H1 = there is a significant interaction effect between learning methods and reading
interest simultaneously on students' reading abilities. The basis for decision making is that if
the significance probability value (p) < 0.05 from the critical value α and the calculated F
value > F table then Ho is rejected, and Ha is accepted. And vice versa if the significance
value of significance (p) > 0.05 from the critical value α and the calculated F value < F table
then Ho is accepted and H1 is rejected.
3. Results and Discussion
Table 2. Description of data on students' reading comprehension value
Reading Interest Learning Methods (A)
Total
(B) SQ3R (A1) Quantum Reading (A2)
High reading ∑ nA1B1= 10 ∑ nA2B1= 10 ∑ nB 1 = 20
interest (B1) Me =94,50 Me =73,80 Me =84
Mo = 100 Mo = 71 Mo = 71
S = 5,07 S = 4,26 S = 11,42
S2 = 25,73 S2 = 18,18 S2 = 130,32
x = 94,20 x = 73,80 x = 84
∑ = 942 ∑ = 738 ∑ = 1680
Low reading ∑ nA1B2= 10 ∑ nA2B2= 10 ∑ nB2 = 20
interest (B2) Me =77 Me =86 Me =82
Mo = 82 Mo = 86 Mo = 82
S = 8,10 S = 9,78 S = 9,50
S2 = 65,43 S2 = 95,60 S2 = 90,30
x = 75,10 x = 85,40 x = 81,75
∑ = 781 ∑ = 854 ∑ = 1635
Total ∑ nA1= 20 ∑ nA2= 20 ∑ nt= 40
Me =87,50 Me =77 Me =82
Mo = 82 Mo = 71 Mo = 71
S = 10,55 S = 9,45 S = 10,43
S2 = 111,40 S2 = 89,30 S2 = 108,78
x = 86,15 x = 79,60 x = 82,99
∑ = 1723 ∑ = 1592 ∑ = 3315
Before the analysis prerequisite tests are carried out, the normality and homogeneity tests
are carried out. The results of the normality test using the Kolmogrov Skirnov test in the data
group obtained a significance probability value (P sig)> (greater) than 0.05 on the critical
value α (alpha), so it can be concluded that the data groups are normally distributed.
Table 3. Test of normality
Groups N P value α value Decision
A1 20 0,200 0,05 Normal
A2 20 0,093 0,05 Normal
B1 20 0,200 0,05 Normal
B2 20 0,200 0,05 Normal
A1B1 10 0,200 0,05 Normal
A2B1 10 0,093 0,05 Normal
A1B2 10 0,200 0,05 Normal
A2B2 10 0,200 0,05 Normal

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The 2nd International Conference on Natural & Social Sciences (ICONSS 2019)
Palopo, 13 – 14 September 2019
Furthermore, the homogeneity test results using the Levene Statistic test in each of the
data groups obtained a significance probability value (P sig)> (greater) than 0.05 on the
critical value α (alpha)
Table 4. Test of homogeneity
Groups P value α value Decision
A1 – A2 0,414 0,05 Homogen
B1 – B2 0,100 0,05 Homogen
A1B1, A2B1, A1B2, A2B2 0,127 0,05 Homogen
The analysis prerequisite test results show that all data come from data populations that
are normally distributed and have homogeneous data variances so that data analysis can be
done. Data analysis was performed using Two Way Analysis of Variance (ANOVA). This
analysis was conducted to determine whether there is an influence of interaction between
learning methods and reading interest together on students' reading comprehension ability.
The basis for decision making is that if the significance probability value (p) <0.05 of the
critical value α and the calculated F value> F table then Ho is rejected and Ha is accepted.
And vice versa if the significance value of significance (p)> 0.05 from the critical value α and
the calculated F value <F table then Ho is accepted and Ha is rejected. The test data of the
effect of the interaction between learning methods and reading interest on reading
comprehension ability can be seen in the following table 1:
Table 5. Tests the effect of interactions between learning methods and reading interest on
students' reading comprehension abilities
Source Type III Sum of Square df Mean Square F Sig.

Correction Model 2397,875a 3 799,292 15,600 ,000

Intercept 274740,625 1 274730,625 5362,051 ,000
METODE 50,625 1 50,625 ,998 ,327
MINAT 429,025 1 429,025 8,373 ,066
METODE * MINAT 1918,225 1 1918,225 37,439 ,000
Error 1844,500 36 51,236
Total 278973,000 40
Corrected Total 4242,375 39
In the table above we can see that the probability value of the significance of the influence
(P sig) of the interaction of learning models and reading interest in reading comprehension is
0,000 <than the critical value (α) of 0.05 and is supported by a calculated F value of 37.44> of
the value of F table 4.11 then Ho is rejected and H1 is accepted, by which it can be concluded
that there is a significant interaction effect between learning methods and interest in reading
together on students' reading comprehension abilities.
The results of this study indicate the grouping of students based on the level of interest in
reading greatly affect the effectiveness of the use of SQ3R and Quantum Reading learning
methods so that the interaction between the two gives a very significant influence on
students' reading comprehension abilities.
4. Conclusion
Based on the results of research and discussion that has been described, it can be
concluded that there is a significant interaction effect between the learning method and
reading interest on students' reading comprehension ability.
5. Citation and References
Depdiknas. (2006). Kurikulum Pendidikan Bahasa Indonesia Sekolah Dasar tentang
Pengajaran Membaca. Jakarta: Depdiknas.

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The 2nd International Conference on Natural & Social Sciences (ICONSS 2019)
Palopo, 13 – 14 September 2019
DePorter, B. D. (2005). Quantum Teaching: Mempraktekkan Quatum Learning di Ruang-ruang
Kelas. Bandung: Kaifa.
Swerdik, C. (2009). Pschology: Psycologycal Testing and Assesment: An Introduction to Test
and Measurment 7th Edition. USA: The McGraw-Hill Companies, Inc.
Emzir. (2013). Metodologi Penelitian Pendidikan Kualitatif dan Kuantitatif. Jakarta: Raja
Grafindo Persada.
Husna, N. (2006). Step by Step to Reading Skill. Jakarta: Fakultas Tarbiyah UIN Syarif
Hidayatullah.
Santoso. (2011). Metode Membaca Secepat Kilat. Yogyakarta: Pustaka Widya Utama

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