IMPROVING THE STUDENT’S READING

COMREHENSION OF NARRATIVE TEXT THROUGT

QESTION ANSWER RELATIONSHIP (QAR)
STRATEGY OF SMP NEGERI 4 LAGUBOTI IN
ACADEMIC YEAR
2022/2023

A PROPOSAL

Written in Partial Fulfillment of the Requirements for Seminar Proposal

Examination

By:

Name : Erwina Mendrofa

Reg. Number : 190502401
Department : English Education

FACULTY OF TEACHER’S TRAINING AND EDUCATION

UNIVERSITY OF SISINGAMANGARAJA XII TAPANULI
SILANGIT-SIBORONGBORONG
2023
 TABLE OF CONTENTS

TABLE OF CONTENTS.............................................................................................i

CHAPTER I.................................................................................................................2

INTRODUCTION.......................................................................................................2

1.1 The Background of the Study..........................................................................2

1.2 The Problem of The Study..............................................................................3
1.3 The Objective of The Study............................................................................4
1.4 The Scope of the Study...................................................................................4
1.5 The Significances of the Study.......................................................................4

CHAPTER II................................................................................................................6

REVIEW LITERATURE...........................................................................................6

2.1 Reading.............................................................................................................6
2.2 Reading Comprehension.................................................................................7
2.2.1 Defenition of Reading Comprehension ............................................7
2.2.2 The Purpose of Reading Comprehension .........................................8
2.2.3 The Types of Reading Comprehension ............................................9
2.2.4 Levels of Reading Comprehension.................................................11
2.3 Qestion Answer Relationship (QAR) Strategy...........................................12
2.3.1 Procedure QAR Strategy..................................................................16
2.3.2 The Advantages QAR Strategy........................................................17
2.3.3 The Disadvantages QAR Strategy...................................................18
2.4 Text.................................................................................................................19
2.4.1 Defenition of Text............................................................................19
2.5 Concept of Narrative Text...........................................................................19
2.5.1 Defenition of Narrative Text............................................................19
2.5.2 Generic Structure of Narrative Text.................................................20
2.5.3 The Purpose of Narrative Text.........................................................21
2.5.4 The example of Narrative Text........................................................22
2.5.5 The Previous Study..........................................................................23

i
CHAPTER III............................................................................................................26

RESEARCH METHODOLOGY.............................................................................26

3.1 Research Design.............................................................................................26

3.2 The Subject Of The Research.......................................................................27
3.3 The instrument of The Research..................................................................28
3.4 Collecting Data..............................................................................................28
3.6 Technique of Analyzing Data.......................................................................29

REFERENCES..........................................................................................................30

ii
 CHAPTER I

INTRODUCTION

1.1 The Background of the Study

As a subject matter in school, there are four skills which is taught in

learning English. They are listening, speaking, reading, and writing. In every

subject, students learning activities involve reading.

However, in reality, reading is difficult skill in language especially the

students who are still difficult to understand the content of the reading text.

Generally, the teachers only provide text for students and teachers ask students

to read and look for the answers of the existing text with aids namely English

dictionary and the students do it individually or work with their partner.

Based on the experience in teaching practice field (PPL 2022), the

researcher got information that the students were still difficult to

comprehend the reading text. The students were confused to identify

general information, found specific information in reading text. When

students were given questions by the teacher and they looked for the answers

in the text, the students were still confused how to answer the questions with

correct grammatical forms.

There are many strategies to help students in comprehending the texts

that can be used by the teachers. One of the strategies that can be applied in

teaching reading is Question-Answer Relationships (QAR) developed by

Raphael. Walpole and McKenna (2007: 114) state that question-answer

relationship is a comprehension strategy to be used after learners have read.

QAR teaches learners how to decipher what types of questions they are being
1
 asked and where to find the answers to them. The focus of this strategy is on

defining and using four types of questions: Right There (explicit), Think and

Search (making inferences across sentences in the text), Author and

You (making inferences between the text and prior knowledge), and On Your

Own (making personal responses to themes in the text).

Based on the experience after surveying in the of SMP NEGERI 4

LAGUBOTI, the researcher got information that only about 30% students

could pass the KKM (Kriteria Kelulusan Minimal), it meant that the students

still had low qualification in reading English skill.

Based on the description above, the researcher will conduct the research

under the title “Improving The Student’s Reading Comprehension of Narrative

Text Through Qestion Answer Relationship (QAR) Strategy at SMP N 4

Laguboti ”.

1.2 The Problem of The Study

Based on the background above, some problems need to be answered from

this research: How does the Question-Answer Relationship (QAR) Strategy

improve the students‟ reading comprehension of the SMP Negeri 4 Laguboti in

academic year 2022/2023?

4
1.3 The Objective of The Study

The objective of the research is to find out how the Question-Answer

Relationship (QAR) Strategy improve reading comprehension the students of

SMP N 4 Laguboti in academic year 2022/2023

1.4 The Scope of The Study

Based on the problems and objectives of this research, the researcher

focused on the use of Question-Answer Relationship (QAR) Strategy in

improving reading comprehension in literal (main idea) and interpretive

(conclusion) comprehension of the SMP N 4 Laguboti in academic year

2022/2023.

1.5 The Significances of The Study

The research is expected to have contributions for:

1. Teachers.

For teachers, this research can be useful to increase knowledge and

provide inspiration about learning strategies in teaching, especially

learning to read comprehension using the QAR strategy.

2. Students.

It is useful to improve students' ability to understand reading and

understand the level of difficulty in each reading question and it can

motivate students to improve their reading comprehension by using the

types of QAR categories.

5
3. For The Writer

The writer can use this analysis to improve her skill in reading

4. For The Readers

It is hoped that reading comprehension use Qestion Answer

Relationship (QAR) can give more information and contribute the

knowledge

5. For The School

It can be alternative to improve the teaching and learning process

6
 CHAPTER II

REVIEW LITERATURE

2.1 Reading

Reading is one of the important aspects in English, reading is an

activity of receiving, interpreting, and analyzing what is done by the

reader to get the message conveyed by a writer in writing media. The

benefits of reading are that it can broaden the horizons of knowledge, add

information for oneself, increase knowledge and add ideas.

According to Dalman (2014:5) , Reading is an activity or cognitive

process that seeks to find various information contained in writing. This

means that reading is a thought process to understand the contents of the

text read. According to F. M. Hodgson in a book entitled Learning Modern

Languages (1960), reading is a process of obtaining messages conveyed

by writers through media in the form of words or written language.

7
2.2 Reading Comprehension

2.2.1 Defenition of Reading Comprehension

A vowel is speech sound

in which
the mouth is open and
the tongue is
not touching the top of
the mouth
and the teeth.
A vowel is speech sound
in which
the mouth is open and
the tongue is
not touching the top of
the mouth
and the teeth.
8
A vowel is speech sound
in which
the mouth is open and
the tongue is
not touching the top of
the mouth
and the teeth.
Reading comprehension is essentially defined as the ability to

understand the information which has been read. Reading

comprehension is a process to recognize the text and remember any

information in the text. Most of English Teacher has used “the

traditional ways” in teaching reading. The teachers only gave the

students instruction to read books (intensive reading) and then write

down the information or to find out the main idea from books. This

way give the students feel bored to study (Sangkala I, 2014).

Pang (2003:6) states that reading is about understanding

written texts. It is a complex activity that involves both

perception and thought. Reading consists of two related processes:

word recognition and comprehension. Word recognition refers to the

process of perceiving how written symbols correspond to one‟s

9
 spoken language. Comprehension is the process of making sense of

words, sentences and connected text. Readers typically make use of

background knowledge, vocabulary, grammatical knowledge,

experience with text and other strategies to help them understand

written text.

Blachowicz and Ogle (2008) state that reading is essential. It is

the process which people gain information and ideas from books,

newspapers, letters, advertisements and other materials. Thus, people

find any information in various media. Patel and Jain (2008:133) state

that reading comprehension involves understanding the meaning of

context, vocabulary, and grammatical structure. Moreover, the students

are also given the opportunity to explore the language that they are

learning. Warsnak (2006:9) states that reading comprehension is a

process of constructing meaning from written text.

2.2.2 The Purpose of Reading Comprehension

Everyone has their own purpose in reading a text. By reading

they can get factual information about things they want or the purpose of

reading is just for fun or entertaining themselves. Grabe and Stoller

(2011) identify the purpose of reading as:

1) Reading to search for simple information and reading to skim

Reading to find simple information or scanning aims to find

certain words, or certain pieces of information. On the other

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 hand, skimming is described as a combination of strategies to

guess which important information lies in the text and then

using basic reading comprehension skills on the text until

general ideas are formed.

2) Reading to learn from texts

Reading to learn is a condition where the reader needs to learn

enough about a number of information from a text. This usually

occurs in academic and professional contexts.

3) Reading to integrate information, write and critique texts

Reading to integrate information requires critical evaluation of

the information read so that the reader can decide what

information to integrate and how to integrate it for the purposes

of the reader. In this case, critiquing the text may be a variant of

the reading task to integrate information.

4) Reading for general comprehension

Reading for general understanding, for second language is more

difficult because being a fluent reader has a longer time

compared to skilled and fluent readers, requires very fast time

11
 and automatic word processing, strong skills in forming general

meaning representations of ideas. main ideas, and efficient

coordination of many processes with very limited time

constraints.

2.2.3 The Types of Reading Comprehension

The terms extensive reading and intensive reading are very familiar

to learners of English as a foreign language. Both are “reading” teaching

approaches that both aim to benefit from reading material. Those are

extensive and intensive reading for the detail description of the two

reading types are as the following:

1) Intensive Reading

Beatrice states that “intensive reading is an activity in which

students (usually in a class group, led by teacher) carefully read and

examine an essay, short story, or other reading material assigned by the

teacher.”19 It means that students have extensively read to get some

information from the short material that they have to answer.

Nuttal stated that intensive reading is “Intensive reading involves

approaching the text under the teacher's guidance or task that forces

students to focus on the text and its purpose is to arrive at an

understanding not only of what the text means but also of how the

meaning is produced.”20 In other word, intensive reading is used to

obtain deep understanding of a text. Then to achieve reading

12
comprehension needs to pay attention to reading accuracy about reading

text, vocabulary, and organization.

2) Extensive Reading

The best way to improve our knowledge of a foreign language is to

live with the speaker. However, many people don't have the chance to

live there. Therefore, there is another way to improve the knowledge that

is to read extensively in that language. According to Nuttal, extensive

reading extensive reading is assumed that to understand the whole (e.g.,

book) it is made up. However, we can, in fact, often understand a text

adequately without grasping every part of it.21 He also said, extensive

reading, as the easiest and most effective way to improve students’ skills

and claimed that it is “much easier to teach students to read better if they

are learning in favorable climate.

Based on the above statement, we know that there are two types of

reading, the two have differences from each other. Intensive reading is

reading in short texts to get specific information. In this reading activity,

students only read one or several choices of existing reading materials.

The intensive reading program is one of the efforts to grow and develop

critical reading skills. Meanwhile, extensive reading is associated with

longer texts than intensive reading; This requires students' ability to

understand the whole text. If in intensive reading only read one text

13
 slowly, but in extensive reading, reading several related texts at once and

done quickly.

2.2.4 The Levels of Reading Comprehension

a. Literal Comprehension
It is the reader‟s ability to remember ideas and information

that are directly stated in the textbook material.

b. Interpretive or Inferential Comprehension

It is the reader‟s ability to extract ideas and information not

directly stated in the textbook material, using prior or

background knowledge to assist in such understanding.

c. Critical Comprehension
It is the reader‟s ability to respond with personal judgments

and ideas about the content of the textbook material, using his

or her past knowledge and thoughts on the subject.

d. Creative Comprehension
It is the reader‟s “emotional” response to the content of the

textbook material read. This level of comprehension also

includes creating new ideas from what was learned in school

and life.

14
2.3 Qestion Answer Relationship (QAR) Srategy

Walpole and McKenna (2007: 114) state that question-

answer relationship is a comprehension strategy to be used after

learners have read. QAR teaches learners how to decipher what types

of questions they are being asked and where to find the answers to

them. The focus of this strategy is on defining and using four types of

questions: Right There (explicit), Think and Search (making

inferences across sentences in the text), Author and You (making

inferences between the text and prior knowledge), and On Your Own

(making personal responses to themes in the text).

At first, the strategy is taught by having learners identify the

relationship between specific questions and answers. Once they

understand that concept, the strategy can be employed during and after

reading narrative and information text. Teachers can ask questions,

telling learners what type they are. Alternatively, they can ask

questions, elicit answers, and then ask learners to categorize the

questions by type, essentially tracking their own thinking. Finally,

teachers can ask learners to generate questions of each time during and

after reading (Walpole and McKenna, 2007:115).

Question-answering instruction is a technique which could be

useful as an alternative strategy which is expected to improve reading

15
 comprehension. Question-Answer relationship (QAR) is a strategy to

be used after students have read. It also, teaches them how to decode

what types of questions they are being asked and where to find the

answers to them (Raphael & Au, 2005). QAR is a reading

comprehension strategy developed to "clarify how students approach

the tasks of reading texts and answering questions. It also, encourages

them to be active, strategic readers of texts" (Raphael, 1986, p.

176). Taffy Raphael (1985: 209) states that there are categories of

question, they are In the book and In my head. These two categories of

questions also have two different types of questions. The details of both

categories are described as follows:

A. In the Book Questions

1) Right There

The answer to Right There questions can be found in

one sentence in the text. Students can point to these answers. It

was easy for the students to answer this type of question. Indeed,

Raphael added, “the answers to the Right There questions are

generally easy to find in the text; in fact, often some of the

words used in the question are found in the same sentence as

the answer”. Shortly, the students always looked back directly at

the text when they wanted to answer the Right There question.

2) Think and Search

The answers to Think and Search questions are pieced

together using information from different parts of the text. The

16
 answer is in the text, but you need to put together different pieces

of information to find it. Words in the question and words for the

answer are not found in the same sentence. They come from

different places in the passage or text.

B. In My Head Qestions
1) Author and Me
The answer to Author and Me questions are not found

in the text. Instead they require students to think inferentially.

Students must think about what they already know, what the

author is telling them, and how both pieces of information fit

together.

2) On My Own

The answer to On My Own question is not in the text. It

can be answered without even reading the text. The answers to

these questions comes entirely from their own experiences.

On My Own questions sometimes include the words: In your

opinion or Based on your experience.

The appropriate procedures in implementing QARs

strategy in teaching reading consisted of the following steps: (1)

dividing the students into groups, (2) engaging the students to

read the text silently, (3) encouraging the students to discuss the

17
 content of the text with their group, (4) leading the students to

identify four types of questions namely "right there", "think and

search", author and me" and "on my own" questions, (5)

encouraging the students to generate types of questions based

on text given, (6) engaging the students to exchange the

questions to another group, (7) asking the students to answer the

questions, (8) discussing to connect between questions and

answers to each group.

2.3.1 Procedure QAR Strategy

There are some steps that must be conducted while using Question-

Answer Relationship:

1) The teacher introduces QAR and explains the four types of

question/answer relationships (QAR’s).

2) The teacher models the QAR process by using a short reading passage.

First read the story and questions to the students. Then identify which

QAR’s are evidenced through the questions given. Finally, answer

questions and discuss.

3 ) The teacher practices identifying the QAR’s with the class.

4) The teacher provides independent practice.

5) The teacher gradually increases the length and complexity of the texts

used with QAR.

6) The students continue to use QAR throughout the year, across the

curriculum in science, social studies, health, etc.

18
2.3.2 The Advantages of QAR

Question Answer Relationship is one of several strategies that use in

teaching reading comprehension. This strategy has many benefits to

increasing students' comprehension in reading. According to Raphael and

Au, QAR can help to solve four problems to enhance students’ level of

literacy:

1. The need for a shared language to make visible the largely invisible

processes underlying reading and listening comprehension.

2. The need for a framework for organizing questioning activities and

comprehension instruction within and across grades and school subjects.

3. The need for accessible and straight forward whole-school reform for

literacy instruction oriented toward higher level thinking.

4. The need to prepare students for high-stakes testing without undermining

a strong focus on higher level thinking with text.

According to Afflerbach, there are several advantages of QAR

strategy:

1. This strategy allows students to learn reading strategies, such as

scanning, skimming, or context instructions to find specific information in

the text.

19
2. The QAR strategy is able to generate critical thinking of students when

dealing with texts or assignments on high-risk tests because QAR questions

are not only limited to the Right there or in my head, which is the answer to

the questions in the book, but also QAR's strategy of having questions

author and you or on my own.

2.3.3 The Disadvantages of QAR

Raphael stated that QAR can help address the lack of a shared

language between teachers and students to improve questioning practices,

whether in daily life or not. During student activities in the classroom or

outside the school, or in a high-stakes test situation.

According to Credence in Sa’adulloh Mumzamil said that two

concerns with using QAR. Firstly, QAR was intended to explain QAR was

intended to explain, rather than make it easy to determine the correct

responses. Therefore, it is not recommended to let students know that the

answer to the question is "forthcoming from discrete categories like texts

and readers”. Secondly, He argues that determining the nature of the

question-answer relationship continues logically answering the question

instead of preceding it. He purports that QAR can be best seen as just a

monitoring tool to help readers get feedback on the answer, not on helping

to answer the question. Despite his concerns, Credence pointed out that the

National Reading Panel has endorsed QAR as an effective means of

improving comprehension.

20
2.4 Text

2.4.1 Defenition of Text

According to the Longman Dictionary of Applied Linguistics,

“Text / Teks is piece of spoken or written language. A text maybe

considered from the point of view of its structure and its function. It means

that text has its own function and purpose based on its structure and / or its

function based on the context and express the meaning of context.

2.5 Concept of Narrative Text

2.5.1 Defenition of Narrative Text

Narrative text is a text that tells a series of events sequentially and

are connected to one another. This type of text has an imaginative nature

or an imaginary story that aims to entertain the reader.

The definition of narrative according to Abbott (2010: 1) is a

story or in general it means telling a story. In general, stories have events

or several events that run according to the chronological time and these

events are conveyed through several media.

According to Fizona (2009), the notion of narrative text is a type

of writing that seeks to create, narrate and string together human actions in

an event chronologically or based on time sequence.

21
according to Remini (2007, 32) states that narrative is a type of writing or

conversation that aims to convey or tell a series of events or human experiences

according to developments from time to time.

Based on definition narrative text from expert above, we can

conclude that Narrative text is a type of text that tells an event in which

there are characters who have a conflict.

2.5.2 Generic structure of Narrative Text

According to Oxford Dictionary, generic (noun) is Characteristic

of or relating to a class or group of things. On the other hand, structure

(noun) is the arrangement of and relations between the parts or elements of

something complex. So, generic structure of procedure text means the

characteristic which is showed the procedure or explain how to make or do

or operate something in sequence.

The generic structure should be related to the topic discussed. It

means, the text should be focus on the goal. Same as other text type,

procedure text has communicative purpose which is showed or inform

how to make or how to operate something. In procedure text, the generic

structure called as constucting procedure text.

Constructing itself comes from the verb “construct”, which has

meaning: to build something, to put or fit something together, to form

together. Both of them have same meaning, there are two generic structure

of narative text, they are:

22
 1. Orientation;

Orientation is the opening paragraph of the text that introduces the

characters involved, when it happened, and the background location of the

incident (who, when, where).

2. Complication;

Complication comes after orientation and consists of a paragraph

describing the original problem. This initial problem is the beginning of the

storyline which continues to conflict, climax and anticlimax of a story.

3. Resolution;

Resolution is a paragraph that becomes the end of the story, which

becomes the completion and becomes the end of a story. The problems

that exist in a narrative text must be resolved and closed with a happy

ending or tragic and sad ending.

4. Reoretation;

Reorientation is the closing sentence that tells the final state of the

character in the story and is the moral message in a narrative story.

2.5.3 The Purpose Narrative Text

The aim of narrative text is to entertain the readers through the amusing

story. Another purpose of narrative text is for readers to gain new knowledge,

benefits or lessons.

23
2.5.4 The example of Narrative Text

The Lost Baby of Orangutan

Orientation:

One day at the forest in Borneo Island, there was a baby orangutan who lost his

Zarents. He was so sad and he did not know how to find his parents.

He lost his parent after some humans broke the forest and his home to make an oil

palm plantation. The baby orangutan was very angry and he disliked human so

much.

Complication:

He walked somewhere to find his parents even he did not know where. It was not

easy for him because along of his trip, he found some predators that wanted to eat

him. Luckily he was safe and could run and hide at a high tree. In the night, he

was lonely and he cried along the time. The cry made some birds felt pity of him.

In the morning, there was a bird that told him about his parents. The bird had seen

his parent after traveling from the west side of the jungle. The bird said that his

parents were caught by some humans and brought them at a house.

The baby orangutan was so angry hearing that story. He decided to walk to the

west side to find the place where his parents were.

In his mind, he thought that all human was cruel and bad. He was afraid that the

human would kill his parents. After long time walking, finally the baby orang utan

came at a beautiful forest in which there was a human house with some big cage.

24
The baby also saw a lot of orang utan lived there happily with some humans.

Resolution:

He walked closer to the cage and saw his parents there. The baby orangutan cried

and ran quickly to his parents. They were so happy because they could finally

meet again. The parents told the baby that the place was a home for all orangutans

that had no home after the forest was torn down. They asked the baby whether he

liked to stay there. He quickly agreed.

Reorientation:

The sanctuary staff later found the family in a corner and put the baby into the

rescue program. It made the baby orangutan believe again that there was still

humanity in a human.

2.5.5 The Previous Study

There are some previous findings of some researchers that have relation to

this research as follows:

1. The first relevant study is “QAR Strategy Implementation for Reading

Comprehension of Recount Texts” by Nira, Usman and Nadia. The

objective of this research is to find out whether or not QAR strategy is

effective in teaching reading comprehension of recount text. For

25
answering the question of study, the researcher used an experimental

research design. The calculation result shows that the t-score value is

higher than the critical value t-table (- 5.62 > -2.03). It means that the

alternative hypothesis (Ha) is accepted, and the null hypothesis (Ho) is

rejected. The results of this study show that QAR strategy has

successful in improving students' reading comprehension of recount

texts. The similarity lies in the method used quasi-experimental

research, while the difference lies in the material used. The second

study from Mabruka Z.A with entitled “The Effectiveness of Question

Answer Relationship (QAR) Strategy on Students’ Reading

Comprehension of Explanation Text at the Eleventh Grade of SMAN 4

Tangerang Selatan”. The objective of this study was to find out

whether QAR Strategy effective toward students’ reading

comprehension of explanation text and to what extend the

effectiveness QAR strategy on students’ reading comprehension of

explanation text. She uses quantitative methods with quasi-

experiments design. The test of hypothesis showed that that sig. 2

tailed was 0.028 while the determined alpha α was 0.05, which meant

0.028The study was conducted by Nurhayati Tangga Barokah in 2020

wich was.

26
2. Stafford (2012) in his thesis found that the QAR treatment did not

increase students‟ ability to accurately answer comprehension

questions. Between the pre- and posttests, scores in both groups

decreased. In order to further evaluate student learning in the

experimental group, students participated in a post-knowledge survey

which mirrored the prior knowledge survey administered as a pretest.

Survey results indicated that although the experimental group students

did not gain a working knowledge of the strategy, they did gain a basic

understanding of the taxonomy.

27
 CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

In a study a researcher must use the type of proper research. This is so that

researchers can obtain data or an overview of the problem and the steps used in

overcoming the problem. Research design is important because it can guide every

step in the research so that it is more logical and systematic. Creswell stated that

research is a process steps of used to collect information and analyze it to gain a

better understanding of the subject or problem. He explained that conducting

education and research is more than complete important steps in the research

process. It also includes designing and writing the research in one of two major

tracks: quantitative research or qualitative research. Quantitative research based

on Creswell means when the investigator identifies a research problem based on

the need to explain trends in the area or why something is happening.

The type used in this research is the type of research quantitative. This

research is quantitative research with a quasi-experimental research method. This

is one of the research approaches that uses two groups. This study used two

groups, namely the experiments taught using the QAR strategy and the control

group taught without using a QAR strategy. To test ability reading

comprehension, each group takes the same test, pretest and posttest. Design used

in this study can be seen in the following table.emphasizing processes not results,

being inductive, and prioritizing meaning (2010:195).

28
3.2 The Subject Of The Research

According to Sugiyono (2008), the research subjects were people who were

sampled in a study included in the study. According to Sugiyono (2015), in

qualitative research does not use a population, because qualitative research

departs from certain cases that exist in certain social situations and the results of

the study will not be applied to the population, but transferred to other places in

social situations that have similarities to the social situation in the case studied.

The sample in qualitative research is not called the respondent but as a resource or

participant, informant, friend, and teacher in the study.

In qualitative research, researchers enter certain social situations which

can be in the form of certain educational institutions conducting observations and

interviews with people who are considered to know about the social situation.

Determination of data sources on interviewees is done purposively, namely

selected with certain considerations and objectives. According to Sugiono (2015),

in qualitative research, the sampling technique that is often used is purposive

sampling and snowball sampling, but in this study, the researcher uses purposive

sampling. Purposive sampling is a sampling technique data sources with certain

considerations. This particular consideration is for example the person who is

considered to know best about what we expect so that it will make it easier for

researchers to explore the object or social situation under study.

Based on the explanation of purposive sampling by Sugiyono (2015), the

researcher choose the SMP N 4 Laguboti as the subject of the research.

29
3.3 The instrument of The Research

According to Nasution (1998) in Sugiyono (2015) said “In qualitative

research, there is no other choice than to make humans the main research

instrument because everything does not yet have a definite form. In a situation

that is completely uncertain and unclear, there is no other choice, and the

researcher alone is the only tool that can achieve this.”

Based on the explanation above the instrument in this research is the

researcher who must master everything related to research, starting from the

mastery of the theory used and the method used in research.

3.4 Collecting Data

The data collecting methods and instrument are needed to obtain the

research data. The technique of collecting data used in this research are:

a. Test This test is to measure student achievement after being taught

the Question Answer Relationship (QAR) strategy. The tests designed by

the researchers were pre-test and post-test to determine the effectiveness of

the Question Answer Relationship (QAR) strategy to improve student’s

reading comprehension skills. Pre-test was applied for experimental class

and controlled class and it was conducted before the QAR strategy was

given. After giving treatments, post-test was given in order to measure the

ability of students after given different treatments to experimental and

controlled class.

b. Documentation A set of documents provided on paper and pictures

use to be the truth evidence of this research. Documentation method is to get

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 a researcher data linked to research object that will be elaborated in this

research. This method is used to collect the data from the result of student’s

test. It is also to get the data of the students’ name list that include in

population and sample of research documentation of teaching and learning

process in English subject that can support research at SMP N 4 Laguboti.

3.5 Technique of Analyzing Data

The researcher used the Product Moment formula to calculate the test

results on reading comprehension. The formulation is below:

𝑟𝑥𝑦 = 𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
{𝑁 ∑ 𝑋2 − (∑ 𝑋) 2}{𝑁 ∑ 𝑌 2 − (∑ 𝑌) 2}
Note:

𝑟𝑥𝑦: Correlation

N: Total of Students

X: Point in a test

Y: Total point each student

∑ 𝑋: The summarize of point in a test

∑ 𝑌: The summarize of Total point each student

XY: Total of product between X and Y

∑ 𝑋 2 : The number of quadrates in each test

∑ 𝑌 2 : The number of quadrate each student

31
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