Melola Discovery

← Melola Discovery

Jurnal

The Effectiveness of Problem-Based Learning and Survey, Question, Read, Recite, Review to Improve Students’ Reading Comprehension

English Education Journal · Vol. 14 No. 3 (2024) · hlm. 416–427

DOI
10.15294/me2ffk27
Terbit
2024-09-15
Penerbit
English Education Journal
Bahasa
eng

Abstrak

This study addresses the effectiveness of the PBL (Problem-Based Learning) method and the SQ3R (Survey, Question, Read, Recite, Review) method on students' reading comprehension, considering their different motivation levels, at SMPN 2 Gebog Kudus. The primary objective of this research is to compare the effectiveness of the PBL and SQ3R methods in enhancing reading comprehension among seventh-grade students with different motivation levels. This study employed an experimental research design, involving 30 seventh-grade students from SMPN 2 Gebog Kudus. The data were collected through questionnaires and tests. The questionnaire assessed students' perceptions of the PBL and SQ3R methods as well as their motivation in language learning. The tests measured students' reading comprehension before and after the intervention. SPSS Version 27 was used for data analysis, including hypothesis testing. The results indicated that the SQ3R method was more effective than the PBL method in improving reading comprehension among students with different motivation levels. The significance values for the tests are: (1) PBL method with high motivation: 0.012 (p 0.05), SQ3R method with high motivation: 0.017 (p < 0.05), SQ3R method with low motivation: 0.018 (p < 0.05). It can be concluded that the SQ3R method proved to be more effective than the PBL method in improving students' reading comprehension, especially when considering different motivation levels. This research contributes to enhancing critical thinking skills and learning outcomes in Junior High School (SMP) students, particularly in reading comprehension, through the application of the SQ3R method. It highlights the importance of incorporating effective methods such as SQ3R in teaching strategies to improve student performance in language learning.

Kata kunci

Jaringan kolaborasi para penulis

40 penulis · 85 tautan kepenulisan bersama · 1 lintas organisasi · menampilkan 40 yang paling banyak terhubung

Arahkan kursor atau ketuk sebuah nama untuk menyorot rekan penulisnya. Klik dua kali untuk membuka halaman penulis.

  • State University of Semarang
  • Hasanuddin University
  • Institut Agama Islam Negeri Kendari
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Abdurrachman FaridiAfiliasi tidak diketahui3
SRI WAHYUNIHasanuddin University2
Dwi RukminiAfiliasi tidak diketahui2
Ahmad SofwanAfiliasi tidak diketahui2
Issy YuliasriAfiliasi tidak diketahui2
Januarius MujiyantoState University of Semarang2
Eka FatmawatiAfiliasi tidak diketahui2
Januarius MujiyantoAfiliasi tidak diketahui2
Rosnawintang RosnawintangAfiliasi tidak diketahui1
Nur AzisahAfiliasi tidak diketahui1
Wa Ode Zulhidjah AwalyahInstitut Agama Islam Negeri Kendari1
Sri Wuli FitriatiAfiliasi tidak diketahui1
Muhamad Dedi Manfaluthi ManfaluthiAfiliasi tidak diketahui1
Rini MaulidhawatiAfiliasi tidak diketahui1
Januarius MujiantoAfiliasi tidak diketahui1
Frimadhona SyafriAfiliasi tidak diketahui1
wilis nurlelaAfiliasi tidak diketahui1
Andini Lusiana SariAfiliasi tidak diketahui1
Hendi PratamaAfiliasi tidak diketahui1
Widya AmaliaAfiliasi tidak diketahui1
Hamidah Ary RuchanaAfiliasi tidak diketahui1
Fahrur RoziAfiliasi tidak diketahui1
Kathrina RustipaAfiliasi tidak diketahui1
Endah PurwantiAfiliasi tidak diketahui1
Lucky Kristina DamayantiAfiliasi tidak diketahui1
Rahayu Puji HaryantiAfiliasi tidak diketahui1
Abdul Malik Al HakimAfiliasi tidak diketahui1
Puji AstutiState University of Semarang1
Syarifa ManullangAfiliasi tidak diketahui1
Rochyani LestiyanawatiAfiliasi tidak diketahui1
Abdul MuhibAfiliasi tidak diketahui1
Dwi Anggani L.B.Afiliasi tidak diketahui1
Agus Rofi’iAfiliasi tidak diketahui1
Dwi Anggani Linggar BharatiAfiliasi tidak diketahui1
Atikah WatiAfiliasi tidak diketahui1
Arina Hafadhotul HusnaAfiliasi tidak diketahui1
Milchatun -Afiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">The Effectiveness of Problem-Based Learning and Survey, Question, Read, Recite, Review to Improve Students’ Reading Comprehension</dc:title>
	<dc:creator xml:lang="en">Yuliana, Yuliana</dc:creator>
	<dc:creator xml:lang="en">Rudi Hartono</dc:creator>
	<dc:creator xml:lang="en">Suwandi Suwandi</dc:creator>
	<dc:subject xml:lang="en">PBL method, SQ3R method, motivation, reading comprehension</dc:subject>
	<dc:description xml:lang="en">This study addresses the effectiveness of the PBL (Problem-Based Learning) method and the SQ3R (Survey, Question, Read, Recite, Review) method on students' reading comprehension, considering their different motivation levels, at SMPN 2 Gebog Kudus. The primary objective of this research is to compare the effectiveness of the PBL and SQ3R methods in enhancing reading comprehension among seventh-grade students with different motivation levels. This study employed an experimental research design, involving 30 seventh-grade students from SMPN 2 Gebog Kudus. The data were collected through questionnaires and tests. The questionnaire assessed students' perceptions of the PBL and SQ3R methods as well as their motivation in language learning. The tests measured students' reading comprehension before and after the intervention. SPSS Version 27 was used for data analysis, including hypothesis testing. The results indicated that the SQ3R method was more effective than the PBL method in improving reading comprehension among students with different motivation levels. The significance values for the tests are: (1) PBL method with high motivation: 0.012 (p &amp;lt; 0.05), PBL method with low motivation: 0.270 (p &amp;gt; 0.05), SQ3R method with high motivation: 0.017 (p &amp;lt; 0.05), SQ3R method with low motivation: 0.018 (p &amp;lt; 0.05). It can be concluded that the SQ3R method proved to be more effective than the PBL method in improving students' reading comprehension, especially when considering different motivation levels. This research contributes to enhancing critical thinking skills and learning outcomes in Junior High School (SMP) students, particularly in reading comprehension, through the application of the SQ3R method. It highlights the importance of incorporating effective methods such as SQ3R in teaching strategies to improve student performance in language learning.</dc:description>
	<dc:publisher xml:lang="en">English Education Journal</dc:publisher>
	<dc:date>2024-09-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/eej/article/view/9286</dc:identifier>
	<dc:identifier>10.15294/me2ffk27</dc:identifier>
	<dc:source xml:lang="en">English Education Journal; Vol. 14 No. 3 (2024): September 2024; 416-427</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/eej/article/view/9286/2363</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 English Education Journal</dc:rights>
</oai_dc:dc>