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Reading Interest Following Question-Answer Relationship Instruction: a Secondary Analysis of Fourth-Grade Students

Lembaran Ilmu Kependidikan · Vol. 55 No. 2 (2026) · pp. 174–184

DOI
10.15294/lik.v55i2.58768
ISSN
2987-3320
Published
2026-09-15
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

This study investigates the effectiveness of the Question-Answer Relationship (QAR) strategy on reading comprehension and reading interest of fourth-grade students at SD Negeri Kaliurang 1. The research was motivated by declining literacy trends, as evidenced by national assessment data and school-level reports, which indicated that only 35.7% of students met the Minimum Completeness Criteria in reading comprehension during the pretest phase. Using a mixed-methods sequential explanatory design, the study integrated quantitative data from pretest-posttest results with qualitative insights from observations, interviews, and documentation. Over three intervention sessions, students engaged in structured QAR phases: concept introduction, modeling, independent practice, and reflection. The findings revealed a significant improvement in reading comprehension, with posttest results showing 78.6% of students achieving the minimum completeness criteria. Qualitative analysis further highlighted enhanced metacognitive awareness, reduced reliance on teacher guidance, and improved collaborative discussion skills. These results confirm QAR's effectiveness as a cognitive scaffold that systematically transforms students' reading habits from passive reception to active, structured inquiry. This study contributes to literacy education by offering an evidence-based strategy aligned with the Merdeka Belajar curriculum

Keywords

Collaboration network of the authors

9 authors · 18 co-authorship links

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Co-authorOrganisationJoint articles
Yudi SiswantoAffiliation unknown1
Mintarsih ArbariniAffiliation unknown1
Imam Roos WahyudiAffiliation unknown1
Fakhruddin FakhruddinAffiliation unknown1
Imam ShofwanAffiliation unknown1
Nining HardiyantiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/LIK/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Reading Interest Following Question-Answer Relationship Instruction: a Secondary Analysis of Fourth-Grade Students</dc:title>
	<dc:creator xml:lang="en">Utami, Ratih Widya </dc:creator>
	<dc:creator xml:lang="en">Maisaroh, Siti </dc:creator>
	<dc:creator xml:lang="en">Gupta, Sachin </dc:creator>
	<dc:subject xml:lang="en">Question-Answer Relationship (QAR), </dc:subject>
	<dc:subject xml:lang="en">reading comprehension</dc:subject>
	<dc:subject xml:lang="en">reading interest</dc:subject>
	<dc:description xml:lang="en">This study investigates the effectiveness of the Question-Answer Relationship (QAR) strategy on reading comprehension and reading interest of fourth-grade students at SD Negeri Kaliurang 1. The research was motivated by declining literacy trends, as evidenced by national assessment data and school-level reports, which indicated that only 35.7% of students met the Minimum Completeness Criteria in reading comprehension during the pretest phase. Using a mixed-methods sequential explanatory design, the study integrated quantitative data from pretest-posttest results with qualitative insights from observations, interviews, and documentation. Over three intervention sessions, students engaged in structured QAR phases: concept introduction, modeling, independent practice, and reflection. The findings revealed a significant improvement in reading comprehension, with posttest results showing 78.6% of students achieving the minimum completeness criteria. Qualitative analysis further highlighted enhanced metacognitive awareness, reduced reliance on teacher guidance, and improved collaborative discussion skills. These results confirm QAR's effectiveness as a cognitive scaffold that systematically transforms students' reading habits from passive reception to active, structured inquiry. This study contributes to literacy education by offering an evidence-based strategy aligned with the Merdeka Belajar curriculum
</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-09-15</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/LIK/article/view/58768</dc:identifier>
	<dc:identifier>10.15294/lik.v55i2.58768</dc:identifier>
	<dc:source xml:lang="en">Lembaran Ilmu Kependidikan; Vol. 55 No. 2 (2026): Technology and Innovation in Education and Educational Theory and Practice; 174-184</dc:source>
	<dc:source>2987-3320</dc:source>
	<dc:source>10.15294/lik.v55i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/LIK/article/view/58768/11731</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Lembaran Ilmu Kependidikan</dc:rights>
</oai_dc:dc>