Pengaruh Question-Answer Relationship Strategy (QARS) untuk Meningkatkan Kemampuan Membaca Pemahaman Peserta Didik Autis di Huntingtower School Melbourne

Effects of Question-Answer Relationship Strategy (QARS) to Improve Reading Comprehension Skills of Autistic Students at Huntingtower School Melbourne

Kemampuan membaca pemahaman penting bagi peserta didik autis untuk beradaptasi dengan lingkungan mereka melalui analisis informasi dan pemahaman maknanya. Metode pengajaran yang efektif dapat meningkatkan kemampuan membaca pemahaman melalui komunikasi aktif. Question-Answer Relationship Strategy (QARS) menerapkan pendekatan komunikasi aktif melalui interaksi tanya jawab yang membantu membangun pemahaman terkait materi bacaan bagi peserta didik autis. Penelitian ini bertujuan untuk mengetahui pengaruh QARS dalam meningkatkan kemampuan membaca pemahaman di kalangan peserta didik autis di Huntingtower School, Melbourne. Pengumpulan data menggunakan pretest-posttest dan dianalisis dengan uji Wilcoxon. Hasil analisis data menunjukkan bahwa hipotesis alternatif diterima dengan nilai p sebesar 0,026, yang menunjukkan adanya perbedaan sebelum dan sesudah diterapkannya strategi pembelajaran. Hasil ini menunjukkan adanya pengaruh Question-Answer Relationship Strategy (QARS) untuk meningkatkan kemampuan membaca pemahaman peserta didik autis di Huntingtower School Melbourne.

Reading comprehension skill is crucial for students with autism to adapt to their environment through the analysis of information and understanding its meaning. Effective teaching methods can enhance reading comprehension through active communication between teachers and students. The Question-Answer Relationship Strategy (QARS) employs an active communication approach through question-and-answer interactions, that help to build a comprehension related to the reading material for students with autism. This study aims to assess the effect of QARS on improving reading comprehension among autistic students at Huntingtower School, Melbourne. Data were collected using a pretest-posttest design and analyzed with the Wilcoxon test. The data analysis results show that the alternative hypothesis is accepted with a p-value of 0.026, demonstrating a significant difference before and after the implementation of the teaching strategy. This finding indicating that the Question-Answer Relationship Strategy (QARS) significantly impacts the improvement of reading comprehension abilities among autistic students at Huntingtower School, Melbourne.