PENERAPAN STRATEGI PQ4R DALAM MENGAJAR BACAAN TEKS NARATIF

THE IMPLEMENTATION OF PQ4R STRATEGY IN TEACHING NARRATIVE READING TEXT

Membaca adalah salah satu dari empat keterampilan bahasa yang harus dikuasai oleh siswa dalam belajar Bahasa Inggris selain mendengarkan, berbicara, dan menulis. Membaca adalah cara pembaca dalam menafsirkan makna teks. Oleh karena itu, siswa perlu membaca secara komprehensif. Namun, membaca secara komprehensif masih sulit dilakukan oleh siswa dalam belajar Bahasa Inggris sebagai bahasa asing. Ada banyak siswa yang masih kurang tertarik pada kegiatan membaca karena mereka memiliki kekurangan kosa kata dan mereka mengalami kesulitan dalam menghubungkan teks dengan pengetahuan latar belakang mereka. Faktor lain dari kesulitan siswa dalam membaca adalah ada beberapa guru yang jarang menerapkan strategi khusus dalam mengajar membaca. Salah satu strategi terbaik yang dapat diterapkan dalam pengajaran membaca disebut strategi PQ4R. Selain itu, mengarah pada tujuan penelitian ini adalah untuk menyelidiki pemahaman membaca siswa dalam teks naratif melalui strategi PQ4R.

Penelitian ini adalah penelitian kualitatif yang mengamati aktivitas guru Bahasa Inggris ketika mengajarkan teks naratif kepada siswa dengan menerapkan tahapan strategi PQ4R di salah satu sekolah menengah atas di Surabaya. Selain itu, selama penerapan para siswa diminta untuk menulis ulang cerita yang telah mereka baca menggunakan kata-kata mereka sendiri. Selain itu, hasil tugas membaca siswa yang telah disampaikan kepada guru juga diamati dengan menggunakan ESL Compositiion Profile mengingat bahwa tugas murid adalah menulis ringkasan menuju teks bacaan. Data diperoleh melalui observasi dan tugas membaca siswa. Data dianalisis melalui tiga langkah; familiarizing and organizing, coding and reducing, interpreting and representing.

Hasil penelitian ini menunjukkan bahwa guru telah menerapkan tahapan strategi PQ4R dalam mengajar teks membaca naratif mulai dari pembukaan hingga penutupan. Hasil tugas membaca siswa juga dianalisis berdasarkan lima komponen; yaitu adalah konten, organisasi, kosa kata, penggunaan bahasa, dan mekanik. Selain itu, hasil tugas membaca siswa dibagi menjadi empat kategori seperti excellent to very good, good to average, fair to poor, dan very poor. Selama penerapan strategi PQ4R, guru menghadapi kesulitan dalam tahap preview, read, recite, dan review. Namun, guru tidak menemukan kesulitan dalam tahap question dan reflect. Sementara dalam bagian diskusi, selain guru telah menerapkan strategi PQ4R di kelas, siswa sudah mengikuti persyaratan dalam menulis ringkasan dari tahap recite setelah membaca teks dengan seksama. Dengan demikian, dapat dikatakan bahwa sebagian besar siswa sudah memasukkan struktur generik teks naratif seperti orientasi, komplikasi, dan resolusi. Mereka juga mengembangkan ide-ide mereka melalui catatan yang mereka tulis dan mengekspresikannya dengan menggunakan kata-kata mereka sendiri. Selain itu, hasil penelitian ini menyatakan bahwa sebagian besar siswa memahami bacaan teks naratif dengan menggunakan penerapan strategi PQ4R yang dilakukan oleh guru di kelas.

Reading is one of four language skills that should be mastered by the students in learning English besides listening, speaking, and writing. Reading is the reader’s way in interpreting the meaning of the text. Therefore, the students need reading comprehensively. However, reading comprehensively is still difficult to do by the students in learning English as a foreign language. There are lots of students who are still less interested in reading activity because they have lack of vocabularies and they have difficulties in connecting the text with their background knowledge. Another factor of students’ difficulties in reading is that there are some teachers barely implementing any special strategy in teaching reading. One of the best strategies that can be applied in teaching reading is called PQ4R strategy. Moreover, it leads to the aim of this research is to investigate the implementation of PQ4R strategy in teaching narrative reading text.

This study was qualitative research that observed the English teacher activity when teaching narrative text to the students by implementing the stages of PQ4R strategy in one of senior high schools in Surabaya. Moreover, during the implementation the students were asked to rewrite the story they have read using their own words. Furthermore, the results of the students’ reading task that has been submitted to the teacher were also observed by using ESL Composition Profile considering that the tasks were to write a summary towards a reading text. The data were gained through observation and students’ reading task. The data were analyzed through three steps; they are organizing and familiarizing, coding and reducing, and interpreting and representing.

The result of this study shows that the teacher has been applied the stages of PQ4R strategy in teaching narrative reading text starting from the opening until the closing. The results of students’ reading task were also analyzed based on five components; those are content, organization, vocabulary, language use, and mechanics. Moreover, the students’ reading task results were divided into four categories such as excellent to very good, good to average, fair to poor, and very poor. While discussion, besides the teacher had been implemented PQ4R strategy in the classroom, the students had already followed the requirement in writing summary of the recite stage after reading a text thoroughly. Thus, it can be said that most students already included the generic structure of narrative text such as orientation, complication, and resolution. They also developed their ideas through the notes that they wrote and they expressed it by using their own words. In addition, the results of this study stated that most of the students comprehended narrative reading text by using the implementation of the PQ4R strategy done by the teacher in the classroom.