SQ4R

SQ4R provides a systematic way of comprehending and studying text (Richardson and Morgan in UCF College of Education, 2005: 1). Hartlep and Forsyth (2000: 269) state :

In 1970, Robinson proposed the survey, question, read, recite, and review (SQ3R) study method as a way to get students to more actively process textbook material. Then, in 1993, P.D. Forsyth and Forsyth proposed SQ4R. The additional “R” as “reflect” means that students can reflect about how the reading materials relate to their life experiences.

According to Coon (2007: 2) , these six steps can help the reader learns as the reader read and reflect, remember more, and review effectively.

SQ4R helps students make meaning from text by using strategies in three stages of reading as follows:

a. Prior to reading. This stage is to preview text and establish purpose

   b.While reading. This stage is to monitor one’s own comprehension, to ask question about the reading, and to link new knowledge to prior knowledge

c.After reading. This stage is to summerize and review content (Helliston Public Schools, 2008: 67).

In short, it can be stated that SQ4R is a study method to comprehend, link the new knowledge to prior knowledge, and review effectively using six steps (Survey, Question, Read, Recite, Reflect, and Review) in pre, while, and post reading.

2.    The Steps of SQ4R

SQ4R consists of six steps, they are as follows:

a.      Survey

Skim through text before beginning to read it. Start by looking at topic headings, figure captions, and summaries. Try to get an overall picture of what lies ahead. The reader can use this feature to identify important ideas are the reader begin reading (Coon, 2007: 1). It’s a quick process that involves following three simple instruction: (1) Read the introduction; (2) Look at the headings; (3) Read the summary (Thwaits, 2007: 158).

b.      Question

In this step, the students are encouraged to formulate questions for self-instruction and to facilitate interactive reading (Orange, 2002: 32). It is also supported by Dupuis and Askov that the reader formulates questions that s/he expects will be answered in reading material (1982: 219). After skimming the text, turn each topic heading into one or more questions. Asking questions helps the reader read with a purpose. One of the key steps is to ask the reader themselves a lots of questions while reading. (Coon, 2007: 2). Meanwhile, questions may come from: (1) instructor; (2) worksheets, take home tests, and quizzes; (3) questions throughout and at the end of the chapter (Cuesta College, 2011: 1). Based on the theories above, it can be concluded that the students make questions about the text based on the teacher’s instruction through the worksheet.

              As stated by Burns et al (1984: 203 – 204), there are seven major question types. These types can be explained as follows:

1)      Main Idea Question: students are asked to identify the central theme of selection

2)      Detail Questions: students are asked to assimilate the information conveyed by these questions

3)      Vocabulary questions: students are asked for the meaning of words used in the selection

4)      Sequence questions: students are asked about events in their order of occurrence

5)      Inference Questions: students are asked to read between the lines to get answer that is implied by statement in the selection

6)      Evaluation question: students are asked for judgments about the material.

c.       Read

When reading, look for answers to the questions the reader asked (Coon, 2007: 2). So, the reader searchs for the answer to the questions they formed from the headings when they read. (Thwaits, 2007: 160).

d.      Recite

After reading a small amount, the reader should pause and recite or rehearse. Try to mentally answer the questions. (Peverly et al in Coon, 2007: 2).

e.       Reflect

As the reader reads, reflect on what is being read. One powerful way to do this is to relate new facts, terms, and concepts to information the reader already know well or to the reader own experiences. It is especially easy to remember ideas that are personally meaningful, so try to relate the ideas the reader encountered to the reader own life. This may be the most important step in the SQ4R method. (Hartlep & Forsyth in Coon, 2007: 2).

f.       Review

When reading, skim back over a section or the entire chapter, or read the  notes (Coon, 2007: 2). Students review the material by re-reading parts of the text or notes.