SiBungsu in Red

SQ4R engages the reader during each phase of the reading process and interacts the reader with text material. Based on Cuesta College (2011: 1), the strengths of SQ4R as stated below: a.        By surveying the text, the reader becomes familiar with the material before they read. It also activate any their prior knowledge of the subject . b.       Question stage helps the reader become s critical thinker in reading process and focus es the reader attention on what information the reader need to get from the reading. c.        Read stage makes the reader mastering the course material. d.       In recite stage, activating long-term memory storage is added tremendously by hearing and verbalizing the material. If the reader can explain the concepts to another, the reader has mastered the material. e.        Reflection weaves new ideas into old, by comparing the new ideas with ones the reader has already know n . f.        The more the reader reviews, the more information the re

SQ4R provides a systematic way of comprehending and studying text (Richard son 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 learn s 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. P rior 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 knowledg

Difficulties in reading comprehension are produced by a variety of factors. The factors which are most often responsible for people to comprehend reading materials according to Devine (1986: 49) are: 1)    Reader’s ability to use certain cognitive skills 2)    Their ability to use related reading skills 3)    Their ability to reason 4)    Their knowledge of the ways writers structure texts 5)    Their social and cultural background. Kennedy (1981: 195-197) adds some factors which affect reading comprehension. They are: 1)    Inadequate Instruction Many teachers are poorly prepared to teach the basic reading skills. As a result, they may follow the general instructions given in a teaching manual, without regarding the specific needs to their pupils. Or they may teach as they were taught when they were in grade school, or without any systematic plan. Inadequate instruction practices include selecting the wrong skills to emphasize, presenting the skills too rapidly for groups or indi

              Brown (2004: 188-189) mentions the strategies for reading comprehension as follows: 1)    Identify the purpose in reading a text 2)    Apply spelling rules and conventions for bottom-up decoding 3)    Use lexiacal analysis (prefixes, roots, suffixes, etc) to determine meaning 4)    Guess at meaning (of words, idiom, etc) when you aren’t certain 5)    Skim the text for the gist and for the main idea 6)    Scan the text for spesific information (names, dates, key words) 7)    Use silent reading techniques for rapid processing 8)    Use marginal notes, outliners, charts, or semantic map for undertanding and retaining information 9)         Distinguish between literal and implied meanings 10)     Capitalize on discourse markers to process relationships .               Zygouris and Coe (2009: 1-2) add that teacher can use these effective strategies to make students comprehend in reading, they are as follows: 1)    Activating prior knowledge Teachers need to first find out