The Effectiveness of PQ4R to improve Vocabulary Proviciency on Reading Skills for Slow Learners

(An Experimental Study at Third Year Students of St Xaverius Elementary School in Semarang)By:

Hino Yudistira A4C009026

OUTLINE

I. INTRODUCTION

II. LITERARY REVIEW

III. RESEARCH METHOD

IV. FINDING AND DISCUSSION

V. CONCLUSION AND SUGGESTION

I. INTRODUCTION

Teacher

Fast Learners Slow Learners Average Learners

WHY?

WHAT?

1. The school’s requirement to enter the elementary school only based on school age.

2. There is no standardized test or psychological test for preschool students who wants to continue their study to elementary school

Children are unique, especially in how they learn about their environments and how they gather information in their early stage of their life.

The Objective of Research

The main purpose is to create a learning strategy that suitable with the students

The main purpose is to create a learning strategy

that suitable with the students

1. How PQ4R learning method is proved to be more effective than expository method to teach the third grade students of St. Xaverius Semarang.?

2. Is PQ4R learning method more effective to improve students’ vocabulary in their reading skill?

II. Literary Review

A. Previous Research

Most early studies dealt with PQ4R in other content areas outside the

language field such as psychology and science. One of the researches

was Suhlan (2007), who studied on Pengunaan Metode Elaborasi

melalui metode PQ4R pada mata Pelajaran Pendidikan Agama

Islam. He used qualitative approach in the study because he wanted to

analyze the use of PQ4R method.

The result of the Suhlan’ research showed that the subject score

increase from 71.75 on the pretest into 79.99 on the first treatment

and it became 83.15 on the second treatment and on the third

treatment increase, it became 87.20. From the result, it can be

concluded that the use of PQ4R method can increase students’

achievement.

B. Learning Method

Cognitive strategy

Rehearsal Strategy

Elaboration Strategy

Organizational

Gardner's Theory of multiple intelligences

Gardner listed seven intelligences: • linguistic, • logic-mathematical, • musical,• spatial, • bodily/kinesthetic, • interpersonal and • intrapersonal.

• “slow learner” is not about abnormal children, but it is about students who have difficulties in learning or to understand about the lesson in the school.

The characteristics of Slow Learners

• First, slow learners are frequently immature in their relations with others and do poorly in school.

• Secondly, they cannot do complex problems and work very slowly. 

• They lose track of time and cannot transfer what they have learned from one task to another well.  

• They do not easily master skills that are academic in nature, such as the time tables or spelling rules.

• Perhaps the most frustrating trait is their inability to have long-term goals.  They live in the present, and so have significant problems with time management probably due to a short attention span and poor concentration skills.

Alan Haskvitz

Four Basic Skills

LISTENING

READING WRITING

SPEAKING

• The focus of the reading skill is how the reader understands about the meaning on the text that is why the vocabularies knowledge to interpret words is very important”. The researcher has an opinion that by teach the slow learner students to memorize the vocabularies by using things around them is regarded to be much helpful.

Reading Skills Definition

Harmer (1998: 70) states “reading is an incredibly active occupation. It is not passive skill. Readers have to understand what the words mean.”

Williams (1989) states “reading is a process whereby one looks at and understanding what has been written

Some reading strategies • Skimming • Scanning • Guessing and making inference • Using imaginary• Taking notes.• Translating • Associating/ Elaborating • Knowing the purpose of reading • Placing new words into a context • Asking questions .

The Importance of ReadingThe reader can understand the meaning of the words in the text so they can catch the text or the story in general by guessing, although they do not understand the whole text or the story

proficiently

Vocabulary Definition

• Chad (1969,535) states “vocabulary is an alphabetical list of words with explanation; ranged of words employed”.

• Oxford (1990, 1331) states “vocabulary is the total number of words in a language”.

Teaching Vocabulary

• Creating sense of need for a word.• Showing the meanings of words method• Drawing attention to meanings before drilling words. • A look at a textbook lesson

PQ4R (Preview, Question, Reading, Reflect, Recite, Review) Learning Method.

PQ4R was developed from Francis Robinson’s theory of Survey, Question, Read, Recite, and Review (SQ3R) Learning Method in 1941.

PQ4R learning method is a teaching learning concept which helps teacher relates their teaching materials to be presented with their students, so it can improve the students’ achievement. PQ4R learning method represents one part of elaborate method. Elaborate method is used to assist students to remember what they read, and help them to remember the materials especially on vocabulary.

III. RESEARCH METHOD

•The research was conducted at St. Xaverius elementary school Semarang in 2010/2011 Academic Year.

•There were 13 girls and 17 boys as the subject of this research.

•The subject of the research was chosen by using purposive sample method

•This research is an experimental research by using

quantitative approach in analysis.

•The quantitative data were gained from the students’ test which was taken from pre test, post test and follow up test.

Slow Learners Identification Procedures

• Collecting the data through observation • Interview the teacher and the

headmaster.• Read the students’ mark report. • Analyzed the data• Decide which students were suitable

with the characteristic of slow learners and which students who were not according to the relevant theories.

Research Design

Experiment GroupIn the beggining of experiment

Experiment GroupIn the end of experiment

Non Experiment GroupIn the beggining of experiment

Experiment GroupIn the end of experiment

treatment

compared

Procedure of the Research

• The researcher selected the participants from the population of class IIIA and IIIB, by reading the report of the students when they were still on the second grade.

• The researcher consolidated with the other CLT teachers who handled the students based on their report.

• The teacher consolidated with the school teacher about the list of students that were going to be the subject of the research.

• The researcher conducted the pre-test to find out the mean of pre-test. • Homogeneity test was conducted by using SPSS (Statistical Package for

Social Science) program.• The teacher started to teach using PQ4R method for experimental group

and expository method for control group.• The result of post-test and follow up were taken and calculated to find

out the mean of post-test and the follow up test.• The researcher compared the mean of pre-test, post-test, and follow-up

test by using t-test to find out whether there was difference of vocabulary test achievement or not for the student taught using PQ4R learning method and expository method or not.

•Ask the students to follow the teacher’s voices and scan the difficult words.•For example:

–Good morning –Good afternoon–Good evening–Good night

Preview

Question(Ask about informative question)

• Can anyone tell Mr.Hino what is (good morning, good night, good evening, good afternoon) in bahasa?

• What do you find in the morning, afternoon, in the evening and at night?

• Ask the students to make question from the topic.

• For example the topic is about “Farm”

• Student A: What is this?• Student B: This is a/an ……

Read

The writer use story book entitled “The New Fun with Dick and Jane”.

The purpose is to make the students actively read the text and give response to the question and the text that they have read.

Reflect

• Can you mention what do you see there?• How is the sound if kangaroo jump?• What cat looks like?• What is the color of zebra?

Recite

The researcher gives the students a game that relate to the topic, we can use the same material.

Does it eat people?Type of activity: Pair work, arrangingFunction practiced: Asking about habitStructures: Does it (fly)? Yes, it does/ No, it doesn’tTopic area: AnimalEssential vocabulary: Eat, swim, fly, jump, bite, grass Meat, water, milk, wool

Note: the name of the animal is essential for playing game

HOW TO USE THE GAME1. Give 8 cards to student A and B randomly.2. Put a tape on the back of each

cards.3. Ask the student A to put on

student B’s back.4. Student B ask by use the

animal’s characteristic “Does it (fly, eat meat, swim,

etc)?” Student A answer yes it does or

No. it does not.Until Student B can guest the name of the animal.

Material and Preparation

•Ask the students to read again the text material before the class over, make them stand in line and ask them about the topic before they get out from the class.

Review

IV. RESEARCH FINDINGS AND DISCUSSIONS

Based on the theory and after analyzing between the pre-test and post-test, there were difference and improvement on the experiment group’s report compare with the control group with the same material using expository teaching method.

Experimental Group’s Score and Result

The average score of experimental group in pretest was 65.27, while it showed an improvement in the posttest (73.47). The average score of follow up result showed slight decrease from posttest (73.47) to the follow up test (73.27). There was 0.20 point decreasing on the experimental group. From the result, it is seen that PQ4R method turns out to improve the slow learner students’ achievement on their reading skills, especially on their vocabulary skill because the follow up average score of experimental group, because most of the slow learners in experimental group could increase their score.

Control Group’s Score and Result

The control group’s average score on pretest, posttest, and follow up showed improvement on pretest (64.20) to posttest (66.00), however the average score of follow up test on the control group decrease from 66.00 (posttest) to 65.20 (follow up test). The slow learners on control group could maintain their score or to improve their vocabulary proficiency. It was proven on the follow up test, because most of the students could not increase their score or they could maintain their score on their posttest score.

• The experimental group’s average improves higher than the control group. The increasing can be seen from the table below.

Group Pretest Posttest Follow Up

Control 64.20 66.00 65.20

Experimental 62.27 73.47 73.27

A Comparison between Pre-test and Post-test Score of Control Group and Experimental Group

65,27 65,20

73,2773,47

64,20

66,00

58

60

62

64

66

68

70

72

74

76

Pretest Posttest Follow Up

Experimental Group Control Group

Based on the result and discussion on the previous chapter, the researcher concludes that:

1. There is significant difference of vocabulary skills achievement of control group and experimental class.

2. Preview, Question, Read, Reflect, Recite, and Review (PQ4R) learning method turns out to be capable to improve the slow learners in memorizing the lesson and it gave effect on slow learners’ achievement of vocabulary skills better than expository method.

3. Preview, Question, Read, Reflect, Recite, and Review (PQ4R) learning method turns out to be more effective to teach the slow learners students.

Conclusion and Suggestion

Suggestion

From the conclusion above, the writer proposes some suggestions for those who concern on the slow learners or the field of study. They are:

– Preview, Question, Read, Reflect, Recite, and Review (PQ4R) method can be applied as one of the methods to teach slow learner students since it is effective in practice to improve the students’ achievement than by using expository method.

– For the future research, Preview, Question, Read, Reflect, Recite, and Review (PQ4R) method can be applied not only to teach vocabulary skills on reading skill, but also on other language skills, such as listening, writing, and speaking.

– The teacher should conduct some research on how to use Preview, Question, Read, Reflect, Recite, and Review (PQ4R) method to teach their students, especially the slow learners.

Doing the real thing

Simulating the real experience

Doing a dramatic presentation

Giving a talk

Participating in discussion

Seeing in done on location

Watching a demonstration

Looking at an exhibit

Watching a video

Looking at picture

Hearing words

Reading

The Affectivity Teaching Model

Level of involvement

Pas

sive

active

90%

70%

50%

30%

20%

10%

Metacognitive strategy

Rehearsal Strategy

Elaboration Strategy

Organizational

Resources Management

Strategy

Time Management

Study Environment

Effort Management

Support of Others