Implementing SQ3R Strategy in Teaching Reading Report Text

Abstract

This study aims to explore the implementation of the SQ3R (Survey, Question, Read, Recite, Review) strategy by English as a Foreign Language (EFL) teachers in teaching reading comprehension of report text in one of the Vocational High Schools in Ciamis. Using a qualitative case study approach, this study collected data through classroom observations and teacher interviews. The results showed that the teacher implemented all five steps of the SQ3R strategy systematically, guiding students through the stages of text survey, formulating questions, active reading, summarizing key information, and reviewing content. The SQ3R strategy was shown to help students' engagement with the text, reading comprehension skills, and understanding of the structure and language features of report texts. Students responded positively to this approach, with increased focus, enthusiasm, and ability to extract and retain information from the text. Challenges faced included time management and ensuring students understood the content rather than conciseness memorizing it. Teachers adapted the strategy by incorporating interactive elements such as group discussions, concept mapping, and quiz games to enhance learning. In conclusion, the SQ3R strategy appeared to help students' engagement with the text, reading comprehension skills, and understanding of report text structure and language features.