THE EFFECTVENESS OF PREVIEW, QUESTION, READ, SUMMARY, AND TEST (PQRST) STRATEGY ON IMPROVING STUDENTS’ READING COMPREHENSION

Abstract

This study aims to achieve two main objectives: (1) to find out the effectiveness of the use PQRST strategy on improving students’ reading comprehension, and (2) to find out there is significant difference in implementing PQRST strategy on students' reading comprehension. The study was conducted among eleventh-grade students at SMKN 1 Slawi during the 2024/2025 academic year. A true-experimental design with random sampling was employed, involving 69 students—33 in the experimental group and 36 in the control group. The experimental group received instruction using the PQRST strategy, while the control group was taught through conventional methods. Both groups underwent eight instructional sessions, which were assessed through pre- and post-tests consisting of 30 multiple-choice questions. The results demonstrated a substantial improvement in the experimental group’s reading comprehension, with the mean score increasing from 59.06 to 79.29, confirming the effectiveness of the PQRST strategy in facilitating reading comprehension. Furthermore, an independent samples t-test revealed a statistically significant difference in post-test scores between the two groups (p < 0.05). Thus, the strategy is recommended as an effective method for reading instruction, particularly within English as a Foreign Language (EFL) and vocational education contexts