Pengaruh Stategi PQRST (Preview, Quastion, Read, Summarize, Tell) Terhadap Keterampilan Membaca Berbasis Teks Bergambar Pada Mata Pelajaran Bahasa Indonesia di Sekolah Dasar

Meyti Eliana  Mandasari; Nurul  Hidayah; Hasan Sastra  Negara

doi:10.58230/1nmtmj52

Authors

Meyti Eliana Mandasari Pendidikan Guru Madrasah Ibtidaiyah, Tarbiyah dan Keguruan, Universitas Islam Negeri Raden Intan Lampung, Bandar Lampung, Indonesia
Nurul Hidayah Pendidikan Guru Madrasah Ibtidaiyah, Tarbiyah dan Keguruan, Universitas Islam Negeri Raden Intan Lampung, Bandar Lampung, Indonesia
Hasan Sastra Negara Pendidikan Guru Madrasah Ibtidaiyah, Tarbiyah dan Keguruan, Universitas Islam Negeri Raden Intan Lampung, Bandar Lampung, Indonesia

DOI:

https://doi.org/10.58230/1nmtmj52

Keywords:

PQRST, illustrated texts, reading comprehension, retelling, elementary education

Abstract

Students’ engagement in processing reading texts requires structured reading strategies. This study aims to examine the effect of the PQRST strategy supported by illustrated texts on fourth-grade students’ reading comprehension by integrating information processing and retelling activities.

This study employed a quasi-experimental design with a non-equivalent control group using pretest and posttest measures. The participants were 56 students from SD Negeri 2 Kertosari, purposively selected from two classes. The experimental group received instruction using Preview, Question, Read, Summarize, and Tell (PQRST), while the control group received conventional instruction. Data were collected using 25-item multiple-choice reading comprehension tests and analyzed using descriptive statistics and independent-samples t-tests.

The experimental group achieved a higher posttest mean score (79.72) than the control group (75.56). The mean difference of 4.17 points was statistically significant (p = 0.014; 95% CI [0.886, 7.451]). Although the experimental group showed a greater mean improvement than the control group (9.66 vs. 7.41 points), the difference in gain scores was not statistically significant (p = 0.430).

PQRST supported by illustrated texts was associated with higher final reading comprehension scores, although its advantage in score improvement was not statistically confirmed. The findings provide contextual evidence for integrating visual information processing and retelling activities into reading instruction. However, the use of one non-randomized class in each condition limits causal interpretation.

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