<![CDATA[This study aimed to describe: (1) the forms of students’ activities and responses during the implementation of the SQ3R strategy in learning reading comprehension of expository texts, and (2) the reading comprehension ability of tenth-grade students at SMAN 19 Gowa after the implementation of the SQ3R strategy in learning expository texts. This study employed a qualitative approach with a descriptive research design. The subjects of the study were an Indonesian language teacher and the students of class X.1 at SMAN 19 Gowa. The data were collected through observation, interviews, documentation, and reading comprehension tests. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured through source, technique, and time triangulation. The results of the study showed that: (1) students’ activities and responses during the implementation of the SQ3R strategy were carried out effectively in each stage, namely survey, question, read, recite, and review. Most students actively participated in observing the text, formulating questions, reading to find answers, restating the content of the text in their own words, and reviewing their understanding of the text. However, there are students still experienced difficulties in formulating questions and orally restating the content of the text orally using their own story. (2) Students’ reading comprehension ability after the implementation of the SQ3R strategy showed positive results. A total of 25 out of 28 students (89,28%) have achieved maximum understanding. In addition, students demonstrated good abilities in identifying main ideas, finding important information, understanding the structure of expository texts, and drawing conclusions from the texts. Based on these findings, it can be concluded that the SQ3R strategy encourages students’ active engagement in the learning process and improves their reading comprehension of expository texts among tenth-grade students at SMAN 19 Gowa.]]>
