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putri asi lestari
Universitas Pahlawan Tuanku Tambusai
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The Effect of QAR (Question-Answer Relationships) Strategy to ImproveStudents’ Reading Comprehension putri asi lestari
Journal of English Language and Education Vol 6, No 1 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v6i1.84

Abstract

The goal of the QAR strategy is helping the students in reading comprehension actively by analyzing various steps of questions. QAR (Question-Answer Relationships), which helps the students to answer the question based on the text. QAR is the best strategy that helps students in answering question and comprehending the text more effectively. This research was an experimental research. It was conducted at Pondok Pesantren Miftahul Muarrif which located on kampar regency. The population of this research was the eight year students of Pondok Pesantren Miftahul Muarrif in the second semester. They consisted of 123 students, which divided into 3 classes. The reason to choose eight year students in using QAR technique was this technique appropriate to intermediate level of students. This research focuses of QAR Strategy on students’ Reading Comprehension. The instrument of this research is reading test. The data collection technique that writer used to analyzed data is t-test. The result of this study is taken from the quantitative data. It can be seen that there is improvement from the score pre-test (47.9) to that of post test (74,82) for experimental class and also the t-table 1.99 is smaller than t-observed 12.4. Moreover, it can be seen that after being taught by using QAR (Question-Answer Relationship) strategy, there is increasing of the students’ reading comprehension and they can answer the question with more efficiently. The students can analyze how and where to answer the question effectively The results of these tests were taken as data of this research.
LENS-ART (Literacy Enhancement Through Visual Support): Implementasi Modul Bacaan Berbasis Grafis untuk Mendukung Literasi Inklusif Siswa Disabilitas di SMA Putri Asi Lestari; Citra Ayu; Putri Hana Pebriana; Mutiara Sophia Ningsih; Ifna Aifannisa; Nurfazira Nurfazira; Susanti Susanti
Journal of Digital Community Services Vol. 3 No. 2 (2026): July-Desember
Publisher : Institute Of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/dcs.v3i2.84

Abstract

Program Pemberdayaan Kemitraan Masyarakat (PKM) LENS-ART (Literacy Enhancement through Visual Support) dilaksanakan untuk meningkatkan aksesibilitas pembelajaran literasi bagi peserta didik dengan hambatan pendengaran dan kesulitan belajar di SMA Kabupaten Kampar. Permasalahan mitra meliputi keterbatasan bahan ajar adaptif, dominasi materi berbasis teks, serta keterbatasan kompetensi guru dalam memanfaatkan media pembelajaran visual. Program bertujuan meningkatkan kapasitas guru dan mendukung keterlibatan peserta didik melalui penerapan modul bacaan berbasis grafis yang terintegrasi dengan website LENS-ART. Pelaksanaan program mencakup lima tahap, yaitu inclusive engagement, capacity building, implementation, mentoring and monitoring, dan sustainability. Evaluasi dilakukan melalui pretest-posttest, observasi keterlaksanaan, aktivitas peserta didik, monitoring guru dan peserta didik, serta refleksi dan catatan lapangan. Program melibatkan 35 guru pada tahap pelatihan dan 27 peserta didik pada tahap implementasi. Hasil menunjukkan proporsi guru pada kategori baik meningkat dari 17% pada pretest menjadi 88% pada posttest. Keterlaksanaan penggunaan website dan modul mencapai rata-rata 82,29% dengan kategori sangat baik, sedangkan aktivitas peserta didik mencapai 83,52% dengan kategori sangat baik. Monitoring menunjukkan penurunan peserta didik yang teridentifikasi menunjukkan tanda-tanda kelelahan kognitif, dari 85,19% sebelum penerapan menjadi 25,93% setelah penerapan. Temuan tersebut merupakan indikasi awal hasil monitoring dan belum menunjukkan hubungan sebab-akibat. Secara keseluruhan, LENS-ART dapat diterapkan dengan baik sebagai media pendukung pembelajaran literasi inklusif melalui integrasi dukungan visual, multimedia, aktivitas interaktif, teknologi digital, dan penguatan kapasitas guru.
Co-Authors Citra Ayu Ifna Aifannisa Mutiara Sophia Ningsih Nurfazira Nurfazira Putri Hana Pebriana Susanti Susanti