Students' Experience to Question- Answer Relationship (QAR) Strategy in Critical Reading Class: Narrative Inquiry

Atqiya, Wafiqotul (2024) Students' Experience to Question- Answer Relationship (QAR) Strategy in Critical Reading Class: Narrative Inquiry. Undergraduate Thesis thesis, UIN. K. H. Abdurrahman Wahid Pekalongan.

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Abstract

The world of reading currently occupies a vital role in human life, especially in the information and communication era. The issue of the low reading ability of the Indonesian people is not just a figment of the imagination. Several studies have proven this hypothesis. This study aimed to explore students' experiences using the Question-Answer Relationship (QAR) strategy for learning critical reading. The reason for doing this research is based on the habits of students who lack focus and who only read critical reading, even though critical reading is focusing, gathering information, remembering, analyzing, and evaluating the contents of the reading. This is a qualitative study using a narrative inquiry approach. This study used positive and negative emotions to explore students' experiences. Participants in this study were three female students who were taught using the Question-Answer Relationship (QAR) strategy in critical reading class. This study collected data by conducting semi-structured interviews and observations. Data analysis in this study used thematic analysis to find patterns that often appear. In conclusion, the research findings confirm the highly positive impact of the QAR strategy in critical reading classes. Students' perceptions of its effectiveness are excellent, supported by several key findings. Furthermore, student engagement during the implementation of the QAR strategy is highly effective, also supported by several key findings. This emphasizes the highly effective impact of the QAR strategy on student engagement and overall learning experiences.

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