1. The Effectiveness of PQ4R to improve Vocabulary Proviciency on
Reading Skills for Slow Learners
(An Experimental Study at Third Year Students of St Xaverius Elementary School in Semarang)
By:
Hino Yudistira A4C009026

2. OUTLINE
I. INTRODUCTION
II. LITERARY REVIEW
III. RESEARCH METHOD
IV. FINDING AND DISCUSSION
V. CONCLUSION AND SUGGESTION

3. I. INTRODUCTION
Teacher
WHY?
Fast Learners Slow Learners Average Learners
WHAT?

4. 1. The school’s requirement to enter
the elementary school only based
on school age.
2. There is no standardized test or
psychological test for preschool
students who wants to continue
their study to elementary school

5. Children are unique, especially in
how they learn about their
environments and how they gather
information in their early stage of
their life.

6. The Objective of Research
The main purpose is to create a learning strategy
that suitable with the students

7. The main purpose is to create a learning
strategy
that suitable with the students
2. Is PQ4R learning method more effective to improve
students’ vocabulary in their reading skill?

8. II. Literary Review
A. Previous Research
Most early studies dealt with PQ4R in other content areas outside the
language field such as psychology and science. One of the researches
was Suhlan (2007), who studied on Pengunaan Metode Elaborasi
melalui metode PQ4R pada mata Pelajaran Pendidikan Agama
Islam. He used qualitative approach in the study because he wanted to
analyze the use of PQ4R method.
The result of the Suhlan’ research showed that the subject score
increase from 71.75 on the pretest into 79.99 on the first treatment
and it became 83.15 on the second treatment and on the third
treatment increase, it became 87.20. From the result, it can be
concluded that the use of PQ4R method can increase students’
achievement.

9. B. Learning Method
Rehearsal
Strategy
Cognitive strategy Elaboration Strategy
Organizational

10. Gardner's Theory of multiple intelligences
Gardner listed seven intelligences:
• linguistic,
• logic-mathematical,
• musical,
• spatial,
• bodily/kinesthetic,
• interpersonal and
• intrapersonal.

12. • “slow learner” is not about abnormal
children, but it is about students who
have difficulties in learning or to
understand about the lesson in the
school.

13. The characteristics of Slow Learners
• First, slow learners are frequently immature in
their relations with others and do poorly in school.
• Secondly, they cannot do complex problems
and work very slowly.
• They lose track of time and cannot transfer what
they have learned from one task to another
well.
• They do not easily master skills that are academic
in nature, such as the time tables or spelling rules.
• Perhaps the most frustrating trait is their inability
to have long-term goals. They live in the present,
and so have significant problems with time
management probably due to a short attention
span and poor concentration skills.
Alan Haskvitz

14. LISTENING SPEAKING
Four Basic
S
k
i
l
l
s
READING WRITING

15. • The focus of the reading skill is how the
reader understands about the meaning on
the text that is why the vocabularies
knowledge to interpret words is very
important”. The researcher has an opinion
that by teach the slow learner students to
memorize the vocabularies by using things
around them is regarded to be much
helpful.

16. Reading Skills Definition
Harmer (1998: 70) states “reading is an incredibly
active occupation. It is not passive skill. Readers have
to understand what the words mean.”
Williams (1989) states “reading is a process whereby
one looks at and understanding what has been written

17. The Importance of Reading
The reader can understand the meaning of the words in the text
so they can catch the text or the story in general by guessing,
although they do not understand the whole text or the story
proficiently
Some reading strategies
• Skimming
• Scanning
• Guessing and making inference
• Using imaginary
• Taking notes.
• Translating
• Associating/ Elaborating
• Knowing the purpose of reading
• Placing new words into a context
• Asking questions .

18. Vocabulary Definition
• Chad (1969,535) states “vocabulary
is an alphabetical list of words with
explanation; ranged of words
employed”.
• Oxford (1990, 1331) states
“vocabulary is the total number of
words in a language”.

19. Teaching Vocabulary
• Creating sense of need for a word.
• Showing the meanings of words method
• Drawing attention to meanings before drilling words.
• A look at a textbook lesson

20. PQ4R (Preview, Question, Reading, Reflect, Recite, Review) Learning
Method.
PQ4R was developed from Francis Robinson’s theory of Survey,
Question, Read, Recite, and Review (SQ3R) Learning Method in
1941.
PQ4R learning method is a teaching learning concept which helps
teacher relates their teaching materials to be presented with their
students, so it can improve the students’ achievement. PQ4R
learning method represents one part of elaborate method.
Elaborate method is used to assist students to remember what they
read, and help them to remember the materials especially on
vocabulary.

22. III. RESEARCH METHOD
•The research was conducted at St. Xaverius elementary
school Semarang in 2010/2011 Academic Year.
•There were 13 girls and 17 boys as the subject of this
research.
•The subject of the research was chosen by using
purposive sample method
•This research is an experimental research by using
quantitative approach in analysis.
•The quantitative data were gained from the students’ test
which was taken from pre test, post test and follow up test.

23. Slow Learners Identification Procedures
• Collecting the data through observation
• Interview the teacher and the headmaster.
• Read the students’ mark report.
• Analyzed the data
• Decide which students were suitable with
the characteristic of slow learners and
which students who were not according to
the relevant theories.

24. Research Design
Experiment Group Experiment Group
In the beggining of experiment In the end of experiment
treatment
Non Experiment Group Experiment Group
In the beggining of experiment In the end of experiment
compared

25. Procedure of the Research
• The researcher selected the participants from the population of class IIIA
and IIIB, by reading the report of the students when they were still on the
second grade.
• The researcher consolidated with the other CLT teachers who handled the
students based on their report.
• The teacher consolidated with the school teacher about the list of students
that were going to be the subject of the research.
• The researcher conducted the pre-test to find out the mean of pre-test.
• Homogeneity test was conducted by using SPSS (Statistical Package for
Social Science) program.
• The teacher started to teach using PQ4R method for experimental group
and expository method for control group.
• The result of post-test and follow up were taken and calculated to find out
the mean of post-test and the follow up test.
• The researcher compared the mean of pre-test, post-test, and follow-up test
by using t-test to find out whether there was difference of vocabulary test
achievement or not for the student taught using PQ4R learning method and
expository method or not.

26. Preview
•Ask the students to follow the
teacher’s voices and scan the difficult
words.
•For example:
–Good morning
–Good afternoon
–Good evening
–Good night

27. Question
(Ask about informative question)
• Can anyone tell Mr.Hino what is
(good morning, good night, good
evening, good afternoon) in
bahasa?
• What do you find in the morning,
afternoon, in the evening and at
night?

28. • Ask the students to make question
from the topic.
• For example the topic is about
“Farm”
• Student A: What is this?
• Student B: This is a/an ……

30. Read
The writer use story book
entitled “The New Fun with
Dick and Jane”.
The purpose is to make the
students actively read the text
and give response to the
question and the text that they
have read.

33. Reflect
• Can you mention what do you see there?
• How is the sound if kangaroo jump?
• What cat looks like?
• What is the color of zebra?

34. Recite
The researcher gives
Does it eat people?
the students a game Type of activity:
that relate to the Pair work, arranging
topic, we can use Function practiced:
Asking about habit
the same material. Structures:
Does it (fly)?
Yes, it does/ No, it doesn’t
Topic area:
Animal
Essential vocabulary:
Eat, swim, fly, jump, bite, grass
Meat, water, milk, wool
Note: the name of the animal is essential for playing game

35. Material and Preparation
HOW TO USE THE GAME
1. Give 8 cards to student A and B
randomly.
2. Put a tape on the back of each
cards.
3. Ask the student A to put on student
B’s
back.
4. Student B ask by use the animal’s
characteristic
“Does it (fly, eat meat, swim, etc)?”
Student A answer yes it does or
No. it does not.
Until Student B can guest the name
of the animal.

36. Review
•Ask the students to read again the text material
before the class over, make them stand in line and
ask them about the topic before they get out from
the class.

37. IV. RESEARCH FINDINGS AND DISCUSSIONS
Based on the theory and after analyzing
between the pre-test and post-test, there
were difference and improvement on the
experiment group’s report compare with
the control group with the same material
using expository teaching method.

38. Experimental Group’s Score and Result
The average score of experimental group in
pretest was 65.27, while it showed an
improvement in the posttest (73.47). The average
score of follow up result showed slight decrease
from posttest (73.47) to the follow up test (73.27).
There was 0.20 point decreasing on the
experimental group. From the result, it is seen
that PQ4R method turns out to improve the slow
learner students’ achievement on their reading
skills, especially on their vocabulary skill because
the follow up average score of experimental
group, because most of the slow learners in
experimental group could increase their score.

39. Control Group’s Score and Result
The control group’s average score on pretest,
posttest, and follow up showed improvement on
pretest (64.20) to posttest (66.00), however the
average score of follow up test on the control
group decrease from 66.00 (posttest) to 65.20
(follow up test). The slow learners on control
group could maintain their score or to improve
their vocabulary proficiency. It was proven on the
follow up test, because most of the students could
not increase their score or they could maintain
their score on their posttest score.

40. • The experimental group’s average improves
higher than the control group. The increasing
can be seen from the table below.
Group Pretest Posttest Follow Up
Control 64.20 66.00 65.20
Experimental 62.27 73.47 73.27

41. A Comparison between Pre-test and Post-test Score of Control
Group and Experimental Group
76
73,47 73,27
74
72
70
68
66,00
66
65,27 65,20
64
64,20
62
60
58
Pretest Posttest Follow Up
Experim ental Group Control Group

42. Conclusion and Suggestion
Based on the result and discussion on the previous chapter, the
researcher concludes that:
1. There is significant difference of vocabulary skills achievement of
control group and experimental class.
2. Preview, Question, Read, Reflect, Recite, and Review (PQ4R)
learning method turns out to be capable to improve the slow
learners in memorizing the lesson and it gave effect on slow
learners’ achievement of vocabulary skills better than expository
method.
3. Preview, Question, Read, Reflect, Recite, and Review (PQ4R)
learning method turns out to be more effective to teach the slow
learners students.

43. Suggestion
From the conclusion above, the writer proposes some suggestions for
those who concern on the slow learners or the field of study. They are:
– Preview, Question, Read, Reflect, Recite, and Review (PQ4R)
method can be applied as one of the methods to teach slow
learner students since it is effective in practice to improve the
students’ achievement than by using expository method.
– For the future research, Preview, Question, Read, Reflect,
Recite, and Review (PQ4R) method can be applied not only to
teach vocabulary skills on reading skill, but also on other
language skills, such as listening, writing, and speaking.
– The teacher should conduct some research on how to use
Preview, Question, Read, Reflect, Recite, and Review (PQ4R)
method to teach their students, especially the slow learners.

45. The Affectivity Teaching Model
Level of involvement
10%
Reading
20%
Hearing words
Passive
30%
Looking at picture
Watching a video
50% Looking at an exhibit
Watching a demonstration
Seeing in done on location
Participating in discussion
70%
Giving a talk
active
Doing a dramatic presentation
90% Simulating the real experience
Doing the real thing

46. Rehearsal
Strategy
Metacognitive Elaboration
strategy Strategy
Organizational

47. Time
Management
Resources Management Study Environment
Strategy
Effort
Management
Support of
Others