Sisca Nurzakiyah, Wiyaka Wiyaka, Senowarsito Senowarsito

Boosted Reading Comprehension Using PQRST (Preview Question Read Summarize Test) with Images and Short Videos

Introduction

Boosted reading comprehension using pqrst (preview question read summarize test) with images and short videos. Boost narrative reading comprehension using PQRST (Preview Question Read Summarize Test) & STAD with short videos. This study proves videos are more effective than picture series for student understanding.

Abstract

The purpose of this study was to compare the ability to read narrative texts between students taught using the integrated PQRST method with STAD assisted by short videos and pictures series, and to describe students' perceptions of the use of the two different methods. The research method used in this study is a quasi-experimental study. This study will be conducted at SMP Negeri 1 Tahunan Jepara Regency, Central Java. The subjects of the study were students of class 9B as the experimental class and class 9C as the control class. Data collection used tests and questionnaires. Data analysis used descriptive analysis and independent sample t-test. Based on the results of the study, it can be concluded that the ability to read narrative texts of students taught using the PQRST method oriented to the STAD model assisted by short videos is better than students taught using the PQRST method oriented to the STAD model assisted by pictures series. These results indicate that the PQRST method oriented to the STAD model assisted by short videos is effective in improving students' ability to read narrative texts. Highlights: Method Comparison: The study found that short video-assisted learning significantly improved narrative reading skills over picture series. Effective Combination: Integrating PQRST with STAD and short videos forms a potent approach to enhance students’ comprehension. Student Perception: Students responded positively to short video integration, highlighting its effectiveness and engagement. Keywords: Narrative Text, Short Videos, Pictures Series 

Review

This study presents an investigation into the comparative efficacy of PQRST (Preview Question Read Summarize Test) integrated with STAD, augmented by either short videos or picture series, on students' narrative text reading comprehension. The primary finding indicates that short video-assisted instruction significantly enhances reading ability compared to using picture series. This research tackles a highly relevant educational challenge—improving reading comprehension—and offers practical insights into leveraging multimedia within established instructional frameworks like PQRST and STAD, suggesting a potent combination for educators seeking to boost student engagement and learning outcomes. A critical concern arising from the abstract is the glaring inconsistency in the study's temporal status. The text states, "This study will be conducted," yet immediately follows with "Based on the results of the study, it can be concluded..." This fundamental contradiction severely undermines the credibility of the reported findings; it is unclear whether the abstract describes a proposed study or one that has already been completed. Methodologically, the quasi-experimental design, while pragmatic, limits the generalizability of results given the reliance on two intact classes from a single school. Furthermore, while the study effectively compares two multimedia approaches, the broad conclusion that the video-assisted method is "effective" might be too strong, as its effectiveness is demonstrated only against picture series, not necessarily against a baseline or traditional instructional method. Despite these significant methodological and reporting ambiguities, the study addresses an important area of pedagogical research. Should the findings be substantiated through a clearly reported and completed study, the conclusion that short videos offer a superior medium over static images for enhancing narrative text comprehension, especially when integrated with PQRST and STAD, provides valuable guidance for instructional design and technology integration in language arts. Future iterations of this research should unequivocally clarify the study's completion status, ideally expand its scope to include a more diverse sample and perhaps a traditional control group, and delve deeper into the nuanced qualitative data regarding student perceptions to provide a more robust and generalizable understanding of the observed effects.

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