The Effects of Question-Answer Relationship and Think Aloud strategies on Reading Comprehension Ability (A study at the first year students of UIN Ar-Raniry)

This thesis is entitled “The effects of Question-Answer Relationship (QAR) and Think Aloud strategies on reading comprehension ability (A study at the first year student of UIN Ar-Raniry)”. This study is conducted to investigate to what extent QAR and Think Aloud strategies improve the student’s ability in reading comprehension and to know the students’ responses toward the combination of those strategies. The participants of this study were 29 of the first year of English language education department students of UIN Ar-Raniry. This study used quantitative methodology in which the data is collected by using pre-test and post-tests, and questionnaires containing 10 questions with scale items. The result of the test shows that the mean score of pre-test is 51.6 while in the post-test is 61.3. It proved that the mean score of both are slightly different. After examining the hypothesis, the result indicates Tscore > Ttable (4.34 > 1.7), it can be concluded that Ha is accepted and H0 is rejected. It means that Question-Answer Relationship (QAR) and Think Aloud strategies improve students’ reading comprehension ability. Moreover, the students gave positive responses toward the implementation of both strategies. Almost all students agree that QAR and think aloud strategies improve their ability in reading comprehension and most of them said that QAR and think aloud strategies were very helpful.
Keywords: Reading Comprehension, Question-Answer Relationship Strategy (QAR), Think Aloud Strategy.