SQ3R Method Optimizes Reading Comprehension Outcomes In Elementary Language Education

Abstract

General Background Reading comprehension constitutes a fundamental linguistic skill critical for acquiring diverse academic knowledge in primary education. Specific Background Fourth-grade students at SDN 05 Air Dingin exhibit significant difficulties in identifying main ideas, extracting essential information, and summarizing texts coherently. Knowledge Gap Many students engage in passive, rapid reading without a structured cognitive framework to actively process, retain, and review textual information. Aims This classroom action research aims to optimize active reading engagement and narrative summarization using the structured Survey, Question, Read, Recite, and Review framework. Results Conducted across two cycles involving twenty-one students, the intervention increased learner activity from 66.67 percent to 87.30 percent. Correspondingly, reading comprehension mastery surged from 61.90 percent in the initial cycle to 90.48 percent, with average evaluation scores rising from 71.41 to 87.14. Novelty Integrating student-generated questions and iterative review mechanisms within the reading process transforms learners from passive text consumers into active information processors. Implications The deployment of the SQ3R methodology provides primary educators with a highly structured, systematic pedagogical strategy to resolve comprehension deficits and maximize elementary literacy. Highlights: The deployment of the structured reading framework increased learner activity from 66.67 percent to 87.30 percent. Reading comprehension mastery surged significantly from 61.90 percent to 90.48 percent across two cycles. Generating questions and reviewing content actively transformed students from passive consumers into critical readers. Keywords: Reading Comprehension, Language Education, Action Research, Active Reading, Elementary Literacy