The Influence of Using PAQRS (Preview, Ask Questions, Read and Summarize) Strategy towards Reading Comprehension in Recount Text among EFL Learners

Abstract

Reading comprehension is an important component of English language learning, yet many EFL learners still struggle to understand recount texts. This study investigated the influence of the Preview, Ask Questions, Read, and Summarize (PAQRS) strategy on students’ reading comprehension of recount texts at SMAN 13 Bandar Lampung in the 2025/2026 academic year. The study employed a quantitative approach with a quasi-experimental pre-test and post-test control group design. The sample included 54 tenth-grade students: 30 in the experimental class and 24 in the control class. The experimental class was taught using the PAQRS strategy, while the control class was taught using the Interactive Reading Strategy. We collected data through multiple-choice reading comprehension tests. We piloted an initial 70-item test and retained 48 items; 24 were used for the pre-test and 24 for the post-test. The experimental group’s mean score increased from 66.39 to 73.33, producing a mean gain of 6.86, while the control group’s mean decreased from 63.89 to 62.50, producing a mean gain of -1.33. The gain scores were not normally distributed; therefore, the Mann–Whitney U Test was used. The test produced an Asymp. Sig. (2-tailed) value of 0.000, which is lower than 0.05. Therefore, the null hypothesis was rejected, and the alternative hypothesis was accepted. The findings indicate that the PAQRS strategy significantly influenced students’ reading comprehension of recount texts.