Journal of English Teaching, Literature, and Applied Linguistics

ISSN 2202-9478
Vol. 1, No. 1; August 2017
Published by English Language Education Department of UMG

The Effect of Question Answer Relationship Strategy on Students’

Reading Comprehension of Narrative Text at VIII Grade of SMP
Muhammadiyah 4 Giri
Diajeng Anggun
SMP Muhammadiyah 4 Giri
E-mail: [email protected]

Received: July 10, 2017 Accepted: August 17, 2017 Published: August 31, 2017
doi:10.7575/aiac.ijels.v.1n.1p.1 URL: http://dx.doi.org/10.7575/aiac.ijels.v.1n.1p.1

Abstract
Question-Answer Relationships (QAR) is a reading comprehension strategy developed to clarify how students approach
the tasks of reading texts and answering questions. This study aimed to know how the significant effect and the effects of
Question-Answer-Relationship strategy (QAR) on the reading comprehension of narrative text students at eight grade
SMP Muhammadiyah 4 Giri. The researcher took 48 students as the sample. They grouped into two classes, one of
experiment group VIII A that consist of 24 students and VIII B as control group that also consist of 24 students. The
design of the study was Quasi Experimental Design. The instrument used collect data was reading test to set scores of
students’ reading comprehension. In this research, there are five procedures of research design that was giving pre test,
giving treatments, giving post test, analyzing the data using t-test formula and wrote the hypothesis. The research finding
showed that this strategy was effective to teach reading for eight grade at SMP Muhammadiyah 4 Giri. The students’
average score in pre test between experimental and control group was 57.50 and 58.54. The score improved in post test.
The significant value of experimental group was 0.00 it was lower than the level of significant at 0.005. Based on the
hypothesis result, there is significant different between experimental and control group. The researcher concluded that
QAR strategy could improve students’ reading comprehension especially in narrative text. By using this strategy,
students could learn by working in groups. In general, the use of QAR strategy to teach reading comprehension was quite
good. Students appeared more active and cooperative in discussion section. Three are suggestions are provided. The first,
the English teacher is recommended to use QAR as an effective additional strategy in teaching reading narrative text and
to avoid monotonous activities in the class. The second, for the students is the researcher hopes the use of QAR can be
used to alternate and motivate students in reading and can be used to maximize teaching and learning process in the class.
The third, for the next researcher was who wants to conduct a research using QAR were recommended to conduct this
research in different areas and levels.

Key words: Question Answer Relationship, Narrative Text, Reading Comprehension.

1. Introduction
Now days, usability of English language increased with purposes of communication and information. This
makes learning English language to be requirement especially for students. Many people have agreed to make English as
an international language. All of them who work as teachers mostly focus on how to teach English properly and
effectively or how students can learn the language itself. In order to learn English language as a foreign language or
second language, basic skill such as listening, speaking, reading & writing should be integrated and developed. However,
it is difficult to improve all these skill at once. Because proficiency of each students is different. So, it is necessary to
apply a variety of methods and strategies to help students improve English language in every aspect.
One of important topic is reading. Study the content of the lesson is the main idea of the purpose in reading skill.
Reading is useful for language acquisition. For example, reading can enlarge student’s vocabulary knowledge and
upgrade spelling and punctuation. Besides that, Pretorius & Naude, 2002 found that there is a strong relationship between
reading and academic success for elementary school until university. They advise that the students who understood 2
what they read usually getting good grades. Therefore, students who study English as foreign language must be try to
develop their reading ability for gain new knowledge.
There are some research proof that reading skill of society in Indonesia is low. PISA (Programme for
International Students Assessment) said that the result about students ability in reading comprehension skill at 2013 is
Indonesia in order 63 from 65 country to be sample in this research. (Source : www.indonesiapisacener.com)

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In the aspect of reading, learning reading comprehension of narrative text is one of the basic competencies that
must be achieved eighth grade students. The purpose of this learning, to enhance students' reading comprehension to
information from a narrative text. But in reality, the competence of students in reading comprehension of narrative text a
text is still low. One of the factors behind the failure of the students reading comprehension of narrative text is usually
because the ineffectiveness of learning conventional strategies by teachers. Likewise, Purwanti (2010) said that students
often have trouble finding the main idea in understand the contents of the article or book. This has an impact on the
results of reading tests, being lazy reading, students' difficulties to find the idea of an article so the test results in a very
low reading material.
Several strategies that can be used by teachers for teaching reading comprehension in narrative text. However,
every strategy learning have different levels of effectiveness. Therefore, it is necessary effort showing new learning
strategies that can help students overcome problems in reading comprehension 3 narrative text. Application of
appropriate learning strategies will attract students to active in teaching reading comprehension of narrative text.
The implementation of relevant strategies in the learning support achievement of learning goals optimally. Indicators to
be achieved in each competency including learning basic reading comprehension of narrative text, requires teachers
master the relevant strategy.
One of the strategy to reading comprehension of narrative text is QAR (Question-Answer Relationship).QAR
strategy developed by Raphael in 1986 (Ruddell, 2005: 372). QAR strategy was designed as a means for students to
know the relationship between answers and questions directly through the types of questions. QAR strategies to help
students consider information obtained by text or their background knowledge own.
QAR considered suitable strategies in teaching reading comprehension of narrative text for the learning process
of students are guided to be more focused on the reading. This is reflected in the steps strategy QAR (Tompkins, 2010:
452), namely: (1) reading the questions, (2) understand the level QAR question, (3) read the text reading, (4) to answer
questions, and (5) sharing answers. Such measures support the use levels QAR question so that they complement each
other in achieving satisfactory reading comprehension of students.
QAR strategy can assist students to be more thorough, careful and understanding on literature, they read.
Thorough and careful in the sense that students can classify these questions and be able to determine how to get answers
from different levels of difficulty of questions which are available. 4 Questions answer relationships strategy also can be
implemented in teaching narrative text. There previous study are done by Nurul Ilmiatus Sholichah conducted research
about “ The Implementation Of Question Answer Relationship (QAR) Strategy In Teaching Reading of Narrative Text
For Tenth Grader Of Man Mojokerto ”. They conducted their research in the form of descriptive qualitative research. In
general, the aim to assist the students to conduct reading and answer the questions. From that previous study, it showed
that the students are able to comprehend the text while answering the questions. This strategy also can improve the
student’s ability in mastery reading especially in narrative text.
According to statements above, this research to determine the effectiveness of a strategy for learn reading
comprehension of narrative text in the 8 grade at SMP Muhammadiyah 4 Giri. Researcher chooses to do the study in the
8 grade at SMP Muhammadiyah 4 Giri because the case is coming from and also there has not been question answer
relationship strategy application for reading comprehension of narrative text in the field of foreign language learning yet.
Therefore, in this study wanted to test whether QAR strategy is effective or not be implemented in teaching reading
comprehension especially in narrative text. So, the writer will observe about “The Effect of Question Answer
Relationship Strategy on Students’ Reading Comprehension Narrative Text At VIII Grade SMP Muhammadiyah 4 Giri”.

Previous Study
There are some previous studies conducts in the implementation of questions answer relationships learning in
classroom.
Nurul Ilmiatus Solichah conducted the implementation of question answer relationships strategy in teaching
reading of narrative text for tent grader of Man Mojokerto. This study showed that the students are able to comprehend
the text when answering the questions, and the pupils also have capability to categorize the questions in order to avoid
spending too much time while finding the answer. The students also enjoyed although they had to face a lot of questions.
Kinniburgh and Prew (2010) investigated the effect of teaching Question-Answer Relationships (QAR) to
students in a kindergarten, first, and second grades for the purpose of laying a strong foundation for reading
comprehension. The results indicated that the QAR strategy, if implemented effectively, could increase the
comprehension of young students and provided a strong foundation for reading comprehension.
Peng, Hoon, Khoo, and Joseph (2007) studied the impact of Question-Answer-Relationships (QAR) on Reading
Comprehension. The study was carried out based on Raphael’s (1984) recommendations to introduce and practice the use
of the QAR strategy. Findings showed that students taught through the QAR strategy had some improvements in their
reading comprehension test scores after intervention compared to the control group. The qualitative data analysis showed
that more than half of the pupils taught through the QAR strategy felt more confident about answering comprehension
questions after learning the strategy.

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Considering the previous researches, it can be seen that instructing and implementing different strategies are
useful and have significant roles on improving EFL students reading comprehension at different levels and stages.
Consequently, this research intended to use QAR in while reading process on a population with different levels that was
not conducted previously, and question answer relationships can help the students to categorize the question and build
their reading comprehension.

2. Methods
The research design of this study uses quantitative research and it belong to experimental research design
because this study is to investigate the effect of question answer relationship strategy on reading comprehension narrative
text for junior high school. The researcher uses quasi experiment. Because it is impossible to conduct the true experiment
in the SMP Muhammadiyah 4 Giri. It is because classification of the class in SMP Muhammadiyah 4 Giri has been
determined by the school. Whereas, true experiment need to randomize the group. It means that the researcher must
change the classification of group. But here, the school did not permit the researcher to change the classification of the
group.
Based on Ary (1985) a variable is an attribute that is regarded as reflecting several concepts or construct. Since
this is an experimental research, there are two variables used; independent variable and dependent variable. In
experimental research, it is usual to differentiate between independent variable and dependent variable. Independent
variable what is varied during the experiment. It is what the researcher thinks will effect the dependent variable. While,
dependent variable is what will be measured. It is what the researcher thinks will be effected during the experiment. In
this study, the researcher wants to know the effect of question answer relationship on reading comprehension at 8th grade
in SMP Muhammadiyah 4 Giri. So that, the independent variable is question answer relationships and for dependent
variable is reading comprehension.
In this study, the subject involves two group. That are experimental group and control group. For experimental
group, the researcher give four times meeting and every meeting give one text about kinds of narrative text such as fairy
tale, fable, and legend. And then, guides the students to make questions by themselves from the text. Then the researcher
divided the class into 6 groups with 5 students in each group. After that the teacher ask the students to give question one
by one other group. The students noted first. Because all of the questions are not directly answered. And then the teacher
implement QAR strategy with explain about the types of the questions. Then, the students and teacher evaluate about
result this lesson. And for control group, the researcher give conventional method.
Procedure for this study are, the researcher is to give pre-test for both groups, and then the researcher give
treatment that is question answer relationship on reading comprehension in experimental groups. For giving the treatment
the researcher will do for four times. While on control group, they are not given treatment. The last step is the researcher
gives post-test for both groups.

The design of this research could be illustrated as follows:

Group Pre-Test Treatment Post-Test

Experiment Y1 (QARs) Y2
(VIII A)
Control Y1 Without QARs Y2
(VIII B)
Table 3.1 The Design of Experimental Research

Where :
Y1 : The pre-test which is administered before the treatment.
Y2 : The post-test which is administered after treatment.

3. Findings
Experiment
The researcher did the treatment of question answer relationship strategy in the experimental group in VIII A
while for the control group in VIII B was taught by the own English teacher strategy is a traditional strategy. In the
treatment of inquiry based learning for four time meeting. The meeting based on the schedule before.
NO Time Activity
1 Desember 5th , 2016 Sending Permission Letter to School
2 Desember 6th, 2016 Asking Permission to School Principle
3 Desember 7th, 2016 Try Out
4 Desember 8th, 2016 Pre-test
5 January 5th, 2016 First Treatment
6 January 6th, 2016 Second Treatment
7 January 7th, 2016 Third Treatment

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8 January 8th, 2016 Fourth Treatment

9 January 9th, 2016 Try Out
10 January 10th, 2016 Post Test

First Treatment
Before giving treatment of question answer relationship to experimental group, the researcher explained about
the purpose of the strategy, steps, and activities in teaching and learning process. The first treatment was held on the 5th
of January 2017. The theme was about narrative text “ Fairy Tale “. In the experimental class, the researcher opened the
class by greeting the students and checking the attendance list. The researcher told the aim of the study and gave material
that they would discuss. She explained the steps of teaching and learning process. After that the researcher gave text
about painting wall to students and they read. The teacher guide the students to make questions from the text. Then the
researcher divided the class into 6 groups with 5 students in each group. After that the teacher ask the students to do ask a
question one by one. All of the question not directly to answer. The questions on records first. And then the teacher
explain about the types of the question. After that the students analyze the question on their records before (relation
between question and answer). Then students answer all of the question appear with discuss in their group. The students
and teacher evaluate about result this lesson.
At the first meeting, the teaching learning process was not totally same with the lesson plan for the treatment of
question answer relationship strategy did not work well because the students had difficulties in comprehend the text.
They had limited vocabulary and confused to find out the type of question. Some of the students asked to the teacher to
translate the text into Bahasa, but the researcher asked the students to find out the difficult words in dictionary. When the
students work in group not all the members do the task together. In the next meeting researcher would ask them to force
every member discuss together with all of the members.
And 5th January 2017 the researcher taught conventional method of reading text to the control group. At the
beginning the researcher told to the students about the material that they would discuss. She explained the activities of
teaching and learning process. Then the researcher explained the kind of narrative text and the generic structure of the
narrative text. Then the researcher also gave one text to the students. And the teacher give task to students to understand
the text based on theory was explained. After finish do this work, the students evaluate based on result of lesson. The
researcher found some problems during the learning process in both of the classes. There were vocabulary and
comprehension text.

Second Treatment
The second treatment was held on 7th January 2017 in a day both of two groups. The theme was about Kinds of
narrative is “Fable”. At the beginning, the researcher told to the students about the material that they would discuss. She
explained the steps of teaching and learning process. The researcher reviewed the topic in previous meeting. After that
the researcher gave text about Sura and Baya to students and they read. The teacher guide the students to make questions
from the text. Then the researcher divided the class into 6 groups with 5 students in each group. They discussed the main
idea, the content of the text and the generic structure of text. After that the researcher started to ask the students about
5W+1H (what, who, why, when, where, and how). After that, the researcher called the one member each group to come
in front of class and write the answer in whiteboard. The students answered researcher’s questions based on the text and
the researcher correct it to the best answer. The researcher also guided the students to find the difficult words in the
dictionary. And then the researcher closed the class.
At the second meeting, the teaching learning process was not totally same with the lesson plan for the treatment
of question answer relationship strategy did not work well because the students had difficulties in comprehend the text.
They had limited vocabulary and confused to find out the main idea. Some of the students asked to the teacher to
translate the text into Bahasa, but the researcher asked the students to find out the difficult words in dictionary. When the
students work in group not all the members do the task together and mostly they feel confused. In the next meeting
researcher would ask them to force every member discuss together with all of the members.

Third Treatment
The Third treatment was held on 7th of January 2017. The theme was about” Fairy tales”. The Third treatment
focused on understanding about generic structure of Narrative text. It was the same with the second treatment using team
assisted individualization technique, they also divided into 4-5 members but in the third treatment, they must choose
different group from the second meeting. It means that they must have a new team in the second treatment. The purpose
of this technique to avoid students individualism during teaching and learning in the class. After that the teacher ask the
students to do ask a question one by one. All of the question not directly to answer. The questions on records first. And
then the teacher explain about the types of the question. After that the students analyze the question on their records
before (relation between question and answer). Then students answer all of the question appear with discuss in their
group. The students and teacher evaluate about result this lesson. During the treatment, the students were good in this
technique. Over all the third treatment was great.

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Fourth Treatment
The Fourth treatment was held on 9th of January 2017. The theme it seemed with the thrid treatment was about
Kinds of narrative is “Legend”. Like Treatment before, the first activity was make a group consist 4-5 members of
students. They also must choose different group from the third meeting, After that the teacher ask the students to do ask a
question one by one. All of the question not directly to answer. The questions on records first. And then the teacher
explain about the types of the question. After that the students analyze the question on their records before (relation
between question and answer). Then students answer all of the question appear with discuss in their group. The students
and teacher evaluate about result this lesson.
In the fourth treatment. They should be usual to understand a new vocabulary in order if they want to anwer the
questions, they do not find dificulties to answer the question. Since they learned in the groups, they could overcome this
difficulty. During the treatment, the students were good in this technique. Over all the fourth treatment was great.

Post-Experiment
After the researcher gave the treatment of question answer relationship strategy to the experimental group, the
researcher conducted the post-test to both of experimental and control group. Post-test was given to find out whether
there is significant influence of question answer relationship strategy toward students’ reading narrative comprehension
ability among the students who taught by using question answer relationship strategy and students’ taught without
inquiry based learning. The post-test was held on 10th January 2107 both of experimental and control group.

The Scoring of Post-Test

At the end of the treatment, students of both experimental and control group were given a post-test. The post-
test was held to figure out whether there is significant difference of students’ reading narrative text between the students
who were taught using question answer relationship strategy and without question answer relationship strategy after the
treatment or not. The post-test scores were analyzed to measure the students’ ability in reading narrative text after the two
groups received the treatment.
The summary of the post-test result taken both from experimental and control group were shown in appendix. It
consisted of the highest and the lowest score, the mean of the scores, standard deviation and the variance (from
experimental group and control group). Appendix showed that the mean gained by the experimental class were higher
than the control class. It indicated that the treatment given was working. However, in order to see the significance of the
mean difference, Independent t-test computation was conducted. t-test was calculated to find out the comparison of two
means between experimental group and control group.

The Analysis of Normality Distribution

In this study the researcher was analysed normality distribution test by using one-sample Kolmogorov –Smirnov
tets. The result of calculating the normal distribution showed that the probability of the experimental group was 0.702
and the control group was 0.938. It means the result is higher than the level of significance 0.05 (p > 0.05). These results
showed that the scores of the experimental and the control group were normally distributed. For the detail see appendix.
Independent t-test was used to finds out the significant differences between experimental and control groups.
Here were steps of t-test calculation:
The first step was stating the hypothesis and setting the alpha level at 0.05 (two tailed test).

1. The seconds step was finding t-value using independent t-test formula and comparing the probability with the
level of significance for testing the hypothesis.
2. The last was write the results of the tests were subjected to the following statistical procedures.

The Hypothesis testing in Post experimental analysis with the following hypothesis: H0 : There is no significant
difference on the use of question answer relationship in Reading comprehension between experimental and control
groups.

Independent Samples Test

Levene's Test for Equality of Variances t-test for Equality of Means

F Sig. t df Sig. (2- Mean Std. Error 95%

tailed) Difference Difference Confidence
Interval of the
Difference
Lower Upper
Score Equal 9.566 .003 - 78 .000 -10.12500 2.21763 - -5.71004
variances 4.566 14.53996
assumed

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Journal of English Teaching, Literature, and Applied Linguistics Vol. 1, No. 1; August 2017

Equal -4.566 59.507 .000 - 2.21763 -14.56167 -5.68833

variances not 10.12500
assumed

The table showed that probability value of both groups was 0.02 meaning that the probability value lower than
the level of significance 0.05 (0.02< 0.05). In other word, there was significant difference between the experimental and
the control groups. Moreover, the table tells that the tobswas 3.201 and the degree of freedom (df) of pretest was 50.
Therefore, there was a significant difference between the two groups. This result implied that the experimental
class and the control class were different in their ability after the treatment. As the average score of experimental group
79.59 was higher than control group 71.46, we can accept the alternative hypothesis: “There is significant difference on
the use of question answer relationship and Text strategy to teach reading comprehension between experimental and
control groups.” Based on what have been stated above, the researcher found that there was Significant difference in
Reading comprehension between the Eight grade students of SMP Muhammadiyah 4 Giri who were taught by question
answer relationship and the Eight grade students SMP Muhammadiyah 4 Giri who were taught without question answer
relationship. Having known from the finding of the study, it was indicated that question answer relationship significantly
influence student’s Reading comprehension ability.

4. Discussion
From the result of this study, it was related to the previous studies with focused in different level and stage.
Some researcher proved that question answer relationship activities significantly affect that skill. It was supported by
Nurul Ilmiatus Solichah proved that the implementation of question answer relationship activities can better improve the
students’ to comprehend the text in senior high school when answering the questions. It same with Kinniburgh and Prew
(2010) found that with implementing question answer relationship activities were effective to improve the students’
reading comprehension of narrative text in the kindergarten, first and second grades. Then, Peng, Hoon, Kho and Joseph
(2017) found that applying a question answer relationship activities will lead to the improvement of students’ reading
comprehension with the qualitative data analysis showed that more than half of the pupils taught through the QAR
strategy felt more confident about answering comprehension questions after learning the strategy.
Then, some experts have discussed the advantages of applying question answer relationship activities. The
analysis of data Showed that the findings of the study are in parallel with Raphael and Au (2005) who reveal the reasons
of implementing QAR in teaching reading comprehension: 1) It encourages students to be more proficient and strategic
readers; 2) It can help students to ask effective questions as they read and reply to the text; 3) Teachers use QAR to guide
and check students' learning and to support higher-level thinking in their students.
Readence (2006) pointed out that the National Reading Panel (2000) has endorsed QAR as an effective means
of improving comprehension. Questioning has also long been used by teachers as a way to guide and monitor students'
learning. "Research shows that teacher questioning strongly supports and advances students' learning from reading
"(Armbruster, Lehr, & Osborn, 2001, p. 224-231). "No comprehension activity has a longer or more pervasive than
asking tradition reviews their students questions about reading from, whether this Occurs before, during, or after reading
"(Duke & Pearson, 2002, p. 147-168). Zygouris-Coe and Glass (2004) Affirm that QAR technique helps students learned
better understand the text. It helps students to think about the text they are reading and beyond it, too. It motivates them
to think creatively and work cooperatively while challenging them to use higher-level thinking skills.
Therefore, the result for the first research question in the present study strongly affirmed what the Above-
Mentioned scholars claimed.
Therefore, the findings of this research showed the way for the acceptance of the Believes that: Often students
need assistance in learning to monitor Reviews their own comprehension, 1). Reading comprehension strategies are as
means or plans for assisting and extending comprehension (Hardebeck, 2006). Moreover, research shows that teacher
questioning strongly supports and progresses students' learning from reading (Armbruster, Lehr, & Osborn, 2001).
Reading comprehension activity has a longer tradition or more invasive than asking students questions about Reviews
their reading from, whether this Occurs before, during, or after reading (Duke & Pearson, 2002).
The results revealed that the experimental group performed much better than the control group. So it was
concluded that implementing question answer relationship activities on students’ SMP Muhammadiyah 4 Giri does affect
positively the students’ reading comprehension abilities, when each students’ know the types of questions another student
does not know the types of question, they try to sharing their ideas and to solve the problems they face in answering
comprehension questions, and the students who are exposed to these tasks will be able to read in English much more
efficiently than those who are not.

5. Conclusion
After conducting the research and based on the research findings and discussions, the researcher found that
question answer relationship activities significantly influenced on student’s reading comprehension in narrative text on
the 8 grade at SMP Muhammadiyah 4 Giri. The student’s score of post-test also showed the influence of question answer
relationship activities on students reading comprehension of narrative text. Where, the experimental group’ scores of

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Journal of English Teaching, Literature, and Applied Linguistics Vol. 1, No. 1; August 2017

post-test was 75.62 and the control group’ score of post-test was 65.20. Based on the result of hypothesis testing showed
that sig. (2-tailed) of both group was 0.001. It showed that the significance was less than α (0.05) or (0.000<0.05). It
means, question answer relationship give significant effect on reading comprehension aspect which is vocabulary and
background knowledge. So, the null hypothesis can be rejected and it can be concluded that there was significant
influence in using question answer relationship activities on students reading comprehension of narrative at text 8 grade
SMP Muhammadiyah 4 Giri.
From the result above, the researcher concludes that the implementation of question answer relationship
activities has positive effect on students reading comprehension of narrative text. Question answer relationship activities
can help the students to know the different of question and answer the questions easier, while the teacher only guides
them by giving some clues related to the topic. From the result of this research, the researcher found that there was
significant influence in using question answer relationship activities on students reading comprehension of narrative text.
So, the researcher concludes that question answer relationship activities also can be implementation in teaching reading
as a foreign language.

6. Suggestion
From the conclusion above, the researcher provides some suggestions to improve students reading
comprehension by using question answer relationship activities on the 8 grade at SMP Muhammadiyah 4 Giri. Whereas,
the success in teaching doesn’t depend on the lesson program only, but more important is how the teacher presents the
lesson and use various techniques to manage the class more lively and enjoyable. The suggestions are given for English
teacher, students and the next researchers.
English Teacher
The findings of the research can support English teacher in using question answer relationship
activities as an alternative strategy in teaching English reading comprehension for junior high school. Besides,
English teacher is should choose the materials that are appropriate. Then, The teacher should keep control the
student activities. So, The teacher should present the language in an enjoyable, relaxed and understandable way.

Students
It is suggested that the students should be engaged in the whole activities
in order to improve their reading comprehension. The students are hoped not to be shy in acting out their role.
Whereas, the students are hoped to be active and creative in enriching their vocabularies and to make them
easier to comprehend the text. Then, the students are hoped to use English when they practice question answer
relationship activities although it is hard for them.

Other Researcher
It is necessary for another researcher to conduct a further research in order to deepen the treatment.
Besides, the next researchers should do the research intensively so the result can be valid and accountable. Then,
if the next researchers who want to conduct research using question answer relationship activities are expected
to conducted this research with different media, level, area and different students’ condition.

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