The Effect of Question Answer Relationship Strategy in Student’s Reading Comprehension of Narrative Text

Abstract

For students in vocational higher education, where English for Specific Purposes (ESP) is frequently a means of advancing academically and professionally, proficiency in reading comprehension is crucial. Through internal evaluation, this study aims to assess the efficacy of the Question Answer Relationship (QAR) strategy on students' reading comprehension of narrative texts at Lhokseumawe State Polytechnic. The purpose of the study is to determine the effect of QAR strategy on students' ability to comprehend narrative texts, paying special attention to how well it enhances their reading proficiency. Students were divided into experimental and control groups, with the experimental group receiving instruction using the QAR strategy. A pretest-posttest design was employed using structured reading comprehension assessments. The questionnaire covered aspects of comprehension including literal understanding, inferential reasoning, and critical analysis of narrative elements. The findings reveal that students who received instruction using the QAR strategy demonstrated significantly higher reading comprehension scores compared to the control group, noting particular improvements in identifying implied information and making text-to-self connections. However, challenges remain in students' ability to analyze complex narrative structures and author's craft. The results underscore the effectiveness of the QAR strategy as an instructional approach for enhancing reading comprehension of narrative texts. This study highlights the value of strategic reading instruction for improving students' reading proficiency and aligning English language education with institutional goals in vocational settings.