DOI: https://doi.org/10.9744/kata.25.S.64-68 64 ISSN 1411-2639 (Print), ISSN 2302-6294 (Online) OPEN ACCESS http://kata.petra.ac.id SQ3R Techniques with Let's Read Application for Improvement of Reading Comprehension in Low Class Elementary Students Endang Sri Maruti 1 ; Sri Budyartati 2 ; Ersita Silviana 3 Universitas PGRI Madiun, Madiun, INDONESIA 1,2.3 Email: endang@unipma.ac.id 1 ABSTRACT The purpose of this study was to determine the planning, process, student responses and the obstacles faced in the application of the SQ3R method with illustrated story media in learning reading comprehension for fourth grade elementary school students. This research is a qualitative descriptive study which was conducted in the fourth grade of SDN 03 Baosan Lor, Ponorogo with a total of 31 students. The methods of data collection were observation, interviews, questionnaires, and documentation. Data analysis uses the Milles and Huberman model, namely data reduction, data presentation and conclusion drawing. The results of this study indicate that lesson plans such as syllabus, lesson plans and media are well structured and planned. The learning process creates an effective atmosphere, runs smoothly and pleasantly, students respond to learning with a very positive response, and the obstacles faced are less than optimal time allocation, and there are 2-3 students who have difficulty in following the learning stage because they are still confused and do not understand. pay attention to the teacher during the learning process. Keywords: reading comprehension, SQ3R technique, illustrated story media. INTRODUCTION Elementary school education in Indonesia is an education that provides knowledge, basic attitudes and basic skills which include reading, writing, listening, and speaking skills according to the level of student development. These skills are taught with the aim of equipping students in learning various subjects and preparing for higher education. The four basic skills are interrelated from one skill to another. For example, reading skills can also improve writing skills. According to Atikah, Iswara, and Hanifah (2017) reading learning in elementary school is divided into two parts, namely, preliminary reading (grades 1-3) and continuing reading (grades 4-6). Advanced reading is a reading activity by understanding and responding to a reading. This reading skill is also known as reading comprehension skill. According to Sabarti Akharga (as cited in Nadzifah, 2016) suggests that the process of reading comprehension with a well designed and im- plemented language makes students not only gain an increase in language skills, but also in reasoning, creativity, and appreciation of moral values. In learning to read, students are required to understand the content of the reading, not just reading. Reading comprehension consists of activities that aim to understand the contents of the reading (Khasanah & Cahyani, 2016). This means that students are required to understand the contents of the reading, not just reading the text. Teachers have an important role in learning reading comprehension, including helping students to interpret reading, assess and understand. In addition, teachers must be able to motivate, foster interest in learning and students' attention in learning to read and understand. Reading comprehension is reading to understand a passage by summarizing the contents of the reading in its own language and being able to express it both orally and in writing (Dalman, 2013). This means that students are required to understand the content of the reading, not just reading the text. Teachers have an important role in learning reading comprehension, including helping students to interpret reading, assess and understand. In addition, teachers must be able to motivate, foster interest in learning and students' attention in learning to read and understand. Based on the results of observations, students' difficulties in reading comprehension were also experienced by students at SDN 03 Baosan Lor, Ngrayun, Ponorogo, there were problems in reading comprehension skills in fourth grade students. This can be seen in the learning process, namely the lack of interest of students in learning to read and low reading comprehension skills when students read and understand reading.