52 The Journal of English Literacy Education, Vol. 9, No. 01, May 2022, pp.52-64 P-ISSN 2355-7486, E-ISSN 2621-4512 ENHANCING EFL LEARNERS’ READING COMPREHENSION THROUGH SQ4R METHOD AT THE SECONDARY SCHOOLS *Imroatun Nafi’ah 1 , Susilo 2 , Desy Rusmawaty 3 corresponding author’s email *susilo@fkip.unmul.ac.id 1,2,3 English Department, FKIP Mulawarman University Received: February 20, 2022 Published: May 31, 2022 Abstract: This study is intended to investigate how EFL secondary students’ reading comprehension can be enhanced through the SQ4R method. The design of this study was classroom action research which involved 31 students from class IX-A of one secondary school in Samarinda, Indonesia. Two instruments were used in this study, i.e., an observation sheet and a reading test. The observation data were qualitatively analyzed using the provided checklist, while the data from reading test was quantitatively analyzed by having percentage analysis and categorizing the results into score levels. The results revealed that the implementation of the SQ4R method could enhance the students’ reading comprehension achievement. Quantitatively, 18 students (58%) out of 31 passed the KKM (minimum completeness criteria) in cycle 1; meanwhile, in cycle 2, 27 students (87%) out of 31 students passed the KKM. In addition, problems faced by the collaborator-teacher can be solved by the dynamics happening in the two cycles, which results in the betterment of the teaching and learning process using the SQ4R method. The reflection from the two cycles showed that SQ4R can improve EFL students' reading comprehension. As the method's impacts develop, teaching and learning quality changes. Keywords: Reading comprehension, secondary school EFL learners, and SQ4R method How to Cite: Nafi’ah, A., Susilo & Rusmawaty, D. (2022). Enhancing EFL learners’ reading comprehension through SQ4R method at the secondary schools. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 9(1), 52- 64. http://dx.doi.org/ 10.36706/jele.v9i1.17029. INTRODUCTION In the context of teaching English as a foreign language, the problem of insufficient reading comprehension among secondary school EFL students has been a recurrent issue. It occurs because EFL reading development and literacy must be improved for secondary school pupils to have greater academic performance in subsequent years. In the EFL context, having a good reading development and literacy for secondary school students means gaining more reading input-rich circumstances in which extensive reading activities are, among others, reasonably enacted to increase the students’ reading attitudes and habits. Several research findings showed the need of