e-Journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi Pendidikan Bahasa Inggris (Volume 1 Tahun 2013) A COMPARATIVE STUDY OF PQRST AND SQ3R STRATEGIES BASED ON THE TEXT TYPES UPON THE EIGHTH GRADE 678’(176¶ 5($’,1* &203(7(1&< $7 6031  6,1*$5$-$ Dedy Sandiarsa Sari, Komang 1 , Tantra, Dewa Komang 2 , Ratminingsih, Ni Made 3 . Language Education Department. Post-Graduate Program Ganesha University of Education Singaraja, Indonesia e-mail: (dedy.sandiarsa. komang.tantra. made.ratminingsih@pasca.undiksha.ac.id ) Abstract This research aimed at investigating whether or not there is a different effect between PQRST and SQ3R strategies based on the text types upon the eighth grade sWXGHQWV¶ UHDGLQJ FRPSHWHQF\ 7KLV research was an experimental research with 2 X 2 factorial designs. The population was 6 classes (179 students) of grade VIII in SMPN 4 Singaraja in the academic year 2012/2013, in which 4 classes were sample of this research which was assigned into two groups, two classes with 60 students were PQRST strategy group, and two classes with 60 students were SQ3R strategy group determined by using a Multistage Random Sampling. The data were collected through reading comprehension test that were analyzed by using Statistical Two-Way ANOVA. The result shows that, first, F A = 31.533 with the significant value was 0.000 which was less than 0.5, therefore, there is a significance difference between the students who were taught by PQRST strategy than those who were taught by SQ3R strategy. Second, F AB = 2.624 with the significant value was 0.107 which was higher than 0.5, therefore, there is no interactional effect of teaching reading strategies (PQRST and SQ3R) and text types (narrative and recount) RQ VWXGHQWV¶ reading competency. Keywords: PQRST strategy, SQ3R strategy, Text Types, Reading Competency. INTRODUCTION There are four basic skills to be mastered by the language learners, those are listening, speaking, reading, and writing. All of those skills are important to be developed by the students. The students are expected not only to understand about the form of English language, but also to be able to use English language in their daily life in formal and informal contexts. Developing reading competency is important in learning a language. By reading, the students could enrich their vocabulary, the readers will try hard to get the meaning about the text, so the readers have to understand every word that they read. Reading competency has always been an essential part of English as a Foreign Language (EFL). In EFL setting, EFL students may not use English in their environment, and they just learn English in formal situation. By reading English texts, it may help the EFL students in acquiring the target language. According to Walker (2008), reading is a cognitive process which is not only about spelling a word by word or mastering vocabulary, but readers have to construct their creative thinking by combining their prior knowledge, their previous experiences, and their situation with the information, idea, and the situation of the written text that they read in order to comprehend the textual, ideational meanings, and the values of the texts. In teaching reading, it is a must for the teachers to make the students comprehend the textual, ideational meanings, and the values of the texts. The English teacher has to pay attention to some factors that might DIIHFW WKHLU VWXGHQWV¶ ORZ competency in