The research was published in the International Journal of Education and Psychological Science Volume 4 Number 3 in 2026. The study involved 23 fifth-grade students and focused on strengthening reading comprehension through a more active and structured learning approach.
Before the method was introduced, students’ average reading comprehension score was only 64.52, below the school’s minimum competency standard of 72. Out of 23 students, only nine students, or about 39 percent, achieved the expected learning target. The remaining students still struggled to understand the content of written texts.
The researchers found that classroom learning was still dominated by one-way teaching methods. Teachers mainly explained the material while students had limited opportunities to ask questions, summarize information, or actively engage with the reading content. As a result, students were not accustomed to analyzing texts independently or connecting ideas within the reading materials.
To address the problem, the research team implemented the PQRST method, which stands for Preview, Question, Read, Summarize, and Test. The strategy encourages students to become active readers by guiding them through several stages of understanding and analyzing texts.
During the Preview stage, students first examine the text to gain a general understanding of the material. In the Question stage, they formulate questions related to the reading. The Read stage requires students to actively search for answers while reading the text carefully. Next, students create summaries of important information in the Summarize stage. Finally, in the Test stage, students evaluate their own understanding of the reading material.
The study used a Classroom Action Research approach conducted in two learning cycles. Each cycle included planning, implementation, observation, and reflection stages. Researchers collected data through classroom observations, learning outcome tests, and documentation of classroom activities.
The findings showed substantial improvement after the PQRST method was applied. In the first cycle, the learning process became more structured, although some challenges remained, including uneven student participation and classroom management issues.
After improvements were made in the second cycle, the classroom atmosphere became more interactive and conducive to learning. Students appeared more confident in asking questions, participating in discussions, and understanding the reading materials. Teacher and student activities also improved and reached the “good” category based on the study’s assessment indicators.
The research reported that student achievement improved from the “sufficient” category in the first cycle to the “good” category in the second cycle. Overall, the implementation of the PQRST method successfully enhanced both the learning process and students’ reading comprehension skills.
According to the researchers from Makassar State University, the method encouraged students to become more actively involved in classroom learning. Instead of passively reading texts, students learned to identify main ideas, formulate critical questions, summarize key information, and evaluate their own understanding.
The study also highlighted the importance of student-centered learning in developing critical thinking skills at the elementary school level. By following the systematic stages of PQRST, students gradually developed deeper comprehension rather than relying solely on teacher explanations.
Beyond improving reading skills, the method also increased students’ interest and engagement in learning activities. The structured stages made reading lessons more interactive, helping students stay focused and better understand written texts. Researchers believe this approach is especially important in elementary education because reading comprehension forms the foundation for learning across nearly all subjects.
The findings reinforce previous studies showing that the PQRST method effectively improves student participation and reading achievement. The strategy is considered highly relevant for Indonesian language learning in elementary schools because it promotes active and independent thinking among students.
For the education sector, the study demonstrates that learning quality is strongly influenced not only by teaching materials but also by the methods teachers use in the classroom. Interactive learning strategies such as PQRST can help students understand lessons more effectively than traditional lecture-based approaches.
The researchers also emphasized the need for schools to support innovative teaching methods. Support could include teacher training programs, improved learning resources, and classroom environments that encourage active participation.
However, the researchers acknowledged several limitations in the study. The research was conducted in only one classroom with a relatively small number of participants, meaning the findings cannot yet be generalized to all schools. The study also lasted for only two learning cycles, limiting the ability to observe long-term impacts on students’ reading development.
Future studies are expected to involve larger participant groups and different school levels to provide a broader understanding of the effectiveness of the PQRST method. Researchers also suggested expanding the method to other language skills such as writing and speaking.
Author Profile
- Musfirah — researcher and academic in elementary education at Makassar State University.
- Nur Ilmi — lecturer and researcher specializing in language learning and elementary education.
- Satriani Sennang — academic focusing on literacy development and instructional strategies.
Research Source
The study titled Application of the PQRST Method to Improve the Reading Comprehension Ability of Class V Students of SD Negeri 3 Macorawalie, Sidrap Regency was published in the International Journal of Education and Psychological Science Volume 4 Number 3, 2026.
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