USING SURVEY-QUESTION-READ-RECITE-REVIEW (SQ3R) METHOD FOR READING SHORT STORY IN TEACHING LITERATURE

: In the teaching of literature, short stories are often used as instructional materials due to teaching time limit in class. Short story analysis involves the understanding of the story. The objectives of this research are to analyze and describe the use of SQ3R method in teaching literature, especially in short story by O’ Henry’s “The Gift of the Magi”. This research was descriptive qualitative research and used the classroom action research as a research design. It was conducted within two cycles. The population of the research are 34 students of Islamic College Jakarta in the academic year of 2020/2021. The sample of this research used random sampling. The research data were collected by using reading test and interview. The data were analyzed by using descriptive. The results of this research showed that the application of Survey-Question-Read-Recite-Review (SQ3R) method for reading a short story in literature class can improve the student’s reading comprehension.


INTRODUCTION
The presence of literary works in the midst of human civilization has been accepted as a socio-cultural reality. Until now, the literary works such as; novel, drama, poetry, or short story are believed to be able to "humanize" humans. This means that literature can make humans understand and live the essence of humanity (Fitriyah, 2021). In learning literature in universities, especially prose learning, short stories are often used as one of the teaching materials. Short stories tend to be chosen as teaching materials in the classroom because short stories do not require a long time to be discussed when compared to novels Grabe & Stoller (2013) stated that to see the processing of text, applying background knowledge to the message, monitoring and making repair processes is very significant. The reader in the real world is involved in a meaningbased activity that is purpose and comprehension driven. Reading comprehension is the ability to understand the whole text, context, main ideas, important details of the reading, For those reason, the reader should know the vocabulary and writing structure well (Sulistyaningsih, 2014). Comprehension is the only reason for reading. In line with that, successful readers can comprehend the meaning of written text, and understand how to read the text accurately and fluently. It is highly necessary to teach students an active strategy to help them to be more active and be the purposeful readers (Subaedah, 2018).
One of the effective reading methods to understand English literary short stories is the SQ3R method. SQ3R is one of excellent reading method for intensive reading purposes for study purposes, in this case the understanding of short stories of English literature to support the study of literary short stories that are read. The research is going to find out the application of Reading is a language skill that aims to increase knowledge and foster one's reasoning power. Smith (1994) stated that reading activity is a whole language activity in which context, prediction and meaning were as important as structure of the sentence or the discrete parts of the words.
In line with Smith, Linse (2005) said that reading activity is a set of skills that involves many things, like making sense and deriving meaning from the written text. In order to read, we must decode the written words and also comprehend what we read. This means that reading activity is a set of skills that includes something that makes sense and words that have meaning from the printed word. In order to read, we must be able to pronounce the printed words and also understand what we are reading. Thus, a reader must be able to pronounce the words contained in the text he reads and be able to compose the meaning contained in the sentences written by the author and then develop an understanding according to his ability to think based on what he reads.
Reading is also one of the receptive skills. Anderson in Ridwan (2011)  According to Sulistyaningsih (2014), SQ3R method steps are: Step 1: Survey.
Before reading, people usually take a few minutes to get to know the entire anatomy of the Step 3: Read. Step 5: Review.
After you have finished reading the book in its entirety, or the whole chapter, review the important things you have read. Find the important passages that need to be recalled or remembered especially those that have been marked or underlined. This activity will help your memory to clarify understanding of the reading, also helps to find important things that may have been missed before. In addition, we also get the contents of the book as a whole.
The criteria used to express student

RESULT
The SQ3R method is a reading method that the purpose is to help readers understand the text well and comprehensively. This method is used in learning literature to improve the understanding of stories in order to support the ability to study short stories. In this study, the short story used as teaching material is a short story entitled The Gift of the Magi by O' Henry.
This short story tells about the sacrifices made by Della and James to give the best Christmas gifts. This story uses simile style in some of its sentences which can be used as discussion material.

Planning of Cycle 1
The following are the stages of learning literature by applying the SQ3R method: 1) Survey.
At this stage, students are required to be able to interpret the meaning of the short story title, know the author's biography, identify the storytelling point of view, and briefly mention the characters involved in the short story.
At this stage, students are asked to make questions related to short stories using the concept of 5W+1H questions (What, Who, When, Where, Why, How).

3) Read.
At this stage, the student's activity is to silently read the short story given in its entirety and mark the parts of the short story that are the answers to the questions that have been made. In addition, at this stage the Record stage actually occurs, where students are required to be able to identify the characters and characterizations of the short story, identify the setting or setting of the short story, identify the plot (plot) of the short story, determine the theme of the short story and determine sentences using the Simile language style. in short stories.

4) Recite.
At this stage, students retell the contents of the short story and report the results of the short story study that has been done.

5) Review.
At this stage, students are asked to check and review the correctness of the notes related to the contents of the text that they have made. If it is not correct or not appropriate, then the student must review it again until he gets the correct answer.
The result of the students' evaluation as follows: In the implementation of the first cycle, the weaknesses were found during the learning process, namely: a) there are some students who do not understand the student's sheet, b) only a few students were active in the learning process, especially retelling the reading text (short story) in front of the class, c) very few students actively ask the teacher, d) students do not understand the SQ3R steps.

Planning of Cycle II
Based The lecturer asks students to retell the contents of the short story in their own words and report the results of the short story study that has been done. The lecturer provides guidance and discusses the results of the short story study.

The results of the short story review are as follows:
Synopsis The setting in which this story is not stated.
However, because the author of this story, O' Henry, is an American national and the currency used in this story is the Dollar, it can be concluded that the setting of the story takes place in America.

g) What figurative language used in the story?
The style of language used in several sentences in this short story is Simile.
Simile is a figure of speech that uses auxiliary words such as like, as…as.
Here are the sentences found in this short story:

5) Review.
a) The lecturer asks students to review the story and the students can answers the questions of the lecturer.
b) The lecturer strengthens the understanding of the story and reviews the short stories that have been read by asking students to check and review the correctness of the notes related to the contents of the text that they have made.
The result of the students' evaluation as follows:

Reflection
The increase in the quality of the learning process carried out by teachers and students, learning outcomes also increase. The reading activities using the SQ3R method will be more effective and efficient and allow for maximum results.
The results of the observation and evaluation of the implementation of the second cycle of action were better than the first cycle. It can be seen that there are 75% students had a score more than 70. This can be seen from the implementation of the second cycle of actions which has reached 76.3% or as many as 26 students who get a score more than 70.

CONCLUSION
Based on the research findings above, it can be concluded that the application of the SQ3R method in reading short story can increase the student's reading comprehension. The students who had very good score are 20,5 % in cycle II. It is better than in cycle 1 (14,7 %). It means that there is some improvement in their reading comprehension. While the students who have good score in cycle II are 19 students (55,8 %). There are some improvements in their score.
And the last, only 3 students who had poor score (8,8 %). It means that there are no more students who had score poor and very poor. So, the students' reading comprehension in short story can be increased by using the SQ3R method.