Questioning Answer Relationship Strategy (QARS) for Reading Narrative Text: Does It Impactthe Students’ Reading Comprehension?

Abstract

Reading comprehension plays a crucial role in academic success, yet it remains a major challenge for many students, particularly when dealing with narrative texts in a foreign language. This study aimed to examine the effectiveness of the Questioning Answer Relationship Strategy (QARS) integrated with Matching Cards in improving the reading comprehension of eleventh-grade students. Using a quasi-experimental design, two groups were involved: an experimental group using QARS and Matching Cards, and a control group using conventional methods. The results revealed that students in the experimental group significantly outperformed those in the control group in terms of comprehension skills, critical thinking, and engagement with the text. This finding supports the integration of strategy-based and interactive learning tools in teaching reading.