International Conference on

Research in Education and Science

[Link] May 18-21, 2023 Cappadocia, Turkiye [Link]

Comprehension of Narrative Text

Nur Ainil Sulaiman

Faculty of Education, Universiti Kebangsaan Malaysia, [Link]

Nor Azwahanum Nor Shaid

Faculty of Education, Universiti Kebangsaan Malaysia , [Link]

Chua Pei Chia

Faculty of Education, Universiti Kebangsaan Malaysia , [Link]

Abstract: Nowadays, Malaysian ESL students struggle to read English texts, particularly narrative texts.
Lacking in utilising and applying the suitable reading strategies are among factors that hinder reading
comprehension. This study aimed to investigate the effectiveness of Question-Answer Relationship (QAR)

reading. This study employed a non-equivalent pre-test and post-test quasi-experimental design. A total of 72
pupils from a government primary Chinese vernacular school were chosen as participants for this study and data
were collected using a multiple-choice reading test and a questionnaire. The findings indicated that QAR
strategy to teach narrative reading significantly improved the pupils' narrative reading comprehension
achievement. Therefore, the result of this study is expected to contribute something for the development of the
process of English teaching and learning especially for the teaching of reading comprehension of narrative text.
Keywords: Reading, QAR strategy, narrative text, ESL young learners, comprehenion

Citation: Sulaiaman, N.A., Nor Shaid, N.A., & Chua, C. P. (2023). The Effects of Using QAR Strategy on ESL
In M. Koc, O. T. Ozturk & M. L. Ciddi (Eds.),
Proceedings of ICRES 2023-- International Conference on Research in Education and Science (pp. 1422-1433),
Cappadocia, Turkiye. ISTES Organization.

Introduction

English is the compulsory second language for all Malaysian pupils in the primary and secondary levels in the
Malaysian education system. The primary education curriculum in Malaysia aims to equip pupils with
fundamental language skills that will enable them to communicate effectively in a variety of contexts conducive
to their development. As reported by AD-Heisat, Mohammed, Sharmella and Issa (2019), in the primary school

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English curriculum, the teaching of reading strategies was not mentioned, and the reading skills to be taught are
word attack skills and reading for main ideas. It was also found that although primary school teachers know
reading strategies, these are seldom applied in the teaching of reading. Reading strategies should be exposed to
pupils to facilitate them in improving their reading comprehension and be critical in their reading.

Comprehension has become a critical component of reading in the vast literatures of reading research, both in
terms of instruction and assessment (Adams, 2019). It reaffirms the notion that the purpose of reading is to
comprehend information contained in texts, a process that involves interaction between the reader, the text, and
the context. Good readers are deeply involved in those processes, constantly monitor and evaluate what they
read, and make use of what they read in their daily lives. As a result, instructing students to become proficient
readers is a difficult and time-consuming task that necessitates specific comprehension instructions (Block,
Gambrell & Pressley, 2002).

As a result of the preceding definition, there are numerous difficulties encountered while learning English in
school, one of which is answering some questions about reading texts. Many students spend an inordinate
amount of time answering comprehension questions. They frequently read all the texts in order to answer one
question, then return to the same text to answer subsequent questions. As a result, many students run out of time
and are unable to complete the test optimally. Additionally, many students struggle to master the reading
language skill. They are typically passive learners, unable to use their literal knowledge to express their ideas or
opinions in discussions about text-related issues or to use their higher-level thinking to comprehend the text.
They are often afraid to ask questions about material they do not understand during the teaching learning
process, and they lack a firm grasp on the elements or aspects of reading they should master.

Unfortunately, some English teachers continue to teach reading in a traditional manner in class, which usually
results in pupils becoming bored and having difficulty comprehending the materials due to the method's
monotony. As a result, the teacher should devise another method, technique, or strategy for resolving this issue.
Thus, the teacher can employ an appropriate strategy to ensure the efficacy of English instruction in order to
boost students' achievement. Numerous strategies are used in the classroom to teach reading; one of them is the
Question Answer Relationship (QAR) strategy. The teacher can incorporate this strategy into the teaching
process, particularly when it comes to reading.

The QAR strategy is intended to facilitate a deliberate and common way of thinking and speaking about
effective sources of information when answering questions. QAR is a comprehension-improving strategy used
during reading. This strategy teaches pupils that not all questions are the same and that understanding the
different types of questions will assist them in answering the questions presented in this strategy. This strategy
establishes a three-way relationship between questions, text content, and reader knowledge (Raphael, 1986).

QARs provide a reasonable starting point for addressing the barriers that prevent all students from attaining high
levels of literacy. QAR enables students to think critically about the text they are reading and beyond it. Hence,

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this study aims to investigate the use of Question-Answer Relationship (QAR) as a strategy in teaching reading
comprehension to ESL pupils . Specifically, it looks at;
a. To what extent is the effectiveness of Question Answer and Relationship (QAR) strategy on ESL

b. What are ESL pupils -Answer Relationship (QAR) strategy in reading of

narrative text?

Literature Review
Reading Comprehension

Reading comprehension was influenced by a variety of factors, including the type of reading, the reader's
characteristics, and the reading technique used. At the elementary stage, there was a lot of evidence that reading
fluency has a major effect on reading comprehension (Liao, 2015). Once pupils enter middle school, however,
fluency was no longer considered a major factor in comprehension. Other variables should be weighed instead.
Recent research also supports the teaching of cognitive techniques to enhance reading comprehension ability
(Casteel, Isom, & Jordan, 2010). Proficient readers use a variety of techniques to enhance their comprehension
of a text (Casteel et al., 2010). Motivation was a reader trait that can be related to reading comprehension (Liao,
2015). It can influence pupils' reading comprehension in a variety of ways. It has been hypothesised that pupils
who were more curious or interested in reading have higher levels of reading participation, implying that
intrinsic motivation plays a role. Another possibility was that pupils with higher self-efficacy were more likely
to put in more effort in attempting to decipher the significance of a letter. It was likely to result in improved
reading comprehension.

The text and its context awareness were the two key sources of information in the QAR system. Children were
clearly taught that not all answers can be found in the text using this technique. Many inexperienced readers

hink and check" questions fall

explicit details including definitions and evidence. They were easily found in the text, so readers just have to
deal with small quantities of text to respond to such queries. Readers were asked to summarise, clarify, compare
and contrast details, and describe cause and effect relationships in response to think and search questions.
Readers must be able to combine and interpret data. They must discuss the whole text when they perform these
tasks (Raphael & Au, 2015).

A good teaching method was needed to enhance pupils' reading comprehension because it teaches or assists
pupils in resolving difficulties they encounter when reading the text. For instance, how to locate the main idea,
the subject, the fact, and the opinion. Reading comprehension may be influenced by a successful or appropriate
teaching method in order for pupils to better understand and comprehend the text.

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Subdivide text into unnumbered sections, using short, meaningful sub-headings. Please do not use numbered
headings. Please limit heading use to three levels. Please use 12-point bold for first-level headings, 10-point
bold for second-level headings, and 10-point italics for third -level headings with an initial capital letter for any
proper nouns. Leave one blank line (1.5 times spaced) before and after each heading. (Exception: no blank line
between consecutive headings.) Please margin all headings to the left.

QAR Strategy

QAR was a reading comprehension technique designed to help pupils understand the ways they can view
reading narrative texts and answering questions. It also displays the ways to decipher the kinds of questions they
were questioned and clues to look for the solutions (Raphael & Au 2015). Tompkins (2010) elaborates that the
Question, Response, and Relationship (QAR) Strategy consists of three steps, namely predicting, clarifying, and
questioning. The ability to predict the subject of what was being read was known as prediction. It means that
pupils can link their background knowledge to new information about the text or problem. Furthermore, pupils
may anticipate or hypothesise what the author will address next in the document. The ability to explain the
difficulties encountered when reading the document was known as clarifying. For example, if pupils were
confronted with unfamiliar terminology, a muddled reference, or other issues, they can try rereading or
requesting classification. The ability to ask a question that was related to the text was known as questioning. It
asks pupils to find new knowledge in the form of a question and then self-test to show that they can answer it.
The Question-Answer-Relationship (QAR) strategy engages students in the process of questioning and
demonstrates to them that a variety of resources were available to assist them in answering questions (Jones &
Leahy, 2006). QAR does not classify questions in isolation; rather, it considers both the reader's prior
knowledge and the text. This method reflects the prevalent view of reading as an immersive activity influenced
by the text, the reader, and the context.

Methodology
Research design

The study employed a non-equivalent pretest-posttest quasi-experimental design. There were two groups in this
study: an experimental group that received treatment via the QAR strategy and a control group that did not
receive treatment. A pre-test was administered to both groups. Only the experimental group received treatment.
There were a few steps in putting the QAR strategy into action. The teacher described narrative text, including
its general structure and characteristics. The teacher clarified each form of query in order to introduce the idea of
QAR. A class was divided into five groups by the teacher. The teacher assigned a short text for the pupils to
read. They recited a text about a story. Teacher guided the pupils to answer each question form. Teacher
continued this exercise with the pupils, increasing the number of questions of each form. The teacher instructed
the pupils to read a longer passage and create a series of questions for their peers to find and answer. The

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teacher enquired about the pupils' difficulties in teaching and learning. The materials were completed by the
teacher and the pupils.

Participants

The population was the ESL pupils at a government primary Chinese vernacular school which consists of 126
pupils in total. Due to the homogeneity of the population, cluster random sampling was used in this study. The
sample was drawn at random from two classes out of four, with 36 pupils in 4A and 36 pupils in 4B. Then,
using coins as random assumptions, class 4A was created as the experimental group using the QAR method, and
4B was created as the control group using conventional techniques.

Reading Test

Pupils were tested using multiple choice reading tests in the pre- and post-tests for the experimental and control
groups. The total number of questions was 25 items. The texts were taken from a children's book and an internet
script. The questionnaire scale is based on the Likert scale technique and was adapted from Peng, Hoon, Khoo,
and Joseph (2017). Scoring was a term that referred to the outcome of a test or examination, which was typically
expressed numerically. The score categorized as presented in Table 1 below.

The Range of Score Classification Score

80-100 Excellent A
65-79 Good B
50-64 Fair C
40-49 Poor D
<40 Fail E
(Source: School Administration of a government Chinese vernacular primary school in year 2021)

Results

Data from pre and post-tests in the forms of reading comprehension questions were analysed to investigate the

from both control and experimental group.

fair to excellent
categories. Only one third of the participants in below average or poor to fair categories. This somewhat
indicates that the participants from both groups were similar in terms of their reading comprehension skills.

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Table 2. Classificat -test scores

The Range Number of Pupils Percentage Number of Pupils ( Percentage Reading
of Score (Control Group) Experimental Comprehension
Group) Categories
80-100 0 0% 2 5.6% Excellent
65-79 4 11.1% 7 19.4% Good
50-64 15 41.7% 16 44.4% Fair
40-49 13 36.1% 9 25.0% Poor
< 40 4 11.1% 2 5.6% Fail
Total 36 100% 36 5.6%

-test scores
The Range Number of Percentage Number of Percentage Reading
of Score Pupils (control Pupils Comprehension
group) (experiment Categories
group)
80-100 2 5.6% 12 33.3% Excellent
65-79 9 25.0% 12 33.3% Good
50-64 17 47.2% 11 30.6% Fair
40-49 6 16.7% 1 2.8% Poor
< 40 2 5.6% 0 0% Fail
Total 36 100% 36 100%

Based on Table 3, it was found that pupils in experimental group show an increase in their reading scores as the
number of participants in fair to excellent categories escalated. Additionally, only one pupil in experimental
group was in poor category as compared to reading scores in pre-
in experimental group performed better in post-test as compared to pupils from control group.

Paired Sample T-Test

QAR Strategy T Df Sig. (2-tailed)
4.294 35 0.000

The results in Table 4 further validate that there was a significant difference of reading scores in pre and post-
tests among pupils in the experimental group. This implies that the pupils in the experimental group performed
significantly better in their post-tests.

-test Scores in Control and Experimental Group

Independent Sample T-Test

QAR Strategy T Df Sig. (2-tailed)
4.121 70 0.000

Table 5 demonstrates results derived from post-tests scores of both groups. The findings implied that that there
was a significant improvement in learners' narrative reading comprehension scores taught using the QAR

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technique compared to those who were not.

Pupi

A questionnaire consisted of 10 items was administered to participants inexperimental group after post-test had
pinion whether they became
better at reading comprehension after learning by using QAR strategy Table 6 shows the results of each item.

No. Item Response

Strongly Disagree Neutral Agree Strongly
Disagree Agree

1. I know how to use the Question-Answer 35 1

Relationships (QAR) strategy to answer (97.2%) (2.8%)
2. I was good at answering comprehension 27 5 4 (11.1
questions before learning the QAR (75.0%) (13.9%) %)
strategy.
3. I became better at answering 1 3 32
comprehension questions after learning (2.8%) (8.3%) (88.9%)
the QAR strategy.
4. I feel confident answering comprehension 2 3 31
questions after learning the Question- (5.6%) (8.3%) (86.1%)
Answer Relationships (QAR) strategy.
5. I find the Question-Answer Relationships 3 33
(QAR) strategy for answering (8.3%) (91.7%)
comprehension questions helpful.
6. I will continue to use the Question- 2 (5.6 4 30
Answer Relationships (QAR) strategy %) (11.1%) (83.3%)
when answering comprehension questions.
7. I will recommend the Question-Answer 1 6 29
Relationships (QAR) strategy to other (2.8%) (16.7%) (80.6%)
students.

The questionnaires consist of ten questions provided in English language. It is used to get more information
a
not familiar with QAR strategy before the treatment was given. 35 pupils (97.2%) strongly disagree with the
statement while a pupil (2.8%) disagree with the statement. The data also signifies those 27 pupils (75%)
strongly disagree that their ability in reading comprehension was good before learning QAR strategy. 32 pupils
(88.9%) strongly agree that their comprehension becomes better after learning by QAR strategy. There are three
pupils (8.3%) and one pupil (2.8%) who agree and neutral to the statement respectively. The data proves that 31
pupils (86.1%) strongly agree that they are confident at reading comprehension after learning QAR strategy. 3
pupils (8.3%) agree that they felt confident at reading comprehension. Yet, there are 2 pupils (5.6%) consider
that they still do not feel confident. I assume those pupils rarely got involved at reading comprehension.

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However, almost all the pupils (94.4%) gave positive responses toward QAR strategy.

33 pupils (91.7%) strongly agree that QAR strategy is very helpful. Moreover, there are 3 pupils (8.3%)
confirms that they agree with the statement. Then, no one of the pupils agree with the question statement. it can
be seen obviously that 30 pupils (83.3%) and 4 pupils (11.1%) agree that they will continue to use QAR
strategy. 2 pupils (5.6%) are neutral to the statement. Thus, none of the pupils gave negative responses
regarding the statement. Lastly, 29 pupils (80.6%) strongly agree that they will recommend the QAR strategy to
other pupils. 6 pupils (16.7%) agree the statement. However, there is a pupil (2.8%) who was neutral to
recommend the QAR strategy to other pupils.

Discussion

According to the findings described previously, there was a significant improvement in pupils' pre- and post-test
scores in the experimental group taught using the QAR strategy and there was a significant difference in pupils'
post-test scores between the control and experimental groups. The findings indicated that the QAR strategy may
be an effective method for teaching narrative reading comprehension. This finding is consistent with the
findings of Murtado (2019) and Wahyuni (2018), who discovered a significant difference in pupils' reading
comprehension ability after they were taught using the QAR strategy.

The experimental group's narrative reading achievement increased after they were taught the QAR strategy.
Additionally, pupils' narrative reading achievement also improved in the control group, but not as significantly
as in the experimental group. Meanwhile, the independent sample t-test revealed a significant difference in the
post-test scores of pupils in the experimental groups who were taught using the QAR strategy and the control
group who were taught using the strategy used by the school teacher. This finding was consistent with numerous
studies, including those conducted by Sari (2012), who discovered that the QAR strategy aided pupils' reading
comprehension achievement in narrative text, and Iqbal (2013), who discovered that the QAR strategy aided
pupils' reading comprehension achievement in narrative text.

According to Guzzardo (2005), QAR strategy can motivate students to use their prior knowledge to acquire
information. Furthermor, Iqbal (2013) posited that the QAR strategy was effective for teaching reading because
it increased pupils' enjoyment and participation in class, which resulted in an increase in reading
comprehension. As a result, this strategy is effective at assisting pupils in reading comprehension by allowing
them to make inferences based on their existing and prior knowledge.

Based on the questionnaires, most pupils agree or strongly agree that they improved their reading
comprehension after learning the QAR strategy. This finding is consistent with previous research (Seng, 2009;
Alzu'bi, 2019; Ys et al., 2018) indicating that the strategy is effective at assisting students with their reading. It
can be concluded that all students agree that the QAR strategy improves their reading comprehension ability.

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According to the questionnaire analysis, most pupils agree that the QAR strategy is extremely beneficial and
that they will continue to use it in reading comprehension. Additionally, the QAR strategy instilled confidence
in the pupils' reading comprehension abilities.

Given the positive response from students regarding the use of the QAR strategy, it can be concluded that
students are eager and receptive to being exposed to strategies that will help them become more critical and
reflective readers. This study focused on pupils' attitudes toward using the QAR strategy in their reading
comprehension because their attitudes were critical in educating teachers about the strategy's benefits and
drawbacks. The study's findings may assist teachers in developing instructional strategies that further enhance
students' learning processes. Additionally, the findings could be used to develop more comprehensive and
appropriate approaches that are more suited to the current learning environment.

Finally, after examining all the test and questionnaire results, it can be concluded that incorporating the QAR
strategy into reading comprehension instruction improves the ability of young learners in a government primary
school. It was concluded that the QAR strategy's implementation resulted in a significant improvement and
difference in pupils' narrative reading comprehension at the school. The QAR strategy successfully motivated
students to learn narrative reading comprehension and sparked their interest and engagement in English
learning. It could be assumed that the QAR strategy is effective at teaching pupils reading comprehension.
A positive outcome from implementing the QAR strategy suggests that it may have a beneficial effect on pupils'
English reading abilities. Pupils who received strategy instruction used a broader variety of strategies. The use
of the QAR strategy resulted in more efficient reading, which aided pupils in improving various aspects of their
English reading abilities. This indicates that the use of the QAR strategy influences pupils' academic reading
success. It is therefore critical for English teachers to instil a sense of value in their students regarding the
importance of reading strategies. However, as the pupils observed, additional reading practise both inside and
outside the classroom is necessary if pupils are to improve their reading effectively and develop into highly
successful or skilled readers. Pupils must take an active role in developing their abilities.

The experimental group's positive results suggest that the QAR strategy used in this study may be successfully
applied in other teaching contexts. To ascertain whether this is the case, English teachers may apply the research
methodology used in this study to other subgroups of English major students for example, students with a
higher level of language proficiency. The obtained results can be compared to those obtained for lower-level
groups of English major students. This will demonstrate whether the QAR strategy has an effect on or improves
the reading performance of groups of pupils with varying levels of proficiency. This demonstrates an adequate
preparation for pupils entering higher education or reading in the real world.

The authors of materials should consider which strategies might benefit pupils in terms of academic reading and
reading in everyday life, as well as how and in what contexts a particular strategy is best applied. Teachers
should be guided in order to make the most effective use of the reading activities provided. This means that
strategies can be used effectively and appropriately in a wide variety of reading situations and contexts. A

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meaningful reading course supplemented by the QAR strategy should result in increased reading comprehension
success for students. Given that the QAR strategy employed in the study appears to have been effective in
encouraging participants to employ a broader range of strategies and to improve certain aspects of their English
reading abilities, additional research could be conducted to examine variations on the QAR strategy in other
contexts.

Conclusion

The Question Answer Relationship (QAR) Strategy is fairly successful on students' reading comprehension of
explanation material, according to the research findings. The experimental group's positive results suggest that
the QAR technique utilised in this study could be successfully adapted to other instructional environments.
English teachers, particularly those in secondary schools, can use the QAR strategy as an alternative strategy
for enhancing pupils' narrative reading achievement and the teaching and learning process. The QAR strategy
suggests that pupils should learn to read more interestingly and attractively, not just narrative texts, but also
other types of texts, as the QAR strategy can be applied to a variety of types of texts. This research can serve as
a theoretical foundation for future researchers who wish to conduct similar studies using a variety of variables
and conditions and concentrating on aspects of reading comprehension.

By incorporating various techniques, such as the QAR strategy, into their English instruction, teachers can
assist students in developing their ability to learn English skills, particularly reading. The QAR strategy can be
used to pique pupils' interest and involvement in reading descriptive text, ensuring that they are not bored while
learning to read in English. Pupils must understand that learning English is not a one-way street. To accomplish
the learning objective, pupils should participate in the classroom activity designed by the teacher. By
participating in the activity, pupils can also improve their English proficiency and social skills. Proficiency is
not solely the responsibility of the teacher; it is also contingent upon the pupils' active participation in the
language learning process.

Acknowledgements

This research was supported by Universiti Kebangsaan Malaysia, under the GGPM-2022-018 research grant.

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