Abstract

This study was aimed at examining and comparing the effectiveness of the Question-Answer Relationship (QAR) and Self-Questioning (SQ) strategies in improving the reading ability of the undergraduate students. This study was a quasi-experimental study in which two out of threeclasses of the third semester students at English department of Mataram University were selected randomly to receive either QAR strategy or SQ strategy instructions for ten weekly meetings. The findings of pre- and posttest with multiple-choice questions revealed that both comprehensionstrategies were effective in improving the undergraduate students‘ reading ability. The findings from the posttest with multiple-choice questions indicated the students who received SQ strategy instruction scored significantly higher than those students who received QAR strategy instruction.On the other hand, the students who received QAR strategy instruction scored slightly higher than those students who received SQ strategy instruction in the posttest with open-ended questions. Keywords: Reading Ability, Comprehension-Strategy Instruction, Question-Answer Relationship Strategy, Self-Questioning Strategy

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