Abstract:
The English course is designed to cater to students from all majors and study programs, including those pursuing English Language Education. The primary objective of this course is to equip students with the knowledge, comprehension, and practical usage of English within their respective fields of study. In certain cases, where students undertake English courses with specific objectives, it can be referred to as English for Specific Purposes (ESP). The purpose of this research is to find out whether there are differences in reading comprehension achievement between students who are taught using the PORPE strategy (Predict, Organize, Rehearse, Practice, Evaluate) and the SQ3R strategy (Survey, Question, Read, Recite, Review) for science students. This research uses a quasi-experimental method. The population of the research was the Biology and Mathematics students who contracted English courses in the academic year 2022/2023. The sample of this research was 132 students covering 68 students of the experimental class taught using the PORPE strategy and 68 students of the control class taught using the SQ3R strategy. The findings of this research are the average reading comprehension of the students in the experimental class after the PORPE strategy treatment was 82.63. However, in the control class treated with the SQ3R strategy, the average score of the students' activity ability after the test was 83.97. It shows that using the PORPE and SQ3R strategies can greatly benefit teaching English for Specific Purposes (ESP) students.
