Reading comprehension is one of the important elements in reading skills. Through reading comprehension, students will be able to know the meaning and gain the main information from the reading materials. An effective reading strategy will be a better way to help students understand more about reading. Meanwhile, internet technology is widely used in the education field to promote learning that occurs in the flipped model. This study presents a practical teaching strategy to integrate the SQ3R reading strategy with the help of technology under a new teaching model. Literature reviews on reading comprehension, SQ3R strategy and flipped classroom model are also presented in this paper. This study will employ quantitative approach using surveys technique. Total of 118 year four students from three different primary school in Klang district will be involved in this survey research. A questionnaire and structured interview will be carried out to examine the students' perception toward the integration of SQ3R in Flipped Classroom Model for Chinese reading comprehension.The primary aim of this study is to promote the Chinese reading comprehension learning process using SQ3R strategy in the flipped classroom teaching model. Through the proposed framework in this study, the SQ3R strategy in the flipped classroom model can be applied in the pedagogical practice. Therefore, this study should be valuable to researchers to present future studies and teachers who wish to improve their teaching methods.

This study examines the effect of SQ3R methods on Chinese reading comprehension for Year 3 pupils and determine pupils’ perceptions toward using SQ3R methods. The study was conducted using a quasi-experimental design. The sample were 68 Year Three pupils from Sekolah Jenis Kebangsaan Cina (SJKC) in Tangkak district. The sample were pupils from two classes and divided into an experimental group and a control group. The experimental group was taught using SQ3R method while the control group was taught using the conventional teaching methods. Quantitative data were collected through pretest, post test and questionnaire. T-test was used to test the hypotheses. The study found that there was a significant difference in the post test between the experimental group (M=73.18, SP=14.988) and the control group (M=63.21, SP=17.952), t(66)=2.486, p<0.05. The findings show that SQ3R method improve the pupils’ reading comprehension and most of the pupils hold positive perceptions towards SQ3R method. This study is useful to the teachers and pupils in providing guidance of SQ3R method in the learning process.