C. Hypotheses
The hypotheses are: 1.
The Conceptual hypotheses Ho:
Implementing self-questioning strategy is not effective to improve reading comprehension of seventh grade learners at SMP Maria Immaculata Yogyakarta.
H
1
: Implementing self-questioning strategy is effective to improve reading
comprehension of seventh grade learners at SMP Maria Immaculata Yogyakarta. 2.
The operational hypotheses Ho:
There is no significant difference between the means for the pretest and the posttest
H
1
: The mean for the posttest is higher than the mean for the pretest.
3. Statistical hypotheses
Ho: μpretest = μposttest OR
μ pretest - μ posttest = 0 H
1
: μ pretest ≠ μ posttest OR
μ pretest - μ posttest ≠ 0
.
31
CHAPTER III METHODOLOGY
In this chapter, the researcher will discuss the methodology which was used to answer the two questions stated in Chapter 1. This chapter presents 1 the research
method, 2 the research setting and participant, 3 the research instruments, 4 the data gathering technique, and 5 the data analysis technique.
A. Research Method
In this study, the researcher employed experimental research as the research method. According to Fraenkel and Wallen 1993: 241, experimental research is the
only type of research that attempts to influence a particular variable. They also claim that experimental research is the best way to establish the cause and effect
relationships between variables. Thus, the researcher used an experimental research in order to notice what is going to happen to the subject of the study after
implementing the self-questioning strategy as the treatment. In addition, the researcher also conducted library research to get information related to self-
questioning as a strategy in reading activity which becomes the main aspect in this study.
Fox 1969:459 states that the key element in planning the experimental research is the identification of independent variable and the dependent variable. In
this study, the independent variable was the implementation of self-questioning
strategy in the reading lesson, and the dependent variable was the reading comprehension of the seventh grade learners. The researcher investigated whether the
implementation of self-questioning strategy in the classroom, especially in the reading lesson, brings some effects on the seventh grade learners’ reading
comprehension. The experiment method employed in this study was One-Group Pretest-
Posttest Design Ary Donald., Lucy Cheser Jacob, and Asghar Razavieh, 2002. This method was used to investigate the improvement of reading comprehension after the
treatment. The difference of pretest and the posttest results in the single group of sample became the main data for the researcher to conclude whether self-questioning
improved students’ reading comprehension or not. Ary et al, 2002 concludes that there are three steps involved in one-group pretest-posttest design. They are as
follows: 1.
administering a pretest measuring the dependent variable, 2.
applying the experimental treatment X to the subjects, 3.
administering a posttest, again measuring the dependent variable. As mentioned in step 1, in this study the researcher administered the pretest to
measure students’ reading comprehension prior to the treatment. Before conducting the test, the researcher consulted the form of the test to the English teacher. Next, the
researcher conducted self-questioning strategy in the reading lesson as the treatment as mentioned in step 2. Having conducted the treatment, the researcher administered
the posttest to measure students’ ability in comprehending texts as the last step in
Kategori