COMPARATIVE STUDY OF READING COMPREHENSION ACHIEVEMENT BETWEEN PRE-QUESTIONING AND WITHOUT PRE-QUESTIONING AT THE SECOND GRADER OF SMPN 1 KOTABUMI

ABSTRACT

COMPARATIVE STUDY OF READING COMPREHENSION ACHIEVEMENT BETWEEN PRE-QUESTIONING AND WITHOUT

PRE-QUESTIONING AT THE SECOND GRADER OF SMPN 1 KOTABUMI

by Suzanorita

This research deals with a comparative study of reading comprehension achievement between pre-questioning and without pre-questioning at the second grader of SMPN 1 Kotabumi. The purpose of pre-questioning activities is to motivate the students to read the text and prepare them to be able to read it.

The research was conducted to the second grader of SMPN 1 Kotabumi. The writer took two classes as the samples based on cluster sampling. The design of the research was quantitative research, that is a systematic scientific investigation involving analysis of data collection in the form of numbers and statistics using control group pre-test post-test design. The data was gained by administering a set of pre-test and post-test to both classes. The data was analyzed by using Statistical Package for Social Sciences (SPSS) version 15.0. The hypotheses were tested by using Independent Group T-test.

The test result showed that the mean of post-test in experimental class 1 was 68.63 and the mean of post-test in experimental class 2 was 64.71. Probability level (p) was 0.021. It was lower than 0.05. Here, H0 is accepted if significant value exceeds level of significance at 0.05, meanwhile, H0is rejected if significant value does not exceed level of significance at 0.05. Because the null hypothesis (H0) was proved p < 0.05, it meant that H0was rejected and H1was accepted. In other words, there is a significant difference between questioning and without questioning on the reading comprehension achievement. Besides that, pre-questioning activities was more effective strategy than without pre-pre-questioning. It was proved by the number of students who got scores higher than KKM. There was 65.71% of the whole students in experimental class 1and 48.57% students in experimental class 2 who exceed the KKM.Moreover, the result of students’

post-test score in experimental class 1 was higher than the students’ score in experimantal class 2.

ACKNOWLEDGMENT

The writer is thankful to the almighty God and the all merciful Lord, Allah SWT for giving love and healt in finishing this script. This script has been written in a partial fulfillment of the requirements for S1 degree of English Departmet of Teacher Training and Education Faculty, University of Lampung.

It is necessary to be known that this script would never have come into existence without any supports, encouragement, and assistance from several outstanding people and institutions. Therefore, in this gorgeous juncture, the writer would like to adress her respect and gratitude to Prof. Dr. Cucu Sutarsyah, M.A., who advised, assisted and endlessly encouraged the writer during the completion of the script. To her second advisor Dra. Hartati Hasan, M.Hum., who gave suggestions in perfecting this script. To her examiner Dr. Muhammad Sukirlan, M.A., who has nicely given brilliant comments and ideas. The writer also extend her thankfulness to Feni Munifatullah, S.S., M.Hum., and Dra. Flora Nainggolan M.Pd., as the writer’s previous advisor and examiner who has been so benovelent in giving advice and guidance. Her sincere also goes to all lecturers in S1 English Department, who has taught the writer.

A highly regard would also be addressed to Nizar, S.Pd., as the headmaster of SMPN 1 Kotabumi, who had allowed the writer to conduct her research. To Heni,

research process and gave the opportunity to conduct the research in her class. And to all students of SMPN 1 Kotabumi, especially class VIII A, VIII B and VIII C for being so cooperative during the research.

Most important, the special words of indebtedness should go to Nur Hefnitati, S.Pd., who always motivated the writer in finishing this script. All comrades in arms: FPPI FKIP 2005/2006 and 2006/2007 period, Elder Members of Solid Team 2007/2008.

Finally, the writer wishes that this script will be useful for the readers.

Bandar Lampung, February 2012 The writer,

CURRICULUM VITAE

On Monday morning, the 3rdof November 1986, in Kotabumi North Lampung, a strong woman (Hj. Maschairani) bore her daughter to whom was accompanied her husband (H. Tadjuddin Bachri). Their daughter named Suzanorita. She is in the fifth child; of five sisters and one young brother.

In the beginning of her study, her parents registered her at TK Pertiwi Ranting when she was four years old. Then she continued her study in SDN 1 Kotabumi Tengah, from 1992 till 1998. After graduating at elementary school she was registered in SLTPN 1 Kotabumi from 1998 to 2001.

She, then, continued her study in SMAN 2 Kotabumi and graduated in 2004. In 2004, she had to continue her study in D3 English Profession of Lampung University and graduated on 2007. In 2008, she was given a chance to study in S1 English Department of Lampung University.

Since elementary school, she had followed some extracurricular, such as, chess club, karate,rohisand girl scout which sent her off to camp in Raimuna Nasional. She also got several achievements from quiz contest, chess tournaments, karate tournaments, nasyid, and scout contests. During her study in teacher training and education faculty, she joined KAMMI (Kesatuan Aksi Mahasiswa Muslim Indonesia) as a staff of information and communication department. Then she had

been welcomed by the big family of FPPI (Forum Pembinaan dan Pengkajian Islam) as a member of cadres in 2005/2006 periods. In 2006/2007 periods, she was appointed as a vice-leader of FPPI. After that, she was involved in Elder Members of Solid Team FKIP 2007/2008. Today, she helps to coach the BKP Karate Team.

DEDICATION

From the bottom of my heart, I would like to dedicate this script to: My beloved parents, H. Tadjuddin Bachri and Hj. Maschairani who have already done any sacrifices, pray and support for me. My elder sisters (Ria Abkonita, S.Si.T., Suryati, Linda Triani, S.E., Ak., Mairiantina, S.E.), my young sister (Tia Agnesa, S.Pd.) and my young brother

(Kurniat Kauman) who always support me and thanks for your endless love. All of my murrobbi who always advice and teach me in my efforts of

self-development. My almamater

Appendix Page A. LESSON PLAN

A.1. Lesson Plan 1 (experimental class 1) ... 60

A.2. Lesson Plan 1 (experimental class 2) ... 67

A.3. Lesson Plan 2 (experimental class 1) ... 73

A.4. Lesson Plan 2 (experimental class 2) ... 80

A.5. Lesson Plan 3 (experimental class 1) ... 86

A.6. Lesson Plan 3 (experimental class 2) ... 93

B. READING TEST B.1. Try Out Test ... 99

B.2. Pre-test and Post-test ... 112

C. DATA ANALYSIS C.1. The Distribution of Students’ Correct Answer of The Try Out Test (all students) ... 120

C.2. The Distribution of Students’ Correct Answer of The Try Out Test (upper group)... 122

C.3. The Distribution of Students’ Correct Answer of The Try Out Test (lower group)... 123

C.4. The Analysis of Difficulty Level and Discrimination Power of The Reading Test Items ... 124

C.5. The Reliability of Try Out Test ... 126

C.6. Students’ Scores in Experimental Class 1 ... 128

C.7. Students’ Scores in Experimental Class 2 ... 129

C.8. Students’ Scores in Try Out Class... 130

C.9. Students’ Attendance List in Experimental Class 1 ... 131

C.10.Students’ Attendance List in Experimental Class 2 ... 132

C.11. Normality Test of Experimental Class 1 ... 133

C.12. Normality Test of Experimental Class 2 ... 137

LIST OF CONTENTS

Page

LIST OF CONTENTS ... i

LIST OF TABLES ... iii

LIST OF APPENDICES ... iv

I. INTRODUCTION 1.1. Background of the Problem ... 1

1.2. The Formulation of the Problem ... 4

1.3. The Objectives ... 4

1.4. The Uses ... 5

1.5. The Scope of the Research ... 5

Definition of Key Terms ... 6

II. LITERATURE REVIEW 2.1. Reading ... 7

2.2. Reading Comprehension ... 9

2.3. Schema Theory ... 12

2.4. Some Factors that Influence Students’ Reading Comprehension Achievement ... 13

2.4.1. Motivation ... 14

2.4.2. Interest ... 14

2.5. Concept of Pre-questioning ... 15

2.6. Types of Reading Text ... 16

2.7. The Procedure of Reading Teaching With Pre-questioning ... 18

2.8. The Procedure of Reading Teaching Without Pre-questioning ... 19

2.9. Theoritical Assumption ... 20

2.10. The Hypotheses ... 21

III. RESEARCH METHODS 3.1. Research Design ... 22

3.2. The Variables ... 23

3.3. Population and Sample ... 23

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3.7. Research Procedures ... 27

3.8. Data Analysis ... 29

3.9. The Treatment of The Data ... 29

3.9.1. Testing The Try Out ... 29

3.9.1.1. Level of Difficulty ... 29

3.9.1.2. Discrimination Power ... 30

3.9.1.3. Validity and Reliability ... 31

3.9.2. Normality Test ... 34

3.9.3. Testing The Homogeneity Test ... 35

3.9.4. Testing The Hypotheses Test ... 36

IV. RESULTS AND DISCUSSION 4.1. Results of the Research ... 38

4.1.1. Results of Try Out Test ... 39

4.1.2. Results of Pre-test ... 42

4.1.3. Results of Post-test ... 45

4.2. Discussions and Findings ... 49

V. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ... 55

5.2. Suggestions ... 56

REFERENCES ... 57

LIST OF TABLES

Table Page

3.1. Table of Specification of Reading Skills ... 32

4.1. The Statistic Computation of Pre-test Scores ... 42

4.2. Normality Test of Experimental Class 1 ... 43

4.3. Normality Test of Experimental Class 2 ... 43

4.4. Homogeneity Test of Pre-test ... 44

4.5. The Analysis of Independent T-test of Pre-test ... 45

4.6. The Statistic Computation of Post-test Scores ... 46

4.7. Normality Test of Post-test in Experimental Class 1 ... 46

4.8. Normality Test of Post-test in Experimental Class 2 ... 47

4.9. Homogeneity Test of Post-test ... 47

4.10. The Analysis of Independent T-test of Post-test ... 48

4.11. The Result of Reading Skills in Experimantal Class 1 ... 49

If you want a different result, then you must change your action. Because if you take same action everyday, you always get the same result.

CHAPTER I INTRODUCTION

1.1. Background of the Problem

Reading is one of the important skills that should be mastered by the learners. By reading, the students are able to access much information which might have otherwise been unavailable, especially English textbook. Reading is a key of knowledge. Reading is also something crucial and indispensable for the learners because the success of their study depends on the greater part of their ability to read. If their reading skill is poor, they are very likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good ability in reading, they will have a better chance to succed in their study.

Rivers (1981:147) stated that reading is the most important activity in any language class, not only as a source of information and a pleasurable activity, but also as a means of consolidating and extending one’s which are knowledge of the language. Reading reinforces the learner’s other language skills. Krashen (1981) confirmed that those who read more, have longer vocabularies, do better on test of grammar, and write better.

Reading is a core of knowledge. By reading, the reader takes the advantage of the knowledge of vocabulary, syntax, and the real world. Reading is also as a process

of comprehending. Reading is regarded not only as reaction to a text but as interaction between writer and reader mediated through the text. Dallman (1982:23) said that reading is more than knowing what each letter of alphabet stands for, reading involves more than word recognition; that comprehension is an essential of reading; that without comprehension no reading takes place. In other word, to comprehend the text the readers should be able to manage every part of the text because it is easy to gain the comprehension in reading when the readers are able to organize the text.

Besides that, the readers need the necessary schemata in order to comprehend what they read. Schema (plural schemata) is a hypothetical mental structure for representing generic concepts stored in memory. It is a sort of framework, or plan, or script. Schemata are created through experience with people, objects, and events in the world. When people encounter something repeatedly, such as final examination, they begin to generalize across their final examination experiences to develop an abstracted, generic set of expectations about what they will encounter in the final examination. This is useful, because if the teacher tells the students a story about final examination, the students do not have to provide all of the details about being seated, preparing the stationery, doing it individually, and so on. Because, their schema for the final examination experience can fill in these missing details.

On the other hand, the students have to become aware of the purpose or goal for reading a certain piece of written material. However, reading is an activity with a purpose. The students have to know for what purpose of their reading or what

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they want to know after they read the reading passage. And the students’ reading purpose depends on the information that they need, whether they read for enjoyment, or to gain information, or to enhance knowledge of the language being read, or to critique the writer’s ideas. For example; the students who read poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but do not need to identify main idea and supporting details.

Unfortunately, the researcher did not see the students’ awareness of their reading purpose at the second grader of SMPN 1 Kotabumi. Based on the researcher’s pre-research, it was found out that the students felt bored during the teaching learning process. They had problems with understanding both words and sentences of the paragraph. And they could not reach satisfactory interpretation of the reading passage. In the teaching learning activity, the teacher (English teacher of SMPN 1 Kotabumi) modeled first in reading the passage, then the teacher asked some students randomly to read the passage fluently. Next, the teacher asked all students to read the whole text and to answer the questions on the textbook in complete sentences. The teacher did not define unfamiliar words to the students. So, the students themselves used the dictionary to find the meaning of the words.

Because of that, in helping students to achieve comprehension, the researcher tried to apply the pre-questioning. Pre-questioning is built right into the basal reading series, where the teacher is told to present certain questions before a reading selection in order to guide the students in their search for meaning from text. Pre-questioning is considered to be a strategy for teaching and improving

reading comprehension. Theoretically, pre-questioning itself can build the students’ interest and motivation before students read the text. Moreover, the students can predict what will be discussed on the text.

Based on the explanation above, the writer was interested in finding out the difference between pre-questioning and without pre-questioning on the students’ reading comprehension.

1.2. The Formulation of the Problem

This research tried to investigate two problems. Those ploblems are formulated in the following research questions:

1. Is there any significant difference between questioning and without pre-questioning on the reading comprehension of the second grade of SMPN 1 Kotabumi?

2. Is teaching reading comprehension with pre-questioning more effective than without pre-questioning?

1.3. The Objectives

The objectives of this research as follows:

1. To investigate whether there is a significant difference between pre-questioning and without pre-pre-questioning on the reading comprehension. 2. To know which one of pre-questioning and without pre-questioning is more

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1.4. The Uses

The Uses of the research are, as follows:

1. Theoritically, this research is intended to find out whether the result of the research is relevant or not with the previous theory about pre-questioning. 2. Practically, the result of the research hopefully will give information to the

English teachers that treatment of pre-questioning can help the students to comprehend the reading text.

1.5. The Scope of the Research

This research was conducted through a quantitative research, which is a systematic scientific investigation involving analysis of data collection in the form of numbers and statistic. The source of the data was conducted to the second grader of SMPN 1 Kotabumi. The researcher chose two classes consisting experimental class 1 and experimental class 2, where those two classes were in the same stratum. The reading texts were taken from the English Textbook for Junior High School based on School Based Curriculum Development. Besides, the researcher also searched and added the materials from network or other sources. According to the curriculum, the second year students of junior high school at the second semester have to be able to comprehend short text in form of narrative. So, the researcher chose narrative text as the focus. This research was planned for about two weeks.

1.6. Definition of Key Terms

The definition of key terms as follows:

1. Reading is the process of identifying written words. The reader decodes a message the writer has encoded.

2. Reading comprehension is a process of interaction between the reader with the text and the reader relates the idea from the text to prior experiences and their knowledge. In other words, comprehension is a process by which the reader constructs meaning by interacting with the text.

3. Pre-questioning is considered to be a strategy for teaching consisting of some questions before the students read the whole text in order to build the reading schemata and background knowledge of the students. Moreover, it can build the students’cognitive aspect to predict what will be faced by them in the next whole text.

4. Narrative text is to amuse, to entertain and to deal with an actual or vicarious experience in different ways. Narrative deals with problematic events which lead to a crisis or turning point of some kinds, which in turn finds a resolution.

CHAPTER II LITERATURE REVIEW

2.1. Reading

There are four skills of English which should be mastered by the learners, i.e. reading, speaking, listening and writing. It cannot be denied that reading is one of the most important. According to Nunan (1989:17), reading is a process of decoding written symbols, working from smaller units (individual letters) to larges ones (words, clauses and sentences)”.

Reading is a selective process. It involves partial use of available minimal language cues selected from perceptual input on the basis of the reader’s expectation. As this partial information is processed, tentative decisions are made to be confirmed, rejected or defined as reading progresses (Goodman, 1970:260)

Yorkey (1982:100) also confirmed that reading is not only a visual activity. It is more than simply running your eyes accumulating information as each words, phrase, and sentences is progressively recognized. Reading is also an active process of predicting what is likely to come next. Our brain processes the visual information from our eyes, rapidly forming and revising hypotheses about the form and content of what you are reading.

Besides that, Krashen and Terrell (1988:134) distinguish four types of reading abilities. They are scanning by which a reader is making a quick overview of a passage, looking for a specific information; skimming by which a reader concentrating on specific information; extensive reading by which a reader is doing a rapid reading for main ideas of a large amount of text; and intensive reading by which a reader is reading for complete understanding of an entire text.

Further, Brown (2001:308) defined scanning as a quickly searching for some particular pieces of information in a text. By scanning, the reader lets eyes wonder over the text until finding the information which is needed. Meanwhile, skimming is a technique used to look for the “gist” of what the authoris saying without a lot of detail (Kustaryo, 1988:5). There are two purposes of skimming that is to locate a specific word, fact, or idea quickly, and to get a rapid general impression of the material. In the simple word, skimming is used to understand the "gist" or main idea of a passage.

Besides that, Murcia (1978:150) also added about the two of reading skills that is intensive reading and extensive reading. Murcia stated that intensive reading refers to the kind of work done in the reading class, for example studying for exam. Intensive reading consist of short selection which can be read and discussed in one class period. Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. On the other hand, extensive reading is reading activity outside the class to add the readers’ knowledge. Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure

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Based on the explanation above, the writer concludes that reading is a process of identifying written symbol or word. Reading is also a complex cognitive process of decoding symbols where the written word is received by the retina, processed by the primary visual cortex, and interpreted in human brain.

2.2. Reading Comprehension

It is necessary for the students of Junior High School to have sufficient reading comprehension. Cooper (1986:11) stated that comprehension is a process in which the reader may construct meaning by interacting with the text. In reading comprehension, a reader should have knowledge about understanding the reading passage.

According to Singer (1985) reading comprehension has been defined as an interpretation of written symbols, the apprehending of meaning, the assimilation of ideas presented by the written, and the process of thinking while deciphering symbols.

Rubin (1993:194) stated that reading comprehension is a complex intellectual process involving a number of abilities. The two major abilities involve word meanings and verbal reasoning. Without word meanings and verbal reasoning, there could be no reading comprehension; without reading comprehension; there would be no reading.

Simanjuntak (1984:4) added that the first point about reading process is reading comprehension. Comprehension is a process in which readers use their formal schemata (rhetorical structure of language knowledge) and content schemata

(background knowledge of context) in order to get meaning of printed symbol. Moreover, Gunning (1992:188) stated that comprehension is a constructive, interactive process involving three factors: the reader, the text, and the context in which the text reads.

In reading process, reader utilizes vision, perception, comprehension, and reaction (Brown, 1982:6). As cited by Brown, vision is the ability to see the print with sufficient clarity to be able to read; perception is the ability to construct meaning from the information received through the visual sense; comprehension is the intellectual process to construct meaning as an attempt to understand the authors’ message from the printed text; and reaction is the emotional touch.

Kustaryo (1998:12) categorized comprehension into three level, they are literal comprehension level, interpretative comprehension level, and critical comprehension level. The explanations are as follows:

1. Literal Comprehension Level

Literal comprehension level is level of understanding the ideas and information explicitly stated in the passage. In this level, the abilities needed by the readers are: (1) knowledge of word meanings, (2) recall of the details directly stated or paraphrased in own words, (3) understanding of grammatical clues subject, pronouns, verb, conjunction, and so forth. Finally, the readers are required to recall the main idea explicitly stated and knowledge of the sequence of information presented in the passage

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2. Interpretative Comprehension Level

Interpretative comprehension level is level of understanding the ideas and information not explicitly stated in the passage. Inferences are ideas the readers receive when they go beneath the surface to sense relationship, put the facts and ideas together, draw conclusions, and make generalization and also detect the mood of the materials. The abilities needed by readers are: (1) reason with information presented to understand the author’s tone purpose and attitude, (2) infer factual information, main idea, comparison, cause effect relationship that not explicitly atated in the passage, (3) summarization of the story content.

3. Critical Comprehension Level

Critical comprehension level is level of analyzing and personally reacting to information presented in the passage. Critical reading contains an inquiring mind with active, creative looking for false statements automatically when the reader reads the text. In this category, readers need abilities, such as: (1) personally reacting to information in a passage indicating meaning to the reader and (2) analyzing the quality of written symbol of information in the terms of some standards. In other words, readers must be able to differentiate the text, whether it is important or meaningful for them or not and whether it is fact or just opinion.

After all, it comes to the conclusion that reading comprehension is a complex construction process in which reading comprehension ability is needed. Actually, the researcher tries to cover all those level.

2.3. Schema Theory

Schema Theory is the source of some questions like: How do readers construct meaning? How do they decide what to hold on to, and having made that decision, how do they infer a writer’s message? The reader brings information, knowledge, emotion, experience, and culture that is schemata (plural) – to the printed word. (Brown, 2001: 299).

Schema is a hypothetical mental structure for representing generic concepts stored in memory. Schemata are created through experience with people, objects, and events in the world. Schemata can be seen as the organized background knowledge, which leads the readers to expect or predict aspects in their interpretation of printed.

Cook (1989:69) stated that the mind stimulated by key words or phrases in the text or by the context activates a knowledge schema. The readers are not necessarily dealing with conscious processes, but rather with automatic cognitive responses given to external stimuli. This few clarifies that schemata are activated in one of two ways that is new information from the outside world can be cognitively received and related to already known information stored in memory through retrieval or remembering. In this case, new concepts are assimilated into existing schemata which can be altered or expanded; and new information can be represented by new mental structures. In this case, in absence of already existing schemata, new knowledge builds up new schemata.

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There are two categories of schemata, that is content schemata and formal schemata. Content schemata includes what we know about people, the world, culture, and the universe, and formal schemata consists of our knowledge about discourse structure.

In line with the explanation above, it can be inferred that the use of pre-questioning is to build readers’ content schemata which are related to the background of knowledge. Schemata help students to relate new information to prior knowledge; to determine the importance of information in the reading; to make inferences, and to remember information. Schema is like the filling cabinet of the mind. Within the schemata filling cabinet, there are files. The number of files and the thickness of the files depend upon the knowledge or experiences of the reader. Enriching schemata requires the students to add files, contribute information to these files, and to contribute information to existing files. Schemata must be built and activated throughout the reading process.

2.4. Some Factors that Influence Students’ Reading Comprehension

Achievement

In this research, the writer focused on the internal factor of the students. The internal factor means the factor which comes from the reader himself. It is usually known as personal factor because the factor has existed inside the reader. This factor deals with self-motivation and interest.

2.4.1. Motivation

Motivation plays an important role in comprehending the text. The students will be motivated to read when they feel that they need something from the text. Brown (2001:75) divided the motivation theory into two kinds, they are: intrinsic and extrinsic motivation. He further defined intrinsic motivation, as follows:

“Intrinsically motivated activities are ones from which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward.

In other words, intrinsic motivation is usually defined as motivation which is guided by an interest in the task itself in which one is engaged, whereas extrinsic motivation is said to be guided by external stimuli, such as offer of a reward, threat of punishment, a good grade, and so on.

2.4.2. Interest

Interest is being one of the important factors in order to increase the students’ comprehension achievement in reading. If the reader has interest to read, it means that he or she will get a good achievement. On the other side, if the reader has no any interest to read, it can influence his or her achievement.

In line with the explanation of motivation and interest above, in this study the writer interested to use pre-questioning to build up the students’ motivation and interest, and also want to see the effect of using pre-questioning in relationship with the students’ reading comprehension achievements. Because, it is impossible for the student to understand the text if he or she has no interest and motivation to

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read. So, it can be concluded that the good interest and motivation result the good achievement of the students.

2.5. Concept of Pre-questioning

Brown (2001) defined pre-questioning implicitly as some questions which are provided before the students read the whole text in order to build the students’ interest and motivation, their cognitive factors. Pre-questioning is very useful to activate the schemata, thus the students can predict what will be faced in the reading text.

According to Harmer (1985:153), there are four functions of pre-questioning, i.e. (1) to confirm expectations, (2) to extract specific information, (3) to obtain general comprehension, (4) to gain detail comprehension. The explanations are as follows:

1. To confirm expectations

The use of pre-questioning as a tool for placing great emphasis on the lead-in stage (where students are encouraged to become interested in the subject matter of the text), encourages students to predict the content of the text, and gives them an interesting and motivating purpose for reading.

2. To extract specific information

Pre-questioning is as a tool to force the students to extract specific information from the text. They are going to answer before reading the text. If they do this it will be possible for them to read in the required way, they should seen the text only to extract the information the questions demand.

3. To obtain general comprehension

In this case pre-questioning used to build up the students’ prior knowledge.

4. To gain detailed comprehension

This kind of pre-questioning intends to give the students some detailed information that should be found by them in the whole of the text.

Based on the explanation above, it can be concluded that the purpose of the pre-questioning is to make students aware of the way language is used to convey meaning. The form of pre-questioning is only to deal the students’ background knowledge. Thus, the students can predict easily what will be discussed on the text, after they read and answer the prequestions.

2.6. Types of Reading Text

According to school based curriculum for junior high school, there are five types of text that must be learnt by the students, as follows:

1. Narrative : it is to amuse, to entertain and to deal with actual or vicarious experience in different ways. Narratives deal with problematic events which lead to crisis or turning point of some kind, which in turn finds a resolution. The generic structure of the text is orientation (sets the scene and introduces the participants), evaluation (a stepping back to evaluate the plight), complication (a crisis arises), resolution (the crisis is resolved, for better or for worse), re-orientation (optional).

2. Procedure : it is to describe how something is accomplished through a sequence of actions or steps. The generic structure of the procedure text is

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goal, materials (not required for all procedural texts), steps oriented to achieving the goal.

3. Description : it is to describe a particular person, place or thing. The generic structure of the descriptive text is identification (identifies phenomenon to be described, and description (describes parts, qualities, characteristics).

4. Recount : to retell events for the purpose of informing or entertain. The generic structure of the text is orientation (provides the setting and introduces the participants), events (tell what happened, in what sequence), re-orientation (optional-closure of events)

5. Report : to describe the way things are , with a reference to a range of natural, man-made and social phenomena in our environment. The generic structure of text is general classification (tells what the phenomenon under discussion is), description (tells what the phenomenon under discussion is like in terms of parts, qualities, habits or behaviors, if living; uses, if non natural)

Concerning the types of reading text above, the researcher chose narrative text as the focus of the research. Because, based on the curriculum, the students of the second year of junior high school at the second semester have to be able to comprehend short text in form of narrative.

2.7. The Procedure of Reading Teaching With Pre-Questioning The procedure of teaching reading with pre-questioning is as follows:

Pre Activities The teacher

1. Greets the students

2. Checks the students’ attendance list 3. Asks the students to make some groups

While Activities The teacher

1. Shows the picture to the students

2. Encourages the students to predict what the author will discuss next in the text. The leading question can be:

• From the picture, can you predict the topic of the text? 3. Asks the students to write their prediction

4. Checks their predictions to see whether it makes sense or not 5. Writes some of the difficult words to the students on the board

6. Asks the students to predict the meaning of words (if the words are not adequately defined, it is defined through class discussion)

7. Gives a one-sentence oral summary about the content of the text, such as: this text contains a story about a son who felt in love with his own mother

8. Asks the students to formulate some questions that they thought the passage might answer, for example, what questions do you have that you think the story might answer?

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(can be: main idea, supporting details, reference, vocabulary, and inferential questions)

9. Asks the students to write their questions 10. Delivers the reading passage

11. Asks the students to read the text

12. Asks several questions to check their comprehension

Post Activities The teacher

1. Asks the students to discuss whether they have some difficulties on lesson or not

2. Closes the meeting

2.8. The Procedure of Reading Teaching Without Pre-Questioning The procedure of teaching reading without pre-questioning is as follows:

Pre Activities The teacher

1. Greets the students

2. Checks the students’ attendance list 3. Distributes the text

While Activities The teacher

1. Asks the students to listen the text carefully 2. Reads the text carefully and fluently twice or more

3. Asks the students randomly to read the text fluently 4. Explains the content of the text clearly

5. Gives the students a chance to ask questions or ask difficult words of the text 6. Gives the multiple choice questions to the students to know their

comprehension

7. Asks the students to submit and deliver the result of the test to others randomly after finishing it

8. Chooses some students to answer the questions in turn 9. Asks the others when the answer is wrong

10. Clarify the difficult questions

Post Activities The teacher

1. Asks the students to discuss whether they have some difficulties on lesson or not

2. Closes the meeting

2.9. Theoritical Assumption

Considering the discussion of the literature review, the writer would like to know whether pre-questioning can facilitate student’s reading comprehension achievement. The researcher believes that reading is the most important skill that should be mastered by the students. So the student needs comprehension, because without comprehension no reading takes place.

21

The researcher tried to use pre-questioning as a strategy in reading teaching to improve student’s reading achievement. The researcher assumed that pre-questioning can help the students to comprehend the reading text.

2.10. The Hypotheses

Based on the theories and the theoritical assumption, the researcher formulated the hypotheses as follows:

H0 : There is no significant difference between pre-questioning and without pre-questioning on the reading comprehension achievement H1 : There is significant difference between pre-questioning and without

pre-questioning on the reading comprehension achievement

H0 : Teaching reading comprehension with pre-questioning is not more effective than without pre-questioning

H1 : Teaching reading comprehension with pre-questioning is more effective than without pre-questioning

3.1. Research Design

In this research, the writer used the experimental design to prove the hypotheses. The writer took two classes. These two classes were randomly assigned into experimental class 1 and experimental class 2. The experimental class 1 received treatment with pre-questioning, while the experimental class 2 was taught without pre-questioning. Those two groups were given a pre-test and a post-test. Here, the pre-testwas given to capture students’ initial ability from the experimental class 1 and experimental class 2 before the treatment was delivered to both classes and to make sure whether they have the same ability or not. At the end of the research, two groups were given the post-test after the treatment in order to find out the significant improvement in both groups. And to know whether or not there is a significant difference between two groups. The design of the research is as follows:

G1 (random) : T1 X1 T2 G2 (random) : T1 X2 T2

Notes:

23

G2 : The experimental class 2 where without pre-questioning is applied T1 : Pre test

T2 : Post test

X1 : The treatment of pre-questioning

X2 : The treatment without using pre-questioning

(Hatch and Farhady, 1982:22)

3.2. The Variables

Hatch and Farhady (1982:12) defined a variable as an attribute of a person or of an object which varies from person to person or from object to object. Besides, in order to assess the influence of the treatment in research, variables can be defined as independent and dependent variables. According to Hatch and Farhady (1982:15), the independent variable is the major variable that a researcher hopes to investigate, and the dependent variable is the variable that the researcher observes and measures to determine the effect of the independent variable. In this research, the independent variable was known as the treatment variable. And the writer proposed three variables in this research, as follows:

1. Reading comprehension as dependent variable (Y) 2. Pre-questioning activity as independent variable 1 (X1)

3. Without pre-questioning activity as independent variable 2 (X2)

3.3. Population and Sample

A population can be defined as the whole subjects of a research. And the population of this research was the second grade of SMPN 1 Kotabumi enrolled in

academic year 2010/2011 spreading into six classes from VIII A to VIII F. Each class consisted of 38-40 students. After determining the poulation, the writer had to choose the sample of this research. The sample itself is the representative of the examined population. Further, sample should be chosen with a certain technique in order to get a sample that describes the real population.

Since a research needs a technique to get the sample, Setiyadi (2006:38) exposed two models of sampling procedure in a quantitative research, they are probability sampling and non-probability sampling. Further, Setiyadi (2006:42) stated that a kind of probability sampling is cluster sample, which is defined as a procedure of taking sample in a population involving some different groups that are in the same stratum. Therefore, by considering the above definition and that the second grade of SMPN 1 Kotabumi consists of six classes relatively having same characteristics, the writer chose two classes (class VIII A and VIII B) as the samples based on cluster sampling.

After the samples were selected, those two classes were determined to be the experimental class 1 and experimental class 2. Hereafter, class VIII A became the experimental class 1, while class VIII B became the experimental class 2. And both classes would fill out the pre-test and post-test. In this case, the experimental class 1 got the treatments with pre-questioning, and the experimental class 2 learned without pre-questioning. Besides that, the writer took one class as try out class that was class VIII C.

25

3.4. Data Collecting Technique

The instrument of this research was reading test. There were two kinds of test that is pre-test and test. The data was gained from the students’ pre-test and post-test scores. The explanation of the post-test as follows:

1. Try Out

The purpose of the test was to know its validity and reliability. The researcher first tried out the instrument to another class in the same grade before the pre-test was administered. The total items of the pre-test were 50 and it was allocated within 80 minutes.

2. Pre Test

The pre-test was the first reading test administered to both classes (experimental class 1 and experimental class 2) at the beginning of the research. The pre-test was aimed for gaining the data of the students’ initial reading ability. Besides, this test was administered to ensure that the students of both classes had the same English background and proficiency before two classes received the treatments. In addition, this pre-test was carried out to find out the equivalent of experimental class 1 and experimental class 2. The total items of the test were 30 in form of multiple choices. And this test was conducted within 60 minutes.

3. Post Test

Similar to the procedures of doing pre-test, post-test was the second reading test delivered to both experimental classes. At the end of the research, the

researcher administered post-test in order to find out the result of the treatments. The aim of this test was for finding whether or not there are any significant differences between students’ scores of the experimental class 1 and experimental class 2 after the treatments were conducted to both groups. In other words, the post-test was carried out in order to investigate the effectiveness of pre-questioning in teaching reading to the second grader of SMPN 1 Kotabumi. This test were consisted of 30 items of multiple choice for 60 minutes.

3.5. Instrument

The researcher checkedthe students’reading comprehension ability by giving two reading tests to the students. The reading tests were pre-test and post-test. The aim of the pre-test was to know the students’ basic reading comprehension ability before treatments. And the purpose of the post-test was to know the result of students’ comprehension ability after treatments. The instruments were multiple choice, each items had four options that is: a., b., c., and d.

3.6. Scoring System

In order to get the final score of reading test, the scoring was based on the students’ correct number in answering the test items. So that, the students’ score was obtained by dividing the students’ correct number with the total test items (50 items for try out test, 30 items for pre-test and post-test) and then multiplying it with the total score (100). And the formula is as follows:

27

S = 100

N R

where :

S : the score of the test

R : the total of the right answer N : the total items

(Arikunto, 2005 : 236)

3.7. Research Procedures

The procedures of the research as follows:

1. Determining the population and then selecting the sample

The population of this research was the second grader of SMPN 1 Kotabumi. The samples were chosen by cluster sampling. The researcher took two clasess. These two clasess were randomly assigned into experimental class 1 and experimental class 2.

2. Arranging the materials to be taught

The materials were based on the students’ handbook of junior high school. Besides, the researcher also searched and added the materials from network. And the researcher used narrative text as the focus.

3. Administering the try out test

The researcher prepared the try out materials and gave the try out test to another class which had the same characteristic as the samples chosen. It was

conducted to measure the reliability of pre-test and post-test and to make sure whether the test was good or bad for students.

4. Administering the pre-test

The researcher prepared the pre-test material and gave the pre-test to both classes. The aim of this test was to know the students’ basic reading comprehension ability. The test consisted of 30 multiple choices and the students were required to answer the questions in 60 minutes.

5. Conducting treatments

The reseacher touch reading comprehension in the experimental class 1 by using pre-questioning and without pre-questioning in the experimental class 2. The reasearcher gave three times of treatments in three meetings, which took 2x40 minutes in every meeting.

6. Administering the post-test

The researcher prepared the post-test materials and gave the post-test to both classes. The aim of the post-test was to measure the students’ ability in reading comprehension after giving treatments. It consisted of 30 items of multiple choice and reading texts which took 60 minutes.

7. Data analysis

The results of pre-test and post-test in experimental class 1 and experimental class 2 were analized by using Independent group T-test to compare the data of the two means scores.

29

3.8. Data Analysis

The aim of data analysis was to determine whether the students’ reading comprehension achievement increased or not. The data of the research was examined by using Independent group T-test. Two means of two different groups (experimental class 1 and experimental class 2) were compared. The data was statistically computed through the Statistical Package for Social Science (SPSS) version 15.0.

3.9. The Treatment of The Data

After collecting the data, the writer treated the data by using the following procedures:

3.9.1. Testing The Try Out.

The test was to delete bad items based on their level of difficulty (LD) and discrimination power (DP) and also to find the reliability and validity of the test. The writer used four formula, they were level of difficulty (LD), discrimination power (DP), pearson product moment, and Spearman Brown.

3.9.1.1. Level of Difficulty

According to Arikunto (1993:209), the test items are good if they are not too easy and not too difficult or in other word, the difficulty level is average. Here, the students of try out class were divided into two groups that is upper and lower groups. The students’ scores of try out test were listed from the highest score to the lowest score. Then, the researcher took 27% from the students who had the

highest score to be the upper group and took 27% students who had the lowest score to be the lower group. And the formula of the difficulty level is as follows:

Where:

LD : level of difficulty

U : the number of upper group who answer correctly L : the number of lower group who answer correctly N : the total number of students in upper and lower groups

The criteria are :

< 0.30 : difficult 0.30–0.70 : average > 0.70 : easy

(Arikunto, 1993:221)

3.9.1.2. Discrimination Power

Arikunto (1993:213) stated that discrimination power is the ability of the item to differentiate between the students who have high ability and those who have low ability. In this research, the researcher used the items which had discrimination power greather than or equal to 0.20. And the items which felt smaller than 0.20 (poor items) were absolutely dropped. To determine the discrimination power, the researcher used the following formula:

N L U

31

DP =

N L U

2 1



Where:

DP : discrimination power

U : the number of upper group who answer correctly L : the number of lower group who answer correctly N : the total number of students in upper and lower groups

The criteria are:

DP = 0.00–0.19 = poor

DP = 0.20–0,39 = satisfactory DP = 0.40–0.69 = good DP = 0.70–1.00 = excellent DP = negative/minus (-), all is poor

(Arikunto, 1993:221)

3.9.1.3. Validity and Reliability 3.9.1.3.1. Validity

Validity is the extent to which it measures what it is supposed to measure. Hatch and Farhady (1982:250) also explained that validity refers to the extent to which an instrument really measures the objective to be measured and suitable with the criteria. A test must aim to provide a true measure of the particular skill which it is intended to measure.

There are four types of validity that is (1) face validity: concerns with the lay out of the test; (2) content validity: depends on a careful analysis of the language being tested; (3) construct validity: measures certain specific characteristic in accordance with a theory of languange learning; (4) criterion-related validity: concerns with measuring the success in the future, as in replacement test.

Based on types of validity above, the researcher used content and construct validity since the other two were considered to be less needed. Both of them will be explained in the following paragraph:

a. Content Validity

Hatch and Farhady (1982:251) said that content validity is the extent to which the test measures a representative sample of the subject matter content. Content validity concerns whether the tests are good reflection of the materials that need to be tested. To get the content validity of reading comprehension, the researcher tried to arrange the materials based on the objective of teaching in syllabus for second grade of junior high school students.

In the research, the content of the test items is presented in the table of specification below:

Table 3.1.

Table of Specification of Reading Skills

No Reading Skills Item Number Percentage of Items 1 Determining Main

Idea 12., 24., 30., 32., 34., 37., 48. 14 % 2 Finding Supporting

Details

1., 4., 6., 10., 16., 17., 23., 27.,

33

No Reading Skills Item Number Percentage of Items 3 Finding Inference

Meaning

2., 3., 7., 8., 13., 18., 19., 25.,

29., 33., 38., 39., 40., 45. 28 % 4 Understanding

Vocabulary

9., 15., 20., 22., 26., 36., 41.,

50. 16 %

5 Finding Reference 5., 11., 14., 21., 35., 42., 49. 14 %

Total 50 items 100 %

b. Construct Validity

Construct validity concerns whether the tests are true reflection of the theory of the trait – in our case – language which is being measured. To find construct validity of the test, the researcher formulated the test by the concept of reading comprehension.

3.9.1.3.2. Reliability

Reliability is a necessary characteristic of any good test: for it to be valid at all, a test must first be reliable as a measuring instrument. Reliability refers to the extent to which a test produces consistent result when administered under similar condition (Hatch and Farhady, 1982:244)

To investigate the reliability of the reading test, the researcher used Pearson Product Moment which measures the correlation coefficient of the reliability between odd and even number (reliability of half test) in the following formula:

rxy=













₂ 2





₂





2

















   y y N X x N y x xy N where:

N : the number of students who take part in the test x : the total numbers of odd number items

y : the total numbers of even number items

(Hatch and Farhady, 1982:199)

After getting the reliability of half test, the researcher used Spearman Brown to determine the reliability of the whole test, as follows:

rk =

xy xy

r r



1 2

where:

rk : the reliability of the whole test rxy : the reliability of half test

(Hatch and Farhady, 1982:247)

the criteria of reliability are: 0.90–1.00 : high

0.50–0.89 : moderate 0.00–0.49 : low

3.9.2. Normality Test

Normality test was used to measure whether the data of the test have normal distribution or not. The students’ score of pre-tests and post-tests both group are analyzed to gain the normality test. The hypotheses for the normality test are as follows:

35

H0 : The data is not distributed normally H1 : The data is distributed normally

In this research, “H0 is accepted if significant value does not exceed level of

significance at 0.05, meanwhile,H0is rejected if significant value exceeds level of

significance at 0.05”.

3.9.3. Testing The Homogeneity Test

The statistical formula of F-test was used to test whether the data (pre-test and post-test scores) from the experimental class 1 and experimental class 2 had homogenous variance or not. The formula of homogeneity is as follows:

F = ₂ 2

2 1

S S

In which S2=





1 2 2  





N N x x or S =





1 2 2  





N N x x

(Hatch and Farhaday, 1982 : 58-59)

Notes:

F : the homogeneity of the item test S2 : variance

S : standar deviation S12 : the larger variance

S22 : the smaller variance N : the amount of the students x : the students’ score

The criteria are:

H0 : F-test≤ F-table (the variance of the data is homogenous) H1 : F-test _≥ F-table (the variance of the data is not homogenous)

3.9.4. Testing The Hypotheses Test (t-test)

This test was to test the hypotheses proposed by the writer was accepted or not. The formulation of the hypotheses that (t-test) is as follows:

t = 2 1 2 1 1 1 N N S x x  

in which S = S2

S2=











1

 

1



1 1 2 1 2 2 2 2 1 1       N N S N S N Notes : 1

x

: the mean of the experimental class 1

2

x

: the mean of the experimental class 2 S : standard deviation

N1 : the number of the students in the experimental class 1 N2 : the number of the students in the experimental class 2

37

The criteria are :

H0 : t-ratio≤t-table = accepted H1 : t-ratio≥t-table = rejected

5.1. Conclusions

Based on the results of data analysis, the researcher concludes the research as follows:

1. There is a significant difference between questioning and without pre-questioning on the reading comprehension achievement at the second grader of SMPN 1 Kotabumi. Based on the results of the computation, it was obtained that the two-tailed test of significance (p) of post-test in both classes did not exceed the level significanceat 0.05 or p < α (0.021 < 0.05).

2. Teaching reading comprehension with pre-questioning is more effective than without pre-questioning. Based on the result of the t-test between two means of students’ post-test scores in experimental class 1 and experimental class 2, it shown that the significance value (p) did not exceed level of significant at 0.05 that is 0.021. The mean of post-test in experimental class 1 was 68.63; meanwhile the mean of post-test scores in experimental class 2 was 64.71.

3. The pre-questioning made the students learn enthusiastically and they became good participants in giving response toward the lesson. While without using

56

pre-questioning, the students tent to be passive in teaching and learning process.

5.2. Suggestions

Based on the result and conclusions above, the researcher proposes some suggestions as follows:

1. The teacher should encourage the students to take part in class discussion, allow them to give their comment or allow them to share their ideas or their unique perspective with each other because reading is a social activity.

2. The teacher should build a favorable atmosphere at times of teaching-learning process conducted in order to make a situation where the students read in English, they feel comfortable to read just like they read Indonesia.

3. The teacher should master and understand the procedure of the pre-questioning, so that the teaching and learning process can run smoothly.

4. In pre-questioning classroom activity, the students became noisy if they were notwell guided. Therefore, the teacher should control the students’ activity in the class.

Alemi, M and Saman E. 2010.The Effects of Pre-reading Activities on ESP Reading Comprehension. Journal of Language Teaching and Research, Vol.1, No.5, 569-577.

Arikunto, S. 1993.Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara. Arikunto, S. 2005.Prosedur Penelitian Suatu Pendekatan Praktek Edisi Revisi.

Jakarta: Rineka Cipta.

Brown, D. A. 1982.Reading Diagnosis and Remediation.Englewood Cliffs, NJ: Prentice-Hall, Inc.

Brown, H. D. 2001.Teaching by Principles.An Interactive Approach to Language Pedagogy.New York: Addison Wesley Longman, Inc. Byrnes, H. 1998. Retrieved February 22, 2011.Reading in the Beginning and

Intermediate College Foreign Language Class. Modules for the

Professional Preparation of Teaching Assistants in Foreign Languages. (http://www.nclrc.org/essentials/whatteach/wtindex.htm)

Cook, G. 1989.Discourse in Language Teaching: A Schema for Teacher Education. Oxford: Oxford University Press.

Cooper, J. D. 1986.Improving Reading Comprehension. Boston: Houghtonmiffin Company.

Dallman, R. L. 1982.Teaching of Reading. Washington: CBS College Publishing. Depdiknas. 2006.Kurikulum Tingkat Satuan Pendidikan Sekolah Menengah

Pertama. Jakarta: Depdiknas.

Els, T. V. 1984.Applied Linguistics and the Learning and Teaching of Foreign Languages. London: Athenaeum Press.

Goodman, K. 1970.Reading as a Psychologistic Guessing Game. Theoretical Models and Processes of Reading. Newark, NJ: International Reading Association.

58

Gunning, T. G. 1992.Creating Reading Instruction for All Children. Boston, MA: Allyn and Bacon, Inc.

Harmer, J.The Practice of English Language Teaching.New York: Longman, Inc.

Harris, A. J. 1980.How to Increase Reading Ability.New York: Longman, Inc. Hatch, E and Farhady. 1982.Research Design and Statistics for Applied

Linguistics. London: New Bury House Production.

Krashen, S. 1981.Second Language Acquisition and Second Language Learning. New York: Pergamon Press.

Krashen, S. D. and Terrell T. 1988.The Natural Approach. London: Prentice-Hall, Inc.

Kustaryo, S. 1988.Reading Techniques for College Students. Jakarta: Proyek Pengembangan Lembaga Pendidikan Tenaga Pendidikan.

Murcia, M. 1987.Teaching English as a Second Language of Foreign Language. Massachusetts. Newburry House Published, Inc.

Nunan, D. 1991.Language Teaching Methodology. New York: Prentice hall Nuttall, C. 1985.Teaching Reading Skills in a Foreign Language. London:

Heinemann Educational Books.

Rivers, W. M. 1981.Teaching Foreign Language Skills in a Foreign Language Skills. Chicago: University of Chicago Press.

Rubin, D. 1993.A Practical Approach to Teaching Reading. Needham Heights, MA: Allyn and Bacon.

Setiyadi, Ag. B. 2006.Metode Penelitian untuk Pengajaran Bahasa Asing Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu. Simanjuntak, E. G. 1998.Developing Reading Skills EFL Students. P2LTK.

Jakarta: Depdikbud.

Singer. 1985.Theoretical Models and Process of Reading. Barkeley: University of California

Universitas Lampung. 2009.Format Penulisan Karya Ilmiah Universitas Lampung. Bandar Lampung: Universitas Lampung.

Yufrizal, H. 2008.An Introduction to Second Language Acquisition. A Text Book for ESL Learners and English Teachers. Bandung: Pustaka Reka Cipta.

37

The criteria are :

H0 : t-ratio≤t-table = accepted H1 : t-ratio≥t-table = rejected

5.1. Conclusions

Based on the results of data analysis, the researcher concludes the research as follows:

1. There is a significant difference between questioning and without pre-questioning on the reading comprehension achievement at the second grader of SMPN 1 Kotabumi. Based on the results of the computation, it was obtained that the two-tailed test of significance (p) of post-test in both classes did not exceed the level significanceat 0.05 or p < α (0.021 < 0.05).

2. Teaching reading comprehension with pre-questioning is more effective than without pre-questioning. Based on the result of the t-test between two means of students’ post-test scores in experimental class 1 and experimental class 2, it shown that the significance value (p) did not exceed level of significant at 0.05 that is 0.021. The mean of post-test in experimental class 1 was 68.63; meanwhile the mean of post-test scores in experimental class 2 was 64.71.

3. The pre-questioning made the students learn enthusiastically and they became good participants in giving response toward the lesson. While without using

56

pre-questioning, the students tent to be passive in teaching and learning process.

5.2. Suggestions

Based on the result and conclusions above, the researcher proposes some suggestions as follows:

1. The teacher should encourage the students to take part in class discussion, allow them to give their comment or allow them to share their ideas or their unique perspective with each other because reading is a social activity.

2. The teacher should build a favorable atmosphere at times of teaching-learning process conducted in order to make a situation where the students read in English, they feel comfortable to read just like they read Indonesia.

3. The teacher should master and understand the procedure of the pre-questioning, so that the teaching and learning process can run smoothly.

4. In pre-questioning classroom activity, the students became noisy if they were notwell guided. Therefore, the teacher should control the students’ activity in the class.

Alemi, M and Saman E. 2010.The Effects of Pre-reading Activities on ESP Reading Comprehension. Journal of Language Teaching and Research, Vol.1, No.5, 569-577.

Arikunto, S. 1993.Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara. Arikunto, S. 2005.Prosedur Penelitian Suatu Pendekatan Praktek Edisi Revisi.

Jakarta: Rineka Cipta.

Brown, D. A. 1982.Reading Diagnosis and Remediation.Englewood Cliffs, NJ: Prentice-Hall, Inc.

Brown, H. D. 2001.Teaching by Principles.An Interactive Approach to Language Pedagogy.New York: Addison Wesley Longman, Inc. Byrnes, H. 1998. Retrieved February 22, 2011.Reading in the Beginning and

Intermediate College Foreign Language Class. Modules for the

Professional Preparation of Teaching Assistants in Foreign Languages. (http://www.nclrc.org/essentials/whatteach/wtindex.htm)

Cook, G. 1989.Discourse in Language Teaching: A Schema for Teacher Education. Oxford: Oxford University Press.

Cooper, J. D. 1986.Improving Reading Comprehension. Boston: Houghtonmiffin Company.

Dallman, R. L. 1982.Teaching of Reading. Washington: CBS College Publishing. Depdiknas. 2006.Kurikulum Tingkat Satuan Pendidikan Sekolah Menengah

Pertama. Jakarta: Depdiknas.

Els, T. V. 1984.Applied Linguistics and the Learning and Teaching of Foreign Languages. London: Athenaeum Press.

Goodman, K. 1970.Reading as a Psychologistic Guessing Game. Theoretical Models and Processes of Reading. Newark, NJ: International Reading Association.

58

Gunning, T. G. 1992.Creating Reading Instruction for All Children. Boston, MA: Allyn and Bacon, Inc.

Harmer, J.The Practice of English Language Teaching.New York: Longman, Inc.

Harris, A. J. 1980.How to Increase Reading Ability.New York: Longman, Inc. Hatch, E and Farhady. 1982.Research Design and Statistics for Applied

Linguistics. London: New Bury House Production.

Krashen, S. 1981.Second Language Acquisition and Second Language Learning. New York: Pergamon Press.

Krashen, S. D. and Terrell T. 1988.The Natural Approach. London: Prentice-Hall, Inc.

Kustaryo, S. 1988.Reading Techniques for College Students. Jakarta: Proyek Pengembangan Lembaga Pendidikan Tenaga Pendidikan.

Murcia, M. 1987.Teaching English as a Second Language of Foreign Language. Massachusetts. Newburry House Published, Inc.

Nunan, D. 1991.Language Teaching Methodology. New York: Prentice hall Nuttall, C. 1985.Teaching Reading Skills in a Foreign Language. London:

Heinemann Educational Books.

Rivers, W. M. 1981.Teaching Foreign Language Skills in a Foreign Language Skills. Chicago: University of Chicago Press.

Rubin, D. 1993.A Practical Approach to Teaching Reading. Needham Heights, MA: Allyn and Bacon.

Setiyadi, Ag. B. 2006.Metode Penelitian untuk Pengajaran Bahasa Asing Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu. Simanjuntak, E. G. 1998.Developing Reading Skills EFL Students. P2LTK.

Jakarta: Depdikbud.

Singer. 1985.Theoretical Models and Process of Reading. Barkeley: University of California

Universitas Lampung. 2009.Format Penulisan Karya Ilmiah Universitas Lampung. Bandar Lampung: Universitas Lampung.

Yufrizal, H. 2008.An Introduction to Second Language Acquisition. A Text Book for ESL Learners and English Teachers. Bandung: Pustaka Reka Cipta.