TEACHING READING COMPREHENSION CONVEYED IN ANECDOTE TEXT THROUGH SELF-QUESTIONING STRATEGY AT THE SECOND GRADE OF MA MA’ARIF 4 KALIREJO LAMPUNG TENGAH

ABSTRACT

TEACHING READING COMPREHENSION CONVEYED IN ANECDOTE

TEXT THROUGH SELF-QUESTIONING STRATEGY AT THE SECOND

GRADE OF MA MA’ARIF 4 KALIREJO LAMPUNG TENGAH

By

Fetrisia

In English Language Teaching, one of the important skills in English is reading,

but most of the students still got difficulty in comprehending the text. As a matter

of fact, the students’

reading ability in reading comprehension is still need to be

improved to achieve the target goal in the curriculum. Since self-questioning

strategy is effective to develop students’ critical thinking by using anecdote as the

material because it is an interesting material for the students.

The objective of this research was to find out whether self-questioning strategy

can be used to increase students’ reading ability in

comprehending the anecdote

text at the second grade of MA Ma’arif 4 Kalirejo Lampung Tengah.

The population of the research was the student of the second grade of

MA Ma’arif

4 Kalirejo Lampung Tengah in 2011/2012 academic year. The class consisted of

forty students. The research design was one group pretest posttest design and data

were taken by means of the test and then they were analyzed by using Repeated

Measure T-Test.

The result of the data shows that

the students’ achievement in reading

comprehension of anecdote text has increased after they were taught using

Self-Questioning strategy. It has been proven by the gain (15,5)

of the students’ mean

score in posttest that is higher than the mean score in pretest. The improvement of

the mean is from 62.1 in the pretest up to 77.6 in the posttest. By using Repeated

Measure T-Test, it was found that ratio is -20.756 and table is 2.021. Since

t-ratio is higher than t-table, it proved that the increase is significant.

Based on the result, it can be concluded that

the students’ achievement in reading

comprehension conveyed in anecdote text increases by using Self-Questioning

strategy. In other word, the hypothesis of the research is accepted.

viii

ACKNOWLEDGEMENTS

Alhamdulillahirabbil’alamin. Praise to Allah SWT, the Almighty and Merciful

God, for blessing the writer with faith, health, and opportunity to finish this script.

This script is

entitled “Teaching Reading Comprehension Conveyed in Anecdote

Text through Self-Questioning Strategy at the Second Grade of MA Ma’arif 4

Kalirejo Lampung Tengah”. This script is presented to fulfill one of the

requirements in accomplishing the S-1 Degree at the Department of Language and

Arts of Teacher Training and Education Faculty in the University of Lampung.

The writer would like to express her gratitude to many people who have suggested

and helped in writing this script. First, she delivers her gratitude and respect to

Dra. Editha Gloria Simanjuntak, her first advisor, and Dra. Rosita Simbolon,

M.A., her second advisor, who have given their best criticisms, suggestions, and

revisions during the accomplishment of this script. Then, she wants to deliver her

gratitude to her examiner, Hi. Ujang Suparman, S.Pd., M.A., Ph.D., for his input

and contribution.

Her thankfulness is also due to Dra. Hj. A. Umroh. M.Pd.I., the Headmaster and

English teacher of

MA Ma’arif 4 Kalirejo

Lampung Tengah, in which the writer

ix

did her research, and all beloved students of class XI 1 Science and XI 2 Social

Programs for their participation in this research.

The writer also would like to extend her appreciations to her beloved comrades of

English ’07, especially for Diah Arini Kusumastuti, Fevi Meila Suwarni and

Meila Sari. Thanks for all support and everything since her very first year in this

department.

Her grateful love is dedicated for her mother and her father, for their pray,

support, patience, motivation

and willingness to wait for the writer’s graduation.

Her thankfulness is also due to her brother Fitrah Oganda, A.Md., S.E. for his

encouragement.

Great appreciation is also dedicated to Briptu Novri Sukendi who always

motivates, loves, cheers her up and lightens every pressure in her life. He is her

everything.

Bandar Lampung,

February 2012

TEACHING READING COMPREHENSION CONVEYED IN ANECDOTE

TEXT THROUGH SELF-QUESTIONING STRATEGY AT THE SECOND

GRADE OF MA MA’ARIF 4 KALIREJO LAMPUNG TENGAH

By

F E T R I S I A

A Script

Submitted in a Partial Fulfillment of

the Requirements for S-I Degree

in

The Language and Arts Department of

Teacher Training and Education Faculty

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

TEACHING READING COMPREHENSION CONVEYED IN ANECDOTE

TEXT THROUGH SELF-QUESTIONING STRATEGY AT THE SECOND

GRADE OF MA MA’ARIF 4 KALIREJO LAMPUNG TENGAH

(A Script)

By

F E T R I S I A

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

CURRICULUM VITAE

The writer’s name is

Fetrisia. She was born in Bandar Lampung, May 27

th

, 1989.

She is the second daughter of Drs. Ahmad Junaiedi and Jundami, BBA. She has

one brother, Fitrah Oganda.

She entered TK Al-Azhar 4 Bandar Lampung before continuing her study at SD

Negeri 2 Way Halim Permai Bandar Lampung in 1995. Having graduated from

the Elementary School in 2001, she went to SLTP Negeri 12 Bandar Lampung

and graduated in 2004. She finished her High School at SMU Negeri 9 Bandar

Lampung in 2007. At the same year, she was registered as an S-1 college student

of Lampung University at English Department of Teacher Training and Education

Faculty through PKAB.

From February 1

st

to April 4

th

, 2011 she carried on Teaching Practice Program

(PPL) at SMA Negeri 5 Bandar Lampung.

LIST OF GRAPH

Graph

Page

TABLE OF CONTENTS

Page

ABSTRACT ... i

TITLE ... iii

APPROVAL ... iv

CURRICULUM VITAE ... v

DEDICATION ... vi

MOTTO ... vii

ACKNOWLEDGEMENTS ... viii

CONTENTS ... x

LIST OF TABLES ... xii

LIST OF GRAPH ... xiii

LIST OF APPENDICES ... xiv

I. INTRODUCTION

1.1 Background of the Problems ... 1

1.2 Identification of Problems ... 4

1.3 Limitation of the Problem ... 4

1.4 Formulation of the Problem ... 5

1.5 Objective ... 5

1.6 Uses ... 5

1.7 Scope ... 6

1.8 Definition of Terms ... 6

II. FRAME OF THEORIES

2.1 Concept of Reading Comprehension... 7

2.2 Teaching Reading ... 9

2.3 Types of Reading Text ... 11

2.3.1 Criteria for Choosing the Reading Text ... 13

2.4 Concept of Anecdote ... 15

2.5 Concept of Self-Questioning Strategy ... 17

2.6 Advantages and Disadvantages of Self-Questioning Strategy as a

Teaching Resource ... 21

2.7 Procedure of Teaching Reading Comprehension through Self-

Questioning Strategy ... 21

2.8 Theoretical Assumption ... 24

2.9 The Hypothesis ... 25

III. RESEARCH METHODS

3.1 Research Design ... 26

3.2 Population and Sample ... 27

3.3 Data Collecting Technique ... 28

3.4 Research Prosedure ... 28

3.5 Scoring System ... 35

3.6 Data Analysis ... 35

3.7 Hypothesis Testing ... 36

IV. RESULTS AND DISCUSSION

4.1. Result of Research ... 37

4.1.1. Result of a Tryout Test ... 37

4.1.2. Result of Pre Test ... 38

4.1.3. Result of Post Test ... 39

4.1.4. Increase of the Students’ Achievement in Reading Comprehension 39

4.1.5. Hypothesis Test ... 41

4.2. Discussion ... 42

V. CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions ... 49

5.2. Suggestions ... 50

REFERENCES ... 51

APPENDICES ... 54

LIST OF APPENDICES

APPENDICE

Page

1. Research Schedule ... 54

2. Try Out Test ... 55

3. Lesson Plan ... 65

4. Pre Test ... 80

5. Post Test ... 86

6. Upper-Lower Group Try Out Test ... 92

7. Difficulty Level and Discrimination Power of the Try Out Test ... 94

8. Reliability Analysis of Try Out Test ... 95

9. Students’ Pre-test and Post-Test Score ... 97

10. Table Distribution of Pre Test Score... 99

LIST OF TABLES

Table

Page

1. Table Specification of Try Out ... 31

2. Table Specification of Pre test ... 31

3. Table Specification of Post test ... 31

4. Increase from the Pre-test to Post-test ... 41

5. Result of the Students Achievement in Reading Comprehension ... 42

DEDICATION

This script is entirely dedicated to:



My beloved parents, Ahmad Junaiedi and Jundami.



My beloved brother, Fitrah Oganda.



My beloved

Pi -

Novri Sukendi.



My almamater, Lampung University.

Motto

Watch your thoughts; they become words.

Watch your words; they become actions.

Watch your actions; they become habits.

Watch your habits; they become character.

Watch your character; it becomes your destiny.

1

I. INTRODUCTION

This chapter discusses certain points; introduction deals with background of the problem, identification of the problems, limitation of the problems, formulation of the problems, objectives of the research, uses of the research, scope of the research, and definition of terms.

1.1 Background of the Problems

In English Language Teaching, English is a compulsory subject, which is learned from elementary school through university. Realizing that English plays a very important role in the world of communication, The Indonesian Department of National Education has declared English as the first foreign language. One of the important skills is reading. Students must improve their ability in reading comprehension, so they can get information from the text. As a matter of fact, the students’reading ability in reading comprehension is far from the goal being expected.

Based on the writer’s experience when she took the teaching practice program (PPL) at SMAN 5 Bandar Lampung on February to April 2011, she found that one of the problems faced by the students was that they often found difficulty in comprehending the reading text. Some obstacles faced by the students were

2

finding the main idea, the answer to questions based on the text and making inferences from the text, but the main problem is that they still got difficulty in getting the specific information from the text. As the result, students’ reading achievement was still below the minimal mastery criterion (65) while the students’ average score of reading test was only 59. In this case, teachers should help students to find appropriate strategy in order to improve their reading skill and reading achievement.

The standard and basic competence of KTSP indicates that there are many kinds of reading text, such as descriptive, narrative, recount, anecdote, report, etc. In this research, the writer focused on anecdote text of reading comprehension, because anecdote text is one of reading material which is interesting and enjoyable for the students that they will be curious to follow the subject due to the funny text. As Pratiwi (2010) concludes at her research in SMAN 5 Bandar Lampung that anecdote introduces new vocabularies, grammar patterns, message, and entertainment at the same time. She also adds that anecdote can make the students enjoy their learning process. Even though the text is not simple, some of the students do not really understand this sort of text. Most of them have difficulty in comprehending the anecdote text.

Due to those facts, this research was focused on strategy applied during teaching and learning process. There are many kinds of strategies that can be implemented in the class. There are many strategies that can be applied in teaching reading, the writer suggested self-questioning strategy because it was believed that this

3

strategy gives all students opportunity to attend to the clues as they read the text, say some questions, keep prediction in mind, identify the answer, and talk about the answer. This strategy also develops students’ understanding and stimulates the students to be engaged with the text.

Hartman (2002) defines Self-Questioning as a step that can also be labeled as planning, monitoring, and evaluating task. When students generate questions, it means that during the planning, monitoring and evaluating of task students are covertly asking themselves questions that they have formulated by themselves. The students should be active and ask themselves questions about what they read. Wong (1985) distinguishes and defines three theoretical perspectives of self-questioning: active processing, metacognitive and schema theories. Active processing theory assumes that self-questioning leads to increased comprehension and longer retention of the text. Metacognitive theory highlights the need for developing an awareness of the cognitive process that allows students to monitor their comprehension. In schema theory, readers call upon their experiences to build prior knowledge during reading and influence understanding. Meanwhile, Munawaroh (2011) in her research, states that Self questioning strategy can motivate and challange the students. It can be seen from their enthusiasm and their participation in learning.

According to the explanation above, the writer proposed that self-questioning strategy can overcome the difficulty in reading comprehension because it teaches students to activate relevant prior knowledge and develop their metacognition

4

during reading that may enhance and consequently, lead to better comprehension. Self-questioning strategy is useful to help the students to comprehend the anecdote text. The students of MA Ma’arif 4 Kalirejo Lampung Tengah are selected as the subjects of the research because the writer wants to improve the students’ reading ability in the school, besides no research using self-questioning strategy of anecdote text has been carried out there. Hopefully, by presenting self-questioning strategy of anecdote text in reading class, the students’ skill in reading will increase.

1.2Identification of Problems

In reference to background of the problem, the following problems can be found: 1. Students get difficulties in comprehending the reading text. They get

difficulties in getting main idea from the text, finding the details, finding the answer to the questions based on the text and making inference and especially getting the specific information from the text.

2. Students’ motivations in learning English are still low. So it is difficult to improve their English ability well.

3. Students have negative attitude in learning English. So it is difficult for them to learn English well because they regard that English is difficult to be learnt. 4. Teachers use inappropriate technique in teaching English. So it is difficult in

helping students understand reading comprehension easier.

5. Teachers do not use interesting materials which encourage students to learn. They only take the materials from the English course books.

5

1.3 Limitation of the Problem

The research focuses on increasing students’ ability in comprehending the reading text. As the solution to overcome student’ difficulties, the researcher was interested in investigating the increase of students’ ability in comprehending the anecdote text through Self-questioning strategy.

1.4 Formulation of the Problem

Based on the background above, the writer states the problem as follows:

Can self-questioning strategy be used to increase students’ reading achievement in comprehending the anecdote text?

1.5 Objective

Concerning with the research problem, the objective of this research is to find out whether self-questioning strategy can be used to increase students’ reading ability in comprehending the anecdote text.

1.6 Uses

1. Theoretically, the use of this research is expected to support previous theories dealing with self-questioning strategy.

2. Practically, it may inform teacher at Senior High School that self-Questioning strategy may give some benefits as to increase the students’ achievement particularly in reading comprehension conveyed in anecdote text.

6

1.7 Scope

This quantitative research was conducted at MA Ma’arif 4 Kalirejo Lampung Tengah. The variables of the research are Self-Questioning Strategy as the independent variable and the reading comprehension conveyed in anecdote text as the dependent variable. The research was focused on the activities of reading comprehension conveyed in anecdote text taught by Self-Questioning Strategy. The materials were taken from English Book and internet relevant to the school based curriculum (KTSP) of SMA and the students reading achievement was measured by a set of pre-test and post-test in form of multiple choices.

1.8 Definition of Terms

There are some terms used by the writer and to make it clear, the writer will gave some definitions as follow:

1. Teaching is the activities of educating or instructing; activities that impart knowledge or skill.

2. Reading Comprehension is defined as an active cognitive process of interacting with print and monitoring comprehension to establish the meaning. (Silberstine,1987; Simanjuntak, 1998:15)

3. Self-questioning is a set of steps that students follow to generate, think about, predict, investigate, and answer the questions that satisfy curiosity from what is being read to understand the text.

4. Anecdote is s an account of an unusual or amusing incident which ends by a coda.

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II. FRAME OF THEORIES

In this chapter the researcher uses some concepts related to this research. The concepts are concept of reading comprehension, concept of teaching reading, types of reading text, concept of anecdote, concept of self-questioning strategy, advantages and its disadvantage of using self-questioning strategy, teaching procedure, theoretical assumption and hypotheses.

2.1 Concept of Reading Comprehension

Nuttal (1982: 42) defines reading as the meaningful interpretation of printed or written verbal symbols. It means that reading is a result of the interaction between the perception of graphic symbols that represent a language, and the knowledge in the world. In this process the reader tries to recreate the meaning intended by the writer.

While, Clark and Silberstein (1987:2) define reading as an active cognitive process of interacting with print and monitoring comprehension to establish meaning. Reading is the instantaneous recognition of various written symbol, simultaneous association of these symbol with existing knowledge, and comprehension of the information and ideas communicated.

8

Reading is an active process (Mackay in Simanjuntak, 1988:15). The reader forms a preliminary expectation about the material, then select the fewest, most productive cues necessary to confirm or reject that expectation. Reading involves an interaction between thought and language. It means that the reader brings to the task a formidable amount of information and ideas, attitudes and beliefs.

These concepts basically state that reading always deals with printed materials, which stresses on the grasping meaning from the printed language. It means that reading activity is the interaction between the perception of the graphic symbols that represent the language and the readers’ language skill, cognitive skills and the knowledge of the world. In this process, the reader tries to create meaning intended by the writer.

According to Doyle (2004), comprehension is a progressive skill in attaching meaning beginning at the same level and proceeding to attaching meaning to an entire reading selection. All comprehension revolves around the reader’s ability in finding and determining specific information and main idea from the text.

Smith (1982: 5-6) says that reading certainly implies comprehension, and reading is something that makes sense to the reader The readers try to understand and get the meaning and information in the written texts in form of symbols, letters, graphs, etc. Thus, they grasp the writers’ messages from the texts.

9 Rubbin (1993: 194) states 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 meaning and verbal reasoning, there could be no reading comprehension; without reading comprehension, there would be no reading. From these concept basically, it can be understood that reading needs comprehension.

Referring to the explanation above, it can be said that in comprehending the texts the students have to know their technique in reading. It means to make them easy to comprehend the anecdote text. One aspect that becomes essential in students’ reading is the reading technique. It has direct “link” in comprehension and strategy or technique. The writer assumed that reading comprehension is students’ competence in comprehending the specific information, words and surface meaning in texts is described by students’ score with an appropriate technique.

2.2 Teaching Reading

Alyousef (2005: 143) says that teaching reading, contemporary reading tasks, unlike the traditional materials, involve three-phase procedures: pre-, while-, and post- reading stages. The pre-reading stage helps in activating the relevant schema. For example, teachers can ask students questions that arouse their interest while previewing text. The aim of while-reading stage (or interactive process) is to develop students’ ability in tackling texts by developing their linguistic and schematic knowledge. Post-reading includes activities, which enhance learning

10 comprehension using matching exercises, cloze exercises, cut-up sentences, and comprehension questions.

The aim of teaching reading is to develop students’ skills so that they can read English texts effectively and efficiently. To be able to do so the reader should have particular purposes in their mind before they interact with the texts. Effective and efficient reading is always purposeful and tends to focus mainly on the purpose of the activity. Then the purpose of reading is implemented into the development of different reading techniques. These can be real when the students read and interact with various types of texts, i.e. functional and monologue texts.

Suparman (2005: 1) states that there are two major reasons for reading: (1) reading for pleasure, (2) reading for information (in order to find out something or in order to do something with the information readers get). Harmer (1997: 70) states the principles behind the teaching reading:

1. Reading is not a passive skill.

2. Students need to be engaged with what they are reading.

3. Students should be encouraged to respond to the content of a reading text, not just to the language.

4. Prediction is a major factor in reading. 5. Match the task to the topic.

11 In teaching reading, when the teacher teach reading, appropriate and possible technique should be applied based on the purpose of reading in order to get the comprehension. Students may use reading technique to make their reading effective and efficient. Self-Questioning Strategy as one of reading technique is possible to be applied by the Senior High School students in their reading, e.g. students are able to identify and look for the specific information in various types of texts (functional and monologue texts).

2.3 Types of Reading Text

Types of reading texts are divided into two, they are: a) Short Functional Text and b) Monologue Text (Nainggolan, 2010). The text that will be used in this research is Monologue Text. There are nine common monologue texts that are usually used in Senior High School:

1. Descriptive Text

Descriptive text is a text which talks about or describe on a particular person, thing, or place.

2. Report Text

Report text is a text which talks about or describes a whole class of things (general). It describes and tells what the phenomena are like, in terms of parts: their functions, qualities, habits or behaviors.

3. Procedure Text

Procedure text is a text which tells us how something is accomplished through a sequence of action or steps. For example: recipes, appliance manuals, etc.

12 4. Recount Text

Recount text is a text which tells what happened. The function is to retell events for the purpose of informing or entertaining.

5. News Item Text

News item is a text which informs readers about events of the day. The events are considered newsworthy or important.

6. Explanation Text

Explanation text is a text which explains about the process of what happened in the activity that is connected with science world, natural phenomenon, social-culture, and etc.

7. Spoof Text

Spoof is a text which tells about an event, strange or funny event based on the real activity. The function is to entertain and it is usually ended with something unexpected (twist).

8. Narrative text

Narrative is a text which tells what happened. The functions are to amuse, entertain, and to deal with actual or vicarious experience in different ways. There are some genres of literary text which fit to be classified as the narrative text. Some of them are: folktale, myth, folklore, fairy tale, etc.

9.Anecdote Text

Anecdote is a short and amusing or interesting story about a real incident or person,especiallyof an interestingoramusingnature.

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2.3.1 Criteria for Choosing the Reading Text

The writer used the authentic texts and textbook, since the textbook did not cover the types of texts that students have to read (e.g. advertisement, schedule, etc.). Besides using authentic materials are more suitable for the students to apply as what they find in real life. “Authentic texts can be motivating because they are proved that the language is used for real-life purposes by real people.” (Nuttal, 1996: 172). The students can extract real information from a real text in a new or different language. It also can be extremely motivating, therefore increasing students’ motivation for learning by exposing them to ‘real’ language (Guariento & Morley: 2001). Therefore, by using authentic materials, the students can reflect the changes in language use, (again something that does not occur in textbooks, which become very dated, very quickly) as well as giving the learner the proof that the language is real and not only studied in the classroom.

The reading texts are selected based on the following reasons (Nuttal, 1996): 1. Its length is considered appropriate for the Senior High School students-long

enough to contain ample testable information, and not too long as to over-task students (number of paragraph is about 3-4 paragraphs for the articles and not more than ten sentences for the functional texts). For the words contain have to be equal each of the texts.

2. The level of difficulty is suitable. The writer takes and uses authentic materials, since the textbook does not provide the various types of text that students need to know. The materials are taken from English magazines and newspaper for Indonesian readers. Therefore, the materials are quite appropriate and familiar for the students.

14 3. Suitability of content, the materials are chosen for students’ interest and the

materials that have taught.

4. Readability is used to describe the combination of structural and lexical difficulty of a text, as well as referring to the amount of new vocabulary and any new grammatical forms present. It is important to assess the right level for the right students (i.e. for intermediate level, Senior High School students).

Is the text too easy / difficult for the student? Is it structurally too demanding / complex?

How much new vocabulary does it contain? Is it relevant?

5. Exploitability refers to how the text can be used to develop the students’ competence as readers. A text which cannot be exploited or explored for teaching learning, it cannot be used for the students’ materials in learning. Just because it is in English does not mean that it can be useful.

The materials are chosen from authentic sources not only from students’ textbook, since the language used is realistic which means it is a mixture of formal and informal language used in daily life. The material is monologue text for Senior High School students. Authentic materials could raise students’ awareness and motivation in reading the texts. The material is also adapted from School Based Curriculum (KTSP) based on students’ interest and the materials that have been taught.

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2.4 Concept of Anecdote

An anecdote is a short tale narrating an interesting or amusing biographical incident. In addition, Daniels (2006) cites that anecdote is prone to the same weaknesses that gossip suffers from: lack of objectivity, exaggeration, distortion through repetition, lying, one-sidedness, etc. Anecdote is a very brief retelling of a true account which can be humorous or interesting. The value of the anecdote is that it lends credibility to you as the speaker. She also adds that students practice oral expression and reading skills and develop vocabulary in a fun, relaxed atmosphere through short reading, humorous stories and studying idioms commonly used in English. Anecdotes in simple English are used to help students boost their reading speed when while maintaining good comprehension.

In writing, anecdote or joke story is known as a narration text. It narrates a series of events. It introduces a number of characters. They can be human or nonhuman characters. It introduces the relationship among the characters. The relationship is realized by their communicative interaction in the events. The punch line in the events is an unpredictable action done by a character(s) for a response to another character(s).

Short story has its origin in the prose anecdote, a fast situation that comes rapidly to its point, with similarities in oral story telling tradition. Stories are the oldest form of education. Stories capture the imagination, engaging the emotions and opening the minds of the readers. The plot are in the middle of the story with open-ended or without resolution.

16

As we know, anecdote is quite similar to jokes or funny story, it derives from people’s experiences or imagination of something happened. Anecdote is a usually short narrative of an interesting, amusing, or biographical incident. In other words an anecdote is a short account of an interesting or amusing incident, often intended to illustrate or support some points.

According to the experts, anecdotes stimulate the students’ interest in language work, create a relaxed learning atmosphere and help students to think positively through humor.

Text organization of anecdote text:

 Orientation (giving the reader the background information needed to understand the text or introducing the setting and figures in the story)

 Crisis (Provides the details of the unusual)

 Reaction (Action that taken to respond the problem)

 Coda (Reflection of the incident, usually unpredictable statement)

Language Features of anecdote text:

 Use of exclamation and intensifiers (e.g. really, very, quiet, etc) to point out the significance of the events.

 Use of material processes to tell what happened.

17 Here are the examples of anecdotes:

Like Father Like Son

Little Johnny returns from school and tells he got an F in arithmetic. "Why ...?" asks the father, in that oh-so familiar warning tone of voice.

"The teacher asked 'How much is 2x3?', and I said '6'," answers Johnny. The father frowns: "But that is right."

So then she asks me, “How much is 3x2?'"

The father's frown deepens: "What is the confusing difference?"

"That is exactly what I said to my teacher! That is why I failed the math test."

Uhm ... is there something you are not telling me?

A distraught patient phoned her doctor's office. "Is it true," the woman wanted to know, "that the medication you prescribed has to be taken for the rest of my life?" "Yes, I am afraid so," the doctor told her.

There was a moment of silence before the woman continued, "I am wondering, then, just how serious my condition is. This prescription is marked 'no refills'."

2.5 Concept of Self-Questioning Strategy

Self-questioning is simply a process in which students ask and answer questions before, while and after reading. Strategically asking and answering questions before, while and after reading helps students with difficulties engage with text in ways that good readers do naturally, thus “improving their active processing of text and their comprehension” (National Reading Panel, 2003:51). Self-Questioning Strategy also is to help focus their own attention on selecting

18 appropriate information and to monitor their own understanding. Good readers are actively involved in the reading process.

Self-questioning strategy focuses on knowledge acquisition and concept comprehension by learner generating questions. This strategy slows down the reading process, focuses students’ attention on details in the text, and makes them aware of gaps in the story and/or breaches with their own expectation (Janssen, 2002). This strategy may promote students’ personal engagement in reading. By generating questions, students actively and purposefully engage in the reading and comprehending the text. Some general questions that can be asked as an example of how self-questioning is used are: “What do I already to know?”, this is a question that would be asked before the task begins, “Do I understand what is going on this far?”, this is effective to ensure comprehension during the task, and finally, “What new information did I learn?”, this can be asked after the task is complete.

According to Bryant, et al. (1999) good readers will involve these activities in their reading:

 Before reading,

1. consider what they already know about the topic, and

2. use text features (e.g., headings and illustrations) to get a sense of what they will read.

 While reading,

19 2. use “fix-up” strategies to repair meaning when comprehension problems

occur,

3. use context clues to help them figure out the meanings of unknown vocabulary and concepts,

4. identify the text, and

5. use their knowledge of text structure to help them understand what they are reading.

 After reading,

1. mentally summarize what they have read, 2. reflect on content, and

3. draw inferences to help them make connections to themselves, the world and other texts.

Meanwhile, according to Lenz (2005), self questioning requires a reader to look for text clues that make them wonder, think about possible meanings, ask questions about the meanings, make predictions about the answers, read to find the answers, evaluate the answers and their predictions, and reconcile differences between their questions, their predictions about answers, and the information actually provided by the author in the text.

Lenz also subdivides self-questioning into three phases in teaching reading as follows:

1. Before Reading Self-Questioning. It focuses on teaching students to use the self-questioning process as a way of previewing text before reading begins and

20 creating a set of guiding questions (e.g. “Why is the title of the story Magic Mirror?” and “What will it talk about?”) to check comprehension during reading.

2. During Reading Self-questioning. It focuses on teaching the students to use a self-questioning process, by leading and giving them example how to make questions using What, Why, When, Which, Where and How as they read paragraphs and sections of text.

3. After Reading Self-Questioning. It focuses on teaching students to generate questions and answer questions after they have read the text.

It seems that self-questioning as an active strategy to increase the readers’ reading ability; the active processing theory posits that since readers have to interact with the text longer and more deeply, in order to formulate questions about it, they develop deeper understanding and longer retention of the text (Singer, 1978).

This strategy also helps students determine a motivation for reading by getting them to create questions about the material they will be reading, form predictions about what the answers will be, and locate their answers in the text. (Biancarosa et. al.; 2006:16)

Considering the statement above, it can be inferred that self-questioning is more than just asking question. It is an active process of students learning to pay attention to textual clues that they found in the text. Then the students use their

21 background knowledge to generate questions and make predictions based on the clues.

2.6 Advantages and Disadvantages of Self-Questioning Strategy as a Teaching Resource

Reading through Self-Questioning Strategy has some advantages and disadvantages, they are:

Advantages:

1. By this self-questioning strategy, it can motivate learners’ interest and trigger learners to become actively involved in the lesson.

2. This strategy is also used to develop learners’ critical thinking skills and inquiring attitudes. Related to critical thinking, by guiding the students’ to let them make their own question about the text, it can stimulate them to pursue knowledge of their own.

3. A student does not have to constantly rely on the teacher to gain understanding of a subject. It is a great way to take learning into students’ own hands.

4. It can be used in all academic subjects. Disadvantages:

1. For the poor readers, it will be hard for them to develop their skill in this strategy; the students do not know what questions are best to ask themselves. Teacher needs “extra-work” to give them example about the use of this strategy before the lesson is started.

22

2.7 Teaching Reading Comprehension through Self-Questioning Strategy

The steps of teaching reading through self-questioning strategy are:

a. Pre- Activity

1. The procedure begins with the teacher motivates the students by asking them about anecdote text e.g. “Do you know about anecdote text?”, “What do you know about anecdote text?”, “Have you ever read anecdote text?”. It functions to activate their background knowledge of anecdote text. 2. Before the teacher asks students to apply self-questioning strategy to a

passage, the teacher explains to the students the purpose of learning this strategy. It is intended to introduce the students to self-questioning strategy applied in the treatment.

3. The teacher describes the strategy and makes a list of steps on the board, the teacher gives the model of how the strategy is used in the text, and meanwhile the students see and sometimes participate in following the steps. The steps can be described as follows:

a) The students must understand question “what do you study this passage for?” with self-reminder that he or she reads the passage in order to answer questions about its content.

b) The students locate all specific information in the passage underlines or highlight them.

c) For each specific information that the students have highlighted, he or she generates a question. The students read through the passage again to answer each question that she or he has generated by using

self-23 questioning strategy. Corder (1979: 26) mentions that the students are taught to ask WHO? WHAT? WHERE? WHEN? WHY? HOW? For example, “Who is the main character in the story?” “ What did the character do in the story?” Students answer the questions by paraphrasing sentences in the first paragraph. They are taught to get the answer to these questions in the opening paragraph, it is usually easy enough to see how the questions are answered.

d) The students underline events and actions they found in the text. This helps them to make questions about specific information stated in the text.

e) Students review the specific information, the questions and answers.

b. While- Activity

1. Teacher distributes the text to all students and instructs them to write 5 questions based on the text.

2. The teacher asks the students to go through the text in order to get an overview of the whole text.

3. Teacher teaches the students about how to make common questions that usually found in the text by giving the example how to arrange a question. 4. Next, the students underline the main idea they found in the text. They

make questions, for example, “What is the main idea of the first paragraph?”

24 6. The students underline some of the specific information they found in the text and make questions by using WHAT or WHO i.e. “Who is the main character in the story?”, “What is the character do in the text?”

7. The students underline events they found in the text and make questions based on them, for example, “But you shouldn't use this to wash your dog.” The possible question is “What was the grocer’s reason for forbidding the boy washed his dog?” and the possible answer is “The dog could be sick even kill him.”

8. The students make an inference or prediction about the meaning of the story that are not explicitly stated in the text, for example, “What does this statement mean: Darn! This one doesn't have any shoes either…”

9. The students make prediction about the answers of those questions and write the answers on their own paper.

c. Post- Activity

1. The students exchange their questions with their partner and answer each other, and then they discuss their answer with their partner.

2. The teacher administers students’ questions and let the students answer. 3. The students submit their work to the teacher.

4. Students try to express their problems in comprehending the text. 5. Teacher summarizes the materials.

6. Teacher gives homework to the students.

25 Based on the frame of theories, it is assumed that self questioning is an effective strategy to be used to increase students’ reading ability in comprehending the anecdote text. By this self-questioning strategy, it can motivate learners’ interest and trigger learners to become actively involved in the lesson. This strategy is also used to develop learners’ critical thinking skills and inquiring attitudes. Related to critical thinking, by guiding the students’ to let them make their own question about the text, it can stimulate them to pursue knowledge of their own.

This learning strategy forces students to pay closer attention to what they are doing, and incorporate existing knowledge with newly retained information. A student’s ability to combine new information with old information is also essential to their ability to transfer knowledge from one context to another.

Based on the literature review and the explanation above, it can be assumed that self-questioning strategy can be used to increase students’ reading comprehension in comprehending the anecdote texts for Senior High School students. It makes the students aware of their purpose of reading and can motivate them, and also makes them enjoy the reading activity.

2.9 Hypotheses

Based on the theoretical assumption above, the writer formulates the hypothesis as follow:

26

Self-questioning strategy can be used to increase students’ reading ability in comprehending the anecdote text.

III. RESEARCH METHOD

This chapter discusses about the methods of research used in this study, they are: research design, population and sample, data collecting technique, research procedures, scoring system, data analysis and hypothesis testing.

3.1 Research Design

This research was quantitative in nature, because the major data were quantitative, that was the students’ scores of reading comprehension and was done by using

one group pretest-posttest design. The research investigated whether there was an increase in students’ reading ability in comprehending the anecdote text through self-questioning strategy. This study uses one class as experimental class using

simple random sampling, which is selected randomly by using lottery. This class has both pretest-posttest and three treatments.

27

The research design was represented as follow: T1 X T2

Notes:

T1 is the pre-test

T2 is the post-test

X is the treatment

(Hatch and Farhady, 1982: 20) Firstly, the writer administered a pre-test to the students to identify their achievement of reading ability in comprehending the anecdote texts before applying the technique. Then, the students were given three treatments by using self-questioning strategy.

Eventually, a post-test is administered to identify students’ reading ability in comprehending anecdote texts after being taught by using self-questioning strategy. If the average score of the pre-test is higher than the average score of the post-test, it indicates that self-questioning strategy can not be used to increase students’ reading ability in comprehending the anecdote text. However, if the average score of the post-test is higher than the average score of the pre-test, it shows that self-questioning strategy can be used to increase students’ reading ability in comprehending anecdote text.

3.2 Population and Sample

The population of the research was the second year students of MA Ma’arif 4 Kalirejo Lampung Tengah. There were 2 classes of the second grade in this

28

school: XI 1 Science (40 students) and XI 2 Social (40 students). The total number of the population was 80 students. Their ages range from 16-17 year old. In determining the experimental class the writer used the simple random sampling technique by using lottery, so that all second year classes got the same chance to be sample in order to avoid subjectivity and to guarantee every class has the same opportunity. The sample chosen was XI 1 Science as the experimental class and therefore XI 2 Social program became the try out class.

3.3 Data Collecting Technique

In collecting the data, the writer used the following steps: 1. Administering the Pre-test

The pre-test was given before the treatment, in order to find out how far the competence of the students in reading comprehension or their input before the treatment and to find out the experimental class’ reading comprehension achievement, the test was multiple choices that consist of 25 items. The materials tested, was related to the curriculum used in the school and suitable with their level.

2. Administering the Post-test

Post-test was given after the treatment in order to find out whether there was any increase of students’ reading comprehension achievement. The test was multiple choices consisted of 25 items. The materials tested, were related to the curriculum used in the school and suitable with their level. The post-test was done after three meetings of the treatments. The result of the post-test of the participant class was analyzed.

29

3.4 Research Procedures

The research was conducted during normal class hour. The writer followed the following procedures:

1. Determining the research problem

Based on the researcher’s background of problem in the first chapter, it was assumed that self-questioning strategy could be used to improve the students’ reading comprehension achievement conveyed in anecdote text and the researcher tried to find out whether there was an improvement of learner’s achievement in reading comprehension conveyed in anecdote text skill before and after being taught using self-questioning strategy.

2. Selecting instruments materials

The research used three anecdote texts for treatments. The material was based on KTSP 2006. The stories were taken from students’ handbook and also from the internet.

3. Determining Sample

The sample was the students chosen, that was the second grade of XI 1 Science as the experimental class. The writer selected the sample by using random sampling with the assumption that the second year classes of MA Ma’arif 4 Kalirejo had the same characters and level of English Proficiency.. 4. Conducting try-out test

The try-out test had been conducted before the pre-test was administered. This was expected to measure the validity and reliability of pretest and posttest, to ensure the data used by the researcher was valid and reliable to

30

use as a research instruments. This test was multiple choice tests and was conducted in 80 minutes. There were 40 items of multiple choices with four options and one of them was as the correct answer, the test items could be reduced or kept depends on its reliability and validity. The aim of try -out was to determine the quality of the test used as the instrument of the research, and to determine which item should be revised for the pre-test and the post-test. This research used the result of the try-out test to measure the level of difficulty and discrimination power, to find out the validity and reliability of the test.

Criteria of Good Test

Whenever a test or other measuring device is used as part of the data collection process, there are four criteria of a good test should be met: validity, reliability, reliability, level of difficulty, and discrimination power. 1. Validity of the Instrument

A test can be said valid if the test measures the object to be measured and suitable with the criteria (Hatch and Farhady, 1982: 250). According to Hatch and Farhady (1982: 251), there are four basic types of validity: face validity, content validity, construct validity and empirical or criterion-related validity. To measure whether the test has good validity, the researcher used content and construct validity since the other two were considered be less needed. Face validity only concerns with the layout of the test. Criterion-related validity concerns with measuring the success in

31

the future, as in replacement test (Hatch and Farhady, 1982:251). The two types used in this research were:

a. Content validity

Content validity refers to the extent to which a test measures a representative sample the subject matter contents, the focus of the content validity is adequate of the sample and simply on the appearance of the test (Hatch and Farhady, 1982:251). To know whether the test is good reflection of what will be taught and of the knowledge which the teacher wants the students to know, the researcher compares this test with table of specification. If the table represents the material that the researcher wants to test, then it is valid from that point of view. A table of specification is an instrument that helps the test constructor plans the test.

Table 1. Table specification of try out

NO Objective Number of items Percentage

1 Identifying main idea 1., 3., 7., 8., 10., 16., 18., 20., 21., 23., 29., 31., 36.

32,5%

2 Specific Information 4., 5., 9., 12., 13., 14., 19., 22., 25., 27., 30., 33., 34., 35., 37., 38., 39., 40.

45%

3 Inference 6., 15., 24., 28. 10% 4 Vocabulary 2., 11., 17., 26., 32. 12,5%

32

Table 2. Table specification of pretest

NO Objective Number of items Percentage

1 Identifying main idea 1., 2., 4., 5., 7., 8., 10., 11., 14., 16., 18., 20., 23., 24., 25.

60%

2 Specific Information 6., 9., 12., 17., 21. 20%

3 Inference 3., 13., 22. 12%

4 Vocabulary 15., 19. 8%

Total 25 100%

Table 3. Table specification of posttest

NO Objective Number of items Percentage

1 Identifying main

idea 1., 3., 5., 8., 9., 10., 11., 12., 14., 15., 18., 20., 22., 23., 25.

60% 2 Specific Information 2., 6., 16., 21., 24. 20%

3 Inference 7., 13., 17. 12%

4 Vocabulary 4., 19. 8%

Total 25 100%

b. Construct Validity

Construct validity is concerned with whether the test is actually in line with the theory of what reading comprehension means. To know the test was true reflection of the theory in reading comprehension, the researcher examined whether the test questions actually reflected the means of reading comprehension or not.

33

Reliability refers to the extent to which the text is consistent in its score, and gives us an indication of how accurate the test score are (Hatch and Farhady, 1982: 244). To test the reliability of the instruments, the writer used split-half method in which the reading tests were divided into halves (Hatch and Farhady, 1982: 246). By splitting the test into two equal parts (first half and second half); it is made as if the whole tests have been taken in twice. The first half contained passage 1, 2 and 3 and the items were number 1. until 18. The second half contained passage 4, 5 and 6 involving question number 19. until 40. Moreover, by arranging the tests into first half and second half allowed the writer to measure the test reliability by having split half method.

To measure the coefficient of the reliability between the first and the second half, Pearson Product Moment was used, which was formulated as follows:

Where,

n = number of students

r = coefficient reliability between first and second half = total number of first half

= total number of second half = square of

= square of

= total score of first half items = total score of second half items

34

Then to know the coefficient correlation of the whole items, Spearman Brown’s Pharophecy Formula was used. The formula was as follows:

Where:

rk = the reliability of full test

rl =the reliability of half test The criteria of reliability are: 0.90- 1.00 = high

0.50- 0.89 = moderate 0.0- 0.49 = low

(Hatch and Farhady, 1982: 286) 3. Level of Difficulty

To see the index of difficulty, the writer used the following formula:

Where,

LD = level of difficulty

R = the number of the students who answer correctly N = the total number of the students

The criteria are: < 0.30 = Difficult 0.30- 0.70 = Average > 0.70 = Easy

(Heaton, 1975: 182) 4. Discrimination Power

The discrimination power (DP) is the proportion of the high group students getting the items correct minus the proportion of the low-level students who getting the items correct. In calculating the discrimination power of each item, the following formula was used:

35

Where,

DP = Discrimination Power

U = Number of upper group who answer correctly

L = Number of lower group who answer correctly

N = Total number of the students. 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) = Bad items, should be omitted

(Heaton, 1975: 182) 5. Administering the pretest

The test aim was to know the input or the state of students’ ability in reading comprehension before they were given the treatment. The test was used by the researcher was multiple choice questions with four alternative answers for each question. One was the key answer and the last three were distracters. 6. Giving the treatment

There were three times treatments in this research. The anecdote text was used as the media in teaching reading to the students by using self-questioning strategy.

7. Administering the post test

The next step were administered the post test to the experimental class. The type of the test was similar to the pretest. The urgency of giving the test was to find out whether there was any increase of the students’ reading comprehension achievement.

36

The next step of the research analyzed the data. Drawing conclusion from the tabulated results of the pre-test and post-test administered.

3.5 Scoring System

The scoring system that was used in this research is dividing the right answer by total items timed 100. In scoring the students’ result of the pre-test and post-test, the formula by Arikunto (1997:212) was employed:

Notes:

S = score of the test R = the right answers N = the total item 3.6 Data Analysis

The writer computed the students’ score in order to find out the students’ achievement in reading anecdote text through Self-Questioning Strategy using the following steps:

1. Scoring the pre-test and post-test.

2. Tabulating the results of the test and calculating the score of the pre-test and post-test.

3. Drawing conclusion from the tabulated results of the pre-test and post-test administered, that was by statistically analyzing the data using statistical computerization i.e. Repeated Measure T-test for Social Science (SPSS)

37

version 16.0 for windows to test whether the increase of students’ gain is significant or not, in which the significance was determine by p < 0.05.

3.7 Hypotheses Testing

After collecting the data, the researcher recorded and analyzed them in order to find out whether there is an increasing in students’ ability in reading comprehension conveyed in anecdote text or not after the treatment. The writer used Repeated Measure T-test to know the level of significance of the treatment effect.

The formulation is:

฀)2฀|} Notes:

= Mean from pre-test = Mean from post-test

SD = Standard error of differences between means n = Subjects on sample

(Hatch and Farhady, 1982:114) The criteria are:

1. If the t-ratio is higher than t-table: H1 is accepted

REFERENCES

Alexander, L. G. 2002.

Question and Answer. Graded Oral Comprehension

Exercises

. Yogyakarta: Penerbit Kanisius.

Alyousef, H. S. 2005

.

Teaching Reading Comprehension to ESL/EFL Learners.

The Reading Matrix Vol. 5

, No. 2, September 2005. Updated on 5

th

January 2007. http.acrobat/rider.co.id.

Arikunto, S. 1997.

Prosedur Penelitian suatu Pendekatan Praktek

. Jakarta: PT.

Rineka Cipta.

Arikunto, S. 2010.

Prosedur Penelitian suatu Pendekatan Praktek

. Jakarta: PT.

Rineka Cipta.

Biancrosa, G. and Snow, C. E. (2006).

Reading Next: A Vision for Action and

Research in Middle and High School Literacy

(2nd ed.). Washington, DC:

Alliance for Excellent Education.

Bryant, D. P., Ugel, N., Thompson, S., and Hamff, A. (1999). Instructional

Strategies for Content-area Reading Instruction:

Intervention in School

and Clinic

,

34

, 293-310.

Clark, M. and Silberstein, S. 1987.

Toward a Realization of Psycholinguistic

Principle in the ESL Reading Class in Methodology TESOL

. New York:

Newbury House Publisher.

Daniels, N. 2006.

The Value of the Anecdote

: the Official Guide to Public

Speaking. Retrieved September 11

th

, 2009.

Departemen Pendidikan Nasional. 2003.

Pembelajaran Anekdot

. Jakarta:

Depdiknas.

Doyle, B. S. 2004.

Main Idea and Topic Sentence

. London: Ward Lock

Educational.

Guariento, W. and Morley, J. 2001.

Test and Task Authenticity in the EFL

52

Hartman, H. 2002.

Self-Questioning Strategies

. Inquiry to Learn Fall.

http://condor.admin.ccny.edu/~group2/research%20paper.txt

Retrieved on November, 28

th

2010.

Hatch, E. and Farhady, H. 1982.

Research Design and Statistics for Applied

Linguistics

. Los Angeles: Newbury House Publisher.

Heaton, J. B. 1975.

Writing English Language Tests

. London: Longman.

Janssen, T. 2002.

Instruction in Self-Questioning as a Literary Reading Strategy:

An Exploration of Empirical Research.

Netherlands: Kluwer Academic

Publishers.

Lenz, K. 2005.

Instructional Tools Related to Reading Comprehension

.

http://www.specialconnections.ku.edu. Retrieved on November, 27

th

2010.

Munawaroh, S. 2011.

A Comparative Study of Students’Reading Comprehension

Achievement Taught Through Self-Questioning Strategy and Grammar

Translation Method at First Year Students of SMA Kosgoro Lampung

Timur.

Bandar Lampung: Lampung University.

Nainggolan, F. 2010.

Modul 14 Pendalaman Materi Bahasa Inggris SMA

. Bandar

Lampung: University of Lampung.

National Reading Panel. (2003).

Teaching Children to Read: An Evidence-based

Assessment of the Scientific Research Literature on Reading and Its

Implication for Reading Instruction

(2

nd

Edition). Washington, DC:

National Institute of Child Health and Human Development and U. S.

Department of Education.

Nuttal, C. 1982.

Teaching Reading Skills in a Foreign Language.

London:

Heineman Educational Book Ltd.

Nuttal, C. 1996.

Teaching Reading Skills in a Foreign Language

(New Edition).

Heineman Educational Book Ltd.: Oxford University Press.

Pratiwi, A. P. 2010.

Analysis of Students’ Listening Comprehension Ability

Taught Through Anecdote’s Generic Structure at the Second Year of SMA

Negeri 13 Bandar Lampung

. Bandar Lampung: Unpublished Script.

Rubbin, D. 1993.

A Practical Approach to Teaching Reading

. Needham:

Macmillan.

Setiyadi, B. 2003.

Teaching English as Foreign Language

. (Buku Ajar). Bandar

Lampung: Lampung University.

Setiyadi, B. 2006.

Metode Penelitian untuk Pengajaran Bahasa Asing

.

Yogyakarta: Graha Ilmu.

53

Simanjuntak, E. G. 1988.

Developing Reading Skills for EFL Students

. Jakarta:

Departemen Pendidikan dan Kebudayaan.

Singer, H. 1978. Active Comprehension from Answering to Asking Question:

The

Reading Teacher Volume 31,

No. 8, 1978.

Smith, F. 1978.

Understanding Reading.

2

nd

ed. New York: Holt Rinehart and

Winston.

Smith, F. 1982.

Understanding Reading

. 3

rd

ed. New York: Holt Rinehart and

Winston.

Suparman, U. 2005.

Understanding and Developing Reading Comprehension

.

Bandar Lampung: University of Lampung.

Universitas Lampung. 2007.

Pedoman Penulisan Karya Ilmiah

. Bandar Lampung:

Universitas Lampung.

Wong, B. Y. L. 1985.

”Self

_{-questioning Instructional R}

esearch: A review”.

49

V. CONCLUSIONS AND SUGGESTIONS

5.1Conclusions

In line with the data analysis and the results of the research previously presented, the researcher draws the conclusion as follows:

Self questioning strategy can be used to improve the students’ reading comprehension in comprehending anecdote text. It has been proven by the gain (15,5) of the students’ mean score in posttest that is higher than the mean score in

50 pretest, and then also the students ability in comprehending anecdote text was increased, since they were able to make questions based on the text and answer to their own questions. Then, by implementing self-questioning, students became more active in their reading, since self-questioning provides a chance to the students to focus on their reading, control and monitor their own reading hence this leads to better comprehension.

5.2 Suggestions

Referring to the conclusion above, some suggestions can be listed as follows:

1. Suggestions to teacher

a. English teachers are recommended to apply self questioning strategy as one

of the ways in teaching reading comprehension conveyed in anecdote text because it can help the students comprehend the text easier. For example, the teacher could guide the students in comprehending the text by leading them to make good questions related to the text based on the clues given.

b. In self questioning, it is needed that all students generate their own

questions. It must be emphasized that the structure of students’ questions is not the main point. The point is the question itself. The teacher must train the students about how to make question that will lead the understanding of the anecdote text.

c. The teacher should control and consider the time spent during teaching

learning process through self-questioning strategy because it may affect the efficacy of the strategy itself.

51

2. Suggestions to further researchers

a. Further researchers may apply other kinds of texts, i.e., descriptive,

exposition, spoof, recount, report text etc.

b.Self questioning may be better if it is done by pairing the students. So the

REFERENCES

Alexander, L. G. 2002. Question and Answer. Graded Oral Comprehension Exercises. Yogyakarta: Penerbit Kanisius.

Alyousef, H. S. 2005. Teaching Reading Comprehension to ESL/EFL Learners. The Reading Matrix Vol. 5, No. 2, September 2005. Updated on 5th January 2007. http.acrobat/rider.co.id.

Arikunto, S. 1997. Prosedur Penelitian suatu Pendekatan Praktek. Jakarta: PT. Rineka Cipta.

Arikunto, S. 2010. Prosedur Penelitian suatu Pendekatan Praktek. Jakarta: PT. Rineka Cipta.

Biancrosa, G. and Snow, C. E. (2006). Reading Next: A Vision for Action and Research in Middle and High School Literacy(2nd ed.). Washington, DC: Alliance for Excellent Education.

Bryant, D. P., Ugel, N., Thompson, S., and Hamff, A. (1999). Instructional Strategies for Content-area Reading Instruction: Intervention in School and Clinic,34, 293-310.

Clark, M. and Silberstein, S. 1987. Toward a Realization of Psycholinguistic Principle in the ESL Reading Class in Methodology TESOL. New York: Newbury House Publisher.

Daniels, N. 2006. The Value of the Anecdote: the Official Guide to Public Speaking. Retrieved September 11th, 2009.

Departemen Pendidikan Nasional. 2003. Pembelajaran Anekdot. Jakarta: Depdiknas.

Doyle, B. S. 2004. Main Idea and Topic Sentence. London: Ward Lock Educational.

Guariento, W. and Morley, J. 2001. Test and Task Authenticity in the EFL Classroomin ELT Journal 55(4). Pp 347-353.

52

Hartman, H. 2002. Self-Questioning Strategies. Inquiry to Learn Fall. http://condor.admin.ccny.edu/~group2/research%20paper.txt

Retrieved on November, 28th2010.

Hatch, E. and Farhady, H. 1982. Research Design and Statistics for Applied Linguistics. Los Angeles: Newbury House Publisher.

Heaton, J. B. 1975.Writing English Language Tests. London: Longman.

Janssen, T. 2002.Instruction in Self-Questioning as a Literary Reading Strategy: An Exploration of Empirical Research. Netherlands: Kluwer Academic Publishers.

Lenz, K. 2005.Instructional Tools Related to Reading Comprehension.

http://www.specialconnections.ku.edu. Retrieved on November, 27th2010. Munawaroh, S. 2011. A Comparative Study of Students’Reading Comprehension

Achievement Taught Through Self-Questioning Strategy and Grammar Translation Method at First Year Students of SMA Kosgoro Lampung Timur.Bandar Lampung: Lampung University.

Nainggolan, F. 2010.Modul 14 Pendalaman Materi Bahasa Inggris SMA. Bandar Lampung: University of Lampung.

National Reading Panel. (2003). Teaching Children to Read: An Evidence-based Assessment of the Scientific Research Literature on Reading and Its Implication for Reading Instruction (2nd Edition). Washington, DC: National Institute of Child Health and Human Development and U. S. Department of Education.

Nuttal, C. 1982. Teaching Reading Skills in a Foreign Language. London: Heineman Educational Book Ltd.

Nuttal, C. 1996. Teaching Reading Skills in a Foreign Language (New Edition). Heineman Educational Book Ltd.: Oxford University Press.

Pratiwi, A. P. 2010. Analysis of Students’ Listening Comprehension Ability Taught Through Anecdote’s Generic Structure at the Second Year of SMA Negeri 13 Bandar Lampung. Bandar Lampung: Unpublished Script.

Rubbin, D. 1993. A Practical Approach to Teaching Reading. Needham: Macmillan.

Setiyadi, B. 2003. Teaching English as Foreign Language. (Buku Ajar). Bandar Lampung: Lampung University.

Setiyadi, B. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing. Yogyakarta: Graha Ilmu.

53

Simanjuntak, E. G. 1988. Developing Reading Skills for EFL Students. Jakarta: Departemen Pendidikan dan Kebudayaan.

Singer, H. 1978. Active Comprehension from Answering to Asking Question:The Reading Teacher Volume 31,No. 8, 1978.

Smith, F. 1978. Understanding Reading. 2nd ed. New York: Holt Rinehart and Winston.

Smith, F. 1982. Understanding Reading. 3rd ed. New York: Holt Rinehart and Winston.

Suparman, U. 2005. Understanding and Developing Reading Comprehension. Bandar Lampung: University of Lampung.

Universitas Lampung. 2007.Pedoman Penulisan Karya Ilmiah. Bandar Lampung: Universitas Lampung.

Wong, B. Y. L. 1985. ”Self_{-questioning Instructional R}esearch: A review”.

49

V. CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

In line with the data analysis and the results of the research previously presented, the researcher draws the conclusion as follows:

Self questioning strategy can be used to improve the students’ reading comprehension in comprehending anecdote text. It has been proven by the gain (15,5) of the students’ mean score in posttest that is higher than the mean score in

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pretest, and then also the students ability in comprehending anecdote text was increased, since they were able to make questions based on the text and answer to their own questions. Then, by implementing self-questioning, students became more active in their reading, since self-questioning provides a chance to the students to focus on their reading, control and monitor their own reading hence this leads to better comprehension.

5.2 Suggestions

Referring to the conclusion above, some suggestions can be listed as follows: 1. Suggestions to teacher

a. English teachers are recommended to apply self questioning strategy as one of the ways in teaching reading comprehension conveyed in anecdote text because it can help the students comprehend the text easier. For example, the teacher could guide the students in comprehending the text by leading them to make good questions related to the text based on the clues given. b. In self questioning, it is needed that all students generate their own

questions. It must be emphasized that the structure of students’ questions is not the main point. The point is the question itself. The teacher must train the students about how to make question that will lead the understanding of the anecdote text.

c. The teacher should control and consider the time spent during teaching learning process through self-questioning strategy because it may affect the efficacy of the strategy itself.

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2. Suggestions to further researchers

a. Further researchers may apply other kinds of texts, i.e., descriptive, exposition, spoof, recount, report text etc.

b.Self questioning may be better if it is done by pairing the students. So the student may have chance to discuss with their partner.