Hypothesis Testing RESEARCH METHOD

BIBLIOGRAPHY Alfarani, V. 2008. Increasing students reading comprehension achievment through contextual clues training at the first year students of SMUN 3 Kotabumi. Unila: Unpublish student’s script. Allaydrus, F. 2009. Increasing students reading comprehension through questioning technique at the second year of SMAN 1 Kotabumi North Lampung. Unila : Unpublish student’s script. Anwar. 1992. Reliabilitas dan validitas. Yogyakarta: Pustaka Pelajar. Cotton, K. 1989. Classroom questioning school improvement research series. Northwest Regional Educational. From : http:www.nwrel.orgscpdsirs3cu5.html. accessed on Sept 14, 2013. Dallman, R. L. 1982. Teaching of reading. Washington: CBS College Publishing. Dewi, R.A. 2013. the effect of using pre questioning on students’ reading comprehension achievement at second grade of SMPN 1 Seputih Banyak. Unila Journal of English Teaching. Hartman, H. 2002. Self questioning strategy. Inquiry to learning fall. From: http:condor.admin.ccny.cuny.edu~group2research20paper.txt. Accessed on Sept 14, 2013. Harvey. 2008. Questioning strategy. New York: The Dryden Press. Hatch, E. and Farhady, H. 1982. Research design and statistics for applied linguistic. Los Angeles: New Bury House Publisher 59 Henning, G. 1987. A guide to language testing. Los Angeles: New Bury House Publisher Janssen, T. 2002. Instruction in self-questioning as a literary reading strategy: an exploration of empirical research. Netherlands: kluwer academic publisher. Jessica, F. 2009. Questioning technique: research-based strategies for teachers. From: www.phy.ilstu.eduquestioningtechniques. accesed on Sept 14, 2013. Khotimah, K. 2008. Short functional text: example of announcement. From: http:husnulkhotimah440.blogspot.com. Accesed on june 2, 2013. Kusnadi. 2008. Metodologi penelitian. Metro: Aneka Printing. Marzano, R. and J. Pollock. 2001. classroom instruction that works: research –based strategy for increasing student achievement. Alexandria,VA: Association for supervisor and curriculum development. McWhorter. Kathleen T. 1986. Collage Reading and Study Skills. Boston: Little Brown and Co. Limited. Nuttal, C. 1985. Teaching reading skill in foreign language. London: Heinemann Education books. Nuttal, C. 1987. Teaching reading skill in foreign language. London: Heinemann Education books. Rusman. 2011. Model-model pembelajaran: mengembangkan profesionalisme guru. Jakarta: Rajawali press. Setiayadi, Ag. B. 2006. Metode penelitian untuk pengajaran bahasa asing. Yogyakarta: Graha Ilmu. 60 Shohamy, E. 1985. A practical handbook in language testing for the second language teachers. Tel-Aviv University. Snow, C. 2002. Reading for understanding: Toward an RD program in reading comprehension. Santa Monica, CA: RAND Corporation. Suparman, U. 2007. Reading strategies of English as a foreign language. Tangerang: Mata Baca Publisher. Suparman, U. 2012. Developing reading comprehension skills and strategies. Bandung: CV Arfino Raya. Universitas Lampung. 2011. Pedoman penulisan karya ilmiah. Bandar Lampung: Lampung University Press. Appendix 1 LESSON PLAN 1 Unit of education : SMP Subject : English ClassSemester : VIIIII Skill : Reading Genre : Short Functional text Time Allocation : 2 x 45 minutes I. Standard Competence Understanding the meaning of the text monologue essay form of short functional text accurately, smoothly, and acceptable in the context of everyday life and access to science.

II. Basic Competence

Understand and respond to the meaning of the text that uses variety of written language accurately, and fluently in short functional text.

III. Indicators

a Identifying a main idea of the text. b Categorizing information of the text. c Making inference —visual clues of the text. d Making inference —words clues. e Identifying reading purpose of the text.

IV. Learning Objectives

1. Process a Students try to find out the main idea from the text. b Students converse the categorizing information of the text. c Students try to attain the inference —visual clues of the text. d Students try to attain the inference —words clues of the text. e Students try to find out the purpose describe, instruct, inform, persuade, summarize, or entertain of announcement text. 2.Products a Students are able to find out the main idea from the text. b Students are capable to converse the categorizing information of the text. c Students are able to attain the inference —visual clues f the text. d Students are able to attain the inference —words clues of the text. e Students are able to find out the purpose describe, instruct, inform, persuade, summarize, or entertain of the text.

V. Learning Material

Answer the following questions based on announcement above

VI. Time Allocation

2 x 45 minutes Pre activity : +10 minutes Whilst activity : +70 minutes Closure activity : + 10 minutes

VII. Teaching Procedures Activities

Pre – activity ±10 minutes 1. Students get brainstorming from the teacher to construct their background knowledge that related to the topic with answering several questions as stimulant. For example: T: “Do you know about short functional text?” “Have you ever read announcement text?” It is used to build the students’ thought before they learn further about announcement text. 2. Students listen to the teacher’s explanation about material they are going to learn – that is about ―Pizza Party‖, the goals of learning are to achieve, and reading strategies the students use. While activity ± 65 minutes I. The teacher distributes the announcement text to all students and instructs them to write 6 questions based on the text. II. The students underline the main idea they find in the text and make questions i.e. What is the announcement text about?, How to get further information about the Pizza party? III. The other students write the answers on a piece of paper. IV. Next, students circle the pronouns they find in the text. The students make questions about reference by using what or who. For example, join us for a pizza party in line 2. The possible question is Who is the underlined word refer to? V. The students underline the time and the place that they find and make questions about it. The possible questions are When the party will be carried out?,, Where the party will be carried out? VI. The other students write the answers on a piece of paper. II. The students make an inference or prediction about the purpose of the announcement text.