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Jaya, 2014 A
pplying questioning techniques in teaching readingcomprehension to increase students’ reading achievement A Quasi- Experimental Study at SMK Negeri 1 Indramayu West Java
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
3.4.2.2 Hypothesis Testing
To test the alternative hypothesis Hi there were some assumption that was to be fulfilled. Hi accepted if:
a. Mean of post test score is higher than that of pretest score of the two groups.
b. Mean of pretest of the experimental group is not different from that of the
control group. c.
Mean of posttest score of the experimental group is higher than that of the control group Creswell, 2008.
Meanwhile, to test the null Hypothesis Ho, it is accepted if: a.
There is no significant difference between mean of post-test score and pre-test scores either of the experimental or control group.
b. There is no significant difference between mean of pre-test score of two
groups. c.
There is no significant difference between mean of post-test score of the two groups.
To meet the above assumptions, statistical analysis of t-test was applied to decide whether the mean of pre-test score was different from that of post-test score; both in
group itself and between two groups with the level of significance of 0.05.The significance of the test was analyzed by using computer program of Statistical
Product and Solution Services SPSS 17 Microsoft Windows program.
78
Jaya, 2014 A
pplying questioning techniques in teaching readingcomprehension to increase students’ reading achievement A Quasi- Experimental Study at SMK Negeri 1 Indramayu West Java
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
CHAPTER V THE CONCLUSIONS AND RECOMMENDATIONS
This chapter presents conclusions which were drawn from the data gained, and based on the conclusions, the recommendations are given to both
practitioners and further researchers.
5.1 The Conclusions
This study investigates whether questioning technique is effective to increase students’ reading comprehension and what the students’ responses
towards the applying of those. Based on the theories, findings and discussions explored in the previous chapter, some conclusions can be drawn as follows:
Regarding the first research question; does the use of questioning techniques give better impact on students’ reading comprehension achievement
compared to the grammar translation method? The data showed that there was a significant difference between the mean scores gained by the experimental group
in which the students taught using questioning techniques and those at the control group who taught without it. It can be seen from the result of both scores analysis
of pretest and posttest. The value of t-test 12.62 is higher than the t-table, 2.045 at the experimental, while at the control group 2.33. The value has a very
significant different comparing between the experimental and control group. It means that the result of the research supports the earlier research conducted by
Wartono 1990 that questioning techniques can be used to develop students’ ability to answer comprehension questions by arousing their curiosity, activating
