linear regression and F-test ANOVA in SPSS 16.0 to see whether questioning strategy influences
students’ achievement in reading. Furthermore, based on the calculation of SPSS 16.00, the data gathered as follow:
Table 4.7 ANOVA
b
Model Sum of
Squares df
Mean Square F
Sig. 1
Regression 390.818
1 390.818
6.707 .014
a
Residual 2214.157
38 58.267
Total 2604.975
39 a. Predictors: Constant, reading achievement
b. Dependent Variable: reading strategy
Hypothesis:
3
H
o
: Questioning strategy does not influence students’ achievement in reading
H
a
: Questioning strategy influences students’ achievement in reading
Criteria of the test: H
o
is accepted if F-ratio F
o
F-table F
t
and probability sig. 0.05 H
a
is accepted if F- ratio F
o
F-table F
t
and probability sig. 0.05 Based on the table above, the gain of F ratio is 6.707 which is greater from F
table 4.08 that can be found in appendix 6.7074.08. Then, the p value is 0.01 which is less than 0.05 0.01 0.05. From this result, it can be concluded that H
a
is accepted and H
o
is rejected. It means that question ing strategy influence students’
achievement in reading.
3
Susetyo, op. cit., 291.
E. Data Interpretation
Reading comprehension strategy is the strategy which specifically concern in questioning as a reading strategy which is beneficial for students to help them in
facing reading difficulty. In addition, it is also profitable for students to be an effective reader because during reading activity, students are encouraged to maintain
their curiosity in reading by asking question before, during, and after reading. According to Anne Har
vey and Goudvis, “ asking questions is at the heart of
thoughtful reading”.
4
Therefore, it is important to investigate the correlation between reading comprehension strategy and students’ achievement in reading.
Furthermore, some analysis of this research also shows that the test of normality reveals the data are normally distributed. Then the result of homogeneity test also
shows that the data is homogenous. In other words, there are the same characteristics between two variables
which are questioning strategy as an independent variable and reading achievement as a dependent variable
. In addition, according to the criteria of hypothesis above, it indicates that the result of F-test or
6.7074.08 It can be
concluded that questioning strategy influence stud ents’ reading achievement.
Based on the interpretation of the data above, it indicates that questioning strategy influences students’ achievement in reading. In other words, the students who have
questioning strategy will influence their reading achievement. Hence, this study is similar with
an article entitled Awareness of reading strategy use and reading comprehension among poor and good readers by Dimitris Anastasiou and Eleni
Griva. It describes that good readers who have cognitive and metacognitive strategy are more successful in reading test than those who have not.
4
Stephanie Harvey and Anne Goudvis, Strategies That Work. Stenhouse Publishers 2000, p. 8.
