Research Schedule RESEARCH METHODS

which is approriate to the students of junior high school level in order to enrich the students’ words list. b. The teacher should choose appropriate material based on the students’ level because pre-questioning technique will not work if the students do not have background knowledge about the text. Particularly, the materials which can guide students in understanding about reference elements. The tricks may want to use some questions consisting referents pronoun. c. Then, the teacher should control the students’ activities in the class since the students will be noisy if they are not well guided. 2. Suggestions to other researchers a. In this research, pre-questioning technique is conducted in teaching reading comprehension of narrative text at second grade students of Junior High School to investigate the effects of the technique in their reading comprehension achievement. Other researchers can conduct this technique on different level of students such as Senior High School and for the other texts such as recount, descriptive, explanation etc. b. Referring to the results of the research, it is found that pre-questioning has a little bit of effect in increasing students’ critical comprehension and finding reference thus the other researcher should be able to be more creative in giving pre- questioning so the students’ critical comprehension and finding reference ability can be increased. For example, the typical questions about the students’ imagination of becoming one of the characters available in the text can be applied. In addition, to improve their finding reference aspect, the use of some questions consisting referent of pronoun related to the text can be delivered. REFERENCES Afflerbach, P. 2007. Understanding and Using Reading Assessment K-12. University of Maryland: College Rark. Allen, J. 2008. More Tools for Teaching Content Literacy. USA: Sternhouse Publisher. Anderson, R.C. and Pearson, P.D. 1984. A Schema-theoretic View of Basic Processes in Reading Comprehension. New York: Longman. Arikunto, S. 1993. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara. Arikunto, S. 2005. Prosedur Penelitian Suatu Pendekatan Praktek Edisi Revisi. Jakarta: Rineka Cipta. Baljthy, E. and Wade, S. L. 2003. Struggling Readers: Assessment and Instruction in Grades K-6. New York: The Guilford Press. Brown, H.D. 2001. Teaching by Principles. San Francisco: Addison Wesley Longman, Inc. Brown, D. H. 2004. Language Assessment. Principles and Classroom Practices. New Jersey: Pearson Education. Caldwell, J. S. 2008. Comprehension Achievement: A Classroom Guide. United States of America: Guilford Press. Chen, C. I. 2008. The Effect of Background Knowledge and Previews an Elementary Native. books.google.co.idbooks?isbn=1109044178. Acess on May 19 th , 2013. Cohen, V. L. and Cowen, J. E. 2008. Literacy for Children in an Information Age: Teaching Reading, Writing and Thinking. Canada: Thomson Learning, Inc. Coiro, J. n.d.. Qualitative Reading Inventory: Assessment of Prior Knowledge. Retrieved July 17 th , 2005. From http:www.lite.iwwarp.comqriprior.htm .