posttest. The t-observed was 2.03. It was computed by using the t-test for non independent sample. Meanwhile, the t-table for 27df N-1 required to reject Ho is
2.052. Since the t-table was higher than the t-observed, the null hypothesis was accepted and the research hypothesis was rejected. It meant that implementing self-
questioning strategy is not statistically significant to improve the seventh grades learners’ reading comprehension at SMP Maria Immaculata Yogyakarta.
B. Suggestions
Having presented the findings in this study, the researcher proposes some suggestions related in this study. The suggestions are directed to the English teacher,
especially junior high school English teacher, and other researcher as well. a. For Other English Teachers
Self-questioning could be chosen as the implemented strategy in the classroom to invite students become more actively in comprehending texts. However,
there are some considerations in implementing self-questioning strategy. Firstly, teachers should consider the text selection. The text selection should be adjusted to
the students’ level. Otherwise, it would be difficult for students to understand the text since the vocabulary used in the text might be too difficult. Secondly, although the
students are the center in the teaching learning process, teachers are challenged in making the teaching learning process interesting. Teachers should invite students to
be actively engaged in the process of comprehending texts. Therefore, teachers’ preparation should be managed well.
b. For Other Researchers In this study, the researcher employed non-independent research. In other
words, the researcher used one group of sample One Group Pretest Posttest Design. In consequence, the results of this study could not be generalized. Therefore, the
researcher suggests other researchers who are interested in investigating further about the same topic to apply the control and experimental group design because it provides
more control of extraneous variables.
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