Interpretation RESULT AND INTERPRETATION

create questions and second, students should be able to identify some important information in the text which would be turned into questions. - The teachers should be well prepared. It meant that before entering the classroom, they should prepare the materials that were going to be taught to the students and some prerequisite skill to apply Question Generation Strategy. - The students needed to realize that learning two way process, not only teacher-center but also student-center. It meant that the students had their significant roles in achieving their success in study. - The students had to read more reading text in order to build their reading habit and extend their knowledge. 51 REFERENCES Anderson, Mark and Kathy Anderson, Text Types in English 3, South Yarra: Macmillan, 1998. Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: PT Rineka Cipta, 2006. Badan Standar Nasional Pendidikan. Standar Isi Bahasa Inggris KTSP untuk SMPMTs. Jakarta: BNSP, 2006. Brown, H. Douglas, Teaching by Principles second edition, San Fransicso: Addison Wesley Longman Inc., 2000. Chatman, S. and B. Attebery., Reading Narrative Fiction, New York: McMillan, 1993. Clouse, Barbara Fine, Patterns for a Purpose, New York: McGraw-Hill, 2003. Creswell, John W., Educational Reserach: Planning. Conducting. and Evaluating Quantitative and Qualitative Reserach – International Edition, Boston: Pearson, 2002. Daiek, Deborah and Nancy Anter, Critical Reading for College and Beyond, USA: McGraw-Hill, 2004. Davey, Beth and Susan McBride, Effects of Question-Generation Training on Reading Comprehension, Journal of Educational Psychology, vol. 78. no. 4, 1986. Dorkchandra, Dentisak, The Effects of Question Generating Strategy Instruction on Fresmen’s Reading Comprehension and Use of English Tenses, Journal of Liberal Arts. Prince of Songkla University, vol. 5. no. 2, 2013. Erlianis Arina. “The Effectiveness of Jigsaw Technique in Teaching Reading Comprehension of Narrative Text A Quasi-experiment Study at the Second Year Students of SMP N 110 Jakarta”, Skripsi pada Sarjana UIN Syarif Hidayatullah Jakart: 2014. p. 2. not published. Farris, Pamela J., et. Al., Teaching Reading: A Balanced Approached for Today’s Classroom, New York: McGraw-Hill. 2004. Gordon, Jane Bachman and Karen Kushner, Fiction: The Elements of the Short Story, New York: McGraw-Hill Companies, 1999. Israel, Susan and Gerald G. Duffy, Handbook of Research on Reading Comprehension, New York: Routledge, 2009. Jack R. Faenkel et al. How to Design and Evaluate Research in Education. New York: McGraw-Hill. 2012. p.11. Kelley, Michelle J. and Nicki Clausen-Grace, Comprehension Shouldn’t Be Silent; from Strategy Instruction to Student Independence, Newark: International Reading Assossiation, 2013. Khansir, Ali Akbar and Jamshid Gholami Dashti, The Effect of Question- Generation Strategy on Iranian EFL Learners’ Reading Comprehension Development, English Language Teaching Journal, vol. 7. no. 4, 2014. Knapp, Peter and Megan Watkins, Genre. Text. Grammar: Technologies for Teaching and Assessing Writing, Sydney: University of New South Wales Press, 2005. Look, Sharon M., Effective Instructional Strategies Series: Question Generation, Hawaii: Pacific Resources for Education and Learning, 2011. McMillan, James H. and Sally Schumacher, Research in Education: EBI, Boston: Allyn and Bacon, 2006. Meng, Jing, Cooperative Learning Method in the Practice of English Reading and Speaking, Journal of Language Teaching and Research, vol. 1. no. 5, 2010. Nosratinia, Mania and Hossein Shakeri, Does Reading Technique Use Correlate With Reading Comprehension of EFL Learners?, International Journal of Arts Sciences, vol. 6. no. 3, 2013. Nunan, David, Designing Tasks for the Communicative Classroom, UK: Cambridge University Press, 1989. Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R D, Bandung: Alfabeta, 2011. Sutarsyah, Cucu, Reading Theories and Practice, Lampung: Lembaga Penelitian Universitas Lampung, 2013. Tankersley, Karen, The Threads of Reading, USA: Association for Supervision and Curriculum Development, 2003. Thomas S. Kane. The Oxford Essential Guide to Writing. New York. Oxford University Press. Inc. 2000. p. 366. Tovani, Cris, I Read It. but I Don’t Get It, Maine: Stenhouse Publishers Portland, 2000. Willis, Judy, Teaching the Brain to Read, USA: Association for Supervision and Curriculum Development, 2008. Wardiman, Artono, et. al., English in Focus 2 : for Grade VIII Junior High School SMPMTs, Jakarta: Pusat Perbukuan. Departemen Pendidikan Nasional, 2008.