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.
In summary, the results shows that the hypothesis of H is rejected and H
a
is accepted. It can be concluded that questioning strategy influences st
udents’ achievement in reading.
42
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
Based on the interpretation of the data in the previous chapter, the gain of F ratio is 6.707 which is greater from F table 4.08 or 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 questioning strategy influence students achievement in reading.
In addition, there is an influence between questioning strategy and students’
achievement in reading. It can be concluded that the study of the influence of questioning strategy
and students’ reading achievement has a significant influence for the first semester students of Department of English Education academic year
20132014 UIN syarif Hidayatullah Jakarta. Therefore, questioning strategy is beneficial for students to gain their achievement in reading.
B. Suggestion
According to the results of the study, it can be delivered to: - Teachers: It is hoped that the teacher can teach the students reading
comprehension strategy specifically in questioning before teaching reading. - Students: It is hoped that the students want to learn more about reading
comprehension strategy specifically in questioning. - Curriculum: It is better if questioning strategy can be included in Indonesian
curriculum due to the disability faced by the students in reading English Text. - Other researchers; it can be a guidance for conducting the same research.
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