questions while reading. Therefore, through this study, hopefully Question Generation strategy might help students improving their reading comprehension.
Based on the explanation above, the writer intends to conduct a quasi- experimental study, entitled:
“The Effectiveness of Question Generation Strategy on
Students’ Reading Comprehension of Narrative Text A Quasi- experimental Study at the Eighth Grade Students of
SMPN 1 Tambun Selatan
”.
B. Identification of the Problem
Based on the background explained above, the problems in this study can be identified as follows:
1. Most of the students do not know what they want to find in the text. 2. Many other students cannot get the general view or the main idea of the text
so they cannot get what the text is all about. 3. Other students cannot identify the characters of the story.
4. Some other students do not understand the plot of the story. 5. Many students do not get the moral value of the story.
6. Most of the students have lack of vocabulary. 7. Less of various strategies which are used by the teacher.
C. Limitation of the Problem
To improve students’ reading comprehension, the writer focuses the study on the effectiveness of question generation strategy on
students’ reading comprehension of narrative text at the eighth grade students of SMPN 1 Tambun
Selatan.
D. Formulation of the Problem
The formulation of the problem are “Was there any significant effect on
using question generation strategy on students’ reading comprehension of
narrative text at the eighth grade students of SMPN 1 Tambun Selatan ?” and “To
what extend did the question generation strategy affect students’ reading
comprehension of narrative text at the eighth grade students of SMPN 1 Tambun Selatan
?”
E. Objective of the Study
The objective of the study was to prove that question generation strategy is effective on
students’ reading comprehension of narrative text at eighth grade students of SMPN 1 Tambun Selatan and to what extend that the question
generation strategy affect students’ reading comprehension of narrative text at eighth grade of SMPN 1 Tambun Selatan.
F. Significance of the Study
This study is expected can be useful for teachers, students, and other researchers.
1. For students, hopefully, the strategy is expected can help them to have a better improvement on their reading comprehension achievement because it is
expected that when using question generation strategy, students will know what their purpose in reading narrative text, they can be more active in
understanding the content of the text, they become accustomed to generate questions in reading because it will facilitates them to achieve their reading
purposes. 2. For teachers, this study is expected can be a source and teacher can take
advantages in teaching reading because it is expected that when using question generation strategy, teachers can be more active in teaching reading,
teacher can help students in improving their reading achievement and teachers have another strategy that can be use in teaching reading.
3. For other researcher, this study is expected to be a reference for who are interested in conducting similar studies. It is expected that the other
researchers can see the differences between question generation strategies to other reading strategies.
6
CHAPTER II THEORETICAL FRAMEWORK
The second chapter contains theoretical framework that discusses five topics. First topic discussed is about reading comprehension of narrative text
including the elements of narrative text, the generic structure of narrative text, and the language features of narrative text. The second topic discussed is about
Question Generation Strategy including the understanding of question generation strategy, the purposes of question generation strategy, and the steps to apply
question generation strategy. The third topic presented is previous study of this research. Next topic is thinking framework and the last is hypothesis of this study.
A. Reading Comprehension of Narrative Text
The process of reading cannot be separated with comprehension. Comprehension requires making meaning from words when listening, speaking,
reading, and writing. Willis said that to comprehend a text, readers need to repeat continually and connect each word, sentence, or page of what they have read
before.
1
It means that readers need to understand what the writer means through his or her writing.
In similar Nostratiana stated that reading comprehension is a process in which the readers try to get and create meaning from the written language that
they read. It is a communication between a writer and readers which the readers try to understand what the writer wants to say by connecting what they read to
their background knowledge.
2
One of the things that good readers do during the reading process is to make connections between background knowledge and the
new information in the text. Readers filter new information to their own
1
Judy Willis, Teaching the Brain to Read, USA: Association for Supervision and Curriculum Development, 2008, p. 126-127.
2
Mania Nosratinia and Hossein Shakeri, Does Reading Technique Use Correlate With Reading Comprehension of EFL Learners?, International Journal of Arts Sciences, 2013, Vol.
6, No. 3, pp. 299 —312.
background information and life experiences and identify and sift which is the relevant information and which is not.
Similarly with Norstratiana, Israel and Duffy said that reading comprehension is an active and complex process in which the readers try to
understand the text, get the meaning, and use it to the appropriate type of text, purpose and situation.
3
It needs some specific skills like comprehending, interpreting, organizing idea, recalling background knowledge and experience to
get the meaning from the text. Therefore, the essence of reading is to understand what the writer wants to say through the text and get the clear information from
that. Based on Tankersley, reading comprehension is influenced by three
factors. The first factor is that the readers are able to understand the linguistic structures of the text. They know what the words or sentences mean. The second
factor is that the readers are able to exercise metacognitive control over the content being read. This means that the reader is able to monitor and reflect on his
or her own level of understanding while reading the material. The third and most important factor influencing comprehension is that the reader has sufficient
background in the content and vocabulary being presented therefore they can understand the text easier.
4
Sutarsyah explained that if readers do not know or never experience about the topic discussed in the text, they will have a serious
problem to understand the text and will not be able follow the story nor predict the end of the story. Also, having enough background knowledge will make them feel
more about the story and bring their personal view.
5
Good readers need to have a purpose for reading and use their experiences and background knowledge to make sense of the text. Making connections is the
key to comprehension. We have not comprehended the text yet unless we make connections and are able to process the words that we read at the thinking level.
3
Susan Israel and Gerald G. Duffy, Handbook of Research on Reading Comprehension, New York: Routledge, 2009, p. 32.
4
Karen Tankersley, The Threads of Reading, USA: Association for Supervision and Curriculum Development, 2003, p. 90.
5
Cucu Sutarsyah, Reading Theories and Practice, Lampung: Lembaga Penelitian Universitas Lampung, 2013, p. 36.
