INCREASING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION OF NARRATIVE TEXT THROUGH SELF- QUESTIONING STRATEGY AT THE SECOND GRADE OF SMPN 2 TERUSAN NUNYAI, LAMPUNG TENGAH

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i ABSTRACT

INCREASING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION OF NARRATIVE TEXT THROUGH SELF-QUESTIONING STRATEGY AT THE SECOND GRADE OF SMPN 2

TERUSAN NUNYAI, LAMPUNG TENGAH

By Tince Noeryani

The motivating problem of the current research is that the students’ reading comprehension ability is still under the school standard score. Therefore, the purpose of teaching English at school is to develop the students’ reading skill. Reading plays an important role in teaching and learning process. But, based on the information from the teacher in SMPN 2 Terusan Nunyai, the students still have difficulties in comprehending the text. They get difficulties in getting main idea, finding the answer of questions and getting specific information from the text, like a narrative text which has long sentences and vocabularies usages. One of the efforts to overcome the problem is by using certain strategy, such as self-questioning strategy. Therefore, the objective of the research was to investigate whether self-questioning strategy can be used to increase the students’ reading comprehension achievement in narrative text or not. This research was quantitative study. The researcher applied one group pre-test post-test design. The sample of the research was the second grade of SMPN 2 Terusan Nunyai, Lampung Tengah. One class was taken as the experimental class. The data was collected by giving pre-test and post-test.

The finding shows that self-questioning strategy can be used to increase the students’ reading comprehension achievement of narrative text, especially in identifying the main idea, getting specific information, and also vocabulary. From the result of the research showed that the mean score of students’ post-test in the experimental class was 78.63 higher than the mean score of students’ pre-test was 58.63, with the mean difference was 20.0. The value of two significant was 0.000. It means that H0 was rejected and H1 was accepted since 0.000 < 0.05.

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vii

ACKNOWLEDMENTS

All praises to Allah SWT, the Almighty God, for His gracious mercy and blessing that enables the writer to finish her script. Greeting is never forgotten, praise upon Prophet Muhammad SAW and his family, followers and all Muslims. This script entitled “Increasing Students’ Achievement in Reading Comprehension of Narrative Text Through Self-Questioning Strategy at the Second Grade of SMPN 2 Terusan Nunyai, Lampung Tengah” is submitted as a compulsory fulfilment of the requirement for S-1 Degree at the Language and Arts Education Department of Teacher Training and Education Faculty of Lampung University.

Gratitude and honour are addressed to all persons who have helped and supported the writer in completing this research. It is necessary to be known that this research will never have come into its existence without supports, encouragements and assistances by several outstanding people and institutions. Therefore, the writer would like to acknowledge her respect and best gratitude to: 1. Drs. Ujang Suparman, M.A., Ph.D. as the first advisor, for his criticism,

motivation and encouragement in guiding the writer.

2. Drs. Ramlan Ginting Suka, as the second advisor, for his assistance, ideas, guidance and carefulness in correcting the writer’s research.

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viii suggestions and in supporting the writer.

4. Prof. Dr. Cucu Sutarsyah, M.A., as the Chief of English Education Study Program and all lecturers of English Education Study Program who have contributed their guidance during the completion process until accomplishing this research, for advices and supports to finish the writer’s study soon.

5. Ernita, S.Pd.,M.Pd., as the headmaster of SMPN 2 Terusan Nunyai, Lampung Tengah, for giving the writer the permission to conduct the research.

6. Eva Nuraini, as the English teacher of SMPN 2 Terusan Nunyai, Lampung Tengah who gave supports for this research. For all of the students of VIIIA and VIIIB year of 2012/2013, for their participation were as the subject of this research.

7. The writer’s beloved parents (Asmunanto and Yulinar, S.Pd.), thanks for their love, kindness, spirits, and pray.

8. My beloved boyfriend (Muhammad Firly Fauzy Dicky Arief S.) thanks for the love, kindness and supports.

9. The writer’s beloved brothers and sisters (Bang Bayu, Bang Rendi, Fadhil, Fadhel, Fara, Mirna, Kiki and Dini) thanks for the love, kindness, supports also critics.

10. All the writer’s friends of English Education Study Program 2008 generation: Mirna, Dini, Nachan, Inggar, Desti, Annisa, Monic, Yuni, Vivi, Fenny, Bebe, Novi, Fitri, Mevia, Misi, Nurul, Meli, Mesi and all of my friends that cannot

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Finally, the writer believes that her writing is still far from perfection. There may be weaknesses in the research. Thus, comments, critiques, and suggestions are always opened for better research. Somehow, the writer hopes that this research would give a positive contribution to the educational development, the readers and to those who want to accomplish further research.

Bandar Lampung, 2013 The writer,

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CURRICULUM VITAE

The writer’s name is Tince Noeryani. She was born in Bandar Agung, Central Lampung on October 5th 1989. She is the first daughter of Asmunanto and Yulinar, S.Pd. She has two sisters, Tia Nurmeilinda and Saputri Anggraini.

In 1994, she studied in TK Dharma Wanita for two years and graduated in 1996. She continued to SDN 1 Gunung Batin Udik, Terusan Nunyai, Central Lampung until the forth grade and at fifth grade she moved to SDN 6 Mulya Asri Tulang Bawang Tengah and graduated in 2002. In the same year, she continued her study to SMPN 1 Tulang Bawang Tengah and graduated in 2005, then she continued to SMAN 1 Terusan Nunyai, Central Lampung and graduated in 2008. In the same year she was registered at Lampung University at English Education Study Program of Teacher Training and Education Faculty. In 2011, she carried out Teaching Practice Program (PPL) at MA Ma’Arif Kotagajah, Lampung Tengah.

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DEDICATION

In the name of Allah, the Beneficent and Merciful

This paper is proudly dedicated to:

My beloved parents (Papah and Mamah) with kindness, spirits and never ending sincerity

My beloved boyfriend (Muhammad Firly Fauzy Dicky Arief S.) My beloved friends with true friendship

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vi MOTTO

You may be disappointed if you fail, but you are feeling ashamed if you don’t try

for anything

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I. INTRODUCTION

In this introduction chapter, the researcher explains the background of the problems, the identification of the problems, limitation of the problems, formulation of the problems, the objective, uses of the research, and scope in this research.

1.1. Background of the Problems

One of language skills that very important to be developed was reading skill. Reading plays an important role in teaching and learning process. By reading, the students can get the information, knowledge and experience from what they have read. Besides that they are able to get the information, find the main idea and identify some new vocabularies. But, based on the information from the teacher in SMPN 2 Terusan Nunyai, the students still have difficulties in comprehending the text. They get difficulties in getting main idea, finding the answer of questions and getting specific information from the text, like narrative text which has long sentences and vocabularies usages.

Moreover, based on the researcher’s experience when she took the field practice program in MA Ma’Arif Kotagajah at the first grade students, she found that the students’ difficulties were in getting main idea, finding the answer of question and

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getting specific information from the narrative text in reading activity. One factor that influences their problems was about their attitude to the English subject since they were as junior high school students. According to the students, they could not understand English because they regard that English was difficult to be learnt. This condition may due to a number of factors, such as their lack motivation from the teacher, inappropriate strategy of reading, the students could not identify main idea, the topic sentence and sequencing, finding the answer of question and getting specific information from the text.

Meanwhile, as the additional information from the teacher when the researcher conducted the pre research at the second grade students in SMPN 2 Terusan Nunyai, the students’ lack of awareness in reading comprehension affects the students’ achievement in reading comprehension. They only followed the subject to fulfil the requirements to study in the classroom. And also, the students do not have a good self confidence to learn English. So, it was difficult for them to learn English well because they regarded that English was difficult to be learnt.

Moreover, based on the students’ result from the interview, the students do not have good self confidence to learn English. They regard that English was difficult to be learn. In one condition, when they were study about narrative text, the students got difficulties in comprehending the reading text. They got difficulties in getting main idea, finding the answer of question and getting specific information from the text because they do not know how to learn the text. Besides, based on the data from the interview the students said that they do not

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master vocabulary in order to understand the text. They also said, sometimes, the use of inappropriate strategy which was not interested for the students in used to help them understanding the reading texts.

In line with the students’ problems which were explained above, the researcher proposed on the strategy in teaching learning process in order to solve the problems above. It is known that there were many kinds of reading strategies that can be applied in teaching reading. In this research, the researcher proposed self-questioning strategy because this strategy gave the students opportunity to attend to the clues as they read the text, say some questions, keep prediction in mind, identify the answer, and talk about the answer. This strategy also develops students’ understanding and stimulates the students to be engaged with the text.

Meanwhile, by using this strategy, the students could motivate their prior knowledge during reading activity. It also leads the students to be better in comprehending the reading text by producing some questions by themselves such as, finding main idea and the specific information based on their background knowledge from the text given by the teacher. So, when the students learn how to produce the questions, they would be also learnt how to understand the text. In this research, the researcher was focused on narrative text which one of reading text that the students still got difficulties in comprehending the reading text.

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1.2. Identification of the Problems

Based on the background, the following problems could be identified:

1. The students get difficulties in comprehending the reading text. They get difficulties in identifying main idea, the topic sentence, finding the answer of question and getting specific information from the text.

2. The use inappropriate strategy which is not interested for the students to understand the reading texts.

3. The students lack of awareness in reading comprehension which affects the students’ achievement in reading comprehension. They only follow the subject to fulfil the requirements to study in the classroom.

4. The students do not have good self confidence to learn English. So, it is difficult for them to learn English well because they regard that English is difficult to be learn.

5. The students do not master vocabulary then finally they do not understand the text.

1.3. Limitation of the Problems

Based on the identification of the problems above, the researcher focused the research on the students’ difficulties in comprehending the reading text such as, identifying the main idea, the topic sentence, finding the answer of question and getting specific information from the text. As the solution to overcome the students’ difficulties, the researcher was interested to investigate whether self-questioning strategy can be used to increase the students reading comprehension achievement in narrative text or not.

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1.4. Formulation of the Problems

Based on the limitation of the problems, the researcher formulates the research problems as follow:

Can self-questioning strategy be used to increase the students’ reading comprehension achievement in narrative text at the second grade of SMPN 2 Terusan Nunyai Lampung Tengah?

1.5. Objective of the Research

Concerning the formulation of the problem, the researcher determine the objective of the research was to find out whether self-questioning strategy can be used to increase the students’ reading comprehension achievement in narrative text or not especially to the students of SMPN2 Terusan Nunyai Lampung Tengah.

1.6. Uses of the Research

The findings of the research may be beneficial both theoretically and practically: 1. Theoretically, the use of this research was expected to support the previous

theories dealing with self questioning strategy.

2. Practically, to give the information for the teacher at junior high school that self-questioning strategy can give some benefits as one way to increase the students’ reading comprehension achievement in narrative.

1.7. Scope of the Research

This research was quantitative by nature. It was conducted to the second grade of SMPN 2 Terusan Nunyai. The variables of this research were self-questioning

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strategy as the independent variable and the reading comprehension of narrative text as the dependent variable. This research was focused on the activities of reading comprehension through self-questioning strategy where the students were asked to produce some questions based on the information which relate to the text given by the teacher.

1.8. Definition of Terms

There are some terms that the researcher used to make it clearer, as will be defined as follows:

1. Reading comprehension is an active process which involves the interaction between thought and language. The readers use their prior knowledge for connecting words to their thoughts to get the information from reading the text.

2. Self questioning strategy is a set of steps that students are asked to produce some questions, think about, predict, investigate and answer the questions that satisfy curiosity from what is being read to understand the text.

3. Narrative text is a type of written texts that tells a story or past events and entertains the readers.

4. Increasing is the way or an effort to make something greater, for example: an effort to increase the students’ achievement in reading.

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II. FRAME OF THEORIES

This chapter discusses the following points: review of previous research, review of related literature (concept of reading comprehension, concept of narrative text, concept of self-questioning strategy, procedure of teaching reading comprehension through self-questioning strategy, theoretical assumption, and the hypothesis).

2.1. Review of Previous Research

In relation to this research, there are several previous studies which have been conducted by some researchers, (see, e.g. Forsten, 2006; Hartman, 2007; and Fetrisia, 2011).

Forsten (2006) conducted his study for Students College in Missouri. As the result of his study about self questioning strategy, he found that the students can be more active during the learning process. During the process, this strategy can be motivation for the learners’ interest and trigger the learners to become actively involved in the lesson. It was lead the students to be better in comprehending the reading text by producing some questions by themselves.

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Hartman (2007) conducted his study for primary students in New Orland. He has found that when students generate questions by themselves, the students were covertly asking themselves for the questions that they have formulated.

Meanwhile, Fetrisia (2011) has conducted the research at MA Ma’ Arif 4 Kalirejo using self-questioning strategy to investigate whether it can be used to increase students’ reading comprehension or not. As the result, she found that the students’ scores were increased significantly after she implemented the self-questioning strategy. She convinces that self self-questioning strategy carries benefits toward students’ reading comprehension.

However, there was still one issue which has not been studied, that was self questioning strategy related to the study about comprehending the narrative text for the junior high school students. In short, based on the explanation above, the researcher proposed her research by implementing self-questioning strategy in order to increase students’ reading comprehension of narrative text and also their achievement in reading comprehension.

2.2. Review of Related Literature

For further explanation about the implementing of reading technique for successful reading, the researcher explains some related literatures about the reading comprehension and the techniques towards the students’ achievement in reading comprehension.

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2.2.1. Concept of Reading Comprehension

There are two kinds of reading activity, namely reading aloud and silent reading. Reading aloud is to change the written sign (form) into oral sign giving the meaning. The most important characteristic of reading aloud (oral reading) are pronunciation, tone, speed and pause. Meanwhile, in silent reading is use the eyes and ability to understand the meaning of the written sign, thus comprehending the text will be given more emphasizes in silent reading which will be conducted in this research.

Reading comprehension is the process of constructing meaning from the text. The goal of all reading instruction is ultimately targeted at helping a reader comprehend the text. Reading comprehension involves at least two people: the reader and the writer. The process of comprehending involves decoding the writer’s words and then using background knowledge to construct an approximate understanding of the writer’s message.

As Willingham (2006) defines reading as an active process of getting the information by using prior knowledge, students are encouraged to apply what they know from their own lives to the text, or to consider the theme of the text. In reading, the students are encouraged to use background knowledge to make educated guesses about the information from the text.

Meanwhile, reading as one of the language skills to be taught is a process of constructing or developing meaning for printed text (Cooper et al., 1988:3). This

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definition implies that the reading process includes an interaction between the reader and the prints. The reader tries to understand the ideas presented by the writer in the text.

According to Doyle (2004), comprehension is a progressive skill in attaching meaning beginning at the same level and proceeding to attaching meaning to entire reading selection. All comprehension revolves around the reader’s ability in finding and determining main idea and topic sentence from the text.

Reading is an active process (Mackay in Simanjuntak, 1988:15). The reader forms a preliminary expectation about the material, and then selects the fewest, most productive cues necessary to confirm or reject that expectation. Reading involves an interaction between thought and language. It means that the reader brings to the task a formidable amount of information and ideas, attitude and beliefs.

Meanwhile, comprehension can be said as a crucial aspect of reading, in fact, it has been emphasized that true reading is reading with understanding, that is, comprehension. As Simanjuntak (1988:4) states that the first point to be made about reading process is comprehension and the meaning is the basic element for comprehension. She also adds that comprehending a text is as interactive process between the readers’ background knowledge and the text itself.

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From the previous statement, it can be said that in comprehending the texts the students have to know their technique in reading. It means to make them easy to identify the specific information in the texts. One aspect that becomes essential in students’ reading in the reading strategy. It has direct “link” in comprehension and strategy or technique. The researcher assumed that reading comprehension was students’ competence in comprehending the specific information, word and surface meaning in texts is described by students’ score with an appropriate strategy.

2.2.2. Teaching of Reading

Alyousef (2005:143) says that in teaching reading, contemporary reading tasks, unlike the traditional materials, involve three-phase procedures: pre-, while-, and post- reading stages helps in activating the relevant schema. For example, teachers can ask students questions that arouse their interest while previewing the text. The aim of while- reading stage (or interactive process) is to develop students’ ability in tackling tests by developing their linguistic and schematic knowledge. Post-reading includes activities, which enhance learning comprehension using matching exercises, cloze exercises, cut-up sentences, and comprehension questions.

Suparman (2005:1) states that, there are two major reasons for reading: (1) reading for pleasure, (2) Reading for information (in order to find out something or in order to do something with the information readers get).

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Harmer (1987:70) states the principles behind the teaching reading: 1. Reading is not a passive skill.

2. Students need to be engaged with what they are reading.

3. Students should be encouraged to respond to the content of a reading text, not just to the language.

4. Prediction is a major factor in reading. 5. Match the task to the topic.

6. Good teachers exploit reading texts to the full.

Based on the explanation above, the researcher assumed that in teaching reading, appropriate and possible techniques and strategies should be applied based on the purpose of reading in order to get the comprehension better. There were many kinds of reading techniques and strategies that can be applied in teaching reading.

In this research, the researcher proposed self-questioning strategy because this strategy gave the students opportunity to produce some questions such as, finding main idea and the specific information based on their background knowledge from the text given by the teacher. This strategy also develops students’ understanding and stimulates the students to be engaged with the text.

2.2.3. Aspects of Reading

In reading there are five aspects which help the students to comprehend the English text, there are:

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1. Identifying Main Idea

In line with Mc Whorter (1986:36) the sentence with that states this main idea is called the topic sentence. She adds that the topic sentence tells what the rest paragraph is about in some paragraph, the main idea is not explicitly stated in any one of sentence. Instead, it is left to the reader to infer, or reason out. In other words, the main idea is the most important idea that author develops throughout the paragraph.

2. Specific Information

Supporting sentence or specific information develops the topic sentence by giving definitions, examples, facts, an incidents, comparison, analogy, cause and effect and quotation.

3. References

According to Latulippe (1986:20) references are words or phrase used either before or after the reference in the reading material. They are used to avoid unnecessary repletion of words or phrases. It means that, such words are used, they are signals to the reader find the meaning elsewhere in the text.

4. Inference

In relation to inferences, Kathleen (1983:31) states that an inference is an educational guess or prediction about something unknown based on available facts and information. It is the logical connection that the reader draw between his observes or unknown and what he does not know.

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5. Vocabulary

According to Wallace (1987:30) vocabulary is the stock of word used by the people or even person. Concerning with those statements indeed vocabulary is fundamental for everyone who wants to speak or to produce utterances for reading.

2.2.4. Concept of Narrative Text

Based on English curriculum 2006 that was applied in junior high school in Indonesia, that is KTSP, the students were expected to comprehend the meaning of materials from various texts. One of them was narrative text. Why it was important because the students had to have the ability to look at and get the meaning of written text, that was called reading comprehension. Because of that, reading was very important to be taught to the students.

Laurence (2008) said a narrative was a story created in a constructive format (as a work of writing, speech, poetry, prose, pictures, song, motion pictures, video games, theatre or dance) that describes a sequence of fictional or non-fictional events. Narrative text was a sequence of events, which is based on life experience and is person-oriented using dialogue and familiar language.

The purpose of narrative text was to amuse or entertain the readers with actual or imaginary experiences in difference ways. Narrative always deals with some problems which lead to the climax and then turn into a solution to the problem.

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The examples of genres that fit the narrative text structure:

1. Folktale is very old traditional story from a particular place that is originally passed on to people in a spoken form, e.g. The Mighty.

2. Fairytale is an old story about magic things happened intended for amusing and giving lessons, meanings, and moral values, e.g. Cinderella.

3. Fable is traditional short stories that teach moral lesson, especially one with the animals as characters; these stories are considered as one group of animal stories, e.g. The Lion and the Mouse.

4. Myth is a story from ancient times, especially one that is told to explain about natural events or to describe the early history of place or people, e.g. Tower of Babel.

Text organization of narrative text according to Beverly (2010):

1. Orientation (Refers to the characters, problem, place and time, such as: “Who is the character in the text?”,“What is the problem in the text?”, and “Where does it happen in the text?”)

2. Complication (Denotes a crisis arises. It comprises initiating event, subsequent event and climax aspects when the characters face the problems).

3. Resolution (Shows that the crisis is resolved. In this part, the character does the act of solving or settling the problem for better or for worse one).

4. Re-orientation (Indicates the optimal point. This mean that a story not always uses this, and usually, it states the conclusions of the event based on the researcher point of view).

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Language Features of narrative text:

1. Focus on the specific and individualized participants.

2. The use of noun phrases (e.g. a beautiful princess, a huge temple). 3. The use of connectives (e.g. first, before that, then, finally).

4. The use of adverbial phrases of time and place (e.g. in the garden, yesterday). 5. The use of simple past tense (e.g. he walked away from the village).

6. The use of action verbs (e.g. walks, sleep, wake up). 7. The use of saying verbs (e.g. say, tell, ask).

8. The use of thinking verbs, feeling verbs, verbs of senses (e.g. she felt hungry, she thought she was clever, she smelt something burning).

(LKS Star Idola Bahasa Inggris KTSP 2006)

2.2.5. Concept of Self-Questioning Strategy

In this research, the researcher proposed self-questioning strategy because this strategy would give the students opportunity to attend to the clues as they read the text, say some questions, keep prediction in mind, identify the answer, and talk about the answer. This strategy also develops students’ understanding and stimulates the students to be engaged with the text. Why it was important because the researcher though that there should be the solution to be given to the students to improve their knowledge about reading strategy and to overcome the problems that the researcher explained in the background of the research.

Self-questioning strategy was strategy which focused on knowledge acquisition and concept comprehension by learner while generating questions from the text. Self-questioning strategy would help the readers to focus on their reading to select

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the information and to monitor their own understanding. This strategy slows down the reading process, focuses students’ attention on the text, and makes them aware of gaps in the story and braches with their own expectation (Janssen, 2008).

Meanwhile, self-questioning was a process which students ask and answer questions before, while and after reading. Strategically asking and answering questions before, while, and after reading so that the students engage with their text (National Reading Panel, 2007:51).

This strategy can be used to promote students’ personal engagement in reading. By generating questions, students actively and purposefully engage in the reading and comprehending the text. Some general questions can be asked as an example of how self questioning is used to be, such as “What do I already to know?”, this was a question that would be asked before the task begins, “Do I understand what

is going on this far?”, this effective to ensure comprehension during the task, and finally, “What new information did I learn?”, this can be asked after the task was complete.

According to Maxwell (2010) self-questioning strategyinvolves the readers’ own questions, their predictions, and finding the answers to their own questions in the passage while they’re reading about something and to make sure the readers understand and remember it. In addition, Maxwell was divided seven types of questions that would be used during the process of self questioning strategy:

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1) “What” Questions

Use when readers wonder about a thing-something that is not a person. Example, “What is he carrying in his backpack?”

2) “Who” Questions

Use when readers wonder a person or characters in the passage. For example, “Who are the characters in the story?”

3) “Where” Questions

This type of a question is about a place. For example, “Where is the boy going?” 4) “When” Questions

Use when you wonder about time.

For example, “When is the swamp monster going to pop out again?” 5) “Why” Questions

Use when readers wondering about the reasons for something or cause of something.

For example, “Why did he do that?” 6) “Which’ Questions

Use when there are two choices, and you wonder which one will happen. For example, “Which road will she take?”

7) “How” Questions

Use when readers are wondering about how something to be done or how someone is going to get something done

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From the explanation above, the researcher proposed self-questioning strategy because this strategy would give the students opportunity to attend to the information in reading text, produce some questions, keep prediction in mind, identify the answer, and talk about the answer. This strategy also develops students’ understanding and stimulates the students to be engaged with the text.

2.2.5.1. Procedures of Teaching Reading Through Self-Questioning Strategy a. Pre-Activity

1. The students are motivated by the teacher asking them about the materials e.g.

“ Do you know narrative text?”, What do you know about narrative text?”, “Have you ever read narrative text before?”.

The questions are aimed to activate their background knowledge about narrative text.

2. The students are listened to the explanation about the purpose of learning strategy presented by the teacher before they are explained the concept of self-questioning strategy.

3. The teacher are intended to introduces the students self-questioning strategy applied in the treatments.

b. While-Activity

1. The students are given an example of how self-questioning strategy is used while the learning process. The steps can be described as follows:

a) The students should understand the question “What do you study this passage for?” with self-reminder that he or she reads the passage in order to answer questions about its content.

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b) The students are looking for the specific information by underlining or highlight them.

c) Then, the students are asked to read the passage to answer each questions generated by using self-questioning strategy. Corder (1979:26) mentions that the students are taught to ask WHO? WHAT? WHERE? WHY? HOW? “Who is the main character in the story?”, “What did the character do in the story?”. The students are asked to answer the questions by paraphrasing sentences in the first paragraph. They are taught to get the answer in the opening paragraph. It is usually easy enough to see how the questions are answered.

d) The students are asked to underline the events and actions they find in the text. This helps them to make questions about specific information stated in the text.

e) Students are asked to review the specific information, the questions and answers.

2. The teacher are distributed the text to the students and they asked to write 5 questions based on the text.

3. The students are instructed how to make common questions those are usually found in the text by giving the example how to create questions.

c. Post-Activity

1. The students exchange their questions with their partners and should answer each others questions.

2. The students discuss their answers with their partner and check their exercises with the teacher.

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3. The students are asked about their common problems in comprehending the text, then discuss the problems with the teacher.

2.2.5.2. Advantages and Disadvantages of Self-Questioning Strategy

There are some advantages and disadvantages of self-questioning strategy, they are:

1. Advantages:

a. Self-questioning strategy can be used to motivate the students learn how to produce the questions and they would be also learning how to understand the text.

b. Self-questioning strategy can be used to develop learners’ critical thinking skills and inquiring attitudes. Related to critical thinking, by guiding the students to let them make their own questions about the text, it can stimulate them to pursue knowledge of their own.

c. Self-questioning strategy can be used to motivate the learners’ interest and trigger the learners to become actively involved in the lesson.

d. By self-questioning strategy, the students do not have to constantly rely on the teacher to gain their understanding of the subject. It would be a good way to take learning into students’ own hands.

e. Self-questioning strategy lead the students to be better in comprehending the reading text by producing some questions by themselves.

2. Disadvantage:

a. For the poor readers, it would be hard for them develop their skill in this strategy. Sometimes, the students do not know what kinds of questions were

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best to asks for them. So, the teacher needs to work hard in order to give them example about this strategy more clearly before the lesson was started.

b. The teacher needs a lot of energy and should be more active in the teaching learning activities in order to make the students active and do participate in the classroom activities.

2.3. Theoretical Assumption

Based on the frame of theories above, self-questioning strategy can be used to increase students’ reading comprehension achievement in narrative text. It was an effective strategy used to increase students’ comprehension achievement of narrative text. This strategy was also used to develop learners’ critical thinking skills and inquiring attitudes which related to the students’ problem with their attitudes to English lesson. Moreover, self-questioning strategy can increase learners’ interest and trigger them to become actively involved in the lesson.

2.4. Hypothesis

Based on the frame theory above, the researcher formulates the hypothesis as follows: self-questioning strategy can be used to increase students’ reading comprehension achievement in narrative text.

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III. RESEARCH METHODS

This chapter discusses the design of this research and how to collect the data from the sample. In this chapter, the researcher also encloses the data collecting technique, the procedures of this research, the scoring system and how to analyze the data.

3.1. Research Design

This research was quantitative by nature. Hatch and Farhady (1982: 22) state that quantitative is a kind of research in which the data tend to use statistics as measurement in deciding the conclusion.

Related to this, the researcher used one group pre-test post-test design to investigate whether self-questioning strategy can be used to increase students’ reading comprehension achievement in narrative text or not. Then the researcher administered pre-test and post-test. The pre-test was conducted to measure students’ reading comprehension achievement before treatments and the post-test was conducted to find the students’ reading comprehension achievement after being taught through self-questioning strategy. Then, the students’ achievement or the means (average scores) between pre-test and post-test would be compared. It would be used to find out the progress before and after the treatments. The

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researcher used one class as the experimental class where the students would be given a pre-test before a treatment and post-test after the treatments. The design of this research can be described as follows:

T1 X T2 Where :

T1 = Pre-test X = Treatment T2 = Post-test

(Hatch and Farhady, 1982: 20)

The first activity was administering the try out test in order to know whether the instrument has a good quality or not. Then the researcher was administered the pretest to the experimental class in order to find out the entry points of the students before they get the treatments. After that, the researcher was conducted the treatment. The treatments were carried out three times. The next step was administering the post test to experimental class to identify the results of the treatments.

3.2. Setting of the Research 1. Time

The research was conducted on January 8th until 25th, 2013. The first activity was try out test, continue to administered the pre test, after that the treatments was conducted on three times meetings. And then the last was administered the post test to see the result after conducting the treatments.

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2. Place

This research was conducted at the second grade of SMPN 2 Terusan Nunyai. There were four classes of second grade class at SMPN 2 Terusan Nunyai. One class was taken as the sample of this research. The reason why the second grade students of SMPN 2 Terusan Nunyai were chosen as the sample was because the students in this school still have difficulties in comprehending narrative text. Especially, in getting main idea, finding the answer of question and getting specific information from the text.

3.3. Variables

This research consists of the following variables:

1. Students’ reading comprehension achievement of narrative text as dependent variables (Y).

2. Self-questioning strategy as independent variables (X).

3.4. Population and Samples

The population of this research was the second grades of SMPN 2 Terusan Nunyai. There were four classes of second grade on SMPN 2 Terusan Nunyai. One class was chosen as the tryout class and one class was chosen as the experimental class which was given the treatments by using self-questioning strategy. The class was selected randomly by using lottery since there was no stratified and priority class. It was applied based on the consideration that every class in the population has the same opportunity to be selected as samples.

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3.5. Research Procedure

The procedures in administering the research are as follows: 1. Determining the Problem

The first step of this research was determining the problems. The researcher was determined what kind of problems faced by the second grade students of SMPN 2 Terusan Nunyai in reading comprehension.

2. Determining the Population and Sample of the Research

The sample was chosen by simple random technique, using lottery since the students’ ability was parallel and all students have the same chance. The researcher was taken one class as the experimental class which was given the treatments by using self-questioning strategy.

3. Determining the Research Instrument

The research instrument for reading test (try out test, pre-test and post-test), most of the materials were taken from students textbook and the internet. It was aimed to make an equal proportion both pre-test and post-test.

4. Administering Try-out of the Instrument

Try out of the instrument was conducted before the pre test and the post test to investigate the quality of the test items, whether the test was appropriate for the students or not. The test consists of 40 items of multiple choices test. 5. Administering the Pre-Test

Pre-test was aimed to identify the ability of the students before they got the treatments. The researcher was used the objective test with four options of each item. One of the options was correct answer and the rests were as distracters.

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6. Conducting the Treatment

The treatments were classroom activities which applied self-questioning strategy in reading activity. The researcher gave three-time treatments in 2 x 40 minutes for each treatment. The topics of the materials were about the narrative texts.

7. Administering the Post-Test

Post-test was aimed to evaluate the students’ reading comprehension after given the treatments. After the treatment, it was hoped that the students were able to practice the strategy independently.

8. Analyzing the Data

Analyzing the data was used to compare the pre-test and post-test results by using the Statistical Package for Social Science (SPSS) version 17.0. The students’ scores of the reading test both from pre-test and post-test were analyzed, and then the researcher discussed and interprets the results.

3.6. Data Collecting Technique

In collecting the data, the researcher used the reading tests which consist of pre-test and post-pre-test. The pre-tests had been administered. The results are discussed in detail in the following sections:

3.6.1. Types of Data Collecting Technique a. Pre-Test

Pretest was administered in order to find out the students’ reading comprehension achievement before the treatments. It required 60 minutes for the test. The test was multiple choices that consist of thirty

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items with the options A, B, C, D. The materials were narrative text. In order to see the complete elaboration of the result of pre-test can be found in chapter 4 (p.38).

b. Post-Test

This test was administered after conducting the treatments for the students. The researcher gave the posttest in order to know the result of this class in teaching learning process whether they have progress or not. The aim of this test was to find out the students’ reading comprehension achievement after three times treatments. It required 60 minutes for the test. The test was multiple choices that consist of thirty items with the option A, B, C, D. The materials were narrative text. In order to see the complete elaboration of the result of pre-test can be found in chapter 4 (p.39).

3.6.2. Try Out of the Instruments

Before the instruments were used, they were tried out to measure the quality of the instrument. A try out of the test was conducted before having the pre-test and the post-test to investigate the quality of the test items. It was carried out to make sure the quality of the instruments before the test was used to gather the data. It was administered to VIII B that was consisting of 22 students.

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3.6.2.1. Criteria of a Good Try Out Test

A test was said to have a good quality if it has a good validity, reliability, level of difficulty, and discrimination power. Therefore, the try out of the test was carried to achieve the objectives. The results of which are elaborated in the following sections:

3.6.2.1.1. Validity

The validity test was the extent to which a test does the job desired of it; the evidence may either empirical or logical (Lyman, 1971:196). A test can be said valid if the test measures the object to be measured and suitable with the criteria (Hatch and Farhady, 1982:251). According to Hatch and Farhady (1982:251), there are four basic types of validity: face validity, content validity, construct validity and empirical or criterion-related validity. The researcher used content and construct validity for this research. It was considered that the test should be valid and in line with reading theory and material.

a. Content Validity

Content validity was extent to which a test measures a representative sample of the subject matter content, the focus of content validity is adequacy of the sample and simply on the appearance of the test (Hatch and Farhady, 1982:251). The researcher used content validity to know whether the test was good reflection of what was taught and the knowledge which the teacher wants the students to know, which the specification can be elaborated as follows:

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1. Try Out Test

In try out test, there were 40 questions. It required 60 minutes for the test. The test was multiple choices that consist of thirty items with the options A, B, C, D which elaborated in the following table:

Table 1. Table of specification of Try Out Test

No Aspects of Reading Item Numbers Total

Items Percentage 1 Identifying the main idea 1, 10, 15, 21, 27, 36 6 15% 2 Getting Specific Information 5, 12, 16, 17, 18, 23,

25, 29, 30, 34, 37 11 28% 3 Making Inference 3, 8, 9, 11 , 26, 28,

33, 35, 39 8 20%

4 Finding Reference 2, 7, 14, 20, 32, 38 6 25%

5 Vocabulary 4, 6, 13, 19, 22, 24,

31, 34, 40 9 22%

TOTAL 40 100%

2. Pre-Test

In pre-test, the test was multiple choices that consist of thirty items with the options A, B, C, D. It required 60 minutes for the test. The materials were narrative text. The specification table can be seen as follows:

Table 2. Table of specification of Pre-Test

No Aspects of Reading Item Numbers Total

Items Percentage 1 Identifying the main idea 1, 9, 14, 18, 23, 28 6 20% 2 Getting Specific Information 10, 15, 21, 22, 25, 27,

30 8 26%

3 Making Inference 3, 5, 8, 11, 24 5 17%

4 Finding Reference 2, 7, 13, 17, 29 5 17%

5 Vocabulary 4, 6, 12, 16, 19, 20,

26 6 20%

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3. Post-Test

In post-test, the test was multiple choices that consist of thirty items with the options A, B, C, D. The item test of post-test was exactly the same as pre-test but the researcher disordered the item numbers. It required 60 minutes for the test. The materials were narrative text. The specification table can be seen as follows:

Table 3. Table of specification of Post-Test

No Aspects of Reading Item Numbers Total

Items Percentage 1 Identifying the main idea 1, 4, 12, 17, 21, 26 6 20% 2 Getting Specific Information 3, 7, 13, 18, 24, 25,

28, 30 8 26%

3 Making Inference 6, 8, 11, 14, 27 5 17%

4 Finding Reference 2, 5, 10, 16, 20 5 17%

5 Vocabulary 9, 15, 19, 22, 23, 29 6 20%

TOTAL 30 100%

b. Construct Validity

Construct validity concerned whether the test was actually in line with the theory of reading comprehension or not (Hatch and Farhady, 1982:251). The test was aimed to know whether the test was true reflection of the theory in reading comprehension, the researcher examined whether the test questions actually reflect the means of reading comprehension or not.

3.6.2.1.2. Reliability

Reliability refers to the extent to which the test was consistent in its score and gave us an indication of how accurate the test score are (Hatch and Farhady, 1982: 244). Reliability of the test can be determined by using the spilt half method in order to estimate the reliability of the test. To measure the coefficient of the

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reliability the first and second half group, the researcher used the following formula:



 ) 2 )(

( x2 y

xy rl

Where:

rl : the coefficient of reliability between first half and second half group.

X : the total numbers of first half group. Y : the total numbers of second half group. X2 : the square of X.

Y2 : the square of Y.

(Lado in Hughes, 1991:3)

Then the researcher uses “Spearman Brown’s Prophecy Formula” (Hatch and Farhady, 1982: 256) to determine the reliability of the test as follow:

rl rl rk   1 2 Where:

rk : the realibility of the whole test. r1 : the realibility of the half test.

The criteria are: 0,90 – 1,00 is high

0,50 – 0,89 is moderate (satisfactory) 0,0 – 0,49 is low

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The result of the reliability test was 0.75 (See appendix 5). It was based on the criteria of reliability that was proposed by Hatch and Farhady (1982:247), the test had moderate or satisfactory reliability in the range 0,50 – 0,89. It indicated that this instrument would produce consistent result when administered in the similar condition to the same participants and in different time (Hatch and Farhady, 1982).

3.6.2.1.3. Level of Difficulty

Level of difficulty of an item simply showed how easy or difficult the particular item proved in the test (Heaton, 1975: 182). Level of difficulty was generally expressed as the fraction (or percentage) of the students who answered the item correctly. To see the level of difficulty, the researcher used the following formula:

(Heaton, 1975: 182) Where:

LD : level of difficulty.

R : the number of students who answer correctly. N : the total number of the students.

The criteria are:

< 0.30 = difficult 0.30-0.70 = average > 0.70 = easy

(Shohamy, 1985: 79) N

R LD

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Based on the computation of level difficulty (see Appendix 6), the researcher found that there were 7 items which were more than 0.70 which means that the items were easy and 3 items were below 0.30 which means difficult. Meanwhile there were 30 items which were between the ranges 0.30 – 0.70 or belonged to average.

3.6.2.1.4. Discrimination Power

The discrimination power (DP) was the proportion of the high group students getting the items correct minus the proportion of the low-level students who getting the items correct. To see the discrimination power, the researcher used the following formula:

(Heaton, 1975: 182) Where :

DP = Discrimination power.

U = number of upper group who answer correctly. L = number of lower group who answer correctly. N = total number of the students.

The criteria are:

DP: 0.00-0.19 = Poor.

DP: 0.20-0.39 = Satisfactory. DP: 0.40-0.69 = Good. DP: 0.70-1.00 = Excellent.

DP: - (negative) = Bad items, should be omitted. N L U DP 2 1  

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From the computation of discrimination of power (see Appendix 6) the researcher got 5 items were poor (having less than 2.00 index), 12 items were satisfactory (having more than 2.00 index), and 18 items were good (having more than 4.00 index) and 5 items were excellent (having more than 0.70 index). In general, it can be stated that all items tested has good discrimination power and positive value. In this research, the researcher omitted 10 items that were unsatisfactory to be used. Eventually, the items that were administered were 30 items for pre-test and post-test. After analyzing the data, the researcher got 30 items were good and 10 items were poor and should be dropped.

3.7. Data Analysis

The data had been analyzed in order to see whether the students’ reading comprehension achievement was increase or not. The researcher examined the students’ scores using the following steps:

1. Scoring the pre-test and post-test.

2. Tabulating the result of the test and calculating the scores of the pretest and posttest.

3. Drawing conclusion from the tabulated-result of the pretest and posttest by statistically analyzing the data using statistical computerization. i.e. Repeat Measure T-Test of Statistical Package for Social Science (SPSS) version 17.0 It is used as the data come from the two samples (Hatch and Farhady, 1982: 111).

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3.7.1. Scoring System

In scoring the result of students’ scores in pre-test and post-test, the researcher used correct system (Lyman, 1971:95). The correct score was used to report the result of classroom achievement tests. The researcher calculated the average of pre-test and post-test by using this formula:

Where:

X : Correct score

R : Number of the correct answer T : Total number of the item test

(Lyman, 1971:95)

3.7.2. Calculating the Mean Score

Mean told about how difficult or easy the test was. According to Heaton (1991, p.175), the mean score of one test was arithmetical average i.e. the sum of separate score which is divided by the total number of students. It was efficient to measure the central tendency, even it was not always appropriate. To calculate the mean, the researcher used the formula as follow:

Where:

X : Mean



x : total scores

N : Number of students

N x X 



T

R

X



100

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3.8. Hypothesis Testing

After collecting the data, the researcher recorded and analyzed them in order to find out whether or not self-questioning strategy can increase the students’ reading comprehension achievement after implementing self-questioning strategy. The researcher used Repeated Measure t-test to know the level of significance of treatments effect. To see the significance, the researcher used the following formula:

Where:

X1 : Mean from pre-test X2 : Mean from post-test

SD : Standard error of differences between means

(Hatch and Farhady, 1982: 114)

The criteria are:

1. If the t-ratio is higher than t-table : H1 is accepted 2. If the t-ratio is lower than t-table : H0 is rejected

D S

X X t  1 2

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V. CONCLUSIONS AND SUGGESTIONS

This final chapter presents the conclusion of the research findings and suggestions for the teacher, students and further researcher.

5.1. Conclusions

In line with the results of the data analysis and discussion, the following conclusions are drawn:

Self-questioning strategy can be used to increase the students’ achievement in reading comprehension of narrative text. It has been proven by the gain of students’ mean score in post-test that was 78.63 higher than the mean score in pre-test 58.63. The gain was 20 points or 20% from the total percentage of the students’ mean score. Based on the result of increasing students’ achievement from each aspect, there were three reading aspects which increased significantly. The first was identifying the main idea which increased into 76% in post-test, the second was vocabulary increased into 75,33%, and getting specific information increased into 72,87%. The significant value of posttest in experimental class was 0.000 (p= 0.000) that was lower than 0.05 (0.000 < 0.05). t-value was 12.462 which was higher than t-table 2000 at the level of significant 0.05. Self-questioning strategy could be used to motivate the learners’ interest and trigger

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the learners to become actively involved in the lesson. This strategy can be used also to develop learners’ critical thinking skills and inquiring attitudes. Related to critical thinking, by guiding the students to let them make their own questions about the text, it can stimulate them to pursue knowledge of their own. By self-questioning strategy, the students do not have to constantly rely on the teacher to gain their understanding of the subject. It would be a good way to take learning into students’ own hands.

5.2. Suggestions

Referring to the conclusion above, the researcher gave some suggestions as follows:

1. Since self-questioning strategy can give better result for the students in teaching and learning process, the researcher suggests to the teachers to apply self-questioning strategy as the solution to overcome the students’ problems comprehending the reading text.

2. For the students, by using self-questioning strategy, they are able to develop their critical thinking and inquiring their attitudes to the subject. Related to critical thinking, by guiding the students to let them make their own questions about the text, it can stimulate them to pursue knowledge of their own.

3. For the further researchers can apply self-questioning strategy to motivate the students learn how to produce the questions and comprehending the reading text on other types of text.

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TABLE OF CONTENTS

Page

ABSTRACT ………. i

APPROVAL ………. ii

ADMISSION ………... iii

CURRICULUM VITAE ………. iv

DEDICATION ………. v

MOTTO ……….... vi

ACKNOWLEDGEMENT ……….. vii

TABLE OF CONTENTS ………... x

LIST OF TABLES ……….. xii

LIST OF GRAPH ……… xiii

LIST OF APPENDICES ……… xiv

I. INTRODUCTION 1.1.Background of the Problems ……….. 1

1.2.Identification of the Problems ……… 4

1.3.Limitation of the Problems ……….……… 4

1.4.Formulation of the Problems ……….. 5

1.5.Objective of the Research ………..…. 5

1.6.Uses of the Research ………... 5

1.7.Scope of the Research ……….… 5

1.8.Definition of Terms ……….… 6

II. FRAME OF THEORIES 2.1. Review of Previous Research ……….…… 7

2.2. Review of Related Literature ………..…… 8

2.2.1. Concept of Reading Comprehension ………..……. 9

2.2.2. Teaching of Reading ………..….. 11

2.2.3. Aspects of Reading ………..…… 12

2.2.4. Concept of Narrative Text ………..…. 14

2.2.5. Concept of Self-Questioning Strategy ………..…... 16

2.2.5.1. Procedures of Teaching Reading Through Self-Questioning Strategy …………..….. 19

2.2.5.2. Advantages and Disadvantages of Self-Questioning Strategy ………..…. 21

2.3. Theoretical Assumption ……….. 22

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3.3. Variables ………... 25

3.4. Population and Sample ……… 25

3.5. Research Procedure .……… 26

3.6. Data Collecting Techniques ……… 27

3.7. Data Analysis …….………. 35

3.8. Hypothesis Testing ………...…….. 37

IV. RESULTS AND DISCUSSIONS 4.1. Results of the Research ……… 38

4.1.1. Results of Pre-test ……… 38

4.1.2. Results of Post-test ……….. 39

4.1.3. Increase of Students Achievement from the Result of Pre-Test and Post-test……….………… 40

4.1.4. Increase of Students Achievement from Each Aspect of Reading ……….. 41

4.1.5. The Analysis of Hypothesis Testing …..………...….. 46

4.2. Discussions ……….. 48

V. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ……….. 53

5.2. Suggestions ……….……….. 54

BIBLIOGRAPHY ……….. 55