comprehension has improved and also assisted the teacher in finding the appropriate strategy in teaching reading text.
A. Conclusion
After conducting the Classroom Action Research at the first grade students of SMA Gita Kirtti Jakarta and based on the results of the test, it
showed that there is a significant progress before and after implementation of improving students’ reading comprehension using pre questionings. The
results show better results since implementing the CAR. It means that using pre questionings in teaching reading is worth and meaningful, especially in
improving students’ comprehension. Those all can be seen from the results of the pre-test and post-test score while doing the CAR.
Moreover the progress results of pre –test and post-test showed
significantly improved. The mean of pre-test was 50 and only 25 of students could pass KKM. The mean of post-test 1 score was 60.35, there were 55
students could pass KKM. After that, the mean of post-test 2 score was 70.75 and there were 85 students could get score above KKM. From the different
number of results, it can be concluded that improving students’ reading comprehension using pre-questionings is effective. It is also supported by
other instruments which are from results of interview and observation that also show improvement of students in learning reading comprehension using pre
questionings.
B. Suggestion
In this part, the writer would like to contribute some suggestions. First, pre questionings would be helpful to develop stu
dents’ reading comprehension in reading text. Therefore, the teacher needs to maintain using pre questioning
in the next new academic year in teaching. Second, although the students become more interested in reading text and build their background knowledge,
the teacher as the facilitator also must facilitate, help, supervise, and observe the students
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