Research Setting and Participants

the interviewee in answering questions and because the researcher wanted to know the depth of the interviewee’s point of view. The interview dealt with the interviewee’s needs, problems and comments about teaching reading in the classroom. Therefore, the data obtained from this instrument were used to collect the additional information about the students and the teaching learning process, especially in teaching reading before conducting the treatment. The type of the interview was general interview guide approach. The researcher chose this type of interview because it provides more focused questions than the informal approach, in which no predetermined questions were asked, but it still allows a degree of freedom and adaptability in getting information from the interviewee. 2. Observation Sheet The second instrument used to collect the data was observation sheet. Observation sheet helped the observer to study phenomena such as patterns of learning when they occur in real life situation Nachmias, 1997. Therefore, observation sheet was used in order to record data during teaching learning activities. The observation sheet used was field notes. Field notes contain what the observer saw and heard. Field notes have two components. They are the descriptive part, which includes a complete descriptive of a setting, people, or sequence of events, and the reflective part or observer comment, which includes the observer’s personal feelings or impressions about the events. The observer focused not only on the students, but also on the process of how the implementation of self-questioning strategy, and on what the teacher or the instructor did. 3. Tests The third instruments used in this study were tests. The tests were used to measure the students’ reading comprehension before and after the treatment. The tests administered in this study were categorized as achievement tests, since in this study the researcher measured students’ improvement in comprehending texts. As what Hughes 1989:10 states, achievement tests are directly related to language courses, their purpose being to establish how successful individual students, group of students, or the courses themselves have been achieving objectives. In this study, the objective was to improve the students’ reading comprehension. The tests were needed very much in obtaining the score in order to know the effect of self-questioning strategy as the treatment to teach reading skill. The scores were obtained through pre-test and posttest. The pre-test was conducted at the beginning of the experiment. It was used to discover the students’ reading comprehension before the treatment. The content of the pre-test was the materials that the students had at beginning of the semester. The posttest was conducted at the end of the experiment or after the treatment. It was used to discover whether the implementation of self-questioning strategy as the treatment of the study would bring some beneficial effects to the students’ reading comprehension or not.