Improving Students' Reading Comprehension Using Pre Questions

By

Yuliana

NIM: 106014000358

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER TRAINING

SYARIFHIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

Tarbiyah and Teacher Training of State Islamic University Syarif Hidayatullah Jakarta, 2013.

This Research has a purpose to know whether students’ comprehension of reading text could be improved by using pre questioning and how using pre questioning could improve students’ comprehension of reading text. This research was conducted to 20 students of class 10th of Gita Kirtti Senior High School Jakarta. The researcher used Classroom Action Research CAR based on Kurt Lewin Design to solve students’ problem in comprehending reading text. The Kurt Lewin’s model consists of four phases, planning, acting, observing, reflecting is implemented in this study. There are two kinds of data in this research, quantitative and qualitative data. The quantitative data can be got from the pre-test and post test result. On the other side the qualitative data is derived from the interview and observation. The researcher used descriptive analysis and statistic analysis to know the result of the implementation the Classroom Action Research to the class 10th students of Gita Kirtti Senior High School Jakarta. The result of this study showed that the students improved their comprehension of reading text during teaching and learning process by using pre questioning. It is proven by the data which derived from this study. From the observation, it could be seen that students were more active, it can be proven from some students that initiative to ask and answer questions. Students also could answer the questions that teacher gave. Then data interview result showed that students’ comprehension of reading text has improved. From test results, the improvement of students’ comprehension can be seen clearly in the improvement of their achievement in pre test and post test. The mean of pretest score is 50.The minimal mastery level criterion in Gita Kirtti Senior High School is 60 sixty. There were only 25% of the whole students could pass KKM. Then, the mean of post test1 score is 60.351. There were 55% student pass KKM. Next, the mean of post test score is 70.75. The percentage of students pass KKM is 82.6%. From the data can be concluded that students’ comprehension could be improved by using pre questioning before read the texts.

Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2013.

Penelitian ini bertujuan untuk mengetahui apakah pemahaman siswa dalam membaca teks dapat ditingkatkan dengan menggunakan pre questionings (pertanyaan sebelum pembacaan) dan bagaimana penggunaan pre questionings (pertanyaan sebelum pembacaan) dapat meningkatkan pemahaman siswa dalam membaca teks. Penelitian ini dilaksanakan pada 20 siswa kelas 10 SMA Gita Kirtti Jakarta. Peneliti menggunakan Penelitian Tindakan Kelas berdasarkan pada model dari Kurt Lewin untuk mengatasi masalah siswa dalam memahami teks. Model dari Kurt lewin terdiri dari empat fase yaitu : perencanaan, pelaksanaan, pengamatan dan refleksi digunakan dalam penelitian ini. Ada dua jenis data dalam penelitian ini yaitu data kuantitatif dan data kualitatif. Data kuantitatif didapatkan dari pre-test dan post-test. Sedangkan data kualitatif diperoleh dari hasil wawancara dan observasi. Peneliti menggunakan analisa deskriptif dan analisa statistik untuk mengetahui hasil dari penerapan Penelitian Tindakan Kelas pada siswa kelas X SMA Gita Kirtti Jakarta. Hasil dari penelitian ini menunjukkan bahwa pemahaman siswa dalam membaca teks meningkat selama kegiatan belajar mengajar dengan menggunakan pre questionings (pertanyaan sebelum pembacaan). Ini dibuktikan dengan data yang diperoleh dari penelitian ini. Dari hasil observasi dapat dilihat bahwa siswa terlihat lebih aktif, hal ini dapat dilihat dari jumlah siswa yang berinisiatif bertanya atau menjawab pertanyaan tanpa ditunjuk oleh guru, siswa juga dapat menjawab pertanyaan yang diberikan oleh guru. Dari hasil tes dapat dilihat dengan sangat jelas peningkatan pemahaman siswa dari peningkatan pencapaian mereka pada pre test dan post test. Nilai rata-rata dari pre test adalah 50. Kriteria Ketuntasan Minimal KKM di SMA Gita Kirtti adalah 60 dan hanya 25% dari keseluruhan siswa yang bisa melampaui KKM. Kemudian nilai rata-rata pada post test 1 adalah 60.35 dan 55% siswa bisa melampaui KKM. Selanjutnya, nilai rata-rata dari post test 2 adalah 70.75 dan presentase dari siswa yang melampaui KKM adalah 82.6%. Dari data tersebut dapat disimpulkan bahwa pemahaman siswa dalam membaca teks dapat ditingkatkan dengan menggunakan pre questionings (pertanyaan sebelum pembacaan).

In the name of Allah, The Beneficent, The Merciful. All praises be to Allah, The Lord of the worlds who has given the Mercy and Blessing upon the writer in completing this “skripsi”. Peace and salutation be upon the prophet Muhammad SAW, his family and his followers.

In this occasion, the writer would like to express her greatest appreciation, honor and gratitude to her beloved parent Mr. Tahad and Mrs. Sopiyah, for their support and moral encouragements in motivating the writer to finish her study. And also gratitude for her beloved brothers Rosyidin, Kasroh S.T and beloved twin Yunita S.Si who always pray and support the writer to finish this “Skripsi”. The writer also would like to express her gratitude to Nida Husna, M.Pd., M.A.TESOL for her advices, guidance, corrections, and suggestions for this “skripsi”.

Her gratitude also goes to:

1. Dra. Nurlela, MA., Ph.D as the Dean of Faculty of Tarbiyah and Teachers’ Training UIN Syarif Hidayatullah Jakarta.

2. Drs. Syauki, M.Pd., the Head of Department of English Education. 3. Zaharil Anasy, M.Hum., as the Secretary of Department of English

Education.

4. All Lecturers in Department of English Education.

5. Dra. Yuliani, as the principal of Gita Kirtti Senior High School Jakarta 6. Nurul Fadilla S.Pd., as the English Teacher of Gita Kirtti Senior High

School Jakarta thanks for the help and the support.

7. All friends in English Education Department 2006, especially for Hannisa Pratiwi S.Pd., Rilla Marlina S.Pd., Andrie Prasetyo S.Pd., who always share their knowledge and support the writer to finish this

Department 2006 thanks for filling many special memories with her. 8. Students in 10th class Gita Kirtti Senior High School Jakarta.

9. The last is to everyone who cannot be mention one by one, thank you very much for your support.

May Allah bless them, so be it. Finally, the writer feels that it is really pleasure for her to receive critics and suggestions to make this “skripsi” better.

Jakarta, 18 December 2013

The writer

SURAT PERNYATAAN KARYA SENDIRI

THE APPROVAL SHEET OF ADVISOR ……….. i

ABSTRACT ………... iii

ABSTRAK ……… iv

ACKNOWLEDGEMENTS ……… v

TABLE OF CONTENTS ……… vii

LIST OF APPENDICES ……… x

CHAPTER I INTRODUCTION A. The Background of the study ……… 1

B. Limitation of The study and The Formulation of The Problem ………3

C. The Objective of The Study ………. 4

D. The Significance of The Study ……… 4

CHAPTER II THEORETICAL FRAMEWORK A. Reading ……… 5

1. The Understanding of Reading …………. 5

2. The Purposes of Reading ……….. 6

3. Reading Comprehension ……… 9

B. Pre Questioning ……… 12

1. The Understanding of Pre Questioning….. 12

2. The Characteristics of Pre-questioning…... 14

3. The Purpose of Pre Questioning………….. 15

CHAPTER III RESEARCH METHODOLOGY A. The Objective of the Research ……… 18

B. Time and Place of the Research ……… 18

G. Technique of Collecting Data ………. 22

H. Technique of Data Analysis ……… 23

I. Validity Data ……….. 24

J. The Trustworthiness of Study. ……….. 25

K. The Criterion of The Action Success ………… 26

CHAPTER IV RESEARCH FINDINGS A. Data Description ……… 27

1. Data from Interview ……… 27

a. Data from Interview with the Teacher .. 27

b. Data from Interview of the Students….. 28

2. Data from the Observation ……….. 29

3. Pre-test ………. 30

B. The Implementation of Pre Questioning in Reading Activity ……… 30

1. Cycle 1 ………. 30

a. Planning ………. 30

b. Acting ……… 31

c. Observing ……… 32

d. Reflecting ……… 33

2. Cycle 2 ………. 33

a. Planning ……….. 33

b. Acting ……….. 34

c. Observing ……… 35

d. Reflecting ……… 35

C. The Results of Teaching Reading by Using Pre Questioning ……… 36

Post-test 2 ……….. 42

2. The Result of Post Interview ……… 42

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ……….. 45

B. Suggestion ……….. 45

REFERENCES ………..………. 46

Pre questionings ………. 54

Kisi-kisi penulisan soal ……….. 56

Pre test ……… 58

Post test 1 ……… 64

Post test 2 ……… 72

Pedoman interview………. 80

CHAPTER I

INTRODUCTION

This chapter presents the general view of the present study. It consists of background of study, limitation and formulation of the study, objective of the study, and significance of the study.

A. The Background of Study

“Language is one of the most fascinating and essential tools possessed by humans”.1

In human life, language is used in many activities especially to communicate with other people. Conrad J.Schmitt stated that “Language is the exchange or transfer of meaning. It is a tool of communication”.2 From this statement the writer can say the functions of language are to exchange information, to make a suggestion, to interact with other people and everything relate with communication absolutely need a language.

There are many languages in this world. One of them is English. English has special place in international communication because it is used as one of the international languages. As an international language, English is very important. It is used for many international activities, for example in international trading, bilateral relationship among countries, business and other activities which need English as a tool of communication.

Nowadays, a lot of things such as: manpower recruitment and scholarships grant that include English proficiency as a main requirement. It suggests that someone who has sufficient English ability probably could get more opportunities to get better things i.e. get better jobs or obtain scholarship to study abroad than people who just master their native language only. Because of that reason, many people realize how important English is and nowadays many people in the world learn English.

1

Conrad J. Schmitt, Invitation to Languages, (London: Glencoe McGraw-Hill, 1998), p.3 2

In English learning process, students should master four skills in English. They are listening, speaking, reading, and writing. As one of language skills, reading has an important role in our life. David H Clift said that “Reading is one of the good things in life and a factor of great importance in the individual’s development”.3

It means in a learning process, reading is so important and absolutely needed for students to develop their knowledge, to know many things and to facilitate students in introducing surrounding the world.

Based on KTSP curriculum 2006 for Senior High School, the competence in reading skill which students have to master in reading process is to get comprehension from English texts that could be in many forms, such as: reading text, recount text, descriptive text etc. Reading and comprehension are two aspects which cannot be divided. Asher Cashdan stated that “one is not surprised that rate of reading and comprehension are to some extent positively correlated”.4

In other word, the success in reading can be measured from the comprehension that readers get.

For some students in Gita Kirtti Senior High School, reading is not a favorite activity, especially to comprehend the text. It is proven by the learning result of the reading activities. The students’ daily reading test result is lower than standard value which is 60. In interview with the students of 10th grade of Gita Kirtti Senior High School which have done on 5th March 2013, most of students argue that read an English text is difficult especially to comprehend the text. It happened by some factors such as: first, students said that they did not have enough knowledge in general view of the text. Second students said that they could not predict the whole of the text. Third, students said that the text was not interesting enough to read.

3

David H.Clift, Adult Reading,Fifty-fifth Yearbook of the National Society for the study of Education , Part II,(Chicago: University of Chicago Press, 1956), p.2

4

Asher Cashdan, Language,Reading, and Learning, (Baltimore: University Park Press, 1979), p. 63

Based on the problem above, English teacher should find strategy to improve students’ interest in reading text and activating their prior knowledge so that students can predict content of the text and they can comprehend easily.

One of the strategies that teacher can use to improve students’ comprehension is by giving pre questioning before reading. Hopefully It helps students to build the students’ interest and attention in reading the text. Moreover, by using this technique hopefully it helps students to predict what will be discussed on the text, because in this technique the teacher will encourage the students to active their background knowledge with the topic they learn.

Based on the background of study above, the writer is interested to use CAR (Classroom Action Research) to apply pre-questionings in teaching reading of her study. The CAR (Classroom Action Research) used in her study is Kurt Lewin’s design which consists of four phases, planning, acting, observing and reflecting5. Hopefully using pre questionings can be helpful to solve the students’ problem in reading comprehension. Therefore, the title of this research is: “Improving Students’ Reading Comprehension Using Pre Questionings (Classroom Action Research at 10th Grade of Gita Kirtti Senior High School)”.

B. Limitation of The study and The Formulation of The Problem

The limitation of this study focuses on using pre-questioning to improve students’ reading comprehension at 10th

grade of Gita Kirtti Senior High School. Here, the writer formulates the problem as follows:

1. Is the usage of pre-questioning can improve students’ reading comprehension at the 10th grade students of Gita Kirtti Senior High School?

5

2. To what extent using pre-questionings improve students’ reading comprehension of 10th grade students of Gita Kirtti Senior High School?

C. The Objective of The Study

The Objective of this research is to know whether using pre questionings can improve students’ reading comprehension and to know how far pre -questionings can improve student’s reading comprehension for 10th grade students of Gita Kirtti Senior High School.

D.The Significance of The Study

The result of this study is expected to provide useful information about the using of pre questioning in reading comprehension. It is expected that these findings can contribute to the group of people, they are:

1. For the teachers

It is useful for the teachers at Gita Kirtti Senior High School to get clear information about the use of pre questioning in teaching reading to improve students’ reading comprehension.

2. For the students

It can assist student in reading text with an interesting way and help them to get comprehension of the text.

3. For the further researchers

Finally, for further researchers, it is useful also to become a helpful

information and useful reference for any further researchers who want to study the same case.

CHAPTER II

THEORETICAL FRAMEWORK

This chapter covers some theories related to the research. The discussion focuses on reading which consists of the general concept of reading, reading comprehension, the purpose of reading, understanding of pre questionings and purposes of pre-questionings.

A. Reading

1. The Understanding of Reading

“Reading is a thinking process. It requires some kind of response on the part of the reader”.1 One of the responses is new understanding that is drawn by reader after a reading process. This is in line with an expert, Miles V. Zintz that stated “if one utilizes the reading he does, he can make different generalizations, draw new inferences, and plan new next steps on the basis of it”.2

It is known that when someone does truly reading, s/he can restate what the writer and get the inference. Therefore, in order to get the inference, a person does not only read the messages in the text, but he also has to understand and comprehend message of the text.

Allington and Strange defined that “Reading is an active cognitive process that does indeed require using graphic (letters) and phonic (sounds) information”.3

Whereas Deanne Spears in her book stated that “Reading is more than merely processing letters and sounds. The real meaning of the text lies in the relationship the words have with each other.

1

Miles V.Zintz, Corrective Reading, (Dubuque:WM. C. Brown Company Publisher,1966), p. 10

2 Ibid. 3

Richard Allington and Michael Strange, Learning Through Reading in the Content Area, (Massachusetts: D.C Heath and Company, 1980), p. 16

Reading well requires us to recognize these relationships and put together the meaning of the text”.4

According the definitions above, it can be seen that reading is a cognitive process of decoding and getting meaning from print requires letters and information. When one is reading a text, it is more than just saying the words, but reading is the process when a reader identifies the relationship between words by words and then understand the meaning of these words so that a reader gain a thorough understanding of what they read.

Allington explained that “fluent reading is the efficient extraction of meaning from text. To do this, the reader must be actively involved with the reading process, predicting upcoming words, evaluating incoming information and thinking”.5

From that statement, it is concluded that the good readers should be able to participate in the text that they read. They must be active in guessing, predicting and using the knowledge of the text they read as an efficiently as possible so that they can think and draw conclusions from the text that they read.

2. The Purposes of Reading

“Reading is a tool. It is a mean to an end”.6

In other words when people do reading, it means they must have purposes to achieve. They may read because they must find some information about what they need, they read because the texts are interesting and entertaining or because they just like to read it. There are many purposes in reading activity. John D Boer stated “the number and types of purposes for which individuals read are

4

Spears Deanne.Developing Critical Reading Skills, ( San Fransisco: McGraw company, 2006), p.2

5

Allington.loc. cit. 6

PramilaAhuja, How to Increase reading Speed, (Kuala Lumpur: Synergy book international,1995), p.3

almost unlimited”,7

but basically there are two main purposes for reading. Francois Grellet stated that:

“There are two main reasons for reading: - Reading for pleasure

- Reading for information (in order to find out something or in order to do something with the information you get)”.8

The different purposes of reading activity that also stated by Jeremy Harmer, by divided into some areas:

a. Predictive

Reading as a tool to train a readers' ability in estimating the content of the text they read, either in matching their predictions or in developing their predictions about the others content that will change after readers get additional information from the text and interact with the content of the text.

b. Extracting specific information

Here, reading is an activity to find a particular piece of information that readers need. Usually, the readers use scanning type of reading.

c. Getting the general picture

The purpose is not to get details information but to get the gist of the text. Here, the readers will do skim rapidly and understand the main point of the text.

d. Inferring opinion and attitude

The purpose is to know the opinion and attitude of the author about the topic discusses that is implied in his writing.

7

John J Deboer, The Teaching of Reading, (London : Holt rinehart and winstoninc, 1960), p. 34

8

Francois Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press, 2010), p.4

e. Deducing meaning from context

The readers try to find out and guess the meaning of the unknown words based on the context although they do not know the actual meaning of the word.

f. Recognizing function and discourse patterns and markers

Reading is a tool to train the reader in understanding the use of the words, how a sentence is constructed in the correct order, the relationship between words and the connection between sentences.9

Different purposes of reading explained by Pramila Ahuja that stated “Different occasions require us to read for different purpose. We read for pleasure, we read for specific information, we read to locate material dealing with special problems and many a time we read aloud to share information with others”.10

Meanwhile John J. De Boer also describes that people read for many purposes, reading for pure recreation and enjoyment, reading to study, reading to find the answer to a question or the solution of a problem, reading to learn main idea of a selection or some specific items of information, reading to discover the outcome of a series of events or reading to follow directions.11

Based on the explanation above it can be concluded that people read for many purposes. Some of them read to answer questions, to solve a problem, to gain specific information, and to search for simple information. But commonly, there are two general reading purposes. First, people read to get general information and comprehension, usually because they need to do. Second, people read to get pleasure, it because people like to do, they may read either quickly or slowly based on the way they like. They also can feel enjoy and satisfied after they read them. The

9

Jeremy Harmer, The Practice of English Language,(New York : Longman. 1984),p. 144-145

10

Ahuja, op. cit., p.4 11

way of approaches, attitudes, techniques, methods in reading activities will be different depend on his purpose whether the purpose is the general information or the specific information. That statement is supported by John D Boer that stated “The kind of reading a person does will usually depend upon his purpose”.12

3. Reading Comprehension

In reading process, there is an interaction between the readers and author. This assumption is supported by Nation that “Reading is recognizing and interpreting symbolic language and interacting with it.”13 The interaction happens while reading process; the readers try to understand written text and should comprehend author’s ideas. The result of this interaction is the readers can understand what the author means and absolutely the readers can comprehend contents of the texts and can get the new inference relate to the text, apply what they have read and understood becomes the successful conclusion.

Reading and comprehension are two aspects which cannot be divided. John De Boer identified that “reading as an activity which involves the comprehension and interpretation of ideas symbolized by written or printed language”.14 In other words, comprehension is part of reading which emphasize on the understanding of reading contents. Reading means comprehending, so comprehension is the implementation of reading. Identifying words on a page does not make someone a successful reader. When the words are understood and transcend the pages to become thoughts and ideas then we are truly reading.

People may read for many reasons but comprehension is a primary thing that has to be achieved in a reading process. Allington stated “Reading is a language process in which acquiring meaning is the primary

12 Ibid. 13

Ahuja, op. cit., p.11 14

goal”.15

Even when people just glances newspapers, magazines and books, they often need to understand the reading section more, comprehension is absolutely need because they cannot get information completely without comprehension. Those assumptions are supported by Nation who stated “Comprehension is very important when developing fluency in reading“16

. It means that someone cannot be a successful reader if he just identifying words, he should get thorough comprehension so that he can get the conclusion and can restate what the writer said in the texts.

There is no reading without comprehension. Yetta Goodman (1973) points out that “without comprehension, reading has not truly happened. The learner may produce the appropriate word, but unless an understanding of the material is present one should not label the act reading”.17

It is known that there is no meaning if people just read without comprehend and catch the information from it. It also can be concluded that if people do not understand the meaning of words or sentences that people are looking at, it means they are not really reading.

There are some abilities in comprehension. They are ability to recognize words and meanings and ability to connect relationship between sentences with the theme of the material, so that they can generalize the main of thought of paragraph and understand the coherence between paragraphs. Therefore, the reader can gain a thorough understanding and can apply it to new situations or make a conclusion. It is also explained by Guy L Bond that “Comprehension is made up of number of basic abilities, including skill in recognizing words and their meanings, in grouping

15

Allington, op. cit., p. 26 16

Nation,I.S.P, Teaching ESL/EFL Reading and Writing, ( New York : Routledge, 2009), p. 71

17

words into thought units and in giving the proper emphasis to the thought units so that the sentences may be understood”.18

Others definitions stated by Allington that “this ability would probably be labeled literal recall of stated fact or recall of text bound information”.19 In others words we can say when readers can restate the main idea of the texts or the idea of the paragraphs or restate some facts or details of the texts, it can be considered that the comprehension has been achieved for some degrees.

There are many factors influence reading comprehension, one of them is background knowledge that relate with the text. Jerry G explained in his book that “students’ ability to comprehend the content of reading material depends in part on their knowledge about the topic of the reading selection”.20

It is clear that background knowledge will influence reader in understanding the texts, because when reading process happens, the reader will build various interpretations for the text by connecting the new knowledge with their background knowledge to get thorough understanding. Therefore, the readers’ background knowledge is absolutely needed in reading comprehension because it helps the reader to get the meaning by connecting what they already have with the new information they learn.

From explanations above, we can know that reading comprehension is not only how to get the meaning of each word or sentence, but the important one is how the reader could conclude the writer’s writing and understand the writer’s ideas. So that, when the reader is able to understand the message of the reading text and to draw conclusions of the text, he will truly comprehend in reading.

18

Guy L Bond, Teaching the Child to Read, (New York :The Macmillan Company, 1950), p 200

19

Allington, op. cit., p.170 20

B. Pre Questioning

1. The Understanding of Pre Questioning

As the writer has revealed some theories above that stated about the important of comprehension in reading, so that the teacher need to do some procedures that can help students to increase their comprehension skill. Teacher can give pre questionings; it is an activity such as by giving some questions before reading activity. More details explained by Richard Aliington that stated “the teacher would examine the goals of instruction and develop a small number of questions to guide the learner's reading of the assigned material. These questions would be rather general nature and attempt to give the learner a purpose of reading”.21

According to Pramila Ahuja this activity also helps students to get ready for the material students read.22

From that statement it is known that in comprehending the text, pre questioning can help students to have a good preparation before reading by helping students to get their purpose. So that, it might be able to give a big effect on students’ understanding of what they read and can be useful to focus learners' attention on the types of information that they are going to read.

Pre questionings is also effective to help teacher in learning activity especially for textual material. It is stated by Richard Aliington ”Questions, either teacher generated or learner generated, used either prior to or following reading are effective in enhancing learning from textual material”.23

More specifically, John J. DeBoer and Martha Dallmann stated the objective of the pre questionings program as follow:

a. To determine whether the child is ready to learn to read, and if he is not ready , to find out how he can best be helped

21

Allington, op. cit., p.176 22

Ahuja, op. cit.,p.90 23

b. To assist the child in becoming adjusted to life in school c. To broaden the child’s background experience

d. To help the child to gain greater emotional and social maturity

e. To provide an environment in which the child will have an opportunity to develop the skills essential to beginning reading

f. To increase the child’s interest in reading and to make him aware of the functions of reading.24

John D Boer who also assumed the one of ways todevelop skill in comprehension is by giving pre questioning“before reading a selection the pupils were at the times given questions, in written form, and then they would find answered in it. After the silent reading the answer would be given by pupils, either orally or in writing25” It is known that by giving some pre questions related to the theme of the text, it is good to guide students in reading text and it is expected to help students comprehend the text better.

There are some forms of the questions can be used. I.S.P Nation Question Forms as a follow:

a. Pronominal questions

Questions begin with who, what, when, how, why, etc. b. Yes/no questions

These questions do not need more explanation. c. True/false sentences

These questions are similar with yes/no questions. The answer is only true or false.

d. Multiple-choice sentences

These questions only need to mark but good multiple-choice questions are not easy to make because the wrong choice must seem possible to choose.

24

De Boer. , op. cit., p. 55 25

e. Sentence Completion.

To answer these questions, the learners have to fill in the blank space, to show that they understand the reading passage.

f. Information transfer.

The learners have to complete the information transfer based on the information in the text.

g. Translation.

The learners must translate the text in another language. It is good in comprehending but it needs other skills besides reading.

h. Précis.

The learners have to restate the passage in short composition that contains all the main ideas of the passage. 26

2. The Characteristics of Pre-questioning

According to Harmer (1985:153), there are some kinds of using pre-questioning in reading, they are:

a. Reading to confirm expectations

Pre-questioning as a tool to encourage students to become interested in the subject matter of the text, predict the content of the text, and gives them an interesting and motivating purpose for reading, b. Reading to extract specific information

Pre-questioning is as a tool to force the students to extract specific information from the reading text.

c. Reading for general comprehension

Pre-questioning as a tool to build up the students’ prior knowledge,

d. Reading for detailed comprehension

Pre-questioning intends to give the students some detailed information that should be found by them in the whole of the text. 27

26

Nation, op. cit., p.32-34 27

3. The Purpose of Pre Questioning

a. Pre Questioning as an activity to active prior knowledge

What readers bring to the printed page affects their comprehension. Some researcher assumed that the prior knowledge of readers is the important component in reading comprehension. It is line with John de Boer that stated “the child's prior stock of impressions will determine in large how much meaning he will derive from the visual symbols before him”. 28

As a pre reading activity, pre questioning is useful to improve students’ comprehension. Whenever teacher decided on questions to be answered by reading, they are activating prior knowledge.. According Jerry G “to increasestudents’ potential comprehension, the teacher can lead a variety of pre reading activities that build background knowledge”.29

By using pre questionings relate to the texts, it will help students in gaining their background knowledge and exploring what they have learn before and combine with the new information they get from the texts. It will help students to comprehend the reading texts.It is line by Taba and others, as cited in Ahuja,suggested that “the teacher’s questions circumscribe determine what points they can explore and what modes of thought they can learn”.30

b. Pre Questioning as an activity to increase student’s interest in reading

By using pre questionings will motivate students to explore more the reading text. It might increase student’s interest to read the text because by using pre questionings, it will guide students to predict what the content of the texts. It will increase students’ curiosity to match their predictions with the facts in the texts. That statement is

28

DeBoer, op. cit., p.31 29

Gebhard, loc. cit. 30

supported by Miles that stated “this will arouse your curiosity and so increase your comprehension.”31

c. Pre Questioning as an activity to focus student attention

Pre questionings tend to focus attention on reading, mainly on the purpose of the activity. It also focuses students on words and the information from the text that be needed for understanding the text. This statement is in line with Richard Allington and Michael Strange that stated “The pre questions may focus learner attention on the information the teacher has decided is important to attaining the goals of the instruction”.32

d. Pre Questioning as an activity to set the purpose of reading

Questions can help readers in getting purpose of reading. By giving pre questioning before reading students are led to decide the purposes in reading, so that they know what they will look for in reading. It is supported by statements from Richard Allington stated that “the use of pre reading question is intended to facilitate purpose setting in learners prior to reading”.33

C. The Relevant Study

The research about pre questionings has done by Ali Fuad Hendra that was “The Effects Pre-questioning on the Reading Comprehension Achievement”.34 This research explained about the effectiveness of application pre questionings for reading comprehension achievement. He conducted the study started on June until July 2011 in MA Manaratul Islam Gandaria Selatan, Cilandak, South of Jakarta. He used pre questionings to teach reading texts. The method used in this study is the method of quasi – experimental. in this research, he wanted to know the effect of using pre questionings in reading comprehension

31

Zintz , op. cit., p.350

32

Allington, op. cit., p.176

33

Ibid., p.195 34

Hendra, Ali Fuad, The Effects Pre-questioning on the Reading Comprehension Achievement, skripsi, (Jakarta: FITK UIN, 2011

achievements. In fact, the result of analysis of interpretation data shows that the use of pre questionings method in teaching reading can effects the students reading comprehension achievement. The effect is students’ reading comprehension score improve.

Second, the research was by Muhammad Bagus Nawawi that was “Using Picture and Guide Questions in Teaching Descriptive Writing (A case study at the Odd Semester of VIII Grade Students at SMPN 111 Jakarta)”.35

This research explained about application of pictures and guide questions in teaching writing of descriptive text. He conducted the study started on August 1st to August 31st, 2011. The method used in this study is a case study. In this research, he wanted to know how far the procedure of using of pictures and guide questions in teaching writing of descriptive text. In fact, the result of analysis of interpretation data shows that the use of pictures and guide questions in teaching writing of descriptive text is significant after they were taught by using pictures and guided questions.

Third, the research was by Suci Fitriani that was “Developing students’ reading Comprehension through Pre Reading activities (A Classrrom Activity in the first grade of Senior High School Al-Falah, Kebayoran Lama, Jakarta”36

This research explained about application of pre reading activity in teaching reading comprehension. He conducted the study started on June 11st to July 31st, 2009. The method used in this study is a classroom action research. In this research, he wanted to know how far the of using of pre reading activity in teaching reading activity. In fact, the result of analysis of interpretation data shows that the use of using of pre reading activity in teaching reading activity is significant after they were taught by using pictures and guided questions.

35

Nawawi, Muhammad Bagus, Using Picture and Guide Questions in Teaching Descriptive Writing, skripsi, (Jakarta: FITK UIN, 2011)

36

Fitriani, Suci, Developing students’ reading Comprehension through Pre Reading activitie, skripsi, (Jakarta: FITK UIN, 2009)

D. Conceptual Framework

Based on the frame of theories, the writer concludes that Pre-questioning is a good technique to be used in teaching reading, especially to improve students’ reading comprehension because pre-questioning technique can build and activate the students’ background knowledge about the text they read it can help the students to predict what will be discussed in the text. So the students will know their purpose in reading and it will help students to comprehend the text.

This chapter presents the objective of the study, the subject and object of the study, time and place, research design, the Classroom Action Research (CAR) procedures technique of collecting data, and technique of the data analysis.

A. The Objective of the Research

The objective of the research is to know the usage of pre questioning in improving students’ reading comprehension at the first grade students of Gita Kirtti Senior High School. The writer did Classroom Action Research (CAR). It is the research that is used to solve a specific classroom or school problem, improve teaching and other educational strategies, or make a decision at a specific level. So, it is expected that by applying pre questioning technique in this research, the students’ reading comprehension will improve.

B. Time and Place of the Research

This research is carried out for 3 (three) months started from April 2013 to June 2013. The place is at first grade of Gita Kirtti Senior High School.

C. Subject and Object of the Research

The subject of the research is the students at first grade students of Gita Kirtti Senior High School. The number of the students consists of 20 students. This school only has one class for first grade. Based on the observation and interview that the writer did, this class has low achievement in reading. That is why the CAR is held because the students need an appropriate strategy to help them in improving their reading comprehension.

The object of this research is using pre questionings to improving students’ reading comprehension.

D. Research Design

Kemmis and Mc Taggart’ design is the CAR procedure used in this research. It consists of two cycles, which in each cycle contains four phases. They are: planning, acting and observing, and reflecting.

Figure 3.1

Kemmis and Mc Taggart’s Action Research Design1 E. The Writer’s Role on the Study

The writer acts as the English teacher and the observer in the research. So that, she makes a lesson plan and pre-test before Classroom Action Research (CAR) and post test after Classroom Action Research (CAR) in each final cycle. Then, the teacher carries out the action based upon the lesson plan that has been made. Furthermore, the writer also collects and interprets data then reports the result of study.

1

F. The CAR Procedures

The Classroom Action Research using Kurt Lewin’s design consists of four phases within one cycle. Those are planning, acting, observing, and reflecting.2 After finishing the first cycle, it will be probably a new problem or the previous unfinished problems. Therefore, it is necessary to continue to the second cycle in line with the same concept of the first cycle. Based on the outcome and experiences in the first cycle, the writer will follow the same phases. Here are the detail explanations about what happens in every phase:

1. Cycle

a. Planning

In this phase, the writer prepares all the needs and requirements for the teaching and learning process in the classroom. The writer makes the lesson plan and prepares all of the things that will be used in reading using pre questionings. In this phase, the writer prepares the reading text and the pre questionings that relate to the text.

b. Acting

The writer as the teacher carries out the planned action in this phase based on the lesson plan that has been made. In implementation the action, the writer act as English teacher who taught reading by giving pre questioning before student read the text. The implementation of the action involved three meeting in each cycle.

2

c. Observing

In observing phase, the writer as the teacher observes the students’ response and achievement during the teaching and learning process. The teacher observes students’ response about the lesson. Teacher observes whether there are any significant improvements of students’ score when they are given pre questioning before they read the text. Sometimes, the writer also asks some students’ opinion about the process of teaching and learning reading by using pre questioning.

When observing, the teacher should notice all of activities in the classroom. It is done in order to get accurate result in the end of the research.

d. Reflecting

In this phase, the teacher reflects the whole action during the acting and observing phase. And it is necessary to have an evaluation before starting the next cycle. If there are still some problems, so it needs to continue to the next cycle. By continuing to the next cycle, it is expected that the unfinished problems yet can be solved and the goals can be reached.

2. Cycle 2 a. Planning

Same as cycle 1, cycle 2 begun from making new lesson plan. It is aimed to change some parts that need to be revised during the implementation of cycle 1. As the planning phase in Cycle 1, the writer also makes preparation of teaching. The writer re-selects the texts and teaching aids to motivate students, so that they will get a better understanding of the texts. Evaluation and post test 2 are prepared to see students’ achievements in the end of this cycle.

b. Acting

In this phase, the writer implements the new lesson plan. As the teacher, the writer reviews schematic structures to the students in order to make them getting better understanding.

c. Observing

The writer observes students’ response and achievement in this phase. Here, the writer tries to see whether students improve their understanding or not and differ their achievements between cycle 1 and cycle 2.

d. Reflecting

Here, the writer analyzes students’ progress based on their test score. The writer also discusses to the teacher about the result of the implementation of the modified action and decides whether the action should be continued or not.

G. Technique of Collecting Data

There are three techniques which used by a researcher in collecting the data, they are: observation, interview, and test.

1. Observation

The writer does the observation directly toward English teaching and learning-process at Gita Kirtti Senior High School in order to gets the description about students' activities and participation in learning process. In reading lesson, the writer observes their reading skill, such as, vocabulary, grammar and their comprehension of a text. This observation is the main technique in collecting the data of teaching preparation, teaching materials and the evaluations as used in the teaching and learning process.

2. Interview

One of the ways to get deep information in the classroom is by interviewing the English teacher and the students. The unstructured and structured interviews are conducted by the writer for this research. The structured interview is conducted by using interview guide and it is conducted before and after implementing the classroom action research. The interview is about the English teaching learning process at Gita Kirtti Senior High School. Primarily, about English teaching learning process, especially in reading Comprehension

3. Test

The test is used to find out the result of students’ achievement in reading comprehension and also to compare the learners’ reading comprehension before and after the treatment, i.e. learning reading comprehension with pre-questioning activities. The test which is done before implementing pre questioning activities is called pre-test. It is to measure students’ reading comprehension at first. Meanwhile, the test which is implemented after using pre questioning is called post-test. In this study, the test is done in form of multiple choices. The test is held on the second action of each cycle.

H. Technique of Data Analysis

The analysis qualitative data used in this study is the observation of students’ activities during teaching learning process. In this case, the writer collects the entire data which have been gained.

In analyzing the quantitative data, the writer gains the average of students’ reading score per action in one cycle. It is used to measure how well students’ performance on reading skill. It uses the formula3:

3

: Mean

: individual score

: number of students

To know the class percentage, the writer uses the formula:4

P : the class percentage

F : total percentage score

N : number of student

I. Validity Data

Validity is the component criteria for evaluating the test or a measure of the test, validity in action research, the writer took Charles Alderson, Caroline Clapham and Dianne wall’s criteria that mention the validity of action research including rational or content, empirical, and construct validity.5 In this study, the writer is only use empirical validity.

Empirical validity depends empirical or statistical evidence as to whether the students’ marks on the test are similar to their marks on other appropriate measures of their ability, such as their score. It means that validity in action research, validity could be seen from the result of the test (post-test). When

4

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p.43

5

Charles Alderson, Caroline Clapham and Dianne wall, Language Test Construction and Evaluation, (Cambridge University Press, 1995), p. 171.

F

P = ── X 100% N

the result of test is cycle two is better than the result of test in cycle one, it means that the test is successful.

J. The Trustworthiness of Study.

To analyze the examiner test items, the writer implements the trustworthiness of the test. There are some phases including:

1. Item Discriminating

The analysis of item discriminating is tests items are to compare the good students and the poor students in terms of how they perform on each item. Item discriminating provides a more detailed analysis of the test items than does item difficulty, because it shows how the top scores and lower scores performed on each item.6

2. Item Facility

Item facility (also called item difficulty, item easiness, or simple IF) is a statistic used to examine the percentage of students who correctly answer a given. To calculate IF, the formula as following:7

IF : Item Facility

N correct : number of students answering correctly N total : total number of students taking the best

6

Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decision, and Direction, (London: Heinle Publisher, 1988), p. 135.

7

James Dean Brown, Testing in Language Programs: A comprehensive Guide to English Language Assessment, (New York: McGraw-HillESL/ELT, 2005), p.66.

K. The Criterion of The Action Success

Classroom Action Research (CAR) is able to be called successful if it can fulfill the criteria which have been determined, and fail if it cannot fulfill the criteria which have been determined. In this study, when there is 70% of students could achieve the target score KKM 60 (seventy) of reading comprehension test from the pre-test until the second post test in cycle two. It means that this research could be called successful. Then the next action would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.

This chapter presents the result of the research. The writer presents the data that have been collected. The data description consists of the data from interview and data from observation ;pre-test; the implementation and the improvement result of teaching reading texts by using pre questionings at first grade students of Gita Kirtti Senior High School; and data analysis, consist of the result of pre-test, post test 1, post test 2, and the result of post interview.

A. Data Description

1. Data from Interview

a. Data from Interview with the Teacher

The interview was conducted by the writer to the English teacher of Gita Kirtti Senior High School. It was held on April 6th 2013. Here, the writer asked the teacher some questions which divided into three categories. The first category was about the general condition in English class primarily on students’ reading achievement and performance. It contains of five questions. The second category was about the difficulties faced by students in reading comprehension ability. It contains of two questions. The last category was about the kinds of strategies implemented by the teacher previously before Classroom Action Research (CAR) in solving the students’ difficulties in reading comprehension and it contains of three questions.

First category discussed about the general condition in English class primarily on students’ reading activities and students’ reading achievement of the test. The teacher said that some students still gain low score in reading activities. Some of the students got the score under the criterion of minimum completeness (KKM) concerning the

school policy. Some students still get 50 or 55 for the score; meanwhile the criterion of minimum completeness (KKM) is 60.

Second category related about the difficulties faced by students in reading comprehension. The teacher said that the students in Gita Kirtti Senior High School still cannot understand the reading text. They cannot answer some questions related about comprehension of reading texts, some students did not understand to convey the meaning of word by word. Students have no enough background knowledge about the text, so that it will difficult for students to understand the content of the texts. Next, the class was also noisy and some students did not keep attention when teacher given the teaching material. That is the difficulty and weakness that the students have in reading.

Third category was about the strategies implemented by the teacher in teaching reading. At the previous strategies, the teacher gave the reading text to the students and asked them to read the text loudly. Next she asked students to translate some unfamiliar vocabularies into Bahasa Indonesia and finally the teacher asked students to answer the questions following the text. This strategy still cannot help students to improve their reading comprehension. It is proved by the low score that some students still have, 50-55, and under the criterion of KKM, that is 60. The teacher suggested the writer to implement technique that can build background knowledge and make students interest in reading text

b. Data from Interview of the Students

Besides having an interview with the teacher, the writer also had an interview with the students. The writer chose 2 of 20 students by random to be interviewed. Here the writer asked to the students several questions about English teaching learning process at Gita

Kirtti Senior High School. The writer asked students about their difficulties in learning English, especially in reading. One of them said that she could identify the characters, understand the material, find the specific information, and answer some questions according the texts. Meanwhile, one of them felt that reading is quite difficult to master. She said that she had little interest to read and she had difficult to identify what the content of the text about. She also did not have enough knowledge in general view of the reading texts, students said that the text is not interesting enough to be read. Because of those reasons, she had difficulties in answering some questions. Besides that, the teacher’s teaching techniques did not make students comprehend the reading text. Consequently, their reading comprehension is low.

2. Data from the Observation

Based on the observation conducted by the writer on April 2013, it was known that in general, during the teaching learning process in the classroom, 80% of the reading activities were done by the teacher. Hence, there was less opportunity for students to be active in the classroom. After teacher gave reading text, the teacher read the text aloud and asked students to follow her. Some students followed her but some students did not. Then, the teacher gave instruction for students to translate the text into Bahasa Indonesia. Next, the students were asked to answer questions related to the texts and find some information.

While the teacher explained the lesson in front of the classroom, the students paid attention, however some of them were busy with their mobile phones and chair mate. Texting, chatting, and any other activities sometimes they did while the teacher explained the lesson.Therefore, when the teacher finished explaining and asked the students the purpose,

content, and any other questions related to the text, they could not answer them.

3. Pre-test

In completing the data, the writer did the pre-test before conducting the Classroom Action Research. It was held on June 5th 2013. There were 20 students of seventh grade followed the test. The test consists of 20 questions in multiple choices. From the pre-test, it was known that students’ mean score was 50.

The data of mean score from pre-test showed that there were 5 students passed the Criterion of Minimum Completeness (KKM). The standard of KKM of the school is 60. There were 15 students did not pass or still below the standard of KKM. From the data, it was known that students’ achievement and comprehension in reading was poor and low.

B. The Implementation of Pre Questioning in Reading Activity 1. Cycle 1

a. Planning

In this phase, the writer made a planning for the action based upon the problems faced by students toward reading comprehension. The writer determined the selected material and exercises into a lesson plan. Then, some texts were chosen as the text to be taught for students. In the lesson plan, there were some kind of pre questioning activity relate the texts that should be answered before the students read the texts.

Beside of making a lesson plan, the writer also prepared the post test 1 to get numeric data, in order to know whether there were students' improvement scores from pretest to post test.

b. Acting

The action of the cycle 1 was begun on June 8th 2013. The writer, as the teacher implemented the teaching learning process based on the lesson plan had been made. In the first meeting, the teacher taught about reading texts and the topics are about daily life and an environment. In the beginning of teaching learning process, the teacher told what the texts is about by doing the pre activity to make the students interested in learning English in the class room, the teacher asked students to tell any information they know about the texts, the things they were not sure of the text, and the things they would like to know about the text. Some students answered that they knew about the texts, they got the information from television, magazine, newspaper and internet and some of students were not sure about the texts and some of them did not answer the questions. Next, the teacher gave worksheet related the texts and asked all of the students to write the answer and the information on a paper. After students answered the worksheet, then the teacher gave opportunity for some students to share orally about any information that they wrote on the paper. Next activity, the teacher gave the students the texts and asked the students to read the text. The teacher asked students to compare the information they wrote with the information they got from the texts. And the students counted how many information matched with the texts. Then, the teacher asked students to give the worksheet back to the teacher. And in the other time and place, the teacher check, edit and figure out how many percents the answers matched

Next second meeting was done on June 10th 2013. Before students read the text, the teacher asked students to work in pairs. First, the teacher gave some small piece of papers consisted ten categories related about past and present tenses. The students who got present form of verb had to find other students who had the past form of the

verb, so they would sit with their partner. Next, teacher gave some questions relate the texts the questions type was yes/no questions. The students should answer before they read the texts and they shared and discussed with their partner. After the students finished their answer, the teacher gave the texts for students and asked students to read. Then the students would have number of ‘facts’ about the text and matched their answer. In the end, the teacher asked them to switch the answers randomly so they would know how many correct answers they had.

The teacher gave feedback before closed the lesson and assigned the students homework about to search texts related with the materials that would be used for the third meeting, the same lesson plan with the same activities have done in this meeting.

c. Observing

In this phase, the writer as the teacher observed the students’ response, participation, achievement and everything which was found during the teaching and learning process. When observing, the teacher noticed all of activities in the classroom. Sometime, the writer also asked some students’ opinion about the teaching reading using pre questioning. It is important as a feedback for teacher after teaching-learning process in the classroom.

It was found that students more active when learning process, it seemed some students had initiative to answers the questions. At the first action of the first cycle, after the teacher asked students to tell all of the things they may know about the text, the students were so excited to answer, it was proven by some students more active to answer. Although, there were some students did not do their task because they relied on the other friends who had a better answer than they had. Some students also asked about the questions they did not

understand and some of them said that they had no idea about the questions.

d. Reflecting

Here, the writer analyzed students’ achievement and progress based on their test score. In this phase, the writer also discussed the result of the implementation of the modified action and decided whether the action should be continued or not. However, regarding the first cycle, the writer felt that her efforts to improve students’ reading comprehension of the text had been developed although not all the targets could not accomplish yet. Beside of that, most of the students could understand the material and some of them could not find the specific information of the text correctly. Some of students had enough background knowledge because they read and watch TV a lot. But some of them still had no idea about the topics.

So that, based on the discussion with the teacher and the results of post test 1, the writer felt that it was necessary to do the cycle 2 because the writer found only little progress which had been achieved by the students. There must be more efforts to develop students’ reading comprehension. This effort was done in the next lesson plan of cycle two.

2. Cycle 2 a. Planning

Just like the planning in cycle 1, planning in cycle 2 begun by making lesson plans. It is aimed to change some parts that need to be revised. The lesson plan which was used still related to the using pre questioning for reading text. But there was a modification in the cycle two; that was the teacher divided students for some group works, reminded the students to read more according to the topics the teacher

gave and asked students to review the information they got from every meeting class and do it on paper.

The writer also made preparation of teaching aids. Evaluation and post-test 2 were prepared to see students’ achievements in the end of this cycle. The new texts were also selected to motivate students.

b. Acting

The acting of cycle 2 was begun on June 17. In this phase, the writer as the teacher implemented new lesson plan. The teacher still used the pre questioning in the learning activity as in cycle 1. The teacher made some groups of students and students sat together making a circle. Then teacher gave some pre questioning and asked students to answer it together. Some students also asked teacher when they could not understand the questions. Next, the students worked together with their friends in a group work. They could do the exercise in extracting specific information and also answer teacher’s pre questions. It was also found that students with low ability got a help from students with high ability during the group work. And students can share and combine their background knowledge to answer pre-questioning together. Those activities were done in group. Finally, the teacher gave the correct answers of the questions based on the material discussed. Before end the class, the teacher reminded the students to read and search many information at home about the topic would be taught for next meeting. The students should print the texts and brought it in the next meeting.

Next second meeting was done on June 19th 2013. The teacher used the same way with first meeting in cycle two. The teacher reviewed and continued the activity had done in the first meeting. Then teacher asked students to compare their home work with others students and discussed and shared it. After students finished discuss,

the teacher gave pre questionings related the text that students should answer. Then, the teacher gave students the text and check their pre questioning’ answer. In the end the students would know their score.

c. Observing

In the second cycle, generally the class condition in learning process was better than the previous cycle. They did the reading activities in group work. The writer as the teacher just acted as the facilitator and helped students whenever they needed a help. The students were more active to ask about the material that time before the class began.

Students also showed their progress in reading activities. It could be seen from the students who understood the materials, found some information of the texts, and answered the questions. 20 of 22 students could answer some questions correctly. Students’ reading test result was also improved, about 80-90 which is above the criterion of KKM that is 60. They also excited and interested to read the text. Their background knowledge also builds by answer and discuss about pre questionings. They learned the text and discussed about their prediction the content of the text about and find some information of the texts together with their friends in the group work. As the result, students’ reading comprehension of the text and specific information was better than in the previous cycle.

d. Reflecting

The reflection of Classroom Action Research (CAR) was carried out after getting the score result of reading test. In this phase, the writer satisfied with her efforts to improve students’ reading comprehension of text had been achieved. Students could find and answer the questions easily. It was proved by the students’ test result

which was higher and better than the previous test. The students were also much more interested and active in the learning process.

According to the result of the evaluation, it could be assumed that the implementation of Classroom Action Research in improving students’ reading comprehension by using pre-questionings was appropriate with the planning that had been made.

C. The Results of Teaching Reading by Using Pre Questioning

The interview before and after Classroom Action Research (CAR) are used to analyze qualitative data. In this case, the writer collects the entire data which have been gained. On the other side, to analyze the numerical data, first the writer measures the average or mean of students’ reading score per action within one cycle. It is used to know how the students’ reading skills are improved.

To compare the test result between pretest and posttest of each cycle, the writer uses some steps. Those are calculating the students mean score of the test, calculating the class percentage, and calculating the students’ improvement score from pretest to posttest 1 and 2 into percentage.

STUDENTS’

NUMBER PRETEST

CYCLE 1 CYCLE 2

POSTTEST POSTTEST

1 30 40 55

2 50 55 75*

3 65* 70* 80*

4 40 55 65*

5 70* 80* 95*

6 60* 75* 90*

7 70* 80* 90*

8 60* 75* 80*

0 40 55 65*

10 30 55 55

11 55 60* 70*

12 45 50 70*

13 45 55 60*

14 55 60* 65*

15 50 60* 70*

16 50 50 65*

17 40 50 55

18 55 60* 75*

19 50 65* 65*

20 55 70* 75*

Mean:

50 60.3571 70.75

*students who passed KKM (60)

Figure 4.1

D. Data Analysis

In analyzing the data of pretest, the first step is to get the mean score of the class. It is calculated as following

∑ Pre-test = 1015

∑

50

From that calculation, the mean score of the class in pretest is 50. It means that the students’ reading mean score before using texts mapping or students’ pre-test score average before implementing Classroom Action Research (CAR).

The second step is to know the percentage of students’ score who passed the KKM (60). It is calculated by using as follows:

P = × 100%

P =

× 100%

P = 25%

From that computation, the students’ score percentage in the pretest is 25%. It means that there are 5 students who pass the KKM and there are 15 students are still below the KKM.

Next in the cycle 1 of Classroom Action Research (CAR), the writer calculates the result of posttest 1 to know the students’ score improvement from the pretest to posttest 1 result. There are three steps to get this

improvement. Those are calculating the students’ mean score of post-test, get the percentage of students’ improvement score from pretest to posttest 1, and calculate the percentage of students who pass the KKM.

The first step is to calculate the mean score of posttest 1. The calculation as following:

∑ Post-test = 1220

∑

60.35

From that calculation, the students’ mean score of posttest in cycle 1 is 60.35. It proves that there are some improvements from the pretest mean score. It could be seen from the pretest mean score is 50 to the mean score of posttest 1 is 60.35. It improves 10.35 (60.35 - 50).

The second step is to get the percentage of students’ improvement score from pretest to posttest 1. The writer computes by using as follows:

P = × 100%

P =

× 100%

P =

× 100%

Based on that computation, the percentage of the students’ improvement score from pretest to posttest 1 is 20.71%. It shows that the score in the cycle 1 has improved 20.71% from the pretest score.

The third step is to know the percentage of students who pass the KKM. The calculation by using as follow:

P = × 100%

P =

× 100%

P = 55%

From that calculation, the class percentage which passes the KKM is 55%. It means that in the cycle 1 of Classroom Action Research (CAR), there are 11 students who passed the KKM and there are 9 students whose score are below the KKM. The students’ improvement from pre-test to post-test which passes the KKM is 20% (55% - 25%).

Furthermore, in the cycle 2 of Classroom Action Research (CAR) the writer also calculates the result of posttest 2 to know further the score improvement either from the result of pretest or posttest 1. There are three steps to know this improvement. Those are to calculate the mean score of the class, to calculate the percentage of the students’ improvement score, and to calculate the class percentage which pass the KKM (60).

Firstly is to calculate the mean score of the class in posttest 2. The calculation using as follows:

∑ Post-test 2 = 1415

70.75

From that calculation, the mean score of posttest 2 is 70.75. The second step is to know the calculation of the percentage of students’ improvement score. Here, the writer computes by using the formula:

P = × 100%

P =

× 100%

P =

× 100%

P = 41.5%

Based on that computation, it could be seen that the posttest 2 improves 41.5% from the pre test.

The last step is the writer tries to get the class percentage whose score pass the KKM. It uses the calculation as following:

P = × 100%

P =

× 100%

P = 82.8%

From that calculation, the class percentage is 82.8%. It means that in the cycle 2 there are 17 students who pass the KKM and there are only 3 students are below the KKM. The class percentage of posttest 2 obviously shows some improvements from the previous test.

E. Data Interpretation

1. The Result of Pre-test, Post-test 1, and Post-test 2

As a whole, the interpretation of the data results among the pretest, the posttest of cycle 1 and the posttest of cycle 2 are as following:

In the pretest, the mean score of students on reading test before carrying out Classroom Action Research (CAR) is 50. It is the students’ reading score before they use pre questionings. Meanwhile, the class percentage which passes the KKM is 25%. It means that that there are only 5 students who are able to pass the KKM (60) and there are 15 students are out of the target.

Furthermore, the mean score in the posttest of cycle 1 is 60.35. It means that there are some students’ score improvement from the previous test (pretest). Meanwhile, the class percentage which passes the KKM in posttest 1 is 55%. It shows there are 11 students who pass the KKM and there are 9 students whose score still under KKM. Therefore, it is still needed more improvement.

Next, the mean score in the posttest of second cycle is 70.75. It shows the students’ improvement score 10.40 (70.75 – 60.35) from the posttest 1 (60.35) .Meanwhile, the class percentage which passes the KKM is 82.8%. It means there are 17 students whose score pass the KKM and there are 3 students are under the target of KKM.

Because above 75% students passed the KKM and fulfilled the target of CAR, therefore, automatically, it can be said that the Classroom Action Research (CAR) is succeeded and the cycle is stopped.

2. The Result of Post Interview

Besides getting the data that has been obtained from posttest, the writer also obtained the data from the post interview. After implementing pre questionings, the writer carried out the interview with the teacher and

the students. It was conducted on June 15rd 2013 after accomplishing cycle 2. The writer discussed with the teacher about CAR that had been accomplished.

From the two cycle analysis, the teacher and the writer conclude that there were improvements on students’ achievement. The students improved their reading comprehension the text. It was proved when students could answer the questions given. The students’ reading scores were also improved. The students were also interested in the teaching learning process by pre questioning, because they could gain their background knowledge. And from the teacher, the teacher said that she was satisfied using pre questioning, because pre questioning helped her in teaching learning process in the classroom. She said that she was motivated and also wanted to implement pre questioning in the teaching learning process.

Rencana Pelaksanaan Pembelajaran Mata Pelajaran : Bahasa Inggris

Kelas / semester : X / 2 Pertemuan ke : 1

Alokasi waktu : 2 x 40 menit

Standar Kompetensi

11.Memahami makna teks dalam esei pendek sederhana berbentuk deskriptif dan report untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar

11.1 Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk deskriptif dan report dengan ucapan, tekanan, dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar.

11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancer dan berterima yang berkaitan dengan lingkungan sekitar.

Indikator

1. Siswa mampu mengidentifikasi tokoh, setting, problem dan solusi dalam sebuah teks

2. Siswa mampu menjawab pertanyaan yang berkaitan dengan teks 3. Siswa mampu membaca nyaring.

1. Jenis teks : Teks Fungsional Pendek berbentuk Deskriptif 2. Materi Pokok

3. Metode pembelajaran / teknik : Group and Individual 4. Langkah-Langkah kegiatan

a. Kegiatan Awal (10’)

 Guru mengucapkan salam  Guru mengabsen siswa  Guru menanyakan PR b. Kegiatan Inti (60’)

 Guru membagi siswa ke dalam grup yang berisikan 4 orang

 Guru memberikan worksheet yang berisikan tentang pertanyaan yang berhubungan dengan teks

 Guru memberikan waktu kepada siswa untuk menjawab

 Guru meminta siswa untuk berdiskusi dalam grup tentang jawaban mereka

 Guru memberikan kesempatan kepada perwakilan grup untuk menjawab pertanyaan

 Guru memberikan teks kepada siswa

 Guru menunjuk siswa untuk membaca teks nyaring secara bergantian

 Guru meminta siswa untuk membandingkan jawaban worksheet mereka dengan fakta yang mereka dapat dari teks.

 Guru meminta siswa untuk menghitung jumlah jawaban yang cocok dengan teks

 Guru meminta siswa untuk memngumpulkan lembar worksheet di meja guru.

c. Kegiatan Akhir (10’)

 Guru menanyakan kesulitan yang mereka hadapi saat kegiatan belajar mengajar tadi

 Guru mengingatkan siswa untuk banyak membaca dan mencari banyak informasi tentang topic selanjutnya dan siswa harus membawa PR mereka di pertemuan selanjutnya

5. Sumber / Bahan / Alat

 Buku Bahas Inggris SMA kelas X  Whiteboard

 Reading texts  Spidol 6. Penilaian

Teknis : Performance Assessment (responding) Hasil :berdasarkan worksheet yang diberikan guru

Mengetahui, Guru Mata Pelajaran Guru Praktikan

Rencana Pelaksanaan Pembelajaran Mata Pelajaran : Bahasa Inggris

Kelas / semester : X / 2 Pertemuan ke : 1

Alokasi waktu : 2 x 40 menit

Standar Kompetensi

11.Memahami makna teks dalam esei pendek sederhana berbentuk deskriptif dan report untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar

11.1 Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk deskriptif dan report dengan ucapan, tekanan, dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar.

11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancer dan berterima yang berkaitan dengan lingkungan sekitar.

Indikator

1. Siswa mampu mengidentifikasi tokoh, setting, problem dan solusi dalam sebuah teks

2. Siswa mampu menjawab pertanyaan yang berkaitan dengan teks 3. Siswa mampu membaca nyaring.

1. Jenis teks : Teks Fungsional Pendek berbentuk Deskriptif 2. Materi Pokok

3. Metode pembelajaran / teknik : Group and Individual 4. Langkah-Langkah kegiatan

a. Kegiatan Awal (10’)

 Guru mengucapkan salam  Guru mengabsen siswa  Guru menanyakan PR siswa b. Kegiatan Inti (60’)

 Guru membagi siswa ke dalam 5 grup besar

 Guru meminta siswa untuk mengeluarkan PR mereka

 Guru meminta siswa untuk saling bertukar teks dan membacaya  Guru memberikan waktu kepada siswa untuk berdiskusi tentang

topic tersebut

 Guru meminta siswa mengumpulkan PR mereka

 Guru memberikan worksheet yang berisi tentang pre questioning yang berkaitan dengan teks yang nanti akan dibagikan

 Guru memberikan waktu kepada siswa untuk menjawab secara individu

 Guru memberikan teks kepada siswa

 Guru meminta siswa untuk bertukar lembar worksheet

 Guru meminta siswa untuk membandingkan jawaban worksheet mereka dengan fakta yang mereka dapat dari teks.

 Guru meminta siswa untuk menghitung jumlah jawaban yang cocok dengan teks

 Guru meminta siswa untuk memngumpulkan lembar worksheet di meja guru.

c. Kegiatan Akhir (10’)

 Guru menanyakan kesulitan yang mereka hadapi saat kegiatan belajar mengajar tadi

5. Sumber / Bahan / Alat

 Buku Bahas Inggris SMA kelas X  Whiteboard

 Reading texts  Spidol 6. Penilaian

Teknis : Performance Assessment (responding) Hasil :berdasarkan worksheet yang diberikan guru

Mengetahui, Guru Mata Pelajaran Guru Praktikan