COMPARATIVE STUDY OF READING COMPREHENSION ACHIEVEMENT BETWEEN PRE-QUESTIONING AND WITHOUT
PRE-QUESTIONING AT THE SECOND GRADER OF SMPN 1 KOTABUMI
by
Suzanorita
This research deals with a comparative study of reading comprehension achievement between pre-questioning and without pre-questioning at the second grader of SMPN 1 Kotabumi. The purpose of pre-questioning activities is to motivate the students to read the text and prepare them to be able to read it.
The research was conducted to the second grader of SMPN 1 Kotabumi. The writer took two classes as the samples based on cluster sampling. The design of the research was quantitative research, that is a systematic scientific investigation involving analysis of data collection in the form of numbers and statistics using control group pre-test post-test design. The data was gained by administering a set of pre-test and post-test to both classes. The data was analyzed by using Statistical Package for Social Sciences (SPSS) version 15.0. The hypotheses were tested by using Independent Group T-test.
The test result showed that the mean of post-test in experimental class 1 was 68.63 and the mean of post-test in experimental class 2 was 64.71. Probability level (p) was 0.021. It was lower than 0.05. Here, H0 is accepted if significant value exceeds level of significance at 0.05, meanwhile, H0is rejected if significant value does not exceed level of significance at 0.05. Because the null hypothesis (H0) was proved p < 0.05, it meant that H0was rejected and H1was accepted. In other words, there is a significant difference between questioning and without questioning on the reading comprehension achievement. Besides that, pre-questioning activities was more effective strategy than without pre-pre-questioning. It was proved by the number of students who got scores higher than KKM. There was 65.71% of the whole students in experimental class 1and 48.57% students in
experimental class 2 who exceed the KKM.
The writer is thankful to the almighty God and the all merciful Lord, Allah SWT
for giving love and healt in finishing this script. This script has been written in a
partial fulfillment of the requirements for S1 degree of English Departmet of
Teacher Training and Education Faculty, University of Lampung.
It is necessary to be known that this script would never have come into existence without any supports, encouragement, and assistance from several outstanding
people and institutions. Therefore, in this gorgeous juncture, the writer would like
to adress her respect and gratitude to Prof. Dr. Cucu Sutarsyah, M.A., who
advised, assisted and endlessly encouraged the writer during the completion of the
script. To her second advisor Dra. Hartati Hasan, M.Hum., who gave suggestions
in perfecting this script. To her examiner Dr. Muhammad Sukirlan, M.A., who has
nicely given brilliant comments and ideas. The writer also extend her thankfulness to Feni Munifatullah, S.S., M.Hum., and Dra. Flora Nainggolan M.Pd., as the
previous advisor and examiner who has been so benovelent in giving
advice and guidance. Her sincere also goes to all lecturers in S1 English
Department, who has taught the writer.
A highly regard would also be addressed to Nizar, S.Pd., as the headmaster of
And to all students of SMPN 1 Kotabumi, especially class VIII A, VIII B and VIII
C for being so cooperative during the research.
Most important, the special words of indebtedness should go to Nur Hefnitati, S.Pd., who always motivated the writer in finishing this script. All comrades in
arms: FPPI FKIP 2005/2006 and 2006/2007 period, Elder Members of Solid
Team 2007/2008.
Finally, the writer wishes that this script will be useful for the readers.
Bandar Lampung, February 2012 The writer,
1.1. Background of the Problem
Reading is one of the important skills that should be mastered by the learners. By
reading, the students are able to access much information which might have
otherwise been unavailable, especially English textbook. Reading is a key of
knowledge. Reading is also something crucial and indispensable for the learners because the success of their study depends on the greater part of their ability to
read. If their reading skill is poor, they are very likely to fail in their study or at
least they will have difficulty in making progress. On the other hand, if they have
a good ability in reading, they will have a better chance to succed in their study.
Rivers (1981:147) stated that reading is the most important activity in any
language class, not only as a source of information and a pleasurable activity, but
rashen (1981)
confirmed that those who read more, have longer vocabularies, do better on test of
grammar, and write better.
Reading is a core of knowledge. By reading, the reader takes the advantage of the
interaction between writer and reader mediated through the text. Dallman
(1982:23) said that reading is more than knowing what each letter of alphabet
stands for, reading involves more than word recognition; that comprehension is an
essential of reading; that without comprehension no reading takes place. In other word, to comprehend the text the readers should be able to manage every part of
the text because it is easy to gain the comprehension in reading when the readers
are able to organize the text.
Besides that, the readers need the necessary schemata in order to comprehend
what they read. Schema (plural schemata) is a hypothetical mental structure for
representing generic concepts stored in memory. It is a sort of framework, or plan, or script. Schemata are created through experience with people, objects, and
events in the world. When people encounter something repeatedly, such as final
examination, they begin to generalize across their final examination experiences
to develop an abstracted, generic set of expectations about what they will
encounter in the final examination. This is useful, because if the teacher tells the
students a story about final examination, the students do not have to provide all of
the details about being seated, preparing the stationery, doing it individually, and so on. Because, their schema for the final examination experience can fill in these
missing details.
On the other hand, the students have to become aware of the purpose or goal for
reading a certain piece of written material. However, reading is an activity with a
purpose. The students have to know for what purpose of their reading or what
they want to know afte
enjoyment, or to gain information, or to enhance knowledge of the language being
r example; the students who read poetry
for enjoyment needs to recognize the words the poet uses and the ways they are
put together, but do not need to identify main idea and supporting details.
areness of their reading
purpose at the second grader of SMPN 1 Kotabumi. Based on the researcher
pre-research, it was found out that the students felt bored during the teaching
learning process. They had problems with understanding both words and
sentences of the paragraph. And they could not reach satisfactory interpretation of
the reading passage. In the teaching learning activity, the teacher (English teacher of SMPN 1 Kotabumi) modeled first in reading the passage, then the teacher
asked some students randomly to read the passage fluently. Next, the teacher
asked all students to read the whole text and to answer the questions on the
textbook in complete sentences. The teacher did not define unfamiliar words to
the students. So, the students themselves used the dictionary to find the meaning
of the words.
Because of that, in helping students to achieve comprehension, the researcher
tried to apply the pre-questioning. Pre-questioning is built right into the basal
reading series, where the teacher is told to present certain questions before a
reading selection in order to guide the students in their search for meaning from
text. Pre-questioning is considered to be a strategy for teaching and improving
reading comprehension. Theoretically, pre-questioning itself can build the
Based on the explanation above, the writer was interested in finding out the
difference between pre-questioning and without pre-questioning on the
reading comprehension.
1.2. The Formulation of the Problem
This research tried to investigate two problems. Those ploblems are formulated in
the following research questions:
1. Is there any significant difference between questioning and without
pre-questioning on the reading comprehension of the second grade of SMPN 1
Kotabumi?
2. Is teaching reading comprehension with pre-questioning more effective than
without pre-questioning?
1.3. The Objectives
The objectives of this research as follows:
1. To investigate whether there is a significant difference between
pre-questioning and without pre-pre-questioning on the reading comprehension. 2. To know which one of pre-questioning and without pre-questioning is more
effective applied in teaching reading comprehension at junior high school.
1.4. The Uses
The Uses of the research are, as follows:
1. Theoritically, this research is intended to find out whether the result of the
2. Practically, the result of the research hopefully will give information to the
English teachers that treatment of pre-questioning can help the students to
comprehend the reading text.
1.5. The Scope of the Research
This research was conducted through a quantitative research, which is a
systematic scientific investigation involving analysis of data collection in the form
of numbers and statistic. The source of the data was conducted to the second
grader of SMPN 1 Kotabumi. The researcher chose two classes consisting
experimental class 1 and experimental class 2, where those two classes were in the
same stratum. The reading texts were taken from the English Textbook for Junior High School based on School Based Curriculum Development. Besides, the
researcher also searched and added the materials from network or other sources.
According to the curriculum, the second year students of junior high school at the
second semester have to be able to comprehend short text in form of narrative. So,
the researcher chose narrative text as the focus. This research was planned for
about two weeks.
1.6. Definition of Key Terms
The definition of key terms as follows:
2. Reading comprehension is a process of interaction between the reader with the
text and the reader relates the idea from the text to prior experiences and their
knowledge. In other words, comprehension is a process by which the reader
constructs meaning by interacting with the text.
3. Pre-questioning is considered to be a strategy for teaching consisting of some
questions before the students read the whole text in order to build the reading
schemata and background knowledge of the students. Moreover, it can build
cognitive aspect to predict what will be faced by them in the next
whole text.
4. Narrative text is to amuse, to entertain and to deal with an actual or vicarious
2.1. Reading
There are four skills of English which should be mastered by the learners, i.e.
reading, speaking, listening and writing. It cannot be denied that reading is one of
the most important. According to Nunan (1989:17), reading is a process of
decoding written symbols, working from smaller units (individual letters) to
Reading is a selective process. It involves partial use of available minimal
language cues select
expectation. As this partial information is processed, tentative decisions are made
to be confirmed, rejected or defined as reading progresses (Goodman, 1970:260)
Yorkey (1982:100) also confirmed that reading is not only a visual activity. It is
more than simply running your eyes accumulating information as each words,
phrase, and sentences is progressively recognized. Reading is also an active
process of predicting what is likely to come next. Our brain processes the visual
information from our eyes, rapidly forming and revising hypotheses about the
form and content of what you are reading.
passage, looking for a specific information; skimming by which a reader
concentrating on specific information; extensive reading by which a reader is
doing a rapid reading for main ideas of a large amount of text; and intensive
reading by which a reader is reading for complete understanding of an entire text.
Further, Brown (2001:308) defined scanning as a quickly searching for some
particular pieces of information in a text. By scanning, the reader lets eyes wonder
over the text until finding the information which is needed. Meanwhile, skimming
is saying without a lot
of detail (Kustaryo, 1988:5). There are two purposes of skimming that is to locate
a specific word, fact, or idea quickly, and to get a rapid general impression of the material. In the simple word, skimming is used to understand the "gist" or main
idea of a passage.
Besides that, Murcia (1978:150) also added about the two of reading skills that is
intensive reading and extensive reading. Murcia stated that intensive reading
refers to the kind of work done in the reading class, for example studying for
exam. Intensive reading consist of short selection which can be read and discussed in one class period. Intensive reading is used on shorter texts in order to extract
specific information. It includes very close accurate reading for detail. On the
other hand, extensive reading is reading activity outside the class to add the
Extensive reading is used to obtain a general understanding
of a subject and includes reading longer texts for pleasure
Based on the explanation above, the writer concludes that reading is a process of
of decoding symbols where the written word is received by the retina, processed
by the primary visual cortex, and interpreted in human brain.
2.2. Reading Comprehension
It is necessary for the students of Junior High School to have sufficient reading
comprehension. Cooper (1986:11) stated that comprehension is a process in which
the reader may construct meaning by interacting with the text. In reading
comprehension, a reader should have knowledge about understanding the reading
passage.
According to Singer (1985) reading comprehension has been defined as an interpretation of written symbols, the apprehending of meaning, the assimilation
of ideas presented by the written, and the process of thinking while deciphering
symbols.
Rubin (1993:194) stated that reading comprehension is a complex intellectual
process involving a number of abilities. The two major abilities involve word
meanings and verbal reasoning. Without word meanings and verbal reasoning, there could be no reading comprehension; without reading comprehension; there
would be no reading.
Simanjuntak (1984:4) added that the first point about reading process is reading
comprehension. Comprehension is a process in which readers use their formal
schemata (rhetorical structure of language knowledge) and content schemata
interactive process involving three factors: the reader, the text, and the context in
which the text reads.
In reading process, reader utilizes vision, perception, comprehension, and reaction
(Brown, 1982:6). As cited by Brown, vision is the ability to see the print with sufficient clarity to be able to read; perception is the ability to construct meaning
from the information received through the visual sense; comprehension is the
message from the printed text; and reaction is the emotional touch.
Kustaryo (1998:12) categorized comprehension into three level, they are literal
comprehension level, interpretative comprehension level, and critical comprehension level. The explanations are as follows:
1. Literal Comprehension Level
Literal comprehension level is level of understanding the ideas and information
explicitly stated in the passage. In this level, the abilities needed by the readers
are: (1) knowledge of word meanings, (2) recall of the details directly stated or
paraphrased in own words, (3) understanding of grammatical clues subject, pronouns, verb, conjunction, and so forth. Finally, the readers are required to
recall the main idea explicitly stated and knowledge of the sequence of
information presented in the passage
2. Interpretative Comprehension Level
receive when they go beneath the surface to sense relationship, put the facts
and ideas together, draw conclusions, and make generalization and also detect
the mood of the materials. The abilities needed by readers are: (1) reason with
infer factual information, main idea, comparison, cause effect relationship that
not explicitly atated in the passage, (3) summarization of the story content.
3. Critical Comprehension Level
Critical comprehension level is level of analyzing and personally reacting to
information presented in the passage. Critical reading contains an inquiring
mind with active, creative looking for false statements automatically when the reader reads the text. In this category, readers need abilities, such as: (1)
personally reacting to information in a passage indicating meaning to the
reader and (2) analyzing the quality of written symbol of information in the
terms of some standards. In other words, readers must be able to differentiate
the text, whether it is important or meaningful for them or not and whether it is
fact or just opinion.
After all, it comes to the conclusion that reading comprehension is a complex
construction process in which reading comprehension ability is needed. Actually,
the researcher tries to cover all those level.
2.3. Schema Theory
emotion, experience, and culture that is schemata (plural) to the printed word.
(Brown, 2001: 299).
Schema is a hypothetical mental structure for representing generic concepts stored
in memory. Schemata are created through experience with people, objects, and events in the world. Schemata can be seen as the organized background
knowledge, which leads the readers to expect or predict aspects in their
interpretation of printed.
Cook (1989:69) stated that the mind stimulated by key words or phrases in the
text or by the context activates a knowledge schema. The readers are not
necessarily dealing with conscious processes, but rather with automatic cognitive responses given to external stimuli. This few clarifies that schemata are activated
in one of two ways that is new information from the outside world can be
cognitively received and related to already known information stored in memory
through retrieval or remembering. In this case, new concepts are assimilated into
existing schemata which can be altered or expanded; and new information can be
represented by new mental structures. In this case, in absence of already existing schemata, new knowledge builds up new schemata.
There are two categories of schemata, that is content schemata and formal
schemata. Content schemata includes what we know about people, the world,
culture, and the universe, and formal schemata consists of our knowledge about
discourse structure.
pre-background of knowledge. Schemata help students to relate new information to
prior knowledge; to determine the importance of information in the reading; to
make inferences, and to remember information. Schema is like the filling cabinet
of the mind. Within the schemata filling cabinet, there are files. The number of files and the thickness of the files depend upon the knowledge or experiences of
the reader. Enriching schemata requires the students to add files, contribute
information to these files, and to contribute information to existing files.
Schemata must be built and activated throughout the reading process.
2.4.
Achievement
In this research, the writer focused on the internal factor of the students. The
internal factor means the factor which comes from the reader himself. It is usually
known as personal factor because the factor has existed inside the reader. This
factor deals with self-motivation and interest.
2.4.1. Motivation
Motivation plays an important role in comprehending the text. The students will
be motivated to read when they feel that they need something from the text.
Brown (2001:75) divided the motivation theory into two kinds, they are: intrinsic
and extrinsic motivation. He further defined intrinsic motivation, as follows:
In other words, intrinsic motivation is usually defined as motivation which is
guided by an interest in the task itself in which one is engaged, whereas extrinsic
motivation is said to be guided by external stimuli, such as offer of a reward,
threat of punishment, a good grade, and so on.
2.4.2. Interest
Interest is being one of the important factors in order to increase
comprehension achievement in reading. If the reader has interest to read, it means
that he or she will get a good achievement. On the other side, if the reader has no
any interest to read, it can influence his or her achievement.
In line with the explanation of motivation and interest above, in this study the
writer interested to use pre- ion and
interest, and also want to see the effect of using pre-questioning in relationship
ehension achievements. Because, it is impossible
for the student to understand the text if he or she has no interest and motivation to
read. So, it can be concluded that the good interest and motivation result the good achievement of the students.
2.5. Concept of Pre-questioning
Brown (2001) defined pre-questioning implicitly as some questions which are
provided before the students read the whole text in order to build the stude
interest and motivation, their cognitive factors. Pre-questioning is very useful to
According to Harmer (1985:153), there are four functions of pre-questioning, i.e.
(1) to confirm expectations, (2) to extract specific information, (3) to obtain
general comprehension, (4) to gain detail comprehension. The explanations are as
follows:
1. To confirm expectations
The use of pre-questioning as a tool for placing great emphasis on the lead-in
stage (where students are encouraged to become interested in the subject
matter of the text), encourages students to predict the content of the text, and
gives them an interesting and motivating purpose for reading.
2. To extract specific information
Pre-questioning is as a tool to force the students to extract specific
information from the text. They are going to answer before reading the text.
If they do this it will be possible for them to read in the required way, they
should seen the text only to extract the information the questions demand.
3. To obtain general comprehension
In this case
pre-4. To gain detailed comprehension
This kind of pre-questioning intends to give the students some detailed
information that should be found by them in the whole of the text.
Based on the explanation above, it can be concluded that the purpose of the
knowledge. Thus, the students can predict easily what will be discussed on the
text, after they read and answer the prequestions.
2.6. Types of Reading Text
According to school based curriculum for junior high school, there are five types
of text that must be learnt by the students, as follows:
1. Narrative : it is to amuse, to entertain and to deal with actual or vicarious
experience in different ways. Narratives deal with problematic events which
lead to crisis or turning point of some kind, which in turn finds a resolution.
The generic structure of the text is orientation (sets the scene and introduces
the participants), evaluation (a stepping back to evaluate the plight), complication (a crisis arises), resolution (the crisis is resolved, for better or
for worse), re-orientation (optional).
2. Procedure : it is to describe how something is accomplished through a
sequence of actions or steps. The generic structure of the procedure text is
goal, materials (not required for all procedural texts), steps oriented to
achieving the goal.
3. Description : it is to describe a particular person, place or thing. The generic
structure of the descriptive text is identification (identifies phenomenon to be
described, and description (describes parts, qualities, characteristics).
4. Recount : to retell events for the purpose of informing or entertain. The
generic structure of the text is orientation (provides the setting and introduces
the participants), events (tell what happened, in what sequence),
5. Report : to describe the way things are , with a reference to a range of natural,
man-made and social phenomena in our environment. The generic structure
of text is general classification (tells what the phenomenon under discussion
is), description (tells what the phenomenon under discussion is like in terms of parts, qualities, habits or behaviors, if living; uses, if non natural)
Concerning the types of reading text above, the researcher chose narrative text as
the focus of the research. Because, based on the curriculum, the students of the
second year of junior high school at the second semester have to be able to
comprehend short text in form of narrative.
2.7. The Procedure of Reading Teaching With Pre-Questioning
The procedure of teaching reading with pre-questioning is as follows:
Pre Activities
The teacher
1. Greets the students
2. C
3. Asks the students to make some groups
While Activities
1. Shows the picture to the students
2. Encourages the students to predict what the author will discuss next in the
text. The leading question can be:
From the picture, can you predict the topic of the text?
3. Asks the students to write their prediction
4. Checks their predictions to see whether it makes sense or not
5. Writes some of the difficult words to the students on the board
6. Asks the students to predict the meaning of words (if the words are not
adequately defined, it is defined through class discussion)
7. Gives a one-sentence oral summary about the content of the text, such as: this
text contains a story about a son who felt in love with his own mother
8. Asks the students to formulate some questions that they thought the passage
might answer, for example, what questions do you have that you think the story might answer?
(can be: main idea, supporting details, reference, vocabulary, and inferential
questions)
9. Asks the students to write their questions
10. Delivers the reading passage
11. Asks the students to read the text
12. Asks several questions to check their comprehension
Post Activities
The teacher
1. Asks the students to discuss whether they have some difficulties on lesson or
not
2.8. The Procedure of Reading Teaching Without Pre-Questioning
The procedure of teaching reading without pre-questioning is as follows:
Pre Activities The teacher
1. Greets the students
2. C
3. Distributes the text
While Activities
The teacher
1. Asks the students to listen the text carefully
2. Reads the text carefully and fluently twice or more
3. Asks the students randomly to read the text fluently
4. Explains the content of the text clearly
5. Gives the students a chance to ask questions or ask difficult words of the text
6. Gives the multiple choice questions to the students to know their comprehension
7. Asks the students to submit and deliver the result of the test to others
randomly after finishing it
8. Chooses some students to answer the questions in turn
9. Asks the others when the answer is wrong
10. Clarify the difficult questions
Post Activities
1. Asks the students to discuss whether they have some difficulties on lesson or
not
2. Closes the meeting
2.9. Theoritical Assumption
Considering the discussion of the literature review, the writer would like to know
whether
pre-achievement. The researcher believes that reading is the most important skill that
should be mastered by the students. So the student needs comprehension, because
without comprehension no reading takes place.
The researcher tried to use pre-questioning as a strategy in reading teaching to
ievement. The researcher assumed that
pre-questioning can help the students to comprehend the reading text.
2.10. The Hypotheses
Based on the theories and the theoritical assumption, the researcher formulated the
hypotheses as follows:
H0 : There is no significant difference between pre-questioning and
without pre-questioning on the reading comprehension achievement
H1 : There is significant difference between pre-questioning and without
pre-questioning on the reading comprehension achievement
H0 : Teaching reading comprehension with pre-questioning is not more
effective than without pre-questioning
3.1. Research Design
In this research, the writer used the experimental design to prove the hypotheses.
The writer took two classes. These two classes were randomly assigned into
experimental class 1 and experimental class 2. The experimental class 1 received
treatment with pre-questioning, while the experimental class 2 was taught without pre-questioning. Those two groups were given a pre-test and a post-test. Here, the
pre-test
and experimental class 2 before the treatment was delivered to both classes and to
make sure whether they have the same ability or not. At the end of the research,
two groups were given the post-test after the treatment in order to find out the
significant improvement in both groups. And to know whether or not there is a significant difference between two groups. The design of the research is as
follows:
G1 (random) : T1 X1 T2
G2 (random) : T1 X2 T2
Notes:
G1 : The experimental class 1 where pre-questioning is applied
T1 : Pre test
T2 : Post test
X1 : The treatment of pre-questioning
X2 : The treatment without using pre-questioning
(Hatch and Farhady, 1982:22)
3.2. The Variables
Hatch and Farhady (1982:12) defined a variable as an attribute of a person or of
an object which varies from person to person or from object to object. Besides, in
order to assess the influence of the treatment in research, variables can be defined as independent and dependent variables. According to Hatch and Farhady
(1982:15), the independent variable is the major variable that a researcher hopes
to investigate, and the dependent variable is the variable that the researcher
observes and measures to determine the effect of the independent variable. In this
research, the independent variable was known as the treatment variable. And the
writer proposed three variables in this research, as follows:
1. Reading comprehension as dependent variable (Y) 2. Pre-questioning activity as independent variable 1 (X1)
3. Without pre-questioning activity as independent variable 2 (X2)
3.3. Population and Sample
A population can be defined as the whole subjects of a research. And the
population of this research was the second grade of SMPN 1 Kotabumi enrolled in
to choose the sample of this research. The sample itself is the representative of the
examined population. Further, sample should be chosen with a certain technique
in order to get a sample that describes the real population.
Since a research needs a technique to get the sample, Setiyadi (2006:38) exposed two models of sampling procedure in a quantitative research, they are probability
sampling and non-probability sampling. Further, Setiyadi (2006:42) stated that a
kind of probability sampling is cluster sample, which is defined as a procedure of
taking sample in a population involving some different groups that are in the same
stratum. Therefore, by considering the above definition and that the second grade
of SMPN 1 Kotabumi consists of six classes relatively having same characteristics, the writer chose two classes (class VIII A and VIII B) as the
samples based on cluster sampling.
After the samples were selected, those two classes were determined to be the
experimental class 1 and experimental class 2. Hereafter, class VIII A became the
experimental class 1, while class VIII B became the experimental class 2. And
both classes would fill out the pre-test and post-test. In this case, the experimental class 1 got the treatments with pre-questioning, and the experimental class 2
learned without pre-questioning. Besides that, the writer took one class as try out
class that was class VIII C.
The instrument of this research was reading test. There were two kinds of test that
is pre-test and post-test. The data was gained from the stud -test and
post-test scores. The explanation of the post-test as follows:
1. Try Out
The purpose of the test was to know its validity and reliability. The researcher
first tried out the instrument to another class in the same grade before the
pre-test was administered. The total items of the pre-test were 50 and it was allocated
within 80 minutes.
2. Pre Test
The pre-test was the first reading test administered to both classes (experimental class 1 and experimental class 2) at the beginning of the
research. The
pre-reading ability. Besides, this test was administered to ensure that the students
of both classes had the same English background and proficiency before two
classes received the treatments. In addition, this pre-test was carried out to
find out the equivalent of experimental class 1 and experimental class 2. The total items of the test were 30 in form of multiple choices. And this test was
conducted within 60 minutes.
3. Post Test
Similar to the procedures of doing pre-test, post-test was the second reading
test delivered to both experimental classes. At the end of the research, the
and experimental class 2 after the treatments were conducted to both groups.
In other words, the post-test was carried out in order to investigate the
effectiveness of pre-questioning in teaching reading to the second grader of
SMPN 1 Kotabumi. This test were consisted of 30 items of multiple choice for 60 minutes.
3.5. Instrument
The researcher checked reading comprehension ability by giving two
reading tests to the students. The reading tests were pre-test and post-test. The aim
of the pre-test was
before treatments. And the purpose of the post-test was to know the result of after treatments. The instruments were multiple
choice, each items had four options that is: a., b., c., and d.
3.6. Scoring System
In order to get the final score of reading test, the scoring was based on the
s (50
items for try out test, 30 items for pre-test and post-test) and then multiplying it
with the total score (100). And the formula is as follows:
S = 100 N R
where :
S : the score of the test
N : the total items
(Arikunto, 2005 : 236)
3.7. Research Procedures
The procedures of the research as follows:
1. Determining the population and then selecting the sample
The population of this research was the second grader of SMPN 1 Kotabumi.
The samples were chosen by cluster sampling. The researcher took two
clasess. These two clasess were randomly assigned into experimental class 1
and experimental class 2.
2. Arranging the materials to be taught
The materials were based
Besides, the researcher also searched and added the materials from network.
And the researcher used narrative text as the focus.
3. Administering the try out test
The researcher prepared the try out materials and gave the try out test to
another class which had the same characteristic as the samples chosen. It was
conducted to measure the reliability of pre-test and post-test and to make sure
whether the test was good or bad for students.
4. Administering the pre-test
comprehension ability. The test consisted of 30 multiple choices and the
students were required to answer the questions in 60 minutes.
5. Conducting treatments
The reseacher touch reading comprehension in the experimental class 1 by using pre-questioning and without pre-questioning in the experimental class 2.
The reasearcher gave three times of treatments in three meetings, which took
2x40 minutes in every meeting.
6. Administering the post-test
The researcher prepared the post-test materials and gave the post-test to both
classes. The aim of the post-test was
reading comprehension after giving treatments. It consisted of 30 items of
multiple choice and reading texts which took 60 minutes.
7. Data analysis
The results of pre-test and post-test in experimental class 1 and experimental
class 2 were analized by using Independent group T-test to compare the data
of the two means scores.
3.8. Data Analysis
The aim of data analysis was
comprehension achievement increased or not. The data of the research was
examined by using Independent group T-test. Two means of two different groups
statistically computed through the Statistical Package for Social Science (SPSS)
version 15.0.
3.9. The Treatment of The Data
After collecting the data, the writer treated the data by using the following
procedures:
3.9.1. Testing The Try Out.
The test was to delete bad items based on their level of difficulty (LD) and
discrimination power (DP) and also to find the reliability and validity of the test.
The writer used four formula, they were level of difficulty (LD), discrimination power (DP), pearson product moment, and Spearman Brown.
3.9.1.1. Level of Difficulty
According to Arikunto (1993:209), the test items are good if they are not too easy
and not too difficult or in other word, the difficulty level is average. Here, the
students of try out class were divided into two groups that is upper and lower
groups. listed from the highest score to
the lowest score. Then, the researcher took 27% from the students who had the
highest score to be the upper group and took 27% students who had the lowest
score to be the lower group. And the formula of the difficulty level is as follows:
Where:
LD : level of difficulty
U : the number of upper group who answer correctly
L : the number of lower group who answer correctly
N : the total number of students in upper and lower groups
The criteria are :
< 0.30 : difficult
0.30 0.70 : average
> 0.70 : easy
(Arikunto, 1993:221)
3.9.1.2. Discrimination Power
Arikunto (1993:213) stated that discrimination power is the ability of the item to
differentiate between the students who have high ability and those who have low ability. In this research, the researcher used the items which had discrimination
power greather than or equal to 0.20. And the items which felt smaller than 0.20
(poor items) were absolutely dropped. To determine the discrimination power, the
researcher used the following formula:
DP =
N L U
2 1
Where:
DP : discrimination power
U : the number of upper group who answer correctly
L : the number of lower group who answer correctly
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/minus (-), all is poor
(Arikunto, 1993:221)
3.9.1.3. Validity and Reliability
3.9.1.3.1. Validity
Validity is the extent to which it measures what it is supposed to measure. Hatch
and Farhady (1982:250) also explained that validity refers to the extent to which
an instrument really measures the objective to be measured and suitable with the
criteria. A test must aim to provide a true measure of the particular skill which it is
intended to measure.
There are four types of validity that is (1) face validity: concerns with the lay out
of the test; (2) content validity: depends on a careful analysis of the language
being tested; (3) construct validity: measures certain specific characteristic in
accordance with a theory of languange learning; (4) criterion-related validity:
concerns with measuring the success in the future, as in replacement test.
Based on types of validity above, the researcher used content and construct validity since the other two were considered to be less needed. Both of them will
a. Content Validity
Hatch and Farhady (1982:251) said that content validity is the extent to which the
test measures a representative sample of the subject matter content. Content validity concerns whether the tests are good reflection of the materials that need to
be tested. To get the content validity of reading comprehension, the researcher
tried to arrange the materials based on the objective of teaching in syllabus for
second grade of junior high school students.
In the research, the content of the test items is presented in the table of
specification below:
Table 3.1.
Table of Specification of Reading Skills
No Reading Skills Item Number Percentage of Items
3.9.1.3.2. Reliability
Reliability is a necessary characteristic of any good test: for it to be valid at all, a
test must first be reliable as a measuring instrument. Reliability refers to the extent to which a test produces consistent result when administered under similar
condition (Hatch and Farhady, 1982:244)
To investigate the reliability of the reading test, the researcher used Pearson
Product Moment which measures the correlation coefficient of the reliability
between odd and even number (reliability of half test) in the following formula:
rxy=
rxy :the correlation coefficient of reliability between odd and even
N : the number of students who take part in the test
x : the total numbers of odd number items
y : the total numbers of even number items
(Hatch and Farhady, 1982:199)
After getting the reliability of half test, the researcher used Spearman Brown to determine the reliability of the whole test, as follows:
rk =
rxy : the reliability of half test
(Hatch and Farhady, 1982:247)
the criteria of reliability are: 0.90 1.00 : high
0.50 0.89 : moderate
0.00 0.49 : low
3.9.2. Normality Test
Normality test was used to measure whether the data of the test have normal
-tests and post-tests both group are analyzed to gain the normality test. The hypotheses for the normality test are as
follows:
H0 : The data is not distributed normally
H1 : The data is distributed normally
In this research, H0 is accepted if significant value does not exceed level of
significance at 0.05, meanwhile,H0is rejected if significant value exceeds level of
3.9.3. Testing The Homogeneity Test
The statistical formula of F-test was used to test whether the data (pre-test and
post-test scores) from the experimental class 1 and experimental class 2 had
homogenous variance or not. The formula of homogeneity is as follows:
F = 2
In which S2=
(Hatch and Farhaday, 1982 : 58-59)
Notes:
F : the homogeneity of the item test
S2 : variance
S : standar deviation S12 : the larger variance
S22 : the smaller variance
N : the amount of the students
x
The criteria are:
H0 : F-test≤ F-table (the variance of the data is homogenous)
H1 : F-test ≥ F-table (the variance of the data is not homogenous)
3.9.4. Testing The Hypotheses Test (t-test)
This test was to test the hypotheses proposed by the writer was accepted or not.
The formulation of the hypotheses that (t-test) is as follows:
in which S = 2
x
: the mean of the experimental class 12
x
: the mean of the experimental class 2S : standard deviation
N1 : the number of the students in the experimental class 1
N2 : the number of the students in the experimental class 2
The criteria are :
H0 : t-ratio t-table = accepted
H1 : t-ratio t-table = rejected
5.1. Conclusions
Based on the results of data analysis, the researcher concludes the research as
follows:
1. There is a significant difference between questioning and without
pre-questioning on the reading comprehension achievement at the second grader of SMPN 1 Kotabumi. Based on the results of the computation, it was
obtained that the two-tailed test of significance (p) of post-test in both classes
did not exceed the level significance 0.021 < 0.05).
2. Teaching reading comprehension with pre-questioning is more effective than
without pre-questioning. Based on the result of the t-test between two means
-test scores in experimental class 1 and experimental class 2, it shown that the significance value (p) did not exceed level of significant at
0.05 that is 0.021. The mean of post-test in experimental class 1 was 68.63;
meanwhile the mean of post-test scores in experimental class 2 was 64.71.
3. The pre-questioning made the students learn enthusiastically and they became
good participants in giving response toward the lesson. While without using
5.2. Suggestions
Based on the result and conclusions above, the researcher proposes some
suggestions as follows:
1. The teacher should encourage the students to take part in class discussion,
allow them to give their comment or allow them to share their ideas or their unique perspective with each other because reading is a social activity.
2. The teacher should build a favorable atmosphere at times of teaching-learning
process conducted in order to make a situation where the students read in
English, they feel comfortable to read just like they read Indonesia.
3. The teacher should master and understand the procedure of the
pre-questioning, so that the teaching and learning process can run smoothly.
4. In pre-questioning classroom activity, the students became noisy if they were
not
On Monday morning, the 3rdof November 1986, in Kotabumi North Lampung, a
strong woman (Hj. Maschairani) bore her daughter to whom was accompanied her
husband (H. Tadjuddin Bachri). Their daughter named Suzanorita. She is in the
fifth child; of five sisters and one young brother.
In the beginning of her study, her parents registered her at TK Pertiwi Ranting when she was four years old. Then she continued her study in SDN 1 Kotabumi
Tengah, from 1992 till 1998. After graduating at elementary school she was
registered in SLTPN 1 Kotabumi from 1998 to 2001.
She, then, continued her study in SMAN 2 Kotabumi and graduated in 2004. In
2004, she had to continue her study in D3 English Profession of Lampung
University and graduated on 2007. In 2008, she was given a chance to study in S1 English Department of Lampung University.
Since elementary school, she had followed some extracurricular, such as, chess
club, karate,rohisand girl scout which sent her off to camp in Raimuna Nasional.
She also got several achievements from quiz contest, chess tournaments, karate
tournaments, nasyid, and scout contests. During her study in teacher training and
education faculty, she joined KAMMI (Kesatuan Aksi Mahasiswa Muslim Indonesia) as a staff of information and communication department. Then she had
Islam) as a member of cadres in 2005/2006 periods. In 2006/2007 periods, she
was appointed as a vice-leader of FPPI. After that, she was involved in Elder
Members of Solid Team FKIP 2007/2008. Today, she helps to coach the BKP
From the bottom of my heart, I would like to dedicate this script to:
My beloved parents, H. Tadjuddin Bachri and Hj. Maschairani who have already done any sacrifices, pray and support for me.
My elder sisters (Ria Abkonita, S.Si.T., Suryati, Linda Triani, S.E., Ak., Mairiantina, S.E.), my young sister (Tia Agnesa, S.Pd.) and my young brother
(Kurniat Kauman) who always support me and thanks for your endless love.
All of my murrobbi who always advice and teach me in my efforts of self-development.
Lesson Plan 1 (Experimental Class 1)
Subject : English
Grade : 2ndgrade of Junior High School
Aspect/Skill : Reading
Kind of text : Narrative
Time Allocation : 2 x 40 minutes
Standard Competence : Students are able to construct meaning of functional text and simple monolog of narrative and recount text to communicate with
surroundings.
Basic Competence : Understanding meaning and rhetoric steps
accurately, fluently and in the right way relates to surroundings in form of narrative and recount text.
Indicators
1. The students are able to find out the main ideas of the text
2. The students are able to identify the specific details or information from the text
3. The students are able to infer the information from the text 4. The students are able to reveal the meaning of the words
5. The students are able to determine the reference of words stated in the text
Objectives
1. The students are able to find the information from the text
Material Reading Text
The Legend of Surabaya
It was very hot day. Sura and Baya were looking for some food. Suddenly,
lunch. You are greedy! I had no
Baya fought again. After several hours, they were very tired. Sura had a plan to
should we do to stop fighting? Do you have any
live on the land, right? So, you look for the food also on the land. The border is
me think about it. Ok, I agree. From today, I will never go to the sea again. My erent places. But one day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he
Then Sura and Baya fought again. The
tail. Baya did the same think to Sura. He bit very hard until Sura finally gave up. He went back to the sea. Baya was very happy. He had his place again. The place where they were fighting was a mess. Blood was everywhere. People then always talked about the fight between Sura and Baya. They then named the place of the
their fight as the symbol of Surabaya city. (Tim Abdi Guru, 2011:129)
Procedure of Teaching Learning Pre Activities
1. The teacher greets the students 2.
3. The teacher asks the students to make some groups 4. The teacher shows the picture to the students 5. The teacher asks some questions, such as:
Have you ever go to the zoo?
What kind of animals did you see there? Where do they live?
Where do they eat?
1. The teacher encourages the students to predict what the author will discuss next in the text. The leading question can be:
From the picture, can you predict the topic of the text? Who are the characters of the story?
Is the story fiction or non fiction?
What does the pictures tell you about the story?
According to the picture, what will be happened if the crocodile meet the shark?
What background do you bring to the story? How might this story relate to your life? Predict what will happen in the story?
2. The teacher asks the students to write their predictions
3. The teacher checks their predictions to see whether it makes sense or not 4. The teacher writes some of the difficult words to the students on the board 5. The teacher asks the students to predict the meaning of words (if the words
are not adequately defined, it is defined through class discussion)
6. The teacher gives a one-sentence oral summary about the content of the text, such as: this text contains a story about the legend of Surabaya
7. The teacher asks the students to formulate some questions that they thought the passage might answer, for example, what questions do you have that you think the story might answer?
(can be: main idea, supporting details, reference, vocabulary and inferential questions)
8. The teacher asks the students to write their questions 9. The teacher delivers the reading passage
10. The teacher asks the students to read the text
11. The teacher asks several questions to check their comprehension
Post Activities
1. The teacher asks the students to discuss whether they have some difficulties on lesson or not
Media
Reading text Some pictures:
Sources
www.google.com
Textbook: Tim Abdi Guru. 2011. PATEN. Jakarta: Erlangga.
Evaluation
Technique : Answering question Form : Written test
Instrument : The teacher asks the students writing their prediction, making the questions based on the picture given. Then the teacher gives two texts with 10 comprehension questions in multiple choice to the students.
Scoring System
The Score of the test (S) = ( )
( ) × 100
For example : The right answer = 10 The total numbers = 10
The Legend of Surabaya
A long time ago in East Java there were two strong animals, Sura and Baya. Sura was a shark and Baya was a crocodile. They lived in a sea. Actually, they were friends. But when they were hungry, they were very greedy. They did not want to share their food. They would fight for it and never stop fighting until one of them gave up.
It was very hot day. Sura and Baya were looking for some food. Suddenly,
Baya fought again. After several hours, they were very tired. Sura had a plan to
live on the land, right? So, you look for the food also on the land. The border is
me think about it. Ok, I agree. From today, I will never go to the sea again. My one day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he
place. Your place is in the
Then Sura and Baya fought again. The
tail. Baya did the same think to Sura. He bit very hard until Sura finally gave up. He went back to the sea. Baya was very happy. He had his place again. The place where they were fighting was a mess. Blood was everywhere. People then always talked about the fight between Sura and Baya. They then named the place of the
m Sura the shark and Baya the crocodile. People also put their fight as the symbol of Surabaya city. (Tim Abdi Guru, 2011:129)
1. Why did Sura and Baya fight? a. They were hunting.
b. They were hungry. c. They were rivals. d. They liked having fight.
2. Surabaya got its name from... a. arena of Sura and Baya fight. b. Sura and Baya.
c. shark and crocodile. d. Sura and Baya conflict.
b. Solidarity.
5. Which statement is NOT TRUE according to the story? a. Sura was a shark and Baya was a crocodile.
b. They were very greedy. c. They shared their territory. d. Baya broke his promise.
The Legend of Semarang City
Long time ago, a King namely Made Pandan lived in Demak Sultanate. He had a son called Prince Pandan Aran. Before the king died he asked his son to spread the Moslem religion to Java Island and asked him to get married first. Prince Pandan Aran went to the western direction. He arrived at the area which was full of tamarine tree and they grew very rare. Because of that, the area was called as Semarang which meant asem or tamarine that grew arang or rare.
He continued going to the south direction and arrived at Tuntang. In that place, he and his wife were robbed. All of his properties were given to the robbers. Arriving at the certain area he and his wife saw a man was taking a sack
the south of Klaten. Prince Pandan Aran was buried in Tembayat village located in the south of Klaten City. (Tim Abdi Guru, 2011:118)
6. Who was the prince of the King? a. Made Pandan.
b. Pandan Aran. c. Pandan Arang. d. Wedi.
7. Semarang got its name from... a. Tamarine.
b. Tuntang. c. Wedi. d. Arang.
a. Semarang. b. Salatiga. c. Klaten. d. Tembayat.
9. What did the robbers find with the sack? a. Rice.
b. Flour. c. Sand. d. Treasure.
10. Where did they meet the robbers? a. Semarang.
b. Tuntang. c. Klaten. d. Tembayat.
Key Answer
Page
LIST OF CONTENTS ... i LIST OF TABLES ... iii LIST OF APPENDICES ... iv
I. INTRODUCTION
1.1. Background of the Problem ... 1 1.2. The Formulation of the Problem ... 4 1.3. The Objectives ... 4 1.4. The Uses ... 5 1.5. The Scope of the Research ... 5 Definition of Key Terms ... 6
II. LITERATURE REVIEW 2.5. Concept of Pre-questioning ... 15 2.6. Types of Reading Text ... 16 2.7. The Procedure of Reading Teaching With Pre-questioning ... 18 2.8. The Procedure of Reading Teaching Without Pre-questioning ... 19 2.9. Theoritical Assumption ... 20 2.10. The Hypotheses ... 21
III. RESEARCH METHODS
ii 3.9. The Treatment of The Data ... 29
3.9.1. Testing The Try Out ... 29 3.9.1.1. Level of Difficulty ... 29 3.9.1.2. Discrimination Power ... 30 3.9.1.3. Validity and Reliability ... 31 3.9.2. Normality Test ... 34 3.9.3. Testing The Homogeneity Test ... 35 3.9.4. Testing The Hypotheses Test ... 36
IV. RESULTS AND DISCUSSION
4.1. Results of the Research ... 38 4.1.1. Results of Try Out Test ... 39 4.1.2. Results of Pre-test ... 42 4.1.3. Results of Post-test ... 45 4.2. Discussions and Findings ... 49
V. CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions ... 55 5.2. Suggestions ... 56
Table Page
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