Submitted as a partial fulfillment of the requirement for the Sarjana Pendidikan Diploma (S.Pd) in English Education Program. Say that this university thesis is primarily the result of the writer's research, except for some parts that are excluded from the bibliography mentioned. All thanks to Allah SWT for His gift, especially precious health to the writer that she could accomplish the research proposal.
This research proposal is arranged as a fulfillment of the requirement of the degree of Sarjana Pendidikan Islam (S.Pd.I) in English Education Study Program STAIN JURAI SIWO METRO. The writer cannot remain alone, there were many people who contributed their important hands in the realization of this research proposal which the writer cannot mention one by one. Kuryani Utih, M.Sc. Pd as the first consultant to contribute her expertise and ideas to help the writer.
Furthermore, the writer would like to express her thanks to all the people who have supported her, the esteemed teachers at the English Study Education Program who give her great inspiration and motivation, her families who always support and pray for her. The author could not have studied alone without the support of her beloved friends in the class, who always accompany her in problems and always give great motivation to her.
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objectives and Benefit of The Study
- The Concept of Reading Comprehension
- The Concept of Pre-Questioning Technique
- Action Hypothesis
Based on the framework of theories and assumption, the researcher formulates the action hypothesis "The use of Questioning Technique can increase the students' reading comprehension in the eleventh graders of SMA N 5 Metro." Students' reading comprehension as an object, the researcher must know how to increase the students' reading comprehension. The percentage of the students' activity in the learning process of cycle I No students' activity frequency percentage.
The percentage of student activity in the learning process of cycle II. The percentage of student activity frequency. They were enthusiastic about the learning process. The researcher hypothesizes that teaching with the pre-questioning technique can increase students' reading comprehension. In this research, to know the reading comprehension of the students after the implementation of the treatment, the researcher conducted the post-test 1.
The researcher conducted the post-test 2 was finished to know the students' reading comprehension after the treatment was implemented. Pre-questioning technique can increase the students' reading comprehension in the eleventh graders of SMA N 5 Metro.
RESEARCH METHOD
Setting
The subject of this research is the students of SMA N 5 Metro, the students are 54 students in class XI. The author chose this class because most of the students have low scores in English lesson, especially in reading.
Object of the Study
Action Plan
After students complete treatment in cycle 1, students will take a post test. Before starting the material, the researcher asked the students to understand about the types of reading. In the last meeting the researcher asked the students about the above material and closed it.
The researcher asked about material given in the last meeting, than the researcher gave them the post-test to the students. This was done on July 28, 2015. The results of the pre-test showed that most of the students had difficulty taking the researcher's test. Based on the line of graph, the students' activities improved from cycle I and cycle II.
Based on the result, it can be seen that the students' activities in cycle I to cycle II improved from 47.1% to 86.0%. The increase point was 38.9%. The students are more enthusiastic, interest, and the students paid full attention to the researcher.
Data Collection Method
Analysis
RESEARCH RESULT AND DISCUSSION
Result of the Research
- The history of SMA N 5 Metro
- The Building of SMA N 5 Metro
- The Location Sketch SMA N 5 Metro
It was a long road to a good institute like this one, which has a building stand on more than 1.5 ha of land. The buildings and facilities existed with a principal, 14 appointed teachers, 4 part-time teachers, 3 staff members and 2 school superintendents. In addition, all the infrastructures that facilitated the achievement of the purpose of the vision and mission from the regional environment "Today must be better than yesterday and tomorrow must be better than today" were also completed.
All big families in SMA N 5 Metro from Principal to the students always hope the best thing for the better survival of this institution so that it can be such a place that always gives a good impression to accompany the students to achieve their dreams to realize. Vision: to excel in religion and achievement based on the nation, and have a conception of living environment. Mission: Increase the discipline of the teacher, staff and students, create a conducive, effective and innovative learning environment, motivate the students and empower the.
The data for the teacher's educational background and staff in SMA N 5 academic year 2015/2016 can be seen through this table as follows.
Research Finding Description
- Cycle I
- Cycle II
They have to read the sentence one by one and the researcher corrects the students who are reading. After finishing the students' reading of text, the researcher explained the technique (Pre-Questioning) to the students until they understood it well. In the post-test, only 10 students got a good score, but the result of the student test was better than the students' test before they gave treatment.
There were some observations that had been made such as; observation of the students' activities, teacher's notes and observation of the result of the evaluation. During this time, the researcher gave the material to the students, but the students still had some difficulties in learning the narrative text and answering the questions. Based on the results of the first meeting, the researcher analyzes the difficulties in reading comprehension.
By using pre-questioning technique, the researcher tried to increase the students' reading comprehension and hoped that it would help increase the students' interest in learning English. This meeting was opened by praying, greeting, asking the students' condition and checking the attendance list. At the end of the teaching and learning process, the researcher gave the evaluation to measure how far the material explained by the researcher can be understood by the students.
In this meeting, most of the students could practice how to read well, how to establish the main idea from the text. There were some observations that had been made such as; observation sheet of the students' activities, teacher's note and observation of the result of the evaluation. Based on the result of the observational learning process on cycle II, it can be inferred that most of the students pay attention to the teacher and they could accept the material more clearly.
It can be concluded from the test result that the teaching-learning process was successful, as the students who scored below the minimum standard criteria were only 2 students. The table above shows that in post-test 1 in cycle 1 and post-test 2 in cycle 2, the students' reading comprehension in narrative text has increased. So, based on the result of post-test 1 and post-test 2, it can be seen that the goal of teaching based on MSC has been achieved and also means that Pre-Questioning technique can increase the reading comprehension of the students.
Interpretations
- The Result of Students Learning
- The Result Observation of Students’ Activity
Based on table4, the average of the students was 62.2, it shows that most of the students have not yet passed the minimum standard criterion (MSC) 72. It showed that most of the students have not yet passed the minimum standard criteria 72 The score from the implementation of cycle 1 and 2 can be seen in the results of the students' learning table below.
Students who pay attention to the teacher's explanation have increased from 15 students (55.5%) to 24 students (88.8%). Students should actively learn English, especially in terms of reading, because reading is not only taught in high school, but also on campus. Students need to spend more time on writing activities to teach them how to read.
Students should never give up when they find something difficult, especially in learning English. And the principle should take the positive side of this technique as a new method or strategy in teaching English that can increase students' reading comprehension. In this meeting most of the students could answer the questions well and most of them could answer them with the correct answer.
CONCLUSION AND SUGGESTION
Conclusion
Then the mean score of post-test I is 70.4 and the mean score of post-test II is 85.4. The pre-questioning technique can be used as one of the techniques in comparative reading comprehension.
Suggestion
