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USING PRE-QUESTIONING ON READING COMPREHENSION AT THE TENTH GRADE OF SMK BAJIMINASA MAKASSAR
Rina1, Dr. Atonius Ali Wutun, M.Hum2, Dr. Nur Aeni Kasim, M.Pd
1STKIP YPUP Makassar, Email : rinaselni@gmail.com
2STKIP YPUP Makassar, Email : aliwutun@gmail.com
3STKIP YPUP Makassar Email : nenikasim@yahoo.co.id
ABSRACT
The objective of this research is to filed are the, effectiveness using pre-questioning strategy in improving students’ reading comprehension. This research used experiment method with one group pre-test and post-test design. The population of this research was the tenth-grade students of SMK Bajiminasa Makassar in 2021/2022 academic year. The sample was 20 students by using purposive sampling technique. The data analysis shows that there was significant differences of the students’ reading improving, where the mean score of post-test was higher than pre-test (84,5>73,5) the result value was greater than t- table value (1,47>1.789). Based on the result of data analysis, in can be that using pre- questioning strategy can improve students’ comprehension of SMK Bajiminasa Makassar.
Keywords: Pre-Questioning, Reading Comprehension.
INTRODUCTION
English is a global language. It plays an important role in the world. It is used as a tool for communication between nations all over the world. The majority of people use English to communicate with people from other countries. English is a compulsory subject in Indonesia from elementary school to university level as the first foreign language teacher’s activities are activities carried out by the teacher during the learning process in the classroom. During the learning process carried out in the class is a transformation than knowledge. Attitude and skills the most important initial step in teaching to improve the ability to comprehend reading text is how the teacher assesses students. is to attract the attention of students so that they have a high curiosity of the information contained in the reading text. Application of the right learning attract attention, active and improve student abilities. In connection with the importance of understand reading text.
Reading is also crucial academic activity and is indispensable for the students because the success of their study depends mostly on the greater part of their ability to read required books. Certainly, if the reading skill is poor they are then very likely to fail in their study or at least they will have difficulty in making progress in academic affairs.in reading, to comprehend the text the readers should be able to manage even part of the test, because it is easy to gain the comprehension in reading if the readers are able to systematically and critically organize the text.
Simanjuk in karopak (2016) it is stated that reading is defined as a process reader in context and communication ideas. The goal of teaching reading is to develop the students’ reading skill so that they can read English texts more effectively and efficiently. To read effectively, the reader should have a specific goal in mind prior to reading the text.
Afflerbah (2007:12) That is to say, reading requires micro and macro skills to comprehend the text. At time, readers may encounter pre-questioning, and it is important for them to comprehend a reading text with knowledge of the text. Theoretically, pre-questioning itself can build the students’
interest and motivation before students read the whole text and develop their prior knowledge in order to comprehend the text. Furthermore, students can anticipate what will be discussed in the text.
According to this study, students can improve their reading comprehension if they understand pre-
281 questioning and it is very important to understand requisitioning in order to get good comprehension in reading a strategy that can be used in teaching this. strategy focusses on expository text involving students in pairs or in group and teaching students to record what they learn through learning.
In reading, the are many students fell, that reading this boring some students postpon reading until the last of the minutes realizing that the do not have enough time to finisgh it all. More ever, in the classroom that they get more task to read.
The are some commonly problems faced by students in improving their reading comprehension, students have difficulty, to identify explicit information in a text, students have difficulty to comprehend the text as they lack of vocabulary, students are unable to find the main ideas in paragraf, students are unable to infer the meaning of the text, students act of interest in reading comprehension.
The ultimate goals for reading are that the learners should be able to read general text with comprehending. Readig flexibility according to this purpose is to be able to leearn language and content from reading and read with some degrees of critical awareness. These aim have, of course to be modifed in the light of the teaching circumstances, especially when dealing with the beginning readers. There are some problem about the students comprehension and reading its can used of some factors. The researcher found some problems during on interview with the teacher in SMK Bajiminasa makassar there are some factors which cause reading is difficult.
According to the above statement, the researcher inspired to conduct a study on the title. “Using Pre-questioning on Reading Comprehension at the Tenth Grade Students of SMK Bajiminasa Makassar”. This research aimed at finding out if using pre-questioning can improve the students reading comprehension for the tenth grade students class x of SMK bajiminasa, the significant of the research is expected to give some beneficial information to improve reading comprehension and to help students to be creative and confident in learning English. Scope of the reasearch is restricted to the use of pre- questioning to improve students reading comprehension especially in narrative text. The level of comprehension in this research is literal understanding and critical understanding.
Reading is in active and interactive activity to reproduce the word mentally and vocally and tries to understand the content of reading text. It is important to bear in mind that reading is not an invariant skill, that there were different types of reading skills, which correspond to the many different purposes we have for reading. in classroom, in student’s reading activities, the writer is sure that they have many purposes, among others were to graduate from their school and provide themselves with the knowledge to continue their studies whatever their purpose was. In order to Olson henna (2001:17), reading comprehension is a term used to identify those skills needed to understand and apply information contained in a written material.
Harmer (1991:190) stated that reading is exercise dominated by eye and brain, eye looks at the message in that printed pages then sent in it the brain, then the brain processes the significance of the message. Smith (1980:128) also argue that, reading is both a visual comes from in front of the eye ball (what the eye seen) the is printed pages, the non-visual type comes from behind eye ball, that is brain (here the brain processes what the eye have seen).
a. Concept of pre-questioning
Based on brown. (2001), pre-question is some questions which were provided before the students read the whole text, in order to build the reading schemata and background knowledge of the students and also to raise their interest, and their cognitive aspect to predict what will face by them in the next whole text. He also defined pre-question implicitly as some questions which were provided before the students read the whole text, in order to build the students’ interest and motivation, also their cognitive factors and pre-question is very useful to activate the schemata, thus the students can predict what will be faced by them in the reading text. There are four function of question of pre-questioning:
1. To confirm expectations
The use of pre-question as a tool for placing great emphasis on the lead-in stage where students are encouraged to became 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.
282 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 see the text only to extract the information the questions demand. To obtain general comprehension In things case pre-questioning used to build up the students’ prior knowledge,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. So in my opinion the concept of pre- questioning strategy in reading comprehension are question as main idea, teacher as a human who do the pre-questioning strategy In the classroom and schemata student as a limit of question
Theoretical framework
The theoretical framework of this research, which has been done, served in the following diagram:
Hypothesis
Based on the review of related literature and some findings above, the research formulates as follow:
a. (HO) = There is significant using of Pre-question on reading comprehension the tenth grade students of SMK Bajiminasa Makassar
b. (H1) = There is no significant using of pre-question on reading comprehension the tenth grade students of SMK Bajiminasa Makassar
METHOD
This research employed experiment design in which one groups pre-test and post-test design.
The treatment was given between pre-test and post-test. The design describe as follows:
O1 X O2 Where O1 : Pre-test
X : Treatment O2 : Post-test
(Gay 2012) The population of the research was the tenth-grade students of SMK Bajiminasa Makassar. There is only was one class. the total population are 20 students. As the sample of this research, the research apllied purposive sampling technique. for class 1 Administration which consist of 20 students as the sample of this research because the reading interest of students of the class 1 administration was still low.
PROCESS
(pre-question) Using Pre- Question
OUTPUT
students’ achievement in reading comprehension
INPUT Students learning
materials
283 The instrument of the research was a reading test that used in pretest and posttest. The kinds of test was given is essay test. The pretest was given before the application of Pre-question technique in the class, so that the researcher was able to know the ability of the students in reading comprehension, while the posttest was given after the treatment of applying Pre-question technique as the teaching strategy as to assess and examine the students reading comprehension both pretest and posttest used to find out the development of the students after being treated by the Pre-question technique.
In collecting data, the researcher used three steps; they are pre-test, treatment, and post-test.
Before doing the treatment, the students were given a reading test to find out the students’ prior knowledge in reading comprehension the procedure of pre-test as follows: The researcher distributed the test to the students, the researcher explained to the students how to work out the test. the researcher gave the students chance to finish the test, the researcher will collected their answer sheet after finishing it.
The treatment was done after pretest. It taught by using Pre-question technique.in treatment, use researcher teacher by-question. These steps are done for four meetings. Each meeting has time 90 minutes. The procedures of conducting treatment is present as follows: The researcher for the students are students are shown a topic of text, the researcher student asked by using pre-questioning technique to make students critical thingking, the researcher gave a text student asked to use their critical thinking.the researcher gave an explanation about a text including its purpose of giving a treatment, the post test was conducted to find out the students achievement in reading comprehension. It was useful to know whether or not the use of illustration effective to use in reading comprehension.
The data obtained from the test is analyzed by using the procedures as follows:
1) Scoring the students’ correct answer at pretest and posttest by using this Score : 𝑆𝑡𝑢𝑑𝑒𝑛𝑡′𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑡ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠 x 100 (Gay, 2012)
2) Classifying the students’ score into seven classifications:
Table 1. Classification of students score
(Gay, 2012) RESULTS AND DISCUSSION
Result
This chapter presents the result of the finding and discussion of the research. The finding consist of the data obtained through achievement test to see the students improving after being taught the materials of reading comprehension using pre-questioning and method and data collected through observation sheet and test to see the students’ improvement learning reading comprehension after given treatment and post-test.
Table 2. Mean score of the students’ pre-test and post-test
Test Mean score
Pre-test 73,5
Score Classification
91-100 Very good
75-90 Good
61-74 Fair
51-60 Poor
Less than 50 Very poor
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Post-test 84.45
Data on table 4.11 shows that mean score of the students’ pre-test was 73,5 while the mean score of the students’ post-test was 84,45. It reveals that the mean score of the students’ post-test was higher than the mean score of students’ pre-test. This means that teaching using pre-question strategy can improve the students’ reading comprehension of SMK BAJIMINASA Makassar.
Table 3. Comparison rage percentage of students’ pre-test and post-test
Classification Range Pre-test Post-test
Very good 91-100 0,1% 0,12%
Good 75-90 0,11% 0,7%
Fair 61-74 0,6% 0,1%
Graphic 1. Students’ mean score of pre-test and post-test
The graphic above shows the students’ achievement in reading comprehension, before the researcher using pre-questioning strategy in pre-test the researcher concludes that most students were in fair level it mean score in post-test was higher than the result of students mean score in pre-test.
Table 4. The T-test of the students’ achievement
Variable T-test T-table
x2-x1 1,47 1.789
Table above shows that T-table was higher than T-test value of the students reading comprehension achievement. T-test value of the students’ (1,47) while t-table of the students’ (1.789) it is concluded that there is significant differences between the result of the students’ pre-test and post- test.
Conclusion
Reading is one the four skills that should be learned and mastered by students. Teaching reading is not easy ask for teacher. The teacher should be able to attack the students’ attention in teaching learning process and the teacher should be knows students’ ability. The teacher should choose the strategy in order to make the material would be easy to understood by the students. There are many strategies that can be used in teaching and learning, one of them is pre-questioning strategy
0 0,5 1 1,5 2 2,5
pre-test post-test
285 Using pre-questioning is strategy that involves students questioning of text to gain meaning and allows for students decide how far they can read with understanding and then read that portion. They respond the information
Based on the data analysis explained in chapter IV, finally the researcher gave a conclusion of the research about the using pre-questioning strategy toward reading comprehension at the tenth grade of SMK Bajiminasa Makassar in academic 2021/2022.
The students reading comprehension on narrative text taught by using pre-questioning strategy was higher. It can be categorized good. The students’ reading comprehension on narrative text taught without using pre-questioning strategy was lower. It can be categorized enough.
The hypothesis Ho (Null Hypothesis) is rejected and H1 is accepted. it means that there is significant effect of using pre-questioning strategy toward reading comprehension at the tenth grade of students SMK Bajiminasa Makassar It can be seen from the result of data analysis After collecting the data, it can be seen that there was significant different between teaching reading comprehension by using pre- questioning strategy than teaching by lectured method lectures.
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