EFFECTS OF PRE-QUESTIONING ON THE READING COMPREHENSION ACHIEVEMENT OF THE SECOND GRADE STUDENTS AT SMAN-2 JEKAN RAYA IN ACADEMIC YEAR 2006/2007

*Identitas Tulisan
Skripsi Bahasa Inggris
Kondisi Lengkap Dari Cover – Daftar Pustaka +
Instrument and Kunci Jawaban
Berminat : Silahkan Ketik : Pesan S-English 2
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**ABSTRACT*

Mahdalena, Leny. 2007. Effects of Pre-questioning on the reading
comprehension achievement of the second grade students at SMAN-2 Jekan
Raya in academic year 2006/2007. Thesis. English Education Study Program
of Language and Art Education Department of Faculty of Teacher Training
and Education of Palangka Raya University. Advisors: (I) Dr. Wido H.
Toendan, MS, (II) Dra. Natalina Asi, MA.

This study were conducted to investigate the effect of Pre-questioning
on the Reading Comprehension Achievement of the Second Grade Students at
SMAN-2 Jekan Raya Palangkaraya, to investigate the effects of students'
gender on the reading comprehension achievement of the second grade
students at SMAN-2 Jekan Raya Palangkaraya, and to investigate the
effects of pre-questioning and students gender on the reading
comprehension achievement of the second grade students at SMAN-2 Jekan
Raya Palangkaraya in academic year 2006/2007. The forms of questions
were in multiple choice and essay, multiple choice used for reading
comprehension tests and essay used for Pre-questioning tests. There were
sixty-eight of second grade students of IPS classes at SMAN-2 Jekan Raya
in academic year 2006/2007 as the sample on this study.

The writer used factorial experimental method in this study. The data
were processed and analyzed according to these steps: taking the data,
coding, scoring, tabulating using SPSS version 13 and taking the
conclusion based on the statistic result.

The result of this study shows that "the Pre-questioning has a
significant effect on the students' reading comprehension achievement",
"the students' gender has no a significant effect on the students'
reading comprehension achievement", and "there is no interaction effect
between pre-questioning and students' gender".

In this study the experimental class (the treatment using
pre-questioning) has a better ability in comprehend the text than
control class. It can be seen from the mean score and the result of two
way of ANOVA.

*BACKGROUND*

Language is one of the most important things in communication and it is
used as a toll of communication among the nations in all over the world.
As an international language, English is very important and has many
interrelationships with various aspects of life owned by human being. In
Indonesia, English considered as the first foreign language and taught
formally from elementary school up to the university level.

In English, there are four skills that should be mastered, they are:
listening, speaking, reading, and writing. The reading skill became very
important in the education field, students need to be exercised and
trained in order to have a good reading skill.

Reading is also something crucial and indispensable for the students
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 succeed in their study.

In reading, 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. Sometimes, they
may find form of pre-questioning and it is important for them to
comprehend a reading text with having knowledge in general view of the
text. Theoretically, pre-questioning itself can build the students'
interest and motivation before students read the whole text. Moreover,
the students can predict what will be discussed on the text. In line
with this study, students may improve their reading comprehension if
they know about pre-questioning and it is very important to understand
about pre-questioning in order to get good comprehension in reading.

Based on the explanation above, the writer is interested in finding out
the effects of treatment with pre-questioning and without
pre-questioning on students' reading comprehension achievement and
concluded that the pre-questioning consist of some questions provided
before the students read the whole text. It tends to build the students'
interest and motivation to read the text.

1.2 Problem of the Study

Based on the background of study above, the problem of the study is as
follows:

1.What is the effect of treatment with pre-questioning on the Reading
Comprehension Achievement of the Second Grade Students of IPS classes at
SMAN-2 Jekan Raya Palangkaraya in Academic year 2006/2007?"

2.What is the effect of the student's gender on the reading
comprehension achievement of the second grade students of IPS classes at
SMAN-2 Jekan Raya Palangkaraya in academic year 2006/2007?

3.What is the effect of treatments and student's gender on the reading
comprehension achievement of the second grade students of IPS classes at
SMAN-2 Jekan Raya Palangkaraya in academic year 2006/2007?

1.3 The Objective of the Study

The objectives of the study are:

1.To find out the effect of treatment with pre-questioning on the
reading comprehension achievement of the second grade student of IPS
classes at SMAN-2 Jekan Raya Palangkaraya.

2.To find out the effect of the student's gender on the reading
comprehension achievement of the second grade students of IPS classes of
SMAN-2 Jekan Raya Palangkaraya in academic year 2006/2007

3.To find out the interaction effect between treatment and student's
gender on the reading comprehension achievement of the second grade
students of IPS classes at SMAN-2 Jekan Raya Palangkaraya in academic
year 2006/2007.

1.4 Assumptions

In relation to the study, the writer states some assumptions as follows:

1.Pre-questioning can help the students to comprehend the reading text.

2.The students have been taught about how to identify the main idea and
supporting details of a paragraph and how to recognize kinds of text.

1.5 Hypothesis

The hypotheses of this study can be mastered alternative and null
hypotheses. The hypotheses are, as follows:

1. Ha: There is significant effect of treatment with pre-questioning and
without pre-questioning on the reading comprehension achievement of the
second grade students of IPS classes at SMAN-2 Jekan Raya Palangkaraya.

Ho:There is no significant effect of treatment with pre-questioning and
without pre-questioning on the reading comprehension achievement of the
second grade students of IPS classes at SMAN-2 Jekan Raya Palangkaraya.

2. Ha: There is significant effect of the student's gender on the
reading comprehension achievement of the second grade students of IPS
classes of SMAN-2 Jekan Raya Palangkaraya.

Ho:There is no significant effect of the student's gender on the reading
comprehension achievement of the second grade students of IPS classes of
SMAN-2 Jekan Raya Palangkaraya.

3.Ha: There is significant effect of treatments with pre-questioning,
without pre-questioning and student's gender on the reading
comprehension achievement of the second grade students of IPS classes at
SMAN-2 Jekan Raya Palangkaraya.

Ho:There is no significant effect of treatments with pre-questioning,
without pre-questioning and student's gender on the reading
comprehension achievement of the second grade students of IPS classes at
SMAN-2 Jekan Raya Palangkaraya.

1.6 Delimitation of the Study

In this study, the writer delimits the study only to meet the effect of
treatments (with pre-questioning, without pre-questioning) and students'
gender on the reading comprehension achievement of second grade students
of IPS classes at SMA N-2 Jekan Raya Palangkaraya in academic year
2006/2007.

1.7 Limitation Of The Study

In this study, the writer only focuses the effects of treatment (with
pre-questioning, without pre-questioning) and student's gender on the
students' reading comprehension. It is conducted only for the second
grade student of IPS classes of SMUN-2 Jekan Raya in Academic year
2006/2007.Thus, the result of this study only generalized or applied to
the target population, specifically to the Second Grade Students of IPS
classes of SMAN-2 Jekan Raya in Kodya Palangkaraya.

1.8 Significance of the Study

The study is expected to be significance as follows:

1.Giving a description about the effects of treatment with
pre-questioning and without pre-questioning on the students' reading
comprehension achievement.

2.To prove the result in reading comprehension scores between
experimental and control classes of students' gender (female and male)
on the second grade students of IPS classes at SMA Negeri 2 Jekan Raya
are different.

3.Giving a reference to development of teaching learning process
especially in reading, that pre-questioning can make the students'
reading comprehension will be better.

4.Giving a contribution to the students how to improve their skill in
comprehending about the reading text.

5.Giving a profitable description to any further researcher which wants
to study the same case, so this study becomes a helpful information and
useful reference for the next study.

1.9 Clarification of Key Terms

There are some terms in this study that should be clarified, as follows:

Pre-questioning

Some questions which are provided before the students read the whole
text, in order to build the reading schemata and background knowledge of
the students and also to rise their interest, and their cognitive aspect
to predict what will faced by them in the next whole text.

Reading Comprehension

Theoretically, 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.

In this study, reading comprehension achievement operationally defined
as the students' scores in comprehending the text on the reading
comprehension tests, after having and without having the pre-questioning.

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