CHAPTER I

INTRODUCTION

In this chapter, the writer is going to present background of the study, reasons for

choosing the topics, research questions, purposes of the study, statements of the

hypothesis, significance of the study, and outline of the report.

Background of the Study

Reading skills become very important in the educational field, students need to be

exercised and trained in order to have 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 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.

Students need to learn to analyze a text even before they can read it on their own.

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.

Basically, pre-questioning itself can build the students’ interest and

motivation before students read the whole text. Moreover, the students can predict

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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. Grellet (1981:62) said that they make students aware of what they wish

to learn about the topic, since these questions set purposes for reading.

1.2 Reasons for Choosing the Topic

By asking a question students will understand the text. That is way pre-questions

are powerful way in learning, because they will open their mind for the question

given by teacher. It also avoids misunderstanding and persuading students.

Narrative tells a story or an event. Narrative text is often more interesting and

engaging than expository text, thus making it simpler. Narratives often require the

students to supply main ideas and fill in details from prior knowledge. By reading

narrative passage, students will stimulate since first they will be asked about the

information that they already heard.

Pre-questioning involves presenting students with a set of written questions

or having students generate their own question s on the topic of the reading

passage. The aim of the activity is two-fold. As Carrell (1988:247) points out, pre-

questioning functions to motivate students to read what follows for a purpose, that

is, to gain the requisite information to answer the question. Being motivated is one

of the most important factors that can help students in the process of reading.

Grellet (1981:62) said that the more students expect reading and anticipating in

their minds what the text could hold in store for them; the easier it is to be grasped
the main points of the passage. Carrell (1988:247) says that pre-questioning also

functions to get students to predict within a context area what the text will be

about before studying the text.

From those statements, the writer concludes that it is important for the

teacher to asked students to explore their mind by asking some questions. Reading

a passage means that teachers also consider the understanding of the whole

questions. So by reading this final project, it is expected that readers might learn

the effectiveness of pre-questioning techniques in reading comprehension of

narrative texts.

1.3 Research Question

Based on the background of the study above, the problem of the study are:

(1) Do the 2nd grade students taught with pre-questioning techniques gain

better achievement than the ones taught with “conventional” techniques

in SMP Negeri 23 Semarang year 2010/2011?

(2) Is there any positive significant correlation between students’ interest

and their achievement in reading narrative?

1.4 Purposes of The Study

The purposes of the study are:

(1) To find out whether pre-questioning techniques is notably more effective

in gaining better students’ achievement in reading narrative or not.

(2) To investigate whether there is a significant correlation between

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 students’ interest and their achievement in reading narrative or not.

1.5 Statements of the Hyphotheses

The hypotheses may be formulated as follows:

H1 = There is a difference of effectiveness of the pre-questioning techniques

in reading comprehension of narrative texts of the Second Grade

Students of Junior High School.

H0 = There is no difference of the effectiveness of pre-questioning techniques

in reading comprehension of narrative texts of the Second Grade

Students of Junior High School.

1.6 Significance of the Study

The writer wants to:

(1) Give a description about the effectiveness of reading comprehension

achievement of treatment with pre-questioning and without pre-questioning

on the students’.

(2) Prove the result in reading comprehension scores between experimental and

control classes of students’ gender (female and male) on the second grade

students of Junior High School are different.

(3) Give a reference to development of teaching learning process especially in

reading, that pre-questioning can make the students’ reading comprehension

will be better.
(4) Give a contribution to the students how to improve their skill in

comprehending about the reading text.

(5) Give 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.

1.7 Outline of the Report

This final project consists of five chapters. Chapter I present introduction. This

chapter contains of Background of the Study, Reasons for Choosing the Topic,

Research Question, Purposes of the Study, Significance of the Study, and Outline

of the Report.

Chapter II presents Review of the Related Literature. It contains of Previous

Studies, Theoretical Background, and Framework of the Present Study. It also

discusses the definition of pre-questioning techniques, reading comprehension and

narrative text.

Chapter III presents the Methods of Investigations. This chapter contains of

Object of the Study, Population and Sample, Research Variables, Instrument for

collecting Data, and Method of Analyzing Data.

Chapter IV presents Result of the Study. This chapter contains of General

Description, Results, and Discussion.

Chapter V presents Conclusion and Suggestion.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer is going to present review of related literature which

discusses the ideas and theories underlying the subject matter of the study.

2.1 Review of the Previous Studies

There have been a number of studies concerning the research about questioning

techniques. One of the studies is entitled “The Teacher’s Techniques of Basic

Questioning in English Classroom Activity (A case study of the English Teachers

of the State Senior High School 1 Subah Batang) “(Agustin Dwi Lestari, 2009). In

this study, she pointed out that the advantages of using the techniques basic

questioning in teaching and learning process such as, making the classroom

activities, attracting the student’s attention, making the students more understand

about the lesson, making the students able to think more, building the student’s

self confidence, encouraging the students to say or do ignoring whether their

answers are correct or incorrect, managing the class well, and making the students

well-prepared.

The researcher also gives suggestions to the English teachers that they

should use various techniques of basic questioning during teaching and learning

activities in the classroom to encourage the students to be more active in learning

process and to have idea of the student’s achievement in their learning process. It

because some students particularly children of certain ages have little capacity for

internal motivation and must be guided and reinforced constantly.

In this age where change is constant, the teacher’s role cannot simply be to

fill students with information. Although basic content knowledge is important,

there also needs to be a focus on process. As knowledge and skills change from

day to day, what is important is to teach students how to learn. By teaching

students to reflect on how they learn and by developing their skills to pursue their

learning goals, students will be empowered to change from passive recipients of

information to active controllers of their learning. The teacher’s role, as facilitator,

is to empower learners by promoting student involvement in learning, helping

learners to develop skills that support learning throughout life, and helping

learners to assume personal responsibility for learning. The instructor’s role is key

to facilitating interaction.

Based on all of the studies, a topic related to the effectiveness of pre-

questioning techniques in reading comprehension on narrative texts has not been

worked out. It motivates the writer to conduct a study of this particular interest. In

addition, this is one of the teaching method that similar to testing. Basicly, pre-

questioning itself can arouse curiosity, stimulate interest in topic, clarify concepts,

emphasize key points, encourage students to think into higher level, and motivate

students to search new information. From that explanation, teacher may collect

information from the students of what the students have learned. If the question

and the students’ answer is related, then it will be effective in teaching reading.

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2.2 Review of Related Theories

In this research, the writer tries to arise a condition or situation and then tries to

find out the effectiveness. In other words, experiment is a way to find out the

cause and effect relation between two factors that are intentionally aroused by the

researcher by separating out the factors that may disturb.

2.2.1 The Explanation of Pre-questioning

Good questions generate good discussion. Questioning is a key facilitation skill

for small group leaders. Lively and focussed discussions are more likely to take

place if your questions are well planned and aligned with the purposes of the

class. Effective questioning can provide useful information about the knowledge

and skills of each student. There are many definition of Question. One of the

resources is from Wikipedia (http://en.wikipedia.org/wiki/question).

A question is a sentence, a phrase, or even just a gesture that shows that the
speaker or writer wants the reader or listener to supply them with some
information, to perform a task or in some other way satisfy the request.

A question may be either a linguistic expression used to make a request for

information, or else the request itself made by such an expression. This

information is provided with an answer. Effective questioning is considered a vital

component of adult education and an integral part of teaching.

Effective pre-questioning can provide useful information about the

knowledge and skills of each student. This information obtained through

questioning can be used to provide feedback to students about their strengths and
weaknesses. Questioning can also be useful in obtaining information about the

effectiveness of the educational program. The information obtained from this

questioning can be included into the process of continuous quality improvement.

The ability to ask and answer questions is central to learning. The use of

questioning skills is essential to systematic investigation in any subject area in

such an investigation.

(1) One asks questions to identify the reason or reasons for the investigation.

(2) Questions are asked to direct the search for information and to synthesize

what has been discovered.

(3) The conclusions resulting from investigations are evaluated via questions.

However, using questions to assist students' investigations is a relatively

new technique in the schools. In the past, teachers primarily questioned

students to ascertain whether or not they were learning the book content

and to see if students were paying attention in class.

Pre-questions should play a central role in the learning process. Because of

this, as a teacher, need to plan their questions carefully. This doesn't mean script

writing that maybe would negate creative teaching. However, it means that

teacher need to carefully plan questions by thinking through possible questions

which would guide the students toward further investigation and a deeper

understanding of the concepts being stressed.

2.2.1.1 Techniques of Questioning

While questioning is one of the best ways to get discussion going, the most

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common error in questioning is not allowing students enough time to think.

However, there are a number of ways that teachers can improve their questioning

technique. According to C Turney et al (1983:62) the first step toward developing

effective questioning techniques is to increase the amount of student participation.

Typically, interaction patters involve a teacher asking a question and a student

volunteering a response to the question. They state that there are several

techniques of questioning, they are:

(1) Structuring

This technique refers to:

teacher statements which signal the purpose and direction of

questioning sequence;

the teacher’s provision of relevant information before a question or

series of questions to assist pupils formulate appropriate answers;

teacher comments during and answer sequence which summarize or

extend pupils answers, so providing information to facilitate pupil

involvement in the next question or series of questions.

(2) Phrasing and Focusing

This kind of technique is delivering question with clear words and

focus not ambiguous. Some important aspects to consider when

preparing questions; they should be simple, well defined with a clear

focus, be pitched at reasonable level, relevant to the matters being

discussed, and they should be though provoking.

(3) Distributing

A teacher also has to pay attention much in the way of distributing

questions. The way in which teachers distribute questions has also

been shown to be related to pupil ability.

(4) Redirecting

Redirection refers to the technique of asking the same question of

several different pupils in sequence, with either minimal or no teacher

comments intervening. The purpose of the strategy is to minimize

teacher intrusion into the discussion and to heighten the possibility of

pupils reacting to and building on one another’s responses. The

following is an example of how teacher might accomplish task:

“Having completed our overview of the presidents, who do you think

was the greatest American chief executive? Tom?

“Abraham Lincoln”

“Sally?”

“Woodrow Wilson”

“Joe, another one?”

“George Washington”

(5) Wait-time or Pausing

It is an essential component of the questioning skill, which can occur

both after a question has been asked and after a pupil has responded.

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 Rochester (1973:37) said teachers use a long enough pause upon

pausing a question to allow pupils to comprehend the question, think

about possible answer to it, and then formulate a response to it.

(6) Teacher Reacting

In reacting to pupil answers it is important that teachers, whenever

possible, should do so with warmth and enthusiasm.

Nuthall (1968:43) stated that one form of teacher reacting which

suggest warmth and enthusiasm and which may facilitate productive

pupil behavior is the teacher’s acceptance and use of pupil’s ideas

elicited by questioning.

(7) Prompting

Hyman (1970:53) said that prompting questions are designed to

promote the flow of lesson, to clear up impasses by filling in missing

information. It may encourage students to go further and not abandon

their attempts to respond to teacher questions.

(8) Changing the Level of Cognitive Demand

This technique is to give the students questions which require them to

discriminate and process information more actively, and form

judgments based on the teacher’s questions. Bedwell (1975:57) stated

that though there are some differences in results in term of actual

quantities of various types of questions asked by teachers across a

variety of subjects, there can be little doubt that very heavy emphasis
 is given to questions requiring only factual recall.

2.2.1.2 Questioning Strategies

McKeachie, W. (1999:173). Teaching Tips: Strategies, Research And Theory For

College And University Teachers, Boston: Houghton Mifflin Co. Available at :

http://tlu.ecom.unimelb.edu.au/ [accesed January, 28 2010]. Questioning strategies

divide into five forms:

(1) Physical Setting

It is much easier to ask and answer questions if students can hear and see

each other and you. If teacher can, arrange the chairs into a circle or half

circle. Alternatively, arrange the furniture into small groups so students can

see each other.

(2) Listening Skills

Good questioning technique is as much about listening as it is about

speaking. Listen carefully to what the student is saying. Do not interrupt,

even if a student is heading towards an incorrect answer. Interrupting does

not create an atmosphere that encourages participation. Ask the student for

clarification if teacher feels do not understand. Actually listen as the

student is responding. Sometimes tutors are confident that they know the

answers themselves so they are not really interested in what students have

to say. Show that teachers are listening by maintaining eye contact and

nodding.

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(3) Wait-time

One factor that can have a powerful effect on student participation is the

amount of time a tutor pauses between asking a question and doing

something else (e.g. calling on a student or reworking the question).

Research on classroom questioning and information processing indicates

that students need at least three seconds to comprehend a question,

consider the available information, formulate an answer, and begin to

respond. In contrast, the same research established that on the average a

classroom teacher allows less than one second of wait-time. Ask a question

and then wait just slightly longer than feels comfortable before moving on

to another student or giving a prompt. Waiting increases the complexity of

the answer, the number of unsolicited responses and the number of

questions asked by students.

(4) Handling Student Responses

An important aspect of classroom interaction is the manner in which

teacher handle student responses. When teacher ask a question, students

can either respond, ask a question or give no response. If the student does

not respond, use either a rephrase or redirecting strategy. Positive

reinforcement. Praise students for their responses and remember to smile

and nod. Probe to gain an extended response. When a student responds to a

question or asks a question, teacher can ask another student to respond.

This strategy can also be used to allow a student to correct another

student’s incorrect response.

(5) Encouraging Participation

Speak in a friendly tone of voice. Make sure that the question is at a level

of abstraction that is suitable for the class. Use student names so that

teacher invite them to participate. Ask the question first and then call the

student’s name to avoid the rest of the class tuning out. Avoid using a

pattern when asking questions (i.e. the order of seating or the list of names

on the attendance record) as students will only listen when it is close to

their turn to answer. Avoid repeating student responses. If teacher repeat

what students have said they will listen to teacher rather to other students.

Aim to ask questions of all students, not just the confident students or

those sitting up the front of the class. Give students an opportunity to ask

questions. Do not use “any questions?” as the teachers’ feedback from

students. Sometimes students are so confused they cannot even formulate a

question. In addition, many students will not participate because they do

not want to make mistakes in front of their peers. Break questions into

steps: “what are we going to do first?”, “what do we do next?”. If a student

struggles with an answer, break the question into simpler parts or give

them suggestions rather than just giving up on them. Ask a question and

allow students time to discuss the answers. Be prepared to investigate

alternatives proposed by students. If they are wrong, explore why and how

they are wrong. Be interested in divergent views. Avoid display questions

that give the message: “I know something that you don’t know and you’ll

look stupid if you don’t guess right”.

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2.2.2 Reading

In language, reading is one of the skills besides speaking, listening, and writing.

Prefetti as quoted by Urqurhart and Weir (1998:16) stated that the first defines

reading as decoding, “the skill of transforming printed words into spoken words.”

This decoding definition offers some good arguments. It delineates a restricted

performance and allows a restricted set of processes to be examined.

2.2.2.1 Definition of Reading

Various methods are used to improve reading comprehension that include training

the ability to self assess comprehension. Practice plays more crucial part in

development and in the skills of reading comprehension. Self assessment with

help of elaborative interrogation and summarizing helps. There are many

definitions concerning about reading. Neil Anderson as cited by Nunan (2003: 68)

states that reading is a fluent process of readers combining information from a text

and their own background knowledge to build meaning. Strategic reading is

defined as the ability of the reader to use a wide variety of reading strategy to

accomplish a purpose for teaching. Fluent reading is defined as the ability to read

at an appropriate rate with adequate comprehension. The reader’s background

knowledge integrates with the text to create the meaning. Therefore, the text, the

reader, fluency, and strategies are combined together to define the act of reading.

2.2.2.2 The Importance of Reading

Effective reading and literacy instruction are keys to educational success and form

a critical component in efforts to close the gaps in student achievement between

social classes and between racial groups. For some reasons, reading is very

important in our life. These are some reasons why reading is one important way to

improve our general language skills in English as stated by Mikulecky and Jeffries

(1986:17):

(1) Reading helps learner to think in English.

(2) Reading can enlarge learner in English vocabulary.

(3) Reading can help learner to improve their writing.

(4) Reading may be a good way to practice their English if they live in a

non English-speaking country.

(5) Reading can help learner to prepare for study in English-speaking

country.

(6) Reading is a good way to find out about new ideas, facts and

experiences.

Students having good comprehension skills is considered as active reader,

with an ability to interact with the words by understanding its complete meaning

and the concept behind it. Thus skill of reading comprehension distinguishes an

active reader from a passive reader who just read the text without getting its

meaning. Based on the statements above, the writer can conclude that reading can

improve student’s writing, speaking and vocabulary.

2.2.2.3 Reading Comprehension

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Reading is one of the four language skills in English. According to Urqurhart

(1998:88), reading skill can be described roughly as a cognitive ability which a

person is able to use when interaction with written texts. It is an essential skill for

learners of English as a second language. For most of these learners, it is the most

important skill to master in order to ensure success not only in learning, but also

in learning in any content class where reading in English is required. Nunan

(2003:38) stated with strengthened reading skill, learners will make greater

progress and development in all other areas of learning. Thus, in teaching reading,

the students have to master some skills and strategies in reading a text.

Comprehension is the process of deriving meaning from connected text. It

involves word knowledge as well as thinking and reasoning. Therefore,

comprehension is not a passive process, but an active one. Reading

comprehension teaching aims to let better grasping of the context, sequence and

the characters narrated in text. Certain parts of the text can confuse readers.

Reading comprehension skills works on this aspect to get the clear idea of the

meaning of the text. It often helps in better understanding of the said paragraph. It

helps to link the event of narration with our previous experiences and predict the

next probable event in the course based on the information given in the narration.

2.2.3 Narrative Text

Many genres or text types are used in teaching English for senior high school in

the 2006 curriculum (KTSP). Narrative text is one of them.

 Narrative can be spoken or written text. A narrator who may be the one of

the characters or outsiders usually tells us. Some of the most familiar forms of

narratives are novels, short stories, folktales, myths, legends and so on.

According to Wikipedia “the free encyclopedia”, narrative is a story that is

created in a constructive format (written, spoken, poetry, prose, images, song,

theater or dance) that describes a sequence of fictional or non-fictional events.

According to Gerot and Wignel (1994:204), the function of narrative is to

amuse, entertain, and to deal with actual or vicarious experiences in different

ways, narratives deal with problematic events which lead to a crisis or turning

point of some kind, which in turn finds a resolution.

The generic structure of narratives is as follows:

(1) Orientation : sets the scene and introduces the participants.

(2) Evaluation : a stepping back to evaluate the plight.

(3) Complication : a crisis arises.

(4) Resolution : the crisis is resolved, for better or worse.

(5) Re-orientation : optional.

The significant lexicogrammatical features are as follows:

(1) Focus on specific and usually individualized participants.

(2) Use of material processes, behavioral processes and verbal processes.

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 (3) Use of relational and mental processes.

(4) Use of temporal conjunction, and temporal circumstances.

(5) Use of past tense.

From the explanation above, the writer can conclude that narrative is a text

which tells a story or a set of events to entertain the readers.

2.2.4 The Role of Students

Ur in Harmer (2001:38-39) suggest that teenage students are in fact overall the

best language learners. Harmer (2001:47) mentioned some characteristics of

adolescent’s learner:

(1) They seem to be less lively and humorous than adults.

(2) Identity has to be forged among classmates and friends, peer approval

maybe considerably more important for the student than the attention

of the teacher.

(3) They can cause discipline problems.

(5) They must be encouraged to respond to texts and situations with their

own thoughts and experience.

2.2.5 Learning Style

Tough, A. 1972. Adult Learning Projects. Ontario: Institute for Studies in

Education, online at http://www.learning-theories.com/ [accesed January, 28

2010], stated that most adult learners have developed a preference for learning

that is rooted in childhood learning patterns. To understand and address adult

learners, it is important to understand differences in children's development and

learning. As children develop, their ability to process information is affected by

their own individual strengths and weaknesses and the environment in which they

grow and learn. Individual differences in children's interests, aptitudes, abilities,

and achievement can be quite pronounced. For example, some children have an

especially strong auditory memory that enables them to remember what they hear

with little effort, while others may be less skilled. This can be seen in differences

in following verbal directions given by a teacher or coach, or in the ability to learn

the words to a new song. Some children have an especially keen eye for noticing

detail in pictures or a design in a pattern. This can be seen in differences in speed

in recognizing letters of the alphabet or understanding principles of

geometry. Some children are very talented artists from the first moment they are

given crayons or other tools to draw, while others develop such a skill through

structured learning opportunities at school and at home.

In addition, stimulation and opportunity can affect ability and achievement.

If a child is deprived of opportunities to move, explore, touch, grasp, and interact

with sound and speech, long-term learning ability is diminished. Furthermore,

without opportunities to use once learned skills, the ability to perform tasks is

often lost and must be relearned.

It must be emphasized that adult learning theory is based in the notion that

we are not just teaching grown-up children. It must be recognized that a person's

aptitudes and abilities are shaped by individual differences and early learning

experiences and continue to be influenced by experience and training throughout

21
adulthood. In fact, many adults seek jobs that consistently give them opportunities

to display special talents and rely upon their preferred learning style.

2.2.6 Learners’ Style

Based on an empirical study with learners of English in Australia, Willing

(1987:38) on Skehan (1998:247) produced the following discription:

(1) Conformist

These are students who prefer to emphasize learning about language

over learning to use it. They tend to be dependent on those in authority

and are perfectly happy to work in non-communicative classrooms,

doing what they are told. A classroom of conformists is one, which

prefers to see well-organized teachers.

(2) Concrete Learners

They are enjoy the social aspects of learning and like to learn from

direct experience. They are interested in language use and language as

communication rather than language as a system. They enjoy games

and work in class.

(3) Convergers

These are students who are by nature solitary, prefer to avoid groups,

and who are independent and confident in their own abilities. Most

importantly they are analytic and can impose their own structures on

learning. They tend to be cool and pragmatic.

 (4) Communicative Learners

These are language use oriented. They are comfortable out of class and

show a degree of confidence and willingness to take risks, which their

colleagues may lack. They are much more interested in social

interaction with other speakers of the language than they are with

analysis of how the language works. They are perfectly happy to

operate without the guidance of a teacher.

2.2.7 Curriculum of Junior High School (KTSP)

National Standard of Education states that KTSP is an operational curriculum

arranged by each educational unit. KTSP is a curriculum development strategy to

reach an effective and productive school. KTSP appears as a new paradigm in

developing curriculum to give autonomy to each unit of education and involve

society to make the teaching learning process more effective. The autonomy is

given in order the unit of education and schools have authority in managing their

resources and fund to be allocated in their prior needs. The establishment of KTSP

must consider competence standard and basic competence developed by Badan

Standar Nasional Pendidikan (BSNP)

KTSP comes an idea about curriculum development that is placed in the

nearest position in learning; that is school and unit of education in which each unit

of education is given autonomy to develop curriculum based on their potential,

demand, and needs. The autonomy in developing curriculum and learning is a

potential for school to improve teacher performance and school officials. It offers

23
a direct contribution and increase understanding of society towards education,

especially in curriculum. In KTSP, school has full authority and responsibility in

determining vision, mission, and goal of unit of education To reach these goals,

school has to develop competence standard and basic competence into indicators,

develops priorities, controls school potential and surrounding area, and school

also must be responsible towards society and government.

In general, the goal of the application of KTSP is to make each unit of

education more independent by giving autonomy to the schools and to excite the

schools in taking any participative decisions in curriculum development.

Specially, the goals of KTSP are as follows:

(1) To improve the quality of education through school’s independence in

developing curriculum, managing, and controlling school resources.

(2) To improve the notice of students teachers, school officials, and society in

curriculum development through taking decision together.

(3) To improve the competition of unit education in reaching a quality of

education. (Mulyasa, 2006:22)

2.3 Framework of Analysis

In this part, the writer will make a brief conclusion from both previous studies and

theoretical studies.

From the previous studies, there is a researcher which conduct related to

questioning. Since there is no research in analysing pre-questioning techniques in

reading comprehension of narrative texts, the writer intend to investigate the

effectiveness of pre-questioning techniques in reading narrative on the student of

second grade junior high school.

2.3.1 The Analysis Data

The accuracy which the writer measure has a major impact on sample size.

Accuracy is expressed as validity and reliability. Validity represents how well a

variable measures what it is supposed to. Reliability tells how reproducible the

measures are on a pretest, so the impacts is on the experimental studies. It also

shows that the more reliable the measure, the less subjects a researcher need to see

in a small change.

2.3.2 Pre-questioning Techniques Based on Socrates

According to the Socrates description as quoted from Lindley, D. (1993:42) This

rough magic. Westport, CN. Bergin & Garvey. Online at

http://www1.appstate.edu/~goodmanj/3850/webquest/questions.html accessed on

January, 28 2010, there are five kinds of pre-questioning, they are:

2.3.2.1 Factual

Soliciting reasonably simple, straight forward answers based on obvious facts or

25
awareness. There are usually at the lowest level of cognitive or affective processes

and answers are frequently either right or wrong. For example:

“Name the Shakespeare play about the Prince of Denmark?”

2.3.2.2 Convergent

Convergent questions are those that require one correct answer and usually within

very finite range of acceptable accuracy. These may be at several different levels

of cognition. In general, they are questions of fact or recall and are often a low

level. For example:

“What is the most populous country in the world?”

2.3.2.3 Divergent

Divergent questions are the opposite of convergent, that are this type of questions

have many different answers. These questions allow students to explore different

avenues and create many different variations and alternative answers or scenarios.

For example:

“How are the beans alike?”

2.3.2.4 Evaluative

This question usually require sophisticated levels of cognitive and/or emotional

judgment. For example:

“What are the similarities and differences between Roman gladiator games and

modern football?”
2.3.2.5 Combination

This question is combination of the above.

2.3.3 Pre-questioning Techniques in the Taxonomy of Education Objectives

This final project contains theories based on the Taxonomy of Education

Objectives, edited by B.S Bloom (New York: Longman, 1956:29) there are six

levels of questioning that is remember, understand, apply, analyze, evaluate, and

create. The types of questions and the manner in which questions are asked have a

direct impact on the effectiveness of the questioning.

2.3.3.1 Remember

Retrieve relevant knowledge from long-term memory. This is the lowest level of

questions and requires students to recall information. Students are required to

recall the information learned and repeat it to the teacher. For example, “What is

the biggest city in Japan?”

2.3.3.2 Understand

Construct meaning from instructional messages, including oral, written, and

graphic communication. Students must explain topics, review items, and discuss

issues; this includes translation, interpretation, extrapolation, and focuses on the

meaning and intent of the material. For example, “How would you illustrate the

water cycle?”

2.3.3.3 Apply

Carry out or use a procedure in a given situation. At this level, teachers ask

27
students to take information they already know and apply it to a new situation. In

other words, they must use their knowledge to determine a correct response.

Students must use an abstraction (principle, theory, etc.) brought from other

experiences. It requires that students apply previously learned knowledge and

skills to new situations and necessitates the use of abstractions in specific

situations. For example: “What happens when you multiply each of these numbers

by nine?”

2.3.3.4 Analyze

Break material into its constituent parts and determine how the parts relate to one

another and to an overall structure or purpose. An analysis question is one that

asks a student to break down something into its component parts. To analyze

requires students to identify reasons, causes, or motives and reach conclusions or

generalizations. Students must break down material into its component parts and

then use a systematic process to reach a logical conclusion. For example: “Why

did the United States go to war with England?”

2.3.3.5 Evaluate

Make judgements based on criteria and standards. Evaluation requires an

individual to make a judgment about something. We are asked to judge the value

of an idea, a candidate, a work of art, or a solution to a problem. When students

are engaged in decision-making and problem-solving, they should be thinking at

this level. Evaluation questions do not have single right answers. Students must

use specific criteria to assess situations or to justify previous responses. For

example: “What do you think about your work so far?”

2.3.3.6 Create

Put elements together to form a coherent or functional whole; reorganize elements

into a new pattern or structure. Create stimulate students to produce original ideas

and solve problems. There's always a variety of potential responses to synthesis

questions. Students must hypothesize, predict, and use the available information

to arrive at a generalization or putting together elements or parts from many

sources to constitute a new pattern or structure. For example: : “How would your

life be different if you could breathe under water?”

The number of questions should be sufficient to get the data from which

can draw valid and reliable conclusions. In addition, more questions means more

work in analysis, so ensure that only ask what needed to ask.

29
 CHAPTER III
METHOD OF INVESTIGATION

This chapter deals with the object of the research. There are population and

sample of the study. In gathering the data to complete this study, the writer

conducted an experimental research. The instrument used was test method. In

addition, research design variable of the research and subject of research will also

be presented in this chapter.

3.1 Research Design

The research design used belongs to Pre-Experimental Design, which has no

provision for establishing the equivalence of the experimental and control groups,

a very serious limitation. Research design takes an important role in an

investigation. The quality of the result of the field study and other kinds of

investigation is depends on the method used. This method is based on certain

approach. Nunan (1993:2-3) defines approach as a process of formulating

questions, problems, or hypotheses; collecting data or evidence relevant to these

questions or problems or hypotheses; and analyzing or interpreting these data. The

type of research in this study was experimental research. It should have three

elements: (1) a question, problem, or hypothesis; (2) data; (3) analysis and

interpretation of data. Any activity which lacks one of these elements should be

classified as other than research. This final project uses a quantitative research
which describes data. The writer used statistical analysis to calculate the numeral

data.

3.1.1 Quantitative Research

According to Saifudin Azwar (2005:1), “Research is a series of scientific activity

in solving a problem”. Based on the approach analysis, research can be divided

into two types, they are: quantitative analysis and qualitative analysis.

Quantitative analysis is analysis of quantitative data (numerical data) that

can be counted, categorized, and compared in numerous ways.

3.1.2 Experimental Design

In an experimental study, researcher looks at the effect(s) of at least one

independent variable on one or more dependent variables. The independent

variable in experimental research is also frequently referred to as the

experimental, or treatment, variable. The dependent variable, also known as the

criterion, or outcome, variable, refers to the result or outcome of the study.

The treatment group typically receives a new or novel treatment, a

treatment under investigation, while the control group usually either
receives a different treatment or is treated as usual. The control group is
needed for comparison purposes to see if the new treatment is more
effective than the usual or traditional approach, or to see if one approach is
more effective than another. (L.R.Gay 1981:209).

The writer will have been going to use pretest-posttest design by Bruce W.

Tuckman (1978:107) in his book, Conducting Educational Research. The design

of the experiment can be described as the following:

R O1 X O2

R O3 O4

31
Where,

R : Randomization

X : Experimental Group (the presence of a treatment)

O1 : Pre-test for the experimental group

O2 : Post-test for the experimental group

O3 : Pre-test for the control group

O4 : Post-test for the control group

In accordance with Tuckman (1978:107), Control Group (the absence of a

treatment) is designated by a blank space. After receiving different treatment, the

two groups will be given a posttest, and then the writer will analyze the result.

3.2 Population

Best (1981:8) stated that population is any group of individuals that has one or

more characteristics in common. The objects in a population are investigated,

analysed, concluded and then the conclusion is valid to the whole population. The

population used to conduct the experiment in this study was the eight grade

students of SMP 23 Semarang. It divided into two classes, the experimental class

and control class.

3.3 Sample and Technique of Sampling

The sample is part of population, which is investigated, and the result of it can be
generalized. After gathering the sample, researcher has to decide an appropriate

the individual group in a representative sample. This sample is made up from the

population who are chosen to participate.

The term sampling is different from sample. According to Kerlinger

(1965:18), “Sample is a part of population which is supposed to represent the

characteristic of the population”. Therefore, sample is taken from part of

population, but not the whole.

In this research, the teacher and the writer considered taking Class VIII A

as a class using pre-questioning technique due to some reasons:

(1) At the beginning of the first semester, the average of Class VIII A is

the lowest than others

(2) According to teacher’s experience, Class VIII A has a little attention

and interest in reading comprehension.

3.4 Variables

Research variables based on Best (1981:59) are the conditions or characteristics

that experimenter manipulates, controls, or observes. From the definition above, it

can be concluded that research variable includes the factors or the conditions that

have a role in the phenomena or tendencies.

3.4.1 Dependent Variable

Tuckman (1978:59) stated that dependent variable is a factor which is observed

and measured to determine the effect of the independent variable. Based on the

definition, the dependent variable of this study was the students’ achievement in

33
narrative text, which was indicated by test score.

3.4.2 Independent Variable

According to Tuckman (1978: 58-59), independent variable is a factor which is

measured, manipulated, or selected by the experimenter in determine its

relationship to an observed phenomenon. Based on the definition, the independent

variable of those studies was pre-questioning techniques.

3.5 Procedures of Collecting the Data

In the experiment, the research design is the Static Group Comparison Design.

The research design is used for two groups of subjects in which each of them is

treated with different treatment. Next, both of the groups are measured with test,

and the results are compared.

Table 3.1

Static Group Comparison Design

Pretest Treatment Postest

EG √ X √
CG √ -X √

(Kerlinger, 1965:247)

EG = Experimental Group (Class using pre-questioning technique)

CG = Control Group (Class using conventional technique)

X = Treatment using Pre-questioning Techniques

-X = Treatment using explanation

3.6 Instruments of the Study

According to Sugiyono (2004:267), research instrument is a device used by the

researcher to collect the data. In this research the writer uses a test method as the

instrument. Test is a set of questions or other practice or device used to measure

the skill, intelligence, ability and talent of an individual or a group. The type of

test is used here is achievement test. Best (1981:193) stated that achievement test

attempt to measure what individual has learned, his or her present level of

performance.

The writer uses one test type only. It is a multiple-choice completion. This

type of test was chosen because of some advantages. Those are:

(1) The technique of scoring is easy. It is easy to determine which the right

answer is and which one is wrong only by looking at the answers the

students choose.

(2) It is easy to compute and determine the reliability of the test. Reliability

means the stability of test scores when the test is used. By giving a

multiple-choice completion, it gives an easy way to know the stability and

determine the reliability of the test.

(3) It is more practical for the students to answer. Students get the easiest way

to answer. They only needs to choose the right answer by choosing one of

the options given.

Before the test item was used as an instrument to collect the data, it had

been tried out first to the students in other class. After scoring the result of the try

out, the writer made an analysis to find out the validity and reliability of the try

35
out items. All of them were used to decide which items should be tested in making

the instrument.

3.6.1 Try Out

The data of the students’ achievement cannot be collected by questionnaire.

Therefore, test is used to measure students’ achievement (Saleh, 2001:33).

Harris (1969:2) says that the achievement test score are used in evaluating

the influences of course study, teachers, teaching methods, and factor considered

being significant in educational practice.

The quality of the data, whether it is good or bad, is based on the

instrument to collect the data. A good instrument must fulfill two important

qualifications. Those are valid and reliable. So, before the test was used as an

instrument to collect the data, it had been tried out first to the students in the class.

After scoring the result of the try out, the writer made an analysis to find out the

validity and reliability of the items of the test. All of them were used to decide

which items should be used in collecting the data. The try out is conducted in

another class.

There were certain steps to analyze the try out items. They were discussed

in the following section:

3.6.1.1 Validity of the Test

Best (1981: 153) states that validity is that quality of a data-gathering instrument

or procedure that enables it to determine what it was designed to determine.

Furthermore, Arikunto (1998:161) states that the steps are taken to obtain an

instrument with logic validity, which means that instrument is a result from a very
 N ∑ XY - ( ∑ X )( ∑ Y )
rxy =
{N ∑ X 2
− ( ∑ X)
2
}{N ∑ Y 2
− ( ∑ Y)
2
}

careful effort in the part of the writer in order to acquire validity.

In this study, the validity of the instrument was measured by applying the

Pearson Product formula.

Table 3.2
Pearson Product formula

= coefficient of correlation between x and y variable or validity of each

item

N = the number of students or subject participating in the test

the sum of score in each item

the sum of the square score in each item

the sum of total score from each student

the sum of the square score from each student
= the sum of multiple of score from each student with the total score in

each item

This formula was used for validating each score, and the result was

consulted to critical value for r-product moment. When the obtained coefficient of

correlation is higher than the critical value for r-product moment, it means that a

scoring is valid at 5 % alpha level of significance.

3.6.1.2 Reliability of the Test

Reliability deals with reliance. It means that a test can have high reliance standard

if it gives consistent and stable results about the subjects’ condition when it is

given repeatedly. The formula used was Kuder-Richardson Reliability that is K-

R21:

37
 BA BB x ( n − x )
K=
D − R 21−= 1 −
x JA JB ns 2
2
2 ( ∑ y)
∑y −
s2 = N
N

Where,
K-R21 : Kuder-Richardson reliability coefficient
n : Number of items in the test
: Mean score on the test

s2 : Test variance

The test is considered being reliable if the rxy > rtable for α = 5%. By using Kuder-

Richardson formula, the writer considered that the transformation try out is

reliable. Here is the computation.

First of all, what we have to find is the variance of the test symbolized s2. The
formula used to find s2 is

In which,
S2 : test variance
Σy2 : The quadrate of students’ total scores
Σy : The total scores of all students
N : Number of the students

3.6.1.3 Discriminating Power

The discriminating power will measure how well the test items arranged to

identify the differences in the students’ competence.

“The discrimination index of an item indicated the extent to which the item
discriminated between the tested, separating the more able tested from the
less able. The index of discriminating power told us whether students who
perform well on the whole test tended to do well or badly on each item in
the test” (Heaton, 1974: 173)

The formula is:

Where,

D = discriminating power
BA = number of students in the upper group who answer the item correctly

BB = number of students in the lower group who answered the item correctly

JA = number of all students in the upper group

JB = number of all students in the lower group

The criteria of discriminating power of the test in the try out are:

Table 3.3
Criteria of Discriminating Power
Interval Criteria
D ≤ 0.20 Poor

0.20 < D ≤ 0.40 Satisfactory

0.40 < D ≤ 0.70 Good

0.70 < D ≤ 1.00 Excellent

3.6.1.4 Item Analysis

The difficulty level of an item shown hard the item was. The larger index of

difficulty is the easier item. To compute the difficulty level of an item, the writer

applies the following formula:

P= Explanation:

P = the facility value (index of difficulty)

B = the number of students who answered correctly
Js = the total number of the students
(Arikunto, 1996:212)
3.6.2 Pre Test

The quality of the data, whether it is good or bad, is based on the instrument to

collect the data. A good instrument must fulfill two important qualifications.

39
Those are valid and reliable. So, before the test was used as an instrument to

collect the data, it had been pre tested first to the students in the class. After

scoring the result of the pre test, the writer made an analysis to find out the

validity and reliability of the items of the test. All of them were used to decide

which items should be used in collecting the data.

3.6.3 Post Test

The test was the instrument, which is used to measure students’ achievement in

transformation both in the class using conventional techniques and the class using

pre-questioning techniques. As stated by Brown (2004: 3), a test is a method of

measuring a person’s ability, knowledge, or performance in a given domain. After

the writer collecting the try out and pre test, then it will be measured by the post

test. For this post test, multiple choice items are used. Harris in Handout

Language Testing 1 stated that multiple choice tests tend to have superior

reliability and validity. Moreover, scoring can be done quickly and involved no

judgment and opinions as to degree of correctness; therefore, the tests tend to be

objective.
 CHAPTER IV

DATA ANALYSIS

Chapter IV presents the analysis and the discussion of the research findings. This

chapter deals with reading comprehension achievement of the students who were

given pre questioning technique, and reading comprehension achievement of the

students who were given conventional technique. It also deals with the difference

in reading comprehension achievement between the two groups of the students.

Analysis of Each Meeting

In this section, the writer discussed and analyzed the process of the study since the

two groups were in the same level of reading comprehension.

4.1.1 Try Out

Before the pre test was conducted, the students were given a try out. Try out was

given neither for group of experimental nor control group. Class VIII C was

chosen as a try out class. It was conducted on 24 April 2010. The test was a

reading comprehension test. The students were given multiple choice items in 60

minutes. There were 39 students who joined the try out.

4.1.1.1 Validity

In order to find the validity, the writer uses this following formula:

41
 N ∑ XY - ( ∑ X )( ∑ Y )
rxy =
{N ∑ X 2
− ( ∑ X)
2
}{N ∑ Y 2
− ( ∑ Y)
2
}

Table 4.1
Validity Formula

In which,

ΣX : Sum of the X scores

ΣY : Sum of the Y scores

ΣX2 : Sum of the squared X scores

ΣY2 : Sum of the squared Y scores

ΣXY : Sum of the products of paired X and Y scores

N : Number of paired scores

The item is valid if rxy > rtable. The following is the example of counting the

validity of item number 2, and for the other items will use the same formula.

Table 4.2
The Calculation of Validity number 2
XY
No Code X Y X2 Y2
33
1 TO-18 1 33 1 1089
33
2 TO-03 1 33 1 1089
33
3 TO-15 1 33 1 1089
33
4 TO-26 1 33 1 1089
33
5 TO-37 1 33 1 1089
33
6 TO-06 1 33 1 1089
33
7 TO-21 1 33 1 1089
32
8 TO-23 1 32 1 1024
32
9 TO-32 1 32 1 1024
32
10 TO-01 1 32 1 1024
32
11 TO-08 1 32 1 1024
12 TO-12 1 32 1 1024 32
 30
13 TO-13 1 30 1 900
29
14 TO-17 1 29 1 841
0
15 TO-20 0 29 0 841
29
16 TO-22 1 29 1 841
29
17 TO-30 1 29 1 841
29
18 TO-31 1 29 1 841
29
19 TO-34 1 29 1 841
29
20 TO-02 1 29 1 841
0
21 TO-04 0 28 0 784
0
22 TO-05 0 28 0 784
28
23 TO-07 1 28 1 784
0
24 TO-10 0 28 0 784
27
25 TO-11 1 27 1 729
27
26 TO-14 1 27 1 729
27
27 TO-16 1 27 1 729
26
28 TO-24 1 26 1 676
0
29 TO-25 0 25 0 625
24
30 TO-27 1 24 1 576
24
31 TO-28 1 24 1 576
23
32 TO-38 1 23 1 529
23
33 TO-36 1 23 1 529
23
34 TO-19 1 23 1 529
0
35 TO-09 0 22 0 484
0
36 TO-39 0 20 0 400
20
37 TO-33 1 20 1 400
20
38 TO-35 1 20 1 400
0
39 TO-29 0 17 0 289
887
Σ 93 1084 31 30866

For α = 5% and number of subject 39, rtable = 0.316. Since rxy > rtable, then the

item number 2 is valid. There were 25 items, which were valid on pre-questioning

43
 x x( n − x )
K − R 21 = 1 −
2 ns 2
2 − ( ∑ y)
∑y
s2 = N
N
techniques, try out test, while the 10 items were invalid.

4.1.1.2 Reliability

The formula used was Kuder-Richardson Reliability that is K-R21:

Where,

K-R21 : Kuder-Richardson reliability coefficient

n : Number of items in the test

: Mean score on the test

s2 : Test variance

The test is considered being reliable if the rxy > rtable for α = 5%. By using

Kuder-Richardson formula, the writer considered that the transformation try out is

reliable. Here is the computation.

First of all, what we have to find is the variance of the test symbolized s2. The
formula used to find s2 is

In which,
S2 : Test variance

Σy2 : The quadrate of students’ total scores

Σy : The total scores of all students

N : Number of the students

Based on that formula, we can find

s2 = 30866= f
2 L fLay
a outIn
y Cell1
o fAllo
u wOv
t erlap
I 1fBe
n hind
C Docu
e ment
l 0fHi
l dden
1 0fLa
f youtI
A nCell
l
l
o 1
w 1084
O
v
e
r
l
a
p
1
f
B
e
h
i
n
d
D
o
c
u
m
e
n
t
0
f
H
i
d
d
e
n
0
f
L
a

45
xx

∑y
x =
N

y
o
u
t
I
n
C
e
l
l

1
1
8
.
8
8
1

39

39

Therefore, the test variance is 18.881. Next step, we find the mean in the test. The
formula used is:

Where,

: mean score on the test

Σy : The total scores of all students

N : Number of the students

According to that formula, the mean score on the test is:

N 39
x
27.79
= = =

Σ Y 1084
 As the result, mean score on the test is 27.79.

The last step, we tried to find the reliability of test by using K-R21 formula as

the following.

K-R21 = 1 f 27.79 fLa

f 27 L yo
L .7 a utI
a 9 y
nC
y o
o u ell
u t 1f
t I All
I n ow
n C Ov
C e erl
e l
ap
l l
l 1 1f
1 f Be
f A hin
A l dD
l l oc
l o um
o w
w O ent
O v 0f
v e Hi
e r dd
r l en
l a 0f
a p
La
p 1
1 f yo
f B utI
B e nC
e h ell
h i 1
i n
n d
d D
D o
o c
c u
u m
m e
e n 30
n t
t 0
0 f
f H
H i
i d

47
 B
P=
JS

d d
d e
e n
n 0
0 f
f L
L a
a y
y o
o u
u t
t I
I n
n C
C e
e l
l l
l
1 1

30 x 18.881
= 0.892

For α = 5% and number of subject 39, rtable = 0.316. Since rxy > rtable, then the

try out test is reliable.

4.1.1.3 Difficulty Level

The formula used knowing the difficulty of each item is:

Where,

P : The facility value (index of difficulty)

B : The number of students who answered correctly

Js : The total number of the students

The criteria of difficulty of the test are:

Table 4.3
 Criteria of Difficulty Level
Interval Criteria
0.00 < IK ≤ 0.30 Difficult

0.30 < IK ≤ 0.70 Medium

0.70 < IK ≤ 1.00 Easy

For instance, item number 2, there were 30 students who answered correctly.

Therefore, the computation is as the following:

Table 4.4
The Calculation of Difficulty Level number 2
Lower Group
Upper group
Score
No Code Score No Code
0
1 TO-18 1 1 TO-04
0
2 TO-03 1 2 TO-05
1
3 TO-15 1 3 TO-07
0
4 TO-26 1 4 TO-10
1
5 TO-37 1 5 TO-11
1
6 TO-06 1 6 TO-14
1
7 TO-21 1 7 TO-16
1
8 TO-23 1 8 TO-24
0
9 TO-32 1 9 TO-25
1
10 TO-01 1 10 TO-27
1
11 TO-08 1 11 TO-28
1
12 TO-12 1 12 TO-38
1
13 TO-13 1 13 TO-36
1
14 TO-17 1 14 TO-19
0
15 TO-20 0 15 TO-09
0
16 TO-22 1 16 TO-39
17 TO-30 1 17 TO-33 1

49
 BA BB
D= −
JA JB

1
18 TO-31 1 18 TO-35
0
19 TO-34 1 19 TO-29

20 TO-02 1

12
Sum 19 Sum

31
B = 19 + 12 =
Js = 34

P = = 0.91
31

34
According to the criteria, the item number 2 is easy. For other items, the

formula used is the same.

4.1.1.3 Discriminating Power

The writer used this following formula to find the discriminating power in the
transformation try out test.

Where,
D : The discrimination index

BA : The number of students in upper group who answered the items correctly

BB : The number of the students in lower group who answered the item correctly

JA : The number of the students in the upper group

JB : The number of the students in the lower group

The criteria of discriminating power of the test in the try out are:

Table 4.5
Criteria Of Discriminating Power
Interval Criteria

D ≤ 0.20 Poor
 0.20 < D ≤ 0.40 Satisfactory

0.40 < D ≤ 0.70 Good

0.70 < D ≤ 1.00 Excellent

The following is the example of computation of discriminating power. We

will focus on the item number 2 as the example.

Table 4.6
The Calculation of Discriminating Power
Lower Group
Upper group
Score
No Code Score No Code
0
1 TO-18 1 1 TO-04
0
2 TO-03 1 2 TO-05
1
3 TO-15 1 3 TO-07
0
4 TO-26 1 4 TO-10
1
5 TO-37 1 5 TO-11
1
6 TO-06 1 6 TO-14
1
7 TO-21 1 7 TO-16
1
8 TO-23 1 8 TO-24
0
9 TO-32 1 9 TO-25
1
10 TO-01 1 10 TO-27
1
11 TO-08 1 11 TO-28
1
12 TO-12 1 12 TO-38
1
13 TO-13 1 13 TO-36
1
14 TO-17 1 14 TO-19
0
15 TO-20 0 15 TO-09
0
16 TO-22 1 16 TO-39
1
17 TO-30 1 17 TO-33
1
18 TO-31 1 18 TO-35
0
19 TO-34 1 19 TO-29

20 TO-02 1

12
Sum 19 Sum

51
 For example item number 2, there were 17 students from upper group who

answered correctly, and 13 students from lower group who answered correctly.

The computation is as follows:

D = 19 f 12
L
a
y
o
u
t
I
n
C
e
l
l
1
f
A
l
l
o
w
O
v
e
r
l
a
p
1
f
B
e
h
i
n
d
D
o
c
u
m
 e
n
t
0
f
H
i
d
d
e
n
0
f
L
a
y
o
u
t
I
n
C
e
l
l
1

17
17
= 0.41

Based on the criteria, the item number 2 was categorized as satisfactory

4.1.2 Pre Test

The pre-test was conducted on Wednesday, April 28, 2010 for class VIII A as the

experimental group, and on Monday, April 26, 2010 for class VIII B as the

control group. Those two classes consisted of 40 students each. The purpose of

this test was to know the students’ ability in reading narrative text before the

treatments were given. The result of the pre-test can be seen in Appendix 2.

53
 From the result, the students’ average scores were analyzed. The average

score of the class using pre-questioning technique was 58.4 and the class using

conventional technique was 59.4. It means that the students’ achievement of the

class using pre-questioning technique and the class using conventional technique

was closely the same before the treatments were given.

4.1.3 Treatment

After conducting the pre test, the writer conducts the treatment. The procedure of

the treatment between the experimental and control group can be seen below.

4.1.3.1 The Class using Pre-questioning Technique

The treatment was conducted on April 30th and May 7th 2010 for the class VIII A

as the pre-questioning group. This class consisted of 40 students. The students

were taught using pre questioning techniques of narrative text to improve their

reading skill. Below is the table of each meeting.

Table 4.7
The Activities on the Class using Pre-questioning Technique
Materials of Activities
Date
Learning
Friday Narrative text The students:
April 30 , 2010
th entitled Why the read the story entitled Why the fox
fox has a Huge has a Huge Mouth
Mouth listened to the explanation about how
The new the narrative text organized.
vocabularies from listened to the explanation of the
the story grammatical features of narrative
Specific characters text.
of narrative text mentioned the example of Past Tense
The structures of sentences orally.
narrative text were given the exercises about Past
The grammatical Tense.
feature of listened to the explanation about the
narrative text types of narrative text.
Types of narrative
text
 Friday Narrative text The students:
May 7th, 2010 entitled Story of read the story entitled Story of
Rabbit and a Rabbit and a Bear.
Bear. listened to the explanation about
The new how the narrative text organized.
vocabularies from listened to the explanation of the
the story grammatical features of narrative
Specific characters text
of narrative text mentioned the example of Past
The structures of Tense sentences orally.
narrative text were given the exercises about Past
The grammatical Tense
feature of listened to the explanation about the
narrative text types of narrative text.
Types of narrative
text

4.1.3.2 The Class using Conventional Technique

The treatment was conducted on April 28th and May 3rd 2010 for the class VIII B

as the conventional class. This class consisted of 40 students. The students were

taught using narrative text to improve their reading skill. Below is the table of

each meeting.

Table 4.8
The Activities on the Class using Conventional Technique
Materials of Activities
Date
Learning
Wednesday Narrative text The students:
April 28 , 2010
th entitled Five- read the story entitled Five-Footed
Footed Bear Bear
The new listened to the explanation about how
vocabularies from the narrative text organized.
the story listened to the explanation of the
Specific characters grammatical features of narrative
of narrative text text.
The structures of mentioned the example of Past Tense
narrative text sentences orally.
The grammatical were given the exercises about Past

55
 feature of Tense.
narrative text listened to the explanation about the
Types of narrative types of narrative text.
text
Monday Narrative text The students:
May 3rd, 2010 entitled The Little read the story entitled The Little
Jackal and The Jackal and The Alligator
Alligator listened to the explanation about
The new how the narrative text organized.
vocabularies from listened to the explanation of the
the story grammatical features of narrative
Specific characters text
of narrative text mentioned the example of Past
The structures of Tense sentences orally.
narrative text were given the exercises about Past
The grammatical Tense
feature of listened to the explanation about the
narrative text types of narrative text.
Types of narrative
text

4.1.4 Post Test

The post-test was conducted on Friday, May 14th, 2010 for class VIII A as the

conventional group, and on Monday, May 10, 2010 for class VIII B as the

conventional group. The purpose of this test was to know the students’ ability in

reading narrative text after the treatment were given. The result of the post-test

can be seen in Appendix 2.

From those scores, the average scores of the pre-questioning group and the

conventional group were analyzed. The average score of the pre-questioning

group was 76.1 and conventional group was 72.1. It means that the achievement

of the pre-questioning group was higher than the conventional group. It was

proven by the t-test formula.

4.1.5 Level of Students’ Achievement

The data were obtained from the students’ achievement of reading narrative text.

The following are the charts of the students’ achievement which cover 6 levels of

taxonomy of Education Objectives, edited by B.S Bloom (New York: Longman,

1956:29) there are six levels of questioning that is knowledge level,

comprehension level, application level, analysis level, synthesis level, and

evaluation level.

Diagram 4.1

Levels of Bloom Taxonomy

From the diagram above, the highest level that could be reached was level
of understand. Level of understanding constructs meaning from instructional
message, including oral, written and graphic communication. It goes without
saying that students will be more understand if teacher give them stimulation of
asking constantly.

Diagram 4.2

57
 The Average Score between the Pre-questioning Group and

the Conventional Group

4.2 Difference between the Two Means

In this section, the writer would like to determine the different effectiveness of

treatment given to both groups, which was reflected on the means gathered.

There are three steps in computing the statistical analysis. The first is calculating

the mean scores of the pre-questioning and conventional groups. The second is

calculating the deviation of each group and finally applying the t-test formula.

For the first step, the writer tried to find the increase of the score in control

group between pre-test and post-test.

Table 4.9
 Table of Class using Pre-questioning Technique

Subject Pre-test(X1) Post-test(X2) Differences (X) X2

256
1 60 76 16
576
2 52 76 24
576
3 52 76 24
256
4 60 76 16
64
5 60 68 8
400
6 48 68 20
400
7 60 80 20
64
8 64 72 8
400
9 56 76 20
1296
10 40 76 36
784
11 48 76 28
400
12 56 76 20
144
13 64 76 12
144
14 64 76 12
256
15 64 80 16
144
16 56 68 12
144
17 64 76 12
256
18 60 76 16
16
19 80 84 4
144
20 56 68 12
64
21 68 76 8
1024
22 44 76 32
400
23 56 76 20
0
24 84 84 0
25 40 76 36 1296

59
 256
26 60 76 16
16
27 64 68 4
784
28 48 76 28
256
29 60 76 16
64
30 68 76 8
784
31 48 76 28
1024
32 44 76 32
64
33 68 76 8
1024
34 44 76 32
400
35 60 80 20
144
36 80 92 12
0
37 76 76 0
1024
38 48 80 32
256
39 60 76 16
576
40 52 76 24
501264
∑ 2336 3044 708
12531.6
M 58.4 76.1 17.7

The mean of the class using pre-questioning technique is:

Mχ=

= 17.7
From the calculation above, it could be known that the mean of increases in the
pre-questioning group is 17.7.
Next, the increase of scores of the conventional group is calculated.
Table 4.10
 Table of Class Using Conventional Technique

X2
Subject Pre-test(X1) Post-test(X2) Differences(X)
576
1 48 72 24
64
2 56 64 8
256
3 60 76 16
256
4 56 72 16
784
5 48 76 28
16
6 68 72 4
400
7 44 64 20
0
8 72 72 0
144
9 60 72 12
784
10 48 76 28
576
11 48 72 24
16
12 72 76 4
64
13 64 72 8
16
14 60 64 4
64
15 64 72 8
64
16 72 80 8
400
17 52 72 20
16
18 72 76 4
0
19 68 68 0
144
20 60 72 12
784
21 40 68 28
144
22 60 72 12
0
23 64 64 0
256
24 60 76 16
25 68 72 4 16

61
 400
26 52 72 20
576
27 56 80 24
64
28 64 72 8
144
29 64 76 12
16
30 64 68 4
64
31 64 72 8
256
32 56 72 16
144
33 64 76 12
144
34 60 72 12
1296
35 44 80 36
64
36 56 64 8
16
37 68 72 4
144
38 60 72 12
64
39 56 64 8
256
40 64 80 16
258064
∑ 2376 2884 508
6451.6
M 59.4 72.1 12.7

The mean of the class using conventional technique is:

Mχ=

= 12.7

From the calculation above, it could be known that mean of increases in the

conventional group is 12.7.

 From the calculation, the mean of the pre-questioning group was 17.7 and

the mean of the conventional group was 12.7 so the means of the two groups were

different from each other. It could not be concluded that the difference between

the two means was significant. Therefore, to determine whether the difference

between the two means was statistically significant, the t-test formula was

applied.

4.2.1 Analyzing the T-test

To measure the significance of the pre-test and the post-test, the t-test was used.

Before applying the t-test formula, the standard deviation should be computed

first. The formula is as follows:

After that, the t-test formula was applied to measure the significant difference
between the pre-questioning group and the conventional group. The formula is as
follows:

63
 To interpret the t obtained, it should be consulted with the critical value of
the t-table to check whether the difference was significant or not. In educational
research, the 5% (0.05) level of significance was used. If the t-value is higher than
t-table, it means that there is significant difference between the two means. On the
contrary, if the t-value is lower than t-table, it means that there is no significant
difference between two means.

4.3 Test of Significance

To examine whether the difference between the means of the pre-questioning and
conventional group is statistically significant, the t-value obtained should be
consulted with the critical value in the t-table.
In this experiment, the number of subject of both the pre-questioning and
conventional group was 80. The degree of freedom was 78, which was obtained
from the formula: ∑Nx + ∑Ny – 2 = 78. At the 5% (0.05) alpha level of
significance, t-value that was obtained was 2.040 and t-table was 1.66 so the t-
value is higher than t-table. It means that there is a significant difference between
two means. Therefore, there was a significant difference in the reading
achievement between the students who were taught pre questioning technique in
reading narrative and those who were taught by conventional technique. It can be
concluded that there is a significant difference of the post-test result between the
pre-questioning group and the conventional one.
Therefore, the hypothesis that “there is no difference of the effectiveness
of pre-questioning techniques in reading comprehension of narrative texts of the
Second Grade Students of Junior High School” was refused.

4.4 Discussion of the Research Findings

The aim of the test is to know the effectiveness of pre questioning techniques in
reading comprehension of narrative texts of the second grade students SMP
Negeri 23 Semarang.
Pre-questioning techniques pursue teacher to asked students in order to
know how well their understanding in the material. By collecting the information
from students, teacher has an assessment. Sometimes teachers are confident that
they know the answers themselves so they are not really interested in what
students have to say. Teacher should show that they are listening by maintaining
eye contact.
In the pre-test, the average scores of the pre-questioning group and the

conventional group were 58.4 and 59.4. From the pre-test, it can be said that the
ability of the two groups was closely the same. After they received the treatment,

the average score of the experimental group was higher than the control group.

The experimental group got 76.1 and the control group got 72.1. Hence, the null

hypothesis that there is no difference of the effectiveness of pre-questioning

techniques of reading comprehension of narrative texts of the Second Grade

Students of Junior High School is rejected. On the other hand, this study shows

that there are positive effects of teaching reading of narrative texts by using Pre

questioning techniques.

65
 CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the writer presents the conclusions of the study, which are

supposed to be useful in gaining better techniques, especially in reading

comprehension. The writer also offer some suggestions that may be valuable for

the readers.

5.1 Conclusion

From the experimental research that was done through try out, pre test, treatment

and post test, number of conclusions could be drawn after the data were analyzed

and the finding discussed:

(1) According to the computation, there are 35 out of 40 students in pre-

questioning group, which taught with pre-questioning techniques are

competent. While, there are 11 out of 40 students in conventional group that

taught with “conventional” techniques are competent. In short, based on the

school standard of students’ competency, which is more than equal 75, there

are 85% students in pre-questioning group are competent and pass the test

successfully, but there are only 27.5% students in the conventional group are

competent. By using t-test formula, we can see from the result that since t value >

t table, that is 2.040 > 1.66. It means there is a significant difference on students’

achievement in reading comprehension taught with pre questioning techniques

 and students taught with “conventional” techniques. In the end, the study

accepts the working hypothesis and refuses the null hypothesis.

(2) The students’ progress during the teaching and learning activity especially in

pre questioning techniques was good and significant. The students’

achievement in learning reading comprehensive was improved. The mean score

of the students taught with pre questioning technique is 76.1 and the mean

score of the students taught with “conventional” technique is 72.1. The

difference between two means is 4 in favor of the students taught with pre

questioning technique.

5.2 Suggestion

After further discussion and the finding the result of the study, the writer would

like to offer suggestion that can be some considerations to the readers. According

to the writer observation, to learn effectively students need to learn actively, and

one way to encourage active learning is to ask questions. Good questioning skills

are one of the most important and also the most difficult teaching techniques to

develop.

Pre-questioning technique is one of the ways to get discussion going.

Teachers stimulate the students to think and keep the students focused on the

lesson. Teachers need to develop an environment in which students feel

comfortable with questions and expect to be asked them. Asking “why” or “how”

questions enable students to figure things out for themselves and so learn better.

Asking good questions also puts the responsibility for learning back with the

67
students, enhancing their creativity and facilitating participation. Furthermore, in

the writer opinion, it is also a good way to speak in friendly voice while asking the

question to students. Make sure that students are in the level of abstraction that

suitable with our question, both of teacher and students has correlation in that

lesson.