THE EFFECT OF PRE-QUESTIONING ACTIVITIES ON STUDENTS’ READING COMPREHENSION (A STUDY ON THE FIRST GRADE STUDENTS AT SMK N 3 BENGKULU IN ACADEMIC YEAR 2011/2012)

Harumy, , Rhido. and Rudi , Afriazi and Mulyadi, Mulyadi (2012) THE EFFECT OF PRE-QUESTIONING ACTIVITIES ON STUDENTS’ READING COMPREHENSION (A STUDY ON THE FIRST GRADE STUDENTS AT SMK N 3 BENGKULU IN ACADEMIC YEAR 2011/2012). Undergraduated thesis, Fakultas Keguruan Dan Ilmu Pendidikan UNIB.

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Abstract

The purpose of research was to investigate whether the effect of Pre- questioning activities can give a positive effect on students’ reading comprehension. This research was a quasi-experimental research that involved two groups: there are experimental and control groups. The population of this research was all first grade students at SMKN 3 Bengkulu. There were 405 students; they were divided into 14 classes, namely; X PH SBI, X PH 1, X PH 2, B1 B2 A1, A2, A3, KC1, KC2, TKJ SBI, TKJ REGULAR, UPW, and BROADCASTING. As the Try Out the researcher took one class, namely; TKJ Regular was 29 students. In this research, the researcher used test as an instrument to collect the data. The pre-test was given to experimental and control group before treatment to see the starting score. The experimental was treated by applying pre-questioning activities, while the control group was taught as usual. After giving the treatment, post-test was given. The average score of the experimental group was 5.5 and the control group 5.8. From the t-calculation, the t- obtained was -1.36, whereas the t-table was 2.00. Thus, t- obtained was smaller than t-table (-1.36<2.00). It means that there was no significant difference between the average score of the experimental group and the control group. It concluded that those groups could be accepted as a sample in this research. After giving the treatment for eight meetings, the post test was administered to both groups. The average score of the experimental group was 6.9 and the control group was 6. From the data of the post test, it was found that the t count 3.16, while t-table was 2.00. Thus, t-obtained was bigger than t-table (3.16>2.00). So, it was concluded that there was a significant positive effect of pre-questioning on students’ reading comprehension.

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