IMPROVING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION OF NARRATIVE TEXT THROUGH
SELF QUESTIONING STRATEGY AT THE SECOND
YEAR OF SMA N 1 NEGERI KATON
PESAWARAN
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Institusion
Universitas Lampung
Author
0613042022, EKA LISMAYA DEWI
Subject
Datestamp
2015-10-16 02:59:38
Abstract :
The aim of this research was to find out whether there was a significant improvement of students’ narrative reading comprehension achievement taught through self-questioning strategy. Self-questioning is a reading strategy which can help students comprehend the text. It gives students the opportunity to generate questions, keep prediction in mind, identify the answer, and talk about the answer. Through self-questioning students can comprehend reading text better and consequently improve their reading comprehension achievement. The population of the research was the students of the second year of SMAN 1 Negeri Katon, Pesawaran. The sample of the research was XI IPA 2 which got treatments through self-questioning strategy. The class consisted of 35 students, but only 33 students participated in pre-test and post-test. The research design was One Group Pre-test Post-test Design and the data were taken from the test and then analyzed by using Repeated Measures T-Test. The result of the analyses indicates that there is a significant improvement of students’ reading comprehension achievement taught through self-questioning strategy. The average score of pre-test is 47.58 while the average score of post-test is 66.67. After being taught, increase of the average score is 19.09. By using T-Test, it was found that t-ratio is -15.169 and t-table is 2.037. Since t-ratio is higher than t-table, it proved that the increase is significant. Based on the result, it can be concluded that teaching reading comprehension through self-questioning strategy can give positive effect and improve students’ reading comprehension of narrative text achievement significantly. It is suggested that teacher may apply self-questioning strategy in teaching reading since it can lead to better comprehension.
The aim of this research was to find out whether there was a significant improvement of students’ narrative reading comprehension achievement taught through self-questioning strategy. Self-questioning is a reading strategy which can help students comprehend the text. It gives students the opportunity to generate questions, keep prediction in mind, identify the answer, and talk about the answer. Through self-questioning students can comprehend reading text better and consequently improve their reading comprehension achievement. The population of the research was the students of the second year of SMAN 1 Negeri Katon, Pesawaran. The sample of the research was XI IPA 2 which got treatments through self-questioning strategy. The class consisted of 35 students, but only 33 students participated in pre-test and post-test. The research design was One Group Pre-test Post-test Design and the data were taken from the test and then analyzed by using Repeated Measures T-Test. The result of the analyses indicates that there is a significant improvement of students’ reading comprehension achievement taught through self-questioning strategy. The average score of pre-test is 47.58 while the average score of post-test is 66.67. After being taught, increase of the average score is 19.09. By using T-Test, it was found that t-ratio is -15.169 and t-table is 2.037. Since t-ratio is higher than t-table, it proved that the increase is significant. Based on the result, it can be concluded that teaching reading comprehension through self-questioning strategy can give positive effect and improve students’ reading comprehension of narrative text achievement significantly. It is suggested that teacher may apply self-questioning strategy in teaching reading since it can lead to better comprehension.
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