CHAPTER I

INTRODUCTION
1.1 Background of the Study
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 eercised and trained in order to have a good reading skill.
!eading 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. "n 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 tet the readers should be able to manage every
part of the tet, because it is easy to gain the comprehension in reading when the readers
are able to organi#e the tet. $ometimes, they may find form of pre%&uestioning and it is
important for them to comprehend a reading tet with having knowledge in general view
of the tet. Theoretically, pre%&uestioning itself can build the students' interest and
motivation before students read the whole tet. (oreover, the students can predict what
will be discussed on the tet. In line with this study, students may improve their reading
)
comprehension if they know about pre%&uestioning and it is very important to understand
about pre%&uestioning in order to get good comprehension in reading.
*ased on the eplanation above, the writer is interested in finding out the effects
of treatment with pre%&uestioning and without pre%&uestioning on students' reading
comprehension achievement and concluded that the pre%&uestioning consist of some
&uestions provided before the students read the whole tet. It tends to build the students'
interest and motivation to read the tet.

1. Pro!"e# of the Study
*ased on the background of study above, the problem of the study is as follows:
). +hat is the effect of treatment with pre%&uestioning on the !eading ,omprehension
Achievement of the $econd -rade $tudents of I.$ classes at $(A/%0 1ekan !aya
.alangkaraya in Academic year 02234022567
0. +hat is the effect of the student's gender on the reading comprehension achievement
of the second grade students of I.$ classes at $(A/%0 1ekan !aya .alangkaraya in
academic year 0223402256
8. +hat is the effect of treatments and student's gender on the reading comprehension
achievement of the second grade students of I.$ classes at $(A/%0 1ekan !aya
.alangkaraya in academic year 0223402256
1.$ The O!%ect&'e of the Study
The ob9ectives of the study are:
). To find out the effect of treatment with pre%&uestioning on the reading
comprehension achievement of the second grade student of I.$ classes at $(A/%0
1ekan !aya .alangkaraya.
0. To find out the effect of the student's gender on the reading
comprehension achievement of the second grade students of I.$ classes of $(A/%0
1ekan !aya .alangkaraya in academic year 022340225
8. To find out the interaction effect between treatment and student's gender
on the reading comprehension achievement of the second grade students of I.$
classes at $(A/%0 1ekan !aya .alangkaraya in academic year 022340225.
1.( A))u#*t&on)
In relation to the study, the writer states some assumptions as follows:
). .re%&uestioning can help the students to comprehend the reading tet.
0. The students have been taught about how to identify the main idea and
supporting details of a paragraph and how to recogni#e kinds of tet.
1.+ Hy*othe)&)
The hypotheses of this study can be mastered alternative and null hypotheses. The
hypotheses are, as follows:
). :a: There is significant effect of treatment with pre%&uestioning and without pre%
&uestioning on the reading comprehension achievement of the second grade
students of I.$ classes at $(A/%0 1ekan !aya .alangkaraya.
:o: There is no significant effect of treatment with pre%&uestioning and without pre%
&uestioning on the reading comprehension achievement of the second grade
students of I.$ classes at $(A/%0 1ekan !aya .alangkaraya.
0. :a: There is significant effect of the student's gender on the reading comprehension
achievement of the second grade students of I.$ classes of $(A/%0 1ekan !aya
.alangkaraya.
:o: There is no significant effect of the student's gender on the reading
comprehension achievement of the second grade students of I.$ classes of
$(A/%0 1ekan !aya .alangkaraya.
8. :a: There is significant effect of treatments with pre%&uestioning, without pre%
&uestioning and student's gender on the reading comprehension achievement of
the second grade students of I.$ classes at $(A/%0 1ekan !aya .alangkaraya.
:o: There is no significant effect of treatments with pre%&uestioning, without pre%
&uestioning and student's gender on the reading comprehension achievement of
the second grade students of I.$ classes at $(A/%0 1ekan !aya .alangkaraya.
1., De"&#&tat&on of the Study
In this study, the writer delimits the study only to meet the effect of treatments
;with pre%&uestioning, without pre%&uestioning< and students' gender on the reading
comprehension achievement of second grade students of I.$ classes at $(A /%0 1ekan
!aya .alangkaraya in academic year 022340225.
1.- .&#&tat&on Of The Study
In this study, the writer only focuses the effects of treatment ;with pre%
&uestioning, without pre%&uestioning< and student's gender on the students' reading
comprehension. It is conducted only for the second grade student of I.$ classes of
$(=/%0 1ekan !aya in Academic year 022340225.Thus, the result of this study only
generali#ed or applied to the target population, specifically to the $econd -rade $tudents
of I.$ classes of $(A/%0 1ekan !aya in >odya .alangkaraya.
1./ S&gn&f&cance of the Study
The study is epected to be significance as follows:
). -iving a description about the effects of treatment with pre%&uestioning and
without pre%&uestioning on the students' reading comprehension achievement.
0. To prove the result in reading comprehension scores between eperimental and
control classes of students' gender ;female and male< on the second grade students of
I.$ classes at $(A /egeri 0 1ekan !aya are different.
8. -iving a reference to development of teaching learning process especially in
reading, that pre%&uestioning can make the students' reading comprehension will be
better.
?. -iving a contribution to the students how to improve their skill in comprehending
about the reading tet.
@. -iving 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
net study.
1.0 C"ar&f&cat&on of 1ey Ter#)
There are some terms in this study that should be clarified, as follows:
Pre23ue)t&on&ng
$ome &uestions which are provided before the students read the whole tet, 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
net whole tet.
Read&ng Co#*rehen)&on
Theoretically, reading comprehension is a process of interaction between the reader
with the tet and the reader relates the idea from the tet to prior eperiences and their
knowledge. In other words, comprehension is a process by which the reader constructs
meaning by interacting with the tet.
In this study, reading comprehension achievement operationally defined as the
students' scores in comprehending the tet on the reading comprehension tests, after
having and without having the pre%&uestioning.
S4AN2 5ekan Raya
It is clearly stated on the research problem that the $(A/%0 1ekan !aya is the
location or site of the research.