ABSTRACT

Ginting, Datulina. 2012. Effects of Pre-questioning on the reading comprehension

achievement of the second grade students at SMAN-2 Tanjungbalai in academic year
2011/2012.
This study were conducted to investigate the effect of Pre-questioning on the Reading
Comprehension Achievement of the Second Grade Students at SMAN-2 Tanjungbalai, to
investigate the effects of students gender on the reading comprehension achievement of the
second grade students at SMAN-2 Tanjungbalai, and to investigate the effects of prequestioning and students gender on the reading comprehension achievement of the second
grade students at SMAN-2 Tanjungbalai in academic year 2011/2012. 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 Tanjungbalai in academic year 2011/2012 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 17 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.

1
vii

EFFECTS OF PRE-QUESTIONING ON THE READING COMPREHENSION

ACHIEVEMENT OF THE SECOND GRADE STUDENTS AT SMAN-2
TANJUNG BALAI IN ACADEMIC YEAR 2011/2012

A. INTRODUCTION
1. Background of the Study
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.
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 Tanjung balai in
Academic year 2011/2012?

2. What is the effect of the students gender on the reading comprehension achievement of
the second grade students of IPS classes at SMAN-2 Tanjung balai in Academic year
2011/2012?
3. What is the effect of treatments and students gender on the reading comprehension
achievement of the second grade students of IPS classes at SMAN-2 Tanjung balai in
Academic year 2011/2012?
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 Tanjungbalai.
2. To find out the effect of the students gender on the reading comprehension achievement
of the second grade students of IPS classes of SMAN-2 Tanjung balai in Academic year
2011/2012
3. To find out the interaction effect between treatment and students gender on the reading
comprehension achievement of the second grade students of IPS classes at SMAN-2
Tanjung balai in Academic year 2011/2012.

B. Theoritical Framework
The Essence of Reading
There are four skills in English which should be mastered, they are: reading, speaking,
listening and writing and it cannot be denied that reading is one of the most important.
According to Harmer in The Practice of English Language Testing (1985:153) Reading is an
exercise dominated by the eyes and the brain. Specifically, Nunan (1989:17) in his book also
said that Reading is a process of decoding written symbols, working from smaller units
(individual letters) to larges ones (words, clauses and sentences).
Based on explanation above, the writer concludes that reading is a process to convey
the message or information. By reading, the reader will know what they read and challenged
to response the ideas of the author. In order to make the messages or information that comes
from the author can be understood and comprehended easily by the reader.
Reading Comprehension
It is necessary for the students of Senior High School to master reading comprehension.
Cooper (1986:11) stated that Comprehension is a process in which the reader may construct
meaning by interacting with the text. In reading comprehension, a reader should have
knowledge about understanding the reading passage. The common questions on the passages
are primarily about the main ideas, details, and an inference that can be drawn from the
passages.
According to Singer (1985) reading comprehension has been defined as an
interpretation of written symbols, the apprehending of meaning, the assimilation of ideas
presented by the written, and the process of thinking while deciphering symbols. Further,
reading comprehension is related closely to the cognitive competence of the readers, because
this will produce comprehension. This idea also supported by Parera in Kahayanto (2005:9),
he states as follows:
Memahami adalah memperhatikan naskah tertulis dengan maksud memahami
isinya. Proses ini dilakukan dengan mata diam atau membaca dalam hati. Hasil
pemahaman disebut pemahaman bacaan. Cara membaca yang demikian disebut cara
membaca pemahaman.
In comprehending a topic, the readers interacts with the text relates to the prequestioning of the text to prior experiences of construct meaning which can be found in the
text. Skimming and scanning are two very useful techniques that will help the reader become
a better reader.
4

1. Skimming
Skimming is a technique used to look for the gist of what the author is saying
without a lot of detail (Kustaryo, 1988:5). This reading technique is used if one wants to get a
general impression of a book, essay, article and determine whether or not to read it more
carefully. Moreover, Yorkey (134) defines that there are two purposes of skimming: to locate
a specific word, fact, or idea quickly, and to get a rapid general impression of the material.
Azies & Alwasilah (1996:114) said Aktifitas skimming melibatkan proses membaca,
sekalipun dengan kecepatan melebihi kecepatan membaca pada umumnya.
Thus, in skimming the text, a reader needs to practice in order he or she can learn the
key words and phrases which can cover all the material he or she is reading. To do the
skimming, the reader should go through a passage quickly, jumping over parts of it, in order
to get a general idea of what it is about.
2. Scanning
Scanning is quickly reading to find the specific information Brown (2001:308) stated
that, scanning is quickly searching for some particular piece or pieces of information in a
text.
By scanning, a reader mean glancing rapidly through a text either a text either to search
a specific piece of information (e.g. name, date) or to get an initial impression of whether the
text is suitable for a given purpose, Nuttall in Kahayanto (2005:11). When scanning the
reader lets his or her eyes wander over the text until he or she is looking for, whether it is a
place, a kind of food, a kind of verb, or a specific information. To enable the student to scan
effectively, he or she should know what kinds of information he or she needs, also, he or she
should have the strong belief where he or she will find such information needed from the text.
Schema Theory Background and Knowledge in Reading
Schema Theory is the source of some questions like: How do readers construct
meaning? How do they decide what to hold on to, and having made that decision, how do
they infer a writers message? The reader brings information, knowledge, emotion,
experience, and culture that is, schemata (plural) to the printed word, Brown (2001: 299).
Beside that, this idea also support by Clarke and Silberstein in Brown (2001)
capture the definition of schema theory as follows:
Research has shown that reading is only incidentally visual. More information is
contributed by the reader than by the print on the page. That is, readers understand
what they read because they are able to take the stimulus beyond its graphic
representation and assign it membership to an appropriate group of concepts
5

already stored in their memories.Skill in reading depends on the efficient

interaction between linguistic knowledge and knowledge of the world.
There are two categories of schemata, as follows:
1. Content Schemata include what we know about people, the world, culture, and the
universe
2. Formal Schemata consist of our knowledge about discourse structure.
In line with the explanation above, the writer conclude that the use of prequestioning is to build readers content schemata which are related to the background of
knowledge.
Reading as a Process of Predicting
Reading has been considered only as a visual activity, because we do with the eyes.
But, in The Book of Study Skills for Students of English, Yorkey (1982:100) stated reading is
not only a visual activity. It is more than just simply run your eyes accumulating information
as each words, phrase, and sentences is progressively recognized. Reading is also an active
process of predicting what is likely to come next. Our brain processes the visual information
from our eyes, rapidly forming and revising hypotheses about the form and content of what
you are reading.
Thus, in this study the writer conclude that pre-questioning as the strategy to build
up and to rise the students skill in predicting what will face by them in the whole text.
Some Factors that Influence Students Reading Comprehension Achievement
The Internal Factor
The internal factor means the factor which come from the reader himself
(Kahayanto, 2005:13). Or usually known as personal factor, because the factor has existed
inside the reader. This factor dealt with self-motivation and interest.
Motivation plays an important role in comprehending the text. The students will be
motivated to read when they fell that they need something from the text. Brown (2001:75)
divided the motivation theory into two kinds, they are: intrinsic and extrinsic motivation.
On the other one, extrinsic motivation defined by him as extrinsically motivated
behaviors that carried out in anticipation of a reward from outside and beyond the self. Such
as; money, prizes, grades, and even certain of positive feedback.
Interest is being one of the important factors in order to increasing the students
comprehension achievement in reading. If one has interest to read, it means that he or she will
6

get a good achievement. On the other side, if the reader has no any interest to read, it can
influence his or her achievement.
In line with the explanation of motivation and interest above, in this study the
writer interested to use pre-questioning to build up the students motivation and interest, and
also want to see the effect of using pre-questioning in relationship with the students reading
comprehension achievements. Because, it is impossible for the students to understand the text
if he or she has no interest and motivation to read. So, it can be concluded that the good
interest and motivation result the good achievement of the students.
The External Factor
The external factor has a close relationship to reading material and teacher of
reading. They are related one another. The students achievements in reading depends on the
level of the difficulty of the text. Thus, it can influence students achievement if the text
given is not at the right level of the difficulty of the readers or the students.
Questioning Strategies
The most important key to create an interactive learning is the initiation of
interaction from the teacher by using question, Brown (2001:169). Appropriate questioning
can fulfill a number of different functions, such as:
1. Teacher questions give students the opportunity to produce language comfortably without
having to risk initiating language themselves. It is very scary for the students to have to
initiate conversation or topics for discussion.
2. Teacher question can serve to initiate a chain reaction of students interaction among
themselves.
3. Teacher questions giving immediate feedback about students comprehension.
4. Teacher questions provide students with opportunities to find out what they think. As they
are nudged into responding to questions about, say, a reading, they can discover what
their own opinions and reactions are. This self-discovery can be especially useful for a
pre-reading activity.
Perhaps the simplest way to conceptualize the possibilities is to think of a range of
questions, beginning with display questions that attempt to elicit information already known
by the teacher and the students. In this study, the writer interested to use pre-questioning in
order to make the general frame of the knowledge.
Pre-questioning
Based on Browns (2001) explanation of display questions, schema theory and
students background knowledge explanation. He also defined pre-questioning implicitly as
7

some questions which are provided before the students read the whole text, in order to build
the students interest and motivation, also their cognitive factors and pre-questioning is very
useful to activate the schemata, thus the students can predict what will be faced by them in
the reading text.
Kinds of Pre-questioning
According to Harmer (1985:153), there are some kinds of pre-questioning, they are:
Pre-questioning before reading to confirm expectations, pre-questioning before reading to
extract specific information, pre-questioning before reading for general comprehension, and
pre-questioning before reading for detail comprehension. The explanations are as following:
-

Pre-questioning before reading to confirm expectations

The use of pre-questioning as a tool for placing great emphasis on the lead-in stage
(where students are encouraged to become interested in the subject matter of the text),
encourages students to predict the content of the text, and gives them an interesting and
motivating purpose for reading.

Pre-questioning before reading to extract specific information

Pre-questioning as a tool to force the students to extract specific information from
the text. They are going to answer before reading the text. If they do this it will be
possible for them to read in the required way, they should seen the text only to extract the
information the questions demand.

Pre-questioning before reading for general comprehension

In this case pre-questioning used to build up the students prior knowledge.

Pre-questioning before reading for detailed comprehension

This kind of pre-questioning intends to give the students some detailed information
that should be found by them in the whole of the text.
Based on the explanation above, in this study the writer only concern two kinds of

pre-questioning, they are: Pre-questioning before reading for general comprehension and the
pre-questioning before reading to confirm expectations. In order to deal with students
background knowledge and activating schemata.

Related to this study, the writer used pre-

questioning with Indonesian version, because the form of pre-questioning is only to deal the
students background knowledge. Thus, the students can predict easily what will be discussed
on the text, after they read and answer the pre-questioning.
Kind of Questions in Reading Comprehension
According to Loughed and TOEFL Information Bulletin in Djiwandono (2002:97),
usually the questions in reading comprehension tests are about:
8

1. Main idea
2. Supporting details
3. Inferring meaning
4. Passage structure
5. Authors aim
6. Knowledge about certain vocabulary
7. Defining vocabulary based on the context

In this study, the writer only concerns on main ideas and supporting details, because
two kinds of reading comprehension test above are most important specific comprehension
skills.
a. Main Ideas
The question about main idea asks the reader to determine the main idea or topic
from a reading text, and commonly it is signed by words such as: main point; mainly
discussed; main idea; best title; main purpose; mainly concerned; main topic.
Here are some examples of questions to ask about main idea:
- What is the main idea of the passage?
- With which of the following is the passage mainly concerned?
- What is the main part of the passage?
- Which of the following would be the best title?
(Djiwandono, 2002 : 98)
b. Supporting Details
The question about supporting details asks the reader to find detail information that
is printed explicitly in the text. It is commonly signed by words such as: according to the
author; according to the passage; who, what, when, where, why, how, which.
Here are some examples of questions to ask about supporting details:
- Which of the following question does the passage answer?
- According to the passage, which statement is true?
- When did something happen?
- Who did something?
(Djiwandono, 2002:99)

The Differences between Male and Female in Learning Attitudes and Reading Habit
All the human brain works for the same purpose. But, there is a difference in the way
of working between the males brain and the female has. It is because there is a difference on
the density of cells of nerve or the neuron between the males and females brain.
Moreover, female speaks clever, reads and occasionally has interference experience
on learn than male. This fact is guessed by the scientist relating to females ability in using
both of her hemispheres, left and right, in reading and doing verbal activity. Meanwhile, male
only uses his one of his hemisphere that is usually the left.
Abdul Chaer (2002: 134) said, the adult women are more energetic in case of verbal
because they use their left and right brain jointly. This statement support the fact that female
has better development of linguistics ability compared to male.
The attitudes on reading give influence on the linguistics ability. According to Callaghan in
an article of Editorial Jurnal Pendidikan dan Kebudayaan no 37 (2002: 34), there is a little
influence on the performance and linguistics ability given by the womens superiorities
linguistics.

Reading Habit
Attitudes toward reading will influence the male and female linguistics ability. For
examples male likes talking spontaneously and has courage to do that. Meanwhile, female,
though talkative, is not firm in making decision. But, the female could see the cases that male
could not see. It is because male has problem in reading and writing has problems in reading
and writing. Supported by Maubach and Morgan in article of Editorial Jurnal Pendidikan dan
Kebudayaan (2002: 472) says, Men have more problems on reading and writing field.
Haris in the article of Editorial Jurnal Pendidikan dan Kebudayaan (2002: 471), Men
choose the factual information and only look for the definite information that they want than
read from start to finish.

10

C. Research Method
Criteria for the Admissibility of the Data
The writer took the students answer sheets as the valid out of data. In this study, the
data concern to the students reading comprehension achievements after and without having
pre-questioning.
Data Collection and Data Processing Procedures
The writer used a test to collect the data. After collecting the data, they were
processed with the following procedures:
1. Editing
Find out the data of the Second Grade Students of SMA N-2 Jekan Raya.
2. Coding
Each answer sheet is coded by giving code such as A1, A2,B1,B2,and so on in order to
keep the students privacy.
3. Scoring
In this step, the writer gives the score for the students work based on the correct answer
that the students make by using the following formula:
SCORE

Number of correc t an swer

X 100
Number of items tested

(Depdikbud, 1989:7)
4. Tabulating
After scoring the students works, the data will be classified on the table.

Instrumentation
Instrumentation Development
The writer used the test as an instrument to collect the data. There were two kinds of
instruments in this study, they were: Instruments for the experimental class and for the
11

control class. The tests were in the form of essay and multiple-choice. The multiple-choice
used for the reading comprehension tests and essay used for the Pre-questioning questions.
The total numbers of test items for the experimental class were 30 items and 20 test items for
the control class. Below are the descriptions of content specification of the test:
Table 3.1 Content Specification of Pre-questioning for the experimental class
No
1.
2.

Content of the tests

Number of test
item

Number of item

4 items

2, 4, 9, 10

6 items

1, 3, 5, 6, 7, 8

10 items

10 items

Pre-questioning before reading

for general comprehension
Pre-questioning before reading
to confirm expectations
Total

Table 3.2 Content specification of reading comprehension for the Experimental and
Control class
No
1.

Content of test
Main Idea

Number of test item

9

2.

Supporting Details

11

Total

20 items

Item number
1, 2, 4, 8, 13, 17, 18, 19, 20
3, 5, 6, 7, 9, 10, 11, 12, 14,
15, 16
20 items

Instrumentation Try Out

In order to know whether the instrument is suitable or not, the writer tried out the
instrument. The try out was held on SMA Negeri-1 Jekan Raya Palangkaraya.
The result of try out was useful for the following:
1. To decide the time allocation.
2. To find out whether the instruction is understandable or not.
3. To gather evidence to support the instruments validity and reliability.
Before the writer made instrument try out, there were some procedures need to be
followed:
a. Getting the permissions letter from:
-

The Faculty of Teacher Training and Education of Palangka Raya University

12

Dinas Pendidikan Kota Palangkaraya

b. Asking the permission from the Head Master of SMAN-1 Jekan Raya Palangkaraya and
the second grade English teacher in IPS classes.
In the process to try out the instruments, the writer found some problems to get the
permission letter from the Faculty of Teacher Training and Education of Palangka Raya
University. It needed a long time to get the letter. Whereas, the writer needed to conduct the
try out as soon as possible. Realizing this reason, the writer had an initiative to ask the second
grade English teacher of IPS classes for the permission to conduct the try out while the letter
was in process. Fortunately, the writer got it.
Thus, the instrument was tried out to the second year students of IPS classes in SMA
Negeri 1 Jekan Raya Palangkaraya. The writer took 2 (two) classes to become the sample of
try out. The classes were: XI IPS 2 which consisted of 33 students, and XI IPS 4 which
consisted of 35 students. The try out for the instrument without pre-questioning treatment was
held on Wednesday, January 17th , 2007 (10.45 - 12.15 am) and with pre-questioning
treatment was held on Thursday, January 18, 2007 (08.15 - 09.45 am). The time allocation for
try out was 60 minutes for each class.
In this study, the writer did not measure and use the index of items difficulty, because
this study belongs to proficiency test. In other words, the writer only gave the test to measure
the students comprehension in text.
Based on the result of try out, it can be concluded that:
1. In experimental class, the testees could answer the 30 try out items in 2 x 45 minutes, it
means they did one items in 3 minutes. Based on the instruction, the time allocation
provided for the sample of the study, was 2 x 30 minutes. So, the time allocation for the
experimental class was added to 2 x 45 minutes.

13

In control class, the testees could answer the 20 try out items in 2 x 30 minutes, it means
they did one items in 3 minutes. Based on the instruction, the time allocation provided for
the sample of the study was 2 x 25 minutes. So, the time allocation for the experimental
class was added to 2 x 30 minutes.
2. Based on the result of the try out, the testees could answer the test based on the
instruction. As evidence, the students did not ask too much about how to answer the test.
It meant the instruction of the test was not needed to be revised because it was
understandable for the students.
3. From the result of the try out, the writer could get the data needed to count the reliability
of the instrument. In calculating the result, the writer eliminated two of the students
scores in XI IPS 4 from the list to make the equal group. So, the numbers of students from
both of class were same.

Instrumentation Validity
Arikunto (2002:145), said Sebuah instrumen dikatakan valid apabila mampu
mengukur apa yang diinginkan. Furthermore, Sudjana and Ibrahim (1989:117) have opinion
that: Validitas berkenaan dengan ketepatan alat ukur, sehingga betul-betul mengukur apa
yang seharusnya diukur.
In this study, the writer used two kinds of validity, they are; construct validity and
content validity.
Construct validity
Based on Toendan (2006:133), construct validity refers to the extent to which the
results of the data collection process can be interpreted in terms of underlying psychological
construct. The instrument has construct validity if there is a relationship between theory and
concept of the competence needed to accomplish the tests in this study. In this study, the

14

theories are about pre-questioning and reading comprehension. Those, theories can be seen in
Chapter II, Review of related literature, on page 18 (theory of pre-questioning) and on page 6
(theory of reading comprehension). The competence in this study means that the students
ability in answering the reading comprehension tests with pre-questioning treatment and
without pre-questioning treatment. The instrument in this study belonged to proficiency test,
it meant the test is not measure the students ability after learning process. The form of the
reading comprehension tests for experimental and control classes are multiple choices and
form pre-questioning for experimental class is essay.
Content Validity
According to Toendan (2006:132), content validity refers to the extent to which
data collection process measures a representative sample of the subject matter or behavior
that should be encompassed by the operational definition.
Related to this study, the test content is about reading comprehension, about main
idea and supporting details, with or without pre-questioning. The following are the tables of
content specification of test instrument:
Table 3.3 Content Specification of Pre-questioning for the Experimental class
No

Number of test
item

Content of the tests

Number of item

Pre-questioning before reading

4 items
2, 4, 9, 10
for general comprehension
Pre-questioning before reading
2.
6 items
1, 3, 5, 6, 7, 8
to confirm expectations
Total
10 items
10 items
Table 3.4 Content specification of reading comprehension for the Experimental and
Control class
1.

No
1.

Content of test
Main Idea

Number of test item

9

2.

Supporting Details

11

Total

20 items

Item number
1, 2, 4, 8, 13, 17, 18, 19, 20
3, 5, 6, 7, 9, 10, 11, 12, 14,
15, 16, 20
20 items

15

Instrumentation Reliability
According to Arikunto (2002:154): Reliabilitas menunjuk pada satu pengertian
bahwa sesuatu instrumen cukup dapat dipercaya untuk digunakan sebagai alat pengumpul
data karena instrumen itu sudah baik. Based on that opinion, the writer measured the
reliability of the instrument by using the following formula:
rxx = 1-

VEM
Sd 2

Where :
rxx

= Coefficient Reliability

VEM = Variance Error of Measurement

Sd

= Standard Deviation

VEM = 1/5 n
n

= Number of Items
(Kasiram, 1984.80)

To find out the standard deviation, the writer used following formula:

Sd =

( x x )
n 1

Where :
Sd = Standard deviation
n = Number of students tested
= Sum Total
The value will be consulted to the standardization of coefficient reliability.
Where:

16

(+0.90) (+1.00)

: Excellent Reliability

(+0.85) (+0.89)

: Very Good Reliability

(+0.80) (+0.84)

: Good Reliability

(+0.70) (+0.79)

: Fair Reliability

Less than (+0.70)

: Poor Reliability
( Soehartono, 1998: 86 )

Based on the result of instrumentation try out, the writer fulfilled them on the table, as
follows:
Table 3.5 Description of score in instrument try out of experimental class which is used
to calculate standard deviation
No

Students
Codes

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27

A1
A2
A3
A4
A5
A6
A7
A8
A9
A10
A11
A12
A13
A14
A15
A16
A17
A18
A19
A20
A21
A22
A23
A24
A25
A26
A27

Number
of Correct
Answer
8
7
9
6
8
5
11
11
14
16
7
9
9
15
11
15
7
9
11
9
13
9
8
7
9
12
14

Scores (x)

(x- x )

(x- x )2

40
35
45
30
40
25
55
55
70
80
35
45
45
75
55
75
35
45
55
35
65
45
40
35
45
60
70

-10.9
-15.9
-5.9
-20.9
-10.9
-25.9
4.1
4.1
19.1
29.1
-15.9
-5.9
-5.9
24.1
4.1
24.1
-15.9
-5.9
4.1
-15.9
14.1
-5.9
-10.9
-15.9
-5.9
9.1
19.1

118.81
252.81
34.81
436.81
118.81
670.81
16.81
16.81
364.81
846.81
252.81
34.81
34.81
580.81
16.81
580.81
252.81
34.81
16.81
252.81
198.81
34.81
118.81
252.81
34.81
82.81
364.81

17

28
29
30
31
32
33

A28
A29
A30
A31
A32
A33

10
10
12
13
12
12

50
50
60
65
60
60
= 1680
x = 50.90

-0.9
-0.9
9.1
14.1
9.1
9.1

0.81
0.81
82.81
198.81
82.81
82.81

= 6472.73

The Number in the table were fulfilled into the standard deviation formula, as follows:
Sd =

6472.73
33 1

Sd =

6472.73
32

Sd =

202.272

Sd = 14.22

Then, this value was fullfilled into the previous reliability formula, as follow:
rxx = 1 -

VEM
Sd 2

1
x 20
5
rxx = 1 (14 .22 ) 2
rxx = 1 -

4
202.20

rxx = 1 0,019
rxx = 0,98

The value was consulted to the standardization of coefficient reliability.

Where:
(+0.90) (+1.00)

: Excellent Reliability
18

(+0.85) (+0.89)

: Very Good Reliability

(+0.80) (+0.84)

: Good Reliability

(+0.70) (+0.79)

: Fair Reliability

Less than (+0.70)

: Poor Reliability
( Soehartono, 1998: 86 )

Based on the calculation above, the instrumentation try out for the experimental class
was categorized into Excellent Reliability.

Table 3.6 Description of score in instrument try out of the control class which is used to
calculate standard deviation

No

Students
Codes

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26

B1
B2
B3
B4
B5
B6
B7
B8
B9
B10
B11
B12
B13
B14
B15
B16
B17
B18
B19
B20
B21
B22
B23
B24
B25
B26

Number
of Correct
Answer
12
7
4
4
7
9
10
11
11
10
11
8
7
10
7
9
15
12
10
7
8
11
10
4
7
4

Scores (x)

(x- x )

60
35
20
20
35
45
50
55
55
50
55
40
35
50
35
45
75
60
50
35
40
55
50
20
35
20

16.22
-8.78
-23.78
-23.78
-8.78
1.22
6.22
11.22
11.22
6.22
11.22
-3.78
-8.78
6.22
-8.78
1.22
31.22
16.22
6.22
-8.78
-3.78
11.22
6.22
-23.78
-8.78
-23.78

(x- x )2
263.0884
77.0884
565.4884
565.4884
77.0884
1.4884
38.6884
125.8884
125.8884
38.6884
125.8884
14.2884
77.0884
38.6884
77.0884
1.4884
974.6884
263.0884
38.6884
77.0884
14.2884
125.8884
38.6884
565.4884
77.0884
565.4884
19

27
28
29
30
31
32
33

B27
B28
B29
B30
B31
B32
B33

10
9
8
9
9
10
9

50
45
40
45
45
50
45
= 1445
x = 43.78

6.22
1.22
-3.78
1.22
1.22
6.22
1.22

38.6884
1.4884
14.2884
1.4884
1.4884
38.6884
1.4884
= 5051.51

The Number in the table were fulfilled into the standard deviation formula, as follows:
Sd =

5051.51
33 1

Sd =

5051.51
32

Sd = 157.85
Sd = 12.56

Then, this value was fullfilled into the previous reliability formula, as follow:
rxx = 1 -

VEM
Sd 2

1
x 20
5
rxx = 1 (12.56 ) 2
rxx = 1 -

4
157.75

rxx = 1 0,025
rxx = 0,97
The value will be consulted to the standardization of coefficient reliability.
Where:
(+0.90) (+1.00)

: Excellent Reliability
20

(+0.85) (+0.89)

: Very Good Reliability

(+0.80) (+0.84)

: Good Reliability

(+0.70) (+0.79)

: Fair Reliability

Less than (+0.70)

: Poor Reliability
( Soehartono, 1998: 86 )

Based on calculation above, the instrumentation try out for the control class was
categorized into Excellent Reliability.

Population and Sample

Population
The population of this study was all the second grade students of SMAN-2
Tanjungbalai in academic year 2006/2007. There were five classes on the second grade in
SMAN-2 Tanjungbalai. The following is the description of population of the study:
Table 3.7 The Description of Population
No
1.
2.
3.
4.
5.

Population
Class XI IPA 1
Class XI IPA 2
Class XI IPS 1
Class XI IPS 2
Class Bahasa
Total

Number of the
Population
40
40
38
39
41
198 students

3.3.1 Sample
In taking the sample, the writer used the cluster sampling technique. According to
Toendan (2006:93), the cluster sampling is used when it is more feasible or convenient to
select groups of individual then it is to select individuals than it is to select individuals from a
defined population.

21

Based on the theory of Toendan above, it is clear that the result of this study can be
interpreted or generalized to the target population, as long there are some similarities and
homogeneities on the sample and target population.
But, this technique also has the weaknesses that the results of this study cannot be
generalized to the all the SMU in Indonesia, especially in Palangkaraya, and this technique is
less accurate than simple random sampling technique.
Related to the explanation above, the populations of this study was the sample and it
is clear that the sample of this study was the Second Grade Students of IPS classes of SMA
N-2 Jekan Raya in Kodya Palangkaraya. The step in taking the sample, first, the writer
randomized the three programs: IPA, IPS, and Bahasa. As a result, IPS had been chosen as
the sample of the study. From the result of the observation, there were two classes of IPS that
the writer divided into experimental and control classes. The results were XI IPS 1 as the
experimental class and XI IPS 2 as the control class.
Research Methodology
Research Method
In this study the writer used the experimental method. According to Toendan (2006:
230) this study belongs to Factorial Experimental Design.

The design is as follow:

1

X1

O1

X1

O2

X2

O3

C2
: Random assignment
4

X2

O4

C1

: Experimental Class

C1

R
Where:

22

C2,

: Control Class

: Female students of experimental class

: Male students of experimental class

: Female students of control class

: Male students of control class

X1,

: Treatment using Pre-questioning

X2

: Treatment without using Pre-questioning

O1, O2, O3, O4

: Stands for an observation or measurement of the subject in the

design treatment

In this study, the writer investigated:

1. The effect of using pre-questioning and without using pre-questioning on the students
reading comprehension achievement.
2. The effect of students gender on the students reading comprehension achievement.
3. The effect of treatments with pre-questioning, without pre-questioning and students
gender on the reading comprehension.
The writer focused his study on the second grade students of IPS classes at SMA N-2
Jekan Raya Palangkaraya in Academic year 2006/2007. The writer gave the treatment to the
experimental groups in the form of reading comprehension tests with pre-questioning as the
beginning before the students answer the reading comprehension test and the control group
had no Pre-questioning as the beginning of the reading comprehension text.
Variables of the Study
There are two variables on this study, that can be explained as follow:
1. Independent Variable
The treatments (with pre-questioning and without pre-questioning) and Students Gender

23

2. Dependent Variable
Students reading comprehension scores

The relationship between variables:

Treatments
Gender

Students reading
comprehension
achievements

Data Analysis Procedures

To analyze the data, the writer followed the procedures:
1. Checking the students answers and give scores.
2. Analyzing the data by statistic technique of ANOVA using statistical computerized
program named SPSS version 13.
3. Taking the conclusion based on the statistical result.
There are some steps should be fulfilled in order to use ANOVA. According to
Usman and Akbar (1995:159):
Langkah-langkah menghitung ANOVA:
1. Uji atau asumsikan bahwa data masing-masing dipilih secara acak.
2. Uji atau asumsikan bahwa data masing-masing berdistribusi normal.
3. Uji atau asumsikan bahwa data masing-masing homogen.
Moreover, Usman and Akbar (1995:251) said that: sebelum ANOVA digunakan,
maka persyaratan yang harus dipenuhi adalah: data setiap kelompok berdistribusi normal,
data semua kelompok harus homogen, dan data dipilih secara acak (random).
Furthermore, there is a value level whether to know that data were resulted from
normal distribution of population and from homogen variance. Safari (2004:84-85), said that:

Kaidah penetapan normalitas data:

24

 Jika signifikan > 0.50, sampel berasal dari populasi berdistribusi normal.
Jika signifikan < 0.50, sampel berasal dari populasi berdistribusi tidak normal.
Kaidah penetapan homogenitas data:
Jika signifikan > 0.50, variansi setiap sampel sama (homogen).
Jika signifikan < 0.50, variansi setiap sampel tidak sama (tidak homogen).
In statistical analysis, the writer used significance based on Saphiro-Wilk formula.
Finally, in order to see whether Ho or H1 was accepted, the calculation of the data can be seen
in ANOVA table. According to Welkowitz, Ewen, and Cohen (1982:251), the result was
consulted to the level significant below:
If significant > 0.50, Ho was accepted
If significant < 0.50, Ho was rejected
Validity of the Study
There are two validity factors to support this study:
1. External Validity
In this study, the writer used cluster-sampling technique, therefore the result of this study
can be generalized to the target population, as long as there are some similarities and
homogeneity on the sample and target population, but the generalization is less accurate
than simple random sampling technique.
2. Internal Validity
There are two variables that have strong relationship, cause and effect. Thus, the result of
this study can be interpreted. According to Toendan (2006:209) there are several ways to
control the treats, as follows:
Several ways to Control the Treats
Threats
History

Selection bias

Description
Extraneous events occurring at the same
time as the treatment may influence
performance with regard to the outcome
variable

It may be the composition of the group

rather than the treatment that accounts

How to control threat

Carefully ascertain that
no extraneous events
occur
Make sure that what
happens to one group
happens to other(s)
Make groups initially
equal-preferably by
25

for performance with regard to the

outcome variable

Maturation

Instrumentation

Improvements between one testing

occasion and another may result from
routine changer that occur as time
passes

Differences on various testing occasions

may occur because the data collection
process has somehow changed

Statistical
regression

Experimental
mortality

Groups selected on the basis of extreme

score tend to shift toward the mean of
the original group when re-tested

Differences on subsequent testing

occasions may occur because the
composition of the group has changed

Pretesting

The experience of taking the pretest may

sensitize subjects to perform better on
the posttest

Instability

Chance fluctuations in score arising

from unreliability may cause changes in
performance on various testing
occasions
Dynamic of the experimental situation
may set up alternative treatment that
may account for differences

Outcomes may occur because

experimenter or subjects expected those
outcomes

Socialpsychological
threats
Expectancy
effects

random assignment
Pretest to check initial
performance of group(s)
Randomly assign groups
to true experiment
Rule out maturation
logically
(e.g.developmentally implausible)
Carefully ascertain that
no changes occur in the
data collection process
If changes do occur, make
them happen to both
groups
Dont select on the basis
of extreme scores
If you select extreme
groups, use random
assignment afterwards
Strive to prevent dropouts
Analyze characteristics of
dropouts
Use a matching strategy
with subsequent random
assignment
Do not use a pretest
Use an unobtrusive pretest
Use random assignment to
true experiment
Use reliable tests
Use test to significanceafter random assignment,
if possible
Make the experiment as
natural and unobtrusive
as possible
Discourage expectancies
Foster opposite rather
than supportive
expectancies

26

D. Data analysis
In this chapter, the writer would like to present the description of the data obtained.
The population of this study was the second grade students of IPS classes of SMA N-2 Jekan
Raya Palangkaraya in academic year 2006/2007. The sample was chosen by using clustersampling technique, so the sample in this study divided into two class; they are: XI IPS 1 as
the experimental class (treatment with pre-questioning) and XI IPS 2 as the control class
(treatment without pre-questioning), the total number of the sample is 68 students.
Description in this chapter is divided into three parts, as follows:
1. The first part shows the description of the data, this part has an aim to present the
students reading comprehension scores after receiving the treatment.
2. The second part is test of statistical analysis requirement which involved the testing the
normality of treatment and test of homogeneity of variances across each group, the
purpose of this part is to prove the use of ANOVA in testing the hypothesis.
3. The last part is result of data analysis that consists of hypothesis testing based on the
result of the statistical computation of ANOVA.

Description of the Data

To describe the comprehensive data gained, the writer firstly presented the students
score. There are 68 students which had been signed by codes. Below are the descriptions of
data of students reading comprehension scores for experimental class and control class:

Table 4.1 Data of Students' Reading Comprehension Scores

No
1.
2.
3.
4.
5.
6.
7.

Student's Codes
Al
A2
A3
A4
A5
A6
A7

Gender
1
1
1
1
1
1
1

Pre-Questioning
1
1
1
1
1
1
1

Correct WP
8
10
7
7
9
12
12

Scores WP
40
50
35
35
45
60
60
27

8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.

A8
A9
A10
All
Al2
A13
A14
Al5
A16
A17
A18
A19
A20
A21
A22
A23
A24
A25
A26
A27
A28
A29
A30
A31
A32
A33
A34
B1
B2
B3
B4
B5
B6
B7
B8
B9
B10
B1l
B12
B13
B14
B15
B16
B17
B18
B19
B20
B21

1
1
1
1
2
1
1
1
2
2
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
1
1
2
1
1
1
1
2
2
2
1
1
1
1
2
1
1
2
2
2
1

1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2

8
9
9
10
10
9
10
6
8
8
11
8
10
9
6
10
11
11
8
10
5
9
7
12
10
10
10
11
7
5
9
10
6
7
7
8
5
7
8
8
4
5
4
5
4
5
4
8

40
45
45
50
50
45
50
30
40
40
55
40
50
45
30
50
55
55
40
50
25
45
35
60
50
50
50
55
35
25
45
50
30
35
35
40
25
35
40
40
20
25
20
25
20
25
20
40
28

56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.

B22
B23
B24
B25
B26
B27
B28
B29
B30
B31
B32
B33
B34

1
2
2
2
2
1
1
1
2
2
2
1
1

2
2
2
2
2
2
2
2
2
2
2
2
2

8
9
8
7
6
6
8
8
7
5
5
10
10

40
45
40
35
30
30
40
40
35
25
25
50
50

Testing hypothesis I
The hypothesis of this study, states that:
Ha:

There is significant effect of treatment with pre-questioning on the reading

comprehension achievement of the second grade students of IPS classes at SMAN-2
Tanjungbalai.

Ho:

There is no significant effect of treatment with pre-questioning on the reading

comprehension achievement of the second grade students of IPS classes at SMAN-2
Tanjungbalai.
Related to the hypothesis and the summary result of ANOVA in table 4.6, it can be

seen that the F value of Treatments is F = 27,804 with significance value = .000. Since
significance value = .000 < .05, Ho is rejected and Ha is accepted. So, based on calculation of
ANOVA above, it can be said, There is significant effect of treatment with pre-questioning
on the reading comprehension achievement of the second grade students of IPS classes at
SMAN-2 Tanjungbalai.

Testing hypothesis II
The hypotheses of this study, states that:

29

Ha:

There is significant effect of the students gender on the reading comprehension

achievement of the second grade students of IPS classes of SMAN-2 Tanjungbalai

Ho:

There is no significant effect of the students gender on the reading comprehension

achievement of the second grade students of IPS classes of SMAN-2 Tanjungbalai

Testing hypothesis III

The hypotheses of this study, states that:
Ha:

There is significant effect of treatments with pre-questioning, without pre-questioning

and students gender on the reading comprehension achievement of the second grade
students of IPS classes at SMAN-2 Tanjungbalai

Ho:

There is no significant effect of treatments with pre-questioning, without prequestioning and students gender on the reading comprehension achievement of the
second grade students of IPS classes at SMAN-2 Tanjungbalai

30

E. DISSCUSSION, CONCLUSION, AND SUGGESTION

In this chapter, there are three parts that the writer wants to present, they are:
discussion, conclusion and suggestion.
Discussion
This study has objective to find out the effect of treatment (with pre-questioning,
without pre-questioning) and students gender on the students reading comprehension
achievement. Especially, for the second grade students of IPS classes of SMA N-2 Jekan
Raya Palangkaraya in academic year 2006/2007. So it is necessary to discuss and interpret of
the result of the study. From the result of the data in this study, table of ANOVA can be used
to test the hypothesis stated in the chapter I. The result of testing hypothesis is presented
below:

A. Testing of hypothesis of treatment with pre-questioning and without pre-questioning

(Testing Hipotesis I)
Based on the hypothesis testing in chapter IV, significance value of Treatments = .000
or can be said that sig. = .000 < = .05, it means that Ho is rejected and Ha is accepted. This
result gives description that treatment with pre-questioning and without pre-questioning has
significant effect on the students reading comprehension. In brief, pre-questioning has
significant effect on the students reading comprehension achievement. It is in line with the
statement stated by Harmer (1985:153):
-

Pre-questioning before reading to confirm expectations

The use of pre-questioning as a tool for placing great emphasis on the lead-in stage
(where students are encouraged to become interested in the subject matter of the text),
encourages students to predict the content of the text, and gives them an interesting and
motivating purpose for reading.

Pre-questioning before reading for general comprehension

31

In this case pre-questioning used to build up the students prior knowledge

Related to this study, two kinds of pre-questioning above can make the students easily
to predict and delimit the topic that is discussed or inform in the text after they read and
answer the pre-questioning. In the instruments, the writer used pre-questioning with
Indonesian version, thus, the students can predict easily what will be discussed on the text,
after they read and answer the pre-questioning.

B. Testing of hypothesis of Gender (Testing Hipotesis II)

Based on the hypothesis testing in Chapter IV, There is no significant effect of the students gender on the reading
comprehension achievement of the second grade students of IPS classes of SMAN-2 Tanjungbalai. Because, from the summary result of
ANOVA in table 4.6, it can be seen that the F value of Gender is F = 3.528 with significance value = .065. Since significance value = .065 <
.05 Ha is rejected and Ho is accepted.
But it is possible, if the writer adding more samples for this research, the probability result there is significant effect of gender
on the students reading comprehension achievement will be happening. So, the writer suggest for next researchers that have the same
topic with this study to use the bigger sample, in order to ensure the effect of Gender on the students reading comprehension in this study.

C. Testing of hypothesis of Treatments*Gender (Testing Hipotesis III)

Based on the result of Testing Hipotesis III in Chapter IV, it can be conclude There
is no significant effect of treatments with pre-questioning, without pre-questioning and
students gender on the reading comprehension achievement of the second grade students of
IPS classes at SMAN-2 Tanjungbalai. It is related to the result of ANOVA in table 4.6, the
F value of Treatments*Gender is F = 3.040 with significance value = .086. Since significance
value = .086 < .05, Ha is rejected and Ho is accepted.
So, based on the result of testing hipotesis above it can conclude that:
1. Pre-questioning has significant effect on the students reading comprehension
achievement
2. There is no significant effect in the students gender of treatments on the students
reading comprehension achievement
3. There is no significant effect of treatments and students gender on the students reading
comprehension achievement.
Furthermore, based on the delimitation of this study in Chapter one, the writer only
focuses on finding the effect of treatments, the effects of students gender in treatments and
students gender and treatment on the students reading comprehension achievement. Thus,
that is why the result of this study cannot be generalized to the other kind of subject.
32

In fact, the writer in this study used cluster-sampling technique to choose sample from
the population, that is why the result of this study only can be generalized to the second grade
students of IPS classes of SMAN-2 Tanjungbalai, and not to the other population.
So, based on the discussion above it is hoped that for the next time there will be a
such kind of this research conducted by the other researchers by using the bigger population,
the better instrument, and many more variables included in order to have more valid and
reliable result.
Conclusion
Based on the result of this study, the writer can answer the problem of the study that
has been stated in Chapter I, they are as follows:

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 Tanjungbalai in
academic year 2011/2012?

What is the effect of the students gender with treatments on the reading comprehension
achievement of the second grade students of IPS classes at SMAN-2 Tanjungbalai in
academic year 2011/2012?

What is the effect of treatments and students gender on the reading comprehension
achievement of the second grade students of IPS classes at SMAN-2 Tanjungbalai in
academic year 2011/2012?

From the result of data analysis, it can be answered that:

There is significant effect of treatment with pre-questioning on the reading

comprehension achievement of the second grade students of IPS classes at SMAN-2
Tanjungbalai.

33

There is no significant effect of the students gender with treatments on the reading
comprehension achievement of the second grade students of IPS classes of SMAN-2
Tanjungbalai

There is no significant effect of treatments and students gender on the reading

comprehension achievement of the second grade students of IPS classes at SMAN-2
Tanjungbalai

There are some intervening variables that can influence the result of this study. They
are as follow:

Students prior knowledge

Learning style of the students

Background education of the teacher

Social economic of the students

Suggestion
Considering the result of this study, the writer would like to give some suggestions.
They are as follows:
1. It is important for the teacher to improve the students comprehension in reading text by
giving any assignment or home work, especially the question in form of main idea and
supporting detail, which is regarded more difficult for the students.
2. It hoped that the teacher teach the reading comprehension from the easiest to the most
difficult one.
3. The teacher should build a favorable atmosphere at times of teaching-learning process
conducted, because a conductive condition in teaching would become one access to carry
the success of material to be taught.

34

4. It is necessary to another researcher conduct a further research, in order to validate the

result of this study.
Finally, the writer considers that this study still need validation from the next
researcher that has the same topic with this study.

35

REFERENCES

Alwasilah, A. Chaedar. 1996. Pedoman Dosen MKDU Bahasa Inggris Pendidikan dan
Keguruan. Bandung: Remaja Rosdakarya, Rosda Group.
Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka
Cipta.
Azies & Alwasilah. 1996. Pengajaran Bahasa Komunikatif. Bandung: PT. Remaja
Rosdakarya Group.
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