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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
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.
motivation before students read the whole text. Moreover, the students can predict
1
what will be discussed on the text. In line with this study, students may improve
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.
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
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
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
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
narrative texts.
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
3
students’ interest and their achievement in reading narrative or not.
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
will be better.
(4) Give a contribution to the students how to improve their skill in
(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
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.
narrative text.
Object of the Study, Population and Sample, Research Variables, Instrument for
5
CHAPTER II
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.
There have been a number of studies concerning the research about questioning
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
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
because some students particularly children of certain ages have little capacity for
In this age where change is constant, the teacher’s role cannot simply be to
there also needs to be a focus on process. As knowledge and skills change from
students to reflect on how they learn and by developing their skills to pursue their
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.
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.
7
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
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
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.
questioning can be used to provide feedback to students about their strengths and
weaknesses. Questioning can also be useful in obtaining information about the
The ability to ask and answer questions is central to learning. The use of
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
(3) The conclusions resulting from investigations are evaluated via questions.
students to ascertain whether or not they were learning the book content
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
which would guide the students toward further investigation and a deeper
While questioning is one of the best ways to get discussion going, the most
9
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
volunteering a response to the question. They state that there are several
(1) Structuring
questioning sequence;
(4) Redirecting
“Abraham Lincoln”
“Sally?”
“Woodrow Wilson”
“George Washington”
both after a question has been asked and after a pupil has responded.
11
Rochester (1973:37) said teachers use a long enough pause upon
elicited by questioning.
(7) Prompting
variety of subjects, there can be little doubt that very heavy emphasis
is given to questions requiring only factual recall.
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
not create an atmosphere that encourages participation. Ask the student for
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.
13
(3) Wait-time
One factor that can have a powerful effect on student participation is the
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
can either respond, ask a question or give no response. If the student does
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
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
not want to make mistakes in front of their peers. Break questions into
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
alternatives proposed by students. If they are wrong, explore why and how
that give the message: “I know something that you don’t know and you’ll
15
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.”
Various methods are used to improve reading comprehension that include training
the ability to self assess comprehension. Practice plays more crucial part in
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
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
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.
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):
(4) Reading may be a good way to practice their English if they live in a
country.
(6) Reading is a good way to find out about new ideas, facts and
experiences.
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
17
Reading is one of the four language skills in English. According to Urqurhart
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
(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 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.
Many genres or text types are used in teaching English for senior high school in
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.
ways, narratives deal with problematic events which lead to a crisis or turning
19
(3) Use of relational and mental processes.
From the explanation above, the writer can conclude that narrative is a text
Ur in Harmer (2001:38-39) suggest that teenage students are in fact overall the
adolescent’s learner:
(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.
(5) They must be encouraged to respond to texts and situations with their
2010], stated that most adult learners have developed a preference for learning
their own individual strengths and weaknesses and the environment in which they
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
the words to a new song. Some children have an especially keen eye for noticing
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
without opportunities to use once learned skills, the ability to perform tasks is
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
21
adulthood. In fact, many adults seek jobs that consistently give them opportunities
to display special talents and rely upon their preferred learning style.
(1) Conformist
They are enjoy the social aspects of learning and like to learn from
(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
These are language use oriented. They are comfortable out of class and
interaction with other speakers of the language than they are with
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
nearest position in learning; that is school and unit of education in which each unit
potential for school to improve teacher performance and school officials. It offers
23
a direct contribution and increase understanding of society towards education,
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
education more independent by giving autonomy to the schools and to excite the
(2) To improve the notice of students teachers, school officials, and society in
In this part, the writer will make a brief conclusion from both previous studies and
theoretical studies.
The accuracy which the writer measure has a major impact on sample size.
variable measures what it is supposed to. Reliability tells how reproducible the
shows that the more reliable the measure, the less subjects a researcher need to see
in a small change.
http://www1.appstate.edu/~goodmanj/3850/webquest/questions.html accessed on
2.3.2.1 Factual
25
awareness. There are usually at the lowest level of cognitive or affective processes
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
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:
2.3.2.4 Evaluative
“What are the similarities and differences between Roman gladiator games and
modern football?”
2.3.2.5 Combination
Objectives, edited by B.S Bloom (New York: Longman, 1956:29) there are six
create. The types of questions and the manner in which questions are asked have a
2.3.3.1 Remember
Retrieve relevant knowledge from long-term memory. This is the lowest level of
recall the information learned and repeat it to the teacher. For example, “What is
2.3.3.2 Understand
graphic communication. Students must explain topics, review items, and discuss
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
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
asks a student to break down something into its component parts. To analyze
generalizations. Students must break down material into its component parts and
then use a systematic process to reach a logical conclusion. For example: “Why
2.3.3.5 Evaluate
individual to make a judgment about something. We are asked to judge the value
this level. Evaluation questions do not have single right answers. Students must
2.3.3.6 Create
into a new pattern or structure. Create stimulate students to produce original ideas
questions. Students must hypothesize, predict, and use the available information
sources to constitute a new pattern or structure. For example: : “How would your
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
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
addition, research design variable of the research and subject of research will also
provision for establishing the equivalence of the experimental and control groups,
investigation. The quality of the result of the field study and other kinds of
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.
into two types, they are: quantitative analysis and qualitative analysis.
The writer will have been going to use pretest-posttest design by Bruce W.
R O1 X O2
R O3 O4
31
Where,
R : Randomization
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
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
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
In this research, the teacher and the writer considered taking Class VIII A
(1) At the beginning of the first semester, the average of Class VIII A is
3.4 Variables
can be concluded that research variable includes the factors or the conditions that
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.
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,
Table 3.1
(Kerlinger, 1965:247)
researcher to collect the data. In this research the writer uses a test method as the
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
(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
(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
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.
Harris (1969:2) says that the achievement test score are used in evaluating
the influences of course study, teachers, teaching methods, and factor considered
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
Best (1981: 153) states that validity is that quality of a data-gathering instrument
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
}
In this study, the validity of the instrument was measured by applying the
Table 3.2
Pearson Product formula
item
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
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
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
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
The discriminating power will measure how well the test items arranged to
“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)
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
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
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
P= Explanation:
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
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
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
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
students who were given conventional technique. It also deals with the difference
In this section, the writer discussed and analyzed the process of the study since the
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
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,
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
Where,
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
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
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,
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.
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
Where,
Table 4.3
Criteria of Difficulty Level
Interval Criteria
0.00 < IK ≤ 0.30 Difficult
For instance, item number 2, there were 30 students who answered correctly.
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
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
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
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.
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
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
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.
The treatment was conducted on April 30th and May 7th 2010 for the class VIII A
were taught using pre questioning techniques of narrative text to improve their
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
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
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
From those scores, the average scores of the pre-questioning group and the
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
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
evaluation level.
Diagram 4.1
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
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
Table 4.9
Table of Class using Pre-questioning Technique
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
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
Mχ=
= 12.7
From the calculation above, it could be known that mean of increases in the
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.
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
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.
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
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
In this chapter, the writer presents the conclusions of the study, which are
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
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’
(2) The students’ progress during the teaching and learning activity especially in
of the students taught with pre questioning technique is 76.1 and the mean
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.
Teachers stimulate the students to think and keep the students focused on the
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.