THE EFFECT OF QUESTIONING THE AUTHOR TOWARDS

STUDENTS READING COMPREHENSION ON NARRATIVE TEXT

AT THE THIRD GRADE OF SMP AL-MU’MIN PANDEGLANG IN
ACADEMIC YEAR 2018/2019

Winda Nurazizah 1*, Prof. Dr. H. Ilzamudin, M.A2, Dr. Apud, M.pd3
1
Author
2
First Adviser
3
Second Adviser

Article History: Abstract: This research investigates the effect of

Received: May 29nd, 2019
Revised: June 21st, 2019
Accepted: June 25th, 2019
Published: xxxx xx, 20xx
Keywords:
Experiment;questioning the author;
reading comprehension; narrative
text.
*Correspondence Address:
nurazizahwinda771@gmail.com
Questioning the Author in reading lesson on narrative, specifically it
is written in the title of this research paper. This research is aimed to
find out the students’ reading comprehension on narrative text of the
third grade of SMP Al-Mu’min who apply questioning the author and
to find out the students’ reading comprehension on narrative text of
the third grade of SMP Al-Mu’min who do not apply questioning the
author. The method used in this research is quasi experimental with
two classes, called experimental and control class using pre-test and
post-test technique. The research conducted at SMP Al-Mu’min
Pandeglang on April 15th until April 30rd 2019. The writer collected
data from 60 students’ spreading in two classes, one class is as
experimental group and another one is as control group by using
quasi experimental method. The population was students of the third
grade SMP Al-Mu’min Pandeglang and the writer took sample from
class C as experimental class and class B as control class. Based on
the result of the research that there is significant effect of teaching
reading through questioning the author towards students reading
comprehension on narrative text. According to the data, the value of
to (t observation) is higher that t t (t table) 2.00 < 4.75 > 2.66, in
degree of significant 5% and 1%. It means that Ha (alternative
hypothesis) of research is accepted and Ho (null hypothesis) is
rejected. Also concluded there is significant difference of teaching
reading through questioning the author on narrative text and teaching
reading by conventional approach.

INTRODUCTION reading is an active activity because

before the readers read the text,
Reading may be one of the most
theyhave to suppose what the writer
important skills that a person can
will talk about by seeing the title,
possibly acquire. It is generally taught
picture, clues, or the first and last
at a very young age, beginning before
paragraph, skimming the text to check
kindergarten. The National Reading
their hypotheses and to get the
Panel has stated that there are five
information what they are looking for,
specific practices that teachers should
revision then reread the text for more
be using when teaching children to
detail.
read or when helping them improve
their reading skills. However, Grellet Reading comprehension is not a
said, “reading is an active skill; it single step or easily acquired skill. It is
constantly involves guessing, a very complex process that teachers
predicting, checking and asking find difficult to teach. As Catherine
oneself questions”. It can be said that said that reading comprehension as the
© 2019 Faculty of Education and Teacher Training
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
 The Effect Of Questioning the Author Towards Students’ Reading Comprehension On Narrative Text | Winda
Nurazizah
process of simultaneously extracting
and constructing meaning through
interaction and involvement with
written language. The foundation of
reading comprehension is word
identification and decoding. As
individuals get better at these skills and
are able to read words, they have to
move into learning the actual meanings
of the words they are reading.
Knowing and understanding what is
being read is the key to
comprehension.
Questioning the Author is a
strategy in which student use a series of
questions to determine the author’s
purpose and the extent to which the
author was succesful; through the
questions, the student must make an effort
to fully comprehend the text. The story’s
context can guide the students to the
details that are missing. The teacher again
models and guides the students to ask
themselves appropriate questions to try to
fill in the important details. There are
graphic organizers that ask certain
questions that students can use as a guide
after reading a selection.
According to Harding, Graphic
Organizers are drawings or formats used
to represent information visually, show
relationships between ideas and help
students think critically. Graphic
organizers are another popular strategy
that can be used for most genres and can
be adapted in many ways. They are
commonly used for reading
comprehension and there are many
different types. Graphic organizers for
reading comprehension are generally
systems that help students organize what
they are reading.
In addition, there are many
researchers who have done research
related to Graphic Orgnaizer especially.
The researcher was interested to teach
reading comprehension using Questioning
the Author because of the potential
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advantages it could offer. The researcher
hoped that the reading ability of his
students would improve more quickly
than by other methods.
THEORETICAL SUPPORT
Reading as one of the four
language skills, in reading activity, that
focus more on reading skills than the
reading theories themselves. Every
language teacher should be aware and
understand really that reading is a method
that can be used to communicate with
ourselves and sometimes with others that
is to communicate the meaning contained
or implied in written symbols. Reading
can also be regarded as a process to
understanding the implicit in the explicit,
such as understand the meaning contained
in the written word. The meaning of the
reading does not lie on the written page
but is in the mind of the reader. So that
meaning will change, because each reader
has different experiences that are used as
a tool to interpret the words.
Caroline said the aim of reading is
comprehension. Reading comprehension
refers to reding for meaning,
understanding, and entertainment. While
Danielle said comprehension is the
interpretation of the information in the
text, the use of prior knowledge to
interpret this information and, ultimately,
the construction of a coherent
representation or picture in the reader’s
mind of what the text is about.
Referring to the statement above,
it can be concluded that reading
comprehension means the students must
read the text and interact the printed on
written symbols with their cognitive skill
and their knowledge of the world. In the
process of comprehension, the students
need skills related to the purpose of
reading and consider the questions to
concentrate on the important points.
Reading comprehension is the
process in which the reader constructs
meaning from the text. There are at least
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three types of constructing meaning
processes proposed by some experts. are
bottom-up processing, top-down
processing, and interactive processing.
Bottom-up processing deals with the word
recognition. Top-down processing deals
with the readers’ background knowledge.
The last, interactive processing combines
the top-down and bottom-up processing.
Here, interactive processing combines
word recognition and background
knowledge of the readers. The three
processes help the readers to comprehend
the text they read.
People read because they have
purpose. The purpose in reading is not
only to get an information but also to have
enjoyment while reading. And every
student has their own purpose for reading.
It means that the purpose of
reading is related to reader reads the text.
If the purpose of the reader is to find
specific information such as the telephone
number, the reader uses scanning
technique. And if the purpose of the
reader is to find general idea from the
article, the reader uses skimming
technique. Then, learning structure,
pronunciation, or learning other subjects
also become a purpose in reading
something. By reading, people will get the
ideas, fact, or enjoyment. In another word,
learning foreign language is a purpose of
why people read the English text.
Katherine defined graphic
organizers are important and effective
pedagogical tools for organizing content
and ideas and facilitating learners’
comprehension of newly acquired
information. And other definition from
Linda, Keren and Marcia stated that
“Graphic organizers are wonderful
strategies to get students actively involved
in their learning. Because graphic
organizers include both words and visual
image, there are effective with a wide
variety of learners, including ESL, gifted,
and special-needs students.”
From the definitions above, it can
be concluded that graphic organizers
provide teachers with tools to help
students on the road to higher
achievement in their reading
comprehension skills. And graphic
organizers that target critical and creative
thinking elements help develop studentsin
their ability to comprehend and
understand the meaning of a text.
Questioning the Author is one of
the graphic organizer that students will
develop the following reading strategies
to making predicting, making inference,
using prior knowledge, and connecting.
According to David Herman,
“Narrative is about problem solving,
conflict, interpersonal relations, human
experience, the temporality of existence.”
While Peter and Megan stated that
“Narrative is a powerful medium for
changing social opinion and attitudes”. It
means, Narrative is a paragraph that
contains the exposure of an even that is
arranged in a unity of time and usually in
the event or in the occurrence, character
experienced an important event.
Something that character experienced or
conflict between characters will become
an interesting part in a narrative.
Moreover, Farris stated that
“narrative text enable students to make
connections as they read in three different
ways. First, they may see similarities
between the text and their own lives. A
second connection is making links
between the text they are presently
reading and another text they have
previously read. Lastly, students may see
connections between the text and the real
world”.
In conclusion, narrative is a kind
of text that related to the human life. It
connects with the story or past event. By
reading narrative text, students can learn
something from the text and connect it
with their daily activity, also they can
practice their critical thinking because
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they can connect their experience with the writer conducted treatment of Inference
story that they are reading. Prompter Chart in teaching reading
comprehension on narrative text and also
METHOD conducted post-test. The lowest score in
The method of this research is post-test is 60 and the highest score in
experimental research. Experimental post-test is 95.
research is a research method that test the
hypothesis which has the form of cause
and effect relations between variables. Post-test of
Experiments are carried out in order to Experimental 2 : 81,6
explore the strength of relationship
Class (X2)
between variables. It means the
experimental research conducted to know
the cause and effect relationship between
independent variable and dependent
variable. Post-test of 2 : 61,6
In this research the researcher Control Class
gives pre-test and post-test experimental. (Y2)
The pre-test is conducted in order to
diagnose students’ current ability in
introducing someone else before the
treatment applied. Meanwhile, post-test is : 4,75
used to measure the effect of study after
applying the treatment. Df : 58
In applying this research, the
researcher teaches about Questioning the The degree of : 2,00
author on students’ reading significant 5%
comprehension on narrative text as
the degree of significant : 2,66
experimental class, and writer do not
teach Questioning the Author toward 1%
students’ reading comprehension on
narrative text as control class. Before deciding the result of
The writer uses two classes. The hypothesis, the researcher proposes
first is as Experimental Class and second interpretation towards with procedure
is as Control Class. The writer chooses as follow:
class IX C which consists of 30 students a. Ha: tobservation>ttable = It means there
as experimental class and class IX B is a significant effectiveness of
which consists of 30 students as control Questioning the Author in
class. teaching reading comprehension
In this research, the researcher on narrative text.
used two kind of instruments in gathering b. Ho: tobservation<ttable = It means there
data. Those are test and observation is no significant effectiveness of
Questioning the Author in
RESULT AND DICUSSION teaching reading comprehension
From the result of pre-test and on narrative text.
post-test in experimental class, the According to the data, the value of
researcher can be concluded that from the tobservation is bigger than ttable.tobservation =
lowest score in pre-test is 35 and the 4.75>ttable = 2.00 (5%) or tobservation = 4.75
highest in pre-test score is 75. After the

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>ttable = 2.00 (1%), so Ho is rejected and Ha
is accepted.
The result of the research shows
that the experimental class (the students
who are taught using Questioning the
Author) has the mean value (81,6),
meanwhile the control class (the students
who are not taught using Inference
Prompter Chart) has the mean value
(71,8). It can be said that the achievement
score of experimental class is higher than
control class. The following was the table
of pre-test and post-test students’ average
score.
CONCLUSION
The writer would like to conclude of
the research based on the data obtained
and the hypothesis submitted at the
previous chapter as follow: 1) Students’
reading comprehension is less, it can be
seen from the mean of pre-test that shows
many students get worse score. The mean
of pre-test is 61,1. The score of their post-
test show increasing, most of them get
better score. The mean of post-test is 81,6.
It means that students can improve their
reading comprehension after they got the
treatment. 1) The differences between
students’ which has given Questioning the
Author and other which has not
Questioning the Author, because of the
Questioning the Author, students’ are
more familiar with a text given by the
students’. Where with this method,
students’ will predict an event contained
in the text and they also learn how to
make inference of the event, then
students’ understand a text with carefully.
It can be seen from the mean of pre-test of
the experimental class (61,1) is higher
than the mean of pre-test of control class
(57,6) and the mean of post-test of the
experimental class (81,6) is bigger than
the mean of post-test of control class
(71,8) after the treatment. 2) The effect of
teaching reading through Inference
Questioning the Author to increase
students’ reading comprehension is
significant effect. According to the data,
the value of to (t observation) is higher
than tt (t table) 2.00 < 4.75 > 2.66, in
degree of significant 5% and 1%. It means
that Ha (alternative hypothesis) of
research is accepted and Ho (null
hypothesis) is rejected. Also concluded
there is significant difference of teaching
reading through Questioning the Author
and teaching reading by conventional
approach.
Dealing with the conclusion above,
the researcher would like to offer some
suggestions which may be useful in
improving students’ reading
comprehension: 1) For the Students: a)
The students should be motivated to do
reading activity in their daily activity. b)
The students should know that by more
reading, they will get much knowledge
because it is as the accomplishment to
enlarge talent and master English. c) The
student has to develop their vocabularies
because it is a necessary part of
comprehension instruction which is
significant influenced their understanding
in reading text. 1) For English Teacher
a) The English teacher should be able to
give motivation to the students in
interested English language. b) Teachers
should be very familiar with varieties of
teaching technique or method to improve
their students’ reading comprehension.
c) Teacher should give more attention to
their students’ reading in order to
comprehend reading text well.
ACKNOWLEDGMENT
All praises be to Allah SWT, the
almighty God, who has sent Muhammad
SAW, peace be upon him, to be His
prophet and messenger for people all over
the world. The writer realizes and feels
very sure that without His blessing,
mercy, and guidance, it would be
impossible for her to finish this paper.
In addition, this paper will not
finish without others’ helps. Therefore, in
this chance I would like to express my
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profound gratitude to Prof. Dr. H. Classroom Practice. New York:

Ilzamudin, M.A, as the first adviser and SAn Fransisco State University.
Dr. Apud, M. Pd, as the second adviser Buckhold, E. (2008). Graphic Organizers,
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me patiently in conducting this study. In Coffman A. Gerry . Melissa D. and Reed.
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head of English Department H. Abdul Narrative Text: From the Theory
Mu’in, S. Ag., M.M who always to Practice. Volume 32. No. 1.
stimulates and encourages the writer to Emphoria State University:
finish this paper. Kansas.
This thanks also goes to the Dini Kurnia Nursepti, (2013) Study
Headmaster of SMP Al-Mu’min Reading Comprehension
Pandeglang, H. Miftah Ghozali, S. Ag., Achievement Between Those
who has given permission to conduct the Taught Throught Predictive
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