EFEKTIVITAS PENERAPAN TEKNIK PRE-QUESTIONING

UNTUK MENINGKATKAN PEMAHAMAN MEMBACA SISWA

KELAS II SMPN 3 RANGKASBITUNG

THESIS PROPOSAL
Submitted to the Department of English Education
As One of the Requirements for Submitting a Thesis

By :
Melinda Siti Masitoh
161230057

DEPARTMENT OF ENGLISH EDUCATION

FAQULTY OF TARBIYAH AND TEACHERS’ TRAINING
SULTAN MAULANA HASANUDDIN STATE ISLAMIC UNIVERSITY
BANTEN
2022 M / 1444 H
A. RESEARCH TITTLE
The Effectiveness of Applying Pre-Questioning Technique to
Improve Students’ Reading Comprehension ( An Experimental Study at the
Second Grade of SMPN 3 Rangkasbitung)

B. BACKGROUND OF STUDY
English is one of the languages in the world. Nowadays English has
become an International language that is used by all countries as the first, the
second, or the foreign language.

In Indonesia, English becomes the first foreign language that should

be learned by the students. Learning English as the first foreign language is not
easy. It will be more difficult than learning English as the second language,
because English is only used in the classroom when the students study it. They
seldom use English in their daily life. These conditions occur in our country
because people always use their mother tongue and Indonesian in their daily life.

Teacher should apply appropriate teaching technique as well as

method to establish the effectiveness of English teaching. It will make easier and
enjoyably for students receive the lesson. The appropriate method should be the
fusion between linguistics theories the psychological state of students and the
presentation of materials. To make the best method in language teaching, it need
the alertness of teacher for interpreting, comprehending, reformulating,
implementing and evaluating the use. Besides, a method can be best applied if
there is a real effort for teachers to make progress in learning process.

English reading is one of the skills that educationally the most

important thing to be mastered and to comprehend the language though
delivering the idea based on the text in process to receive and construct the
meaning and process the information as well as. Regarding the consideration
above, teacher has the strong intention as well as responsibility to carry out the
 appropriate strategies in order to solve the commonly problem faced by students.
Language is the tool we use to communicate, acquire knowledge, and provide
information to others. As a form of communication, it becomes one of the most
important aspects of learning. Especially English, the international language used
by everyone in the world. Therefore, English as a foreign language is needed not
only in the academic field, but also in the development of technology and
science. Many areas of work and life activities, such as B. When we want to
acquire knowledge, we transmit information through books and mass media
(newspapers, advertisements, bulletins, magazines, articles, maps, banners, radio,
television and the Internet). Therefore, almost all countries offer English courses
for students to improve the quality and quantity of learning.1

In Indonesia, the learning system and curriculum from elementary

school to junior high school to high school has made learning English one of the
subjects that students need to learn and understand. When learning English,
students should develop four skills: reading, listening, writing and speaking.
Reading is becoming a very important skill in education as reading is the only
way to gain a lot of knowledge and information.2

Reading is the one of the activities that the reader do for getting many
information from the text. (Agussalim, 2016) explain that reading is the process
for ghatering information from the text. It means that without reading,we will not
know anything about world. When the people want to know about information
around the village, city, country, part of world, they must to read the information
from the textbooks, journal, article, newspaper and ect. Reading comprehension
is a receptive skill that in this skill the readers need to receive and try to
1
Thohidah,Hanifa.Februari 2021.“Improving Students’ Reading Comprehension By Applying Pre-
questioning Technique”.Education Education Enthusiast: Jurnal Pendidikan dan Keguruan Vol.1, No. 1,
file:///C:/Users/asus/Downloads/268-662-2-PB%20(1).pdf,26 Februari 2021.
2
Hanifah Thohidah, Mustakim Sagita, and Jamaliah, “IMPROVING STUDENTS READING
COMPREHENSION BY APPLYING PRE-QUESTIONING TECHIQUE (An Experimental Study at The Second
Grade of SMAN 1 Glumpang Tiga)” 1 (February 2021).
 understand the written text. This skill also about understanding instructions thru
texts. A writer expressed his or her thougths, experience, ideas, and feeling
through the written words. The reader’s understanding of the reading the material
will be affected by strategies and technique.3

English reading is one of the skills which is very important to be

mastered by the students; its success is measured in terms of ability to
comprehend the reading texts through understanding the idea to receive and
construct the meaning and to obtain the message contained in the texts.
Regarding the consideration above, the teacher has a strong responsibility to
carry out the appropriate strategies in order to solve the commonly problem faced
by students.4

The students are able to identified kinds of genre such narrative,

report, descriptive, etc. To gain this purpose, the teacher should provide the
student with appropriate technique in reading comprehension based on its
genre.As the success of student’s study depends on the greater part of reading
ability, reading becomes crucial and indispensable for the students. If a student
has a good ability in reading, she could have a better chance to succeed in her
study. On the other hand, if the student’s skill in reading is poor, she is very
likely to fail in her study or at least she could have difficulty in making the
progress. The student should be able to manage whole part of the text to
comprehend it. The comprehension in reading is easy to gain while she is being
able to organize he text. In reading process, sometimes she finds the form of pre-
questioning which is important to be comprehended first by having general view
knowledge of the text. Pre-questioning, theoretically can build interest and
motivation of the student before she reads the whole text.Then, through pre-

3
Ibid.
4
Ani Rosani, Natalina Asi, and Wahyuningsih Usadiati, “THE USE OF PRE-QUESTIONING TECHNIQUE
AND INSTAGRAM TO COMPREHEND NARRATIVE READING TEXTS” 7 (June 1, 2019).
 questioning technique, the student could predict what will be discussed on the
text.5

The writer found most of the students still could not get information
from the text after they read it. The students stressed because they failed to get
the important idea from the text. When the teacher asked them about the whole of
the text, they have just glanced at the text without read it comprehensively and
were just silent. Some of the students were busy with another activity and some
of them made the class become noisy. The English class was so bored because
the students inactive in teaching and learning process and they unmotivated to
study.6

Reading comprehension necessary be taught with seriously since

children in beginning level of education. Basically, teaching reading in school is
to give student’s knowledge and ability in order to mastery and comprehension
of literature content. However in the reality, many students could not be able to
reach The following purpose above. Teachers who have not been using the
appropriate method or technique in teaching English. Most teachers teach only
with the old method or technique that is taught with a little talk about the English
language text and the students were given the task to translate the text which
most students find it difficult to understand the meaning of the text. 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 (Brown,
2001 p.100). Moreover, the students can predict what will be discussed on the
5
Eka Melati, “THE EFFECT OF PRE-QUESTIONING TECHNIQUE ON READING COMPREHENSION AT VIII
GRADE STUDENTS OF SMPN 16 MANDAU” 4 (July 2015).
6
Ibid.
 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
prequestioning in order to get good comprehension in reading.7

One of the possible strategies that can be used by the teacher in

English teaching reading is by using Pre-questioning technique. This technique
may make students more active in the classroom and understand the content of
the text. The various activities in the use of them may make learning enjoyable in
the classroom. Pre-questioning technique in reading comprehension consists of
some questions which are provided before the students read the whole text, in
order to build the reading scheme and background knowledge of the students.
This technique is also intended to rise their interest and their cognitive aspect to
predict what will be faced in the next whole text.8

Pre-questioning tells the teacher what the students need to know from
the passage and how much knowledge they already have about the lesson. In the
explanation of display questions, schema theory, and students’ background
knowledge, Brown (2001:42) defines pre-questioning as some questions which
are provided before the students read the whole text in order to build the
students’ interest, motivation, and cognitive factors. It is very useful to activate
the schemata, thus the students can predict what will be faced in the reading text.
In the same way, the questioning technique which is selected and used by the
teacher should maximize students’ participation and success. By knowing the
reasons for questioning, the teacher will encourage his/her students to participate
in classroom activity. Ur (1996:229) gives some reasons for questioning, those
are: the first, it is to provide a model for language in which the students will learn
from the example of a teacher whom they observe and imitate. Next, it is to find

7
Asih Rosnaningsih and Wulandari, “THE EFFECT OF PRE-QUESTIONING TECHNIQUE ON STUDENTS’
READING COMPREHENSION” 2 (March 2017).
8
Rosani, Asi, and Usadiati, “THE USE OF PRE-QUESTIONING TECHNIQUE AND INSTAGRAM TO
COMPREHEND NARRATIVE READING TEXTS.”7 (June 1, 2019).
 out something from the learners facts, ideas, and opinions. Questioning enables
the teacher to determine whether students understand what has been taught in the
class, to get to know their ideas and opinions toward something.9 Based on the
results of pre-research observations conducted at SMPN 3 RANGKASBITUNG,
the researcher found several problems. The problems that exist in the Reading
Comprehension learning process are : 1).Many students’ assumed that reading is
boring, 2).Most students’ have a low comprehension in reading text, 3).The
techniques in teaching reading used are monotonous

Each material has varying difficulties, of course, reading

comprehension is one of the materials that is quite difficult for 2nd graders at
SMP Negeri 3 Rangkasbitung to understand.

To overcome these problems, in learning reading comprehension, it is

necessary to use a learning strategy, namely by using pre- questioning. Qolisoh
(2015:26) also suggests that “Pre-questioning is taught by having the instructor
asks questions about a passage and the students answer the questions, through
prequestioning students set purposes for reading, the method is supported by”.
According to Harmer (2015), there are some kinds of prequestioning, namely:
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. Pre-questioning before reading to confirm expectations refers to
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. Furthermore, pre-questioning
before reading to extract specific information is used as a tool to force the

9
Rusmiati, “ON OVERVIEW OF THE IMPLEMENTATION OF PRE-QUESTIOING STRATEGY IN TEACHING
READING,” n.d.
 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 see the text only to extract the information the
questions demand. The other type, pre-questioning before reading for general
comprehension, in this case prequestioning is used to build up the students’ prior
knowledge. Lastly, 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. However, the
student’s success in reading is not solely because of its teaching strategies and
techniques.10

In this research the writer choose pre-questioning technique as the

technique in the teaching reading subject. In learning pre-questioning technique
has emerged as useful and versatile learning tool in education. Originally, it is
used to extract the specific information, to predict the content, to build the
inteest, to build up the students’ prior knowledge, and to give the students some
details information.

From the data pre-test on August 22, 2022 at the eleventh graders in
SMP Negeri 3 Rangkasbitung, the writer gets the score of the students’ reading
comprehension. They are 27 students in there, 6students are get the score 72-100,
9 students get the score 59-69, 12 students get the score ≤55.And the other
poblems in reading subject are as follows : 1) the students do not know how to
learn reading comprehension well, 2) the students faced the difficulties in
understanding text, 3) the students are felt difficult and confused to find the main
idea, 4) the students have low vocabulary; and 5) the students are difficult to
determine the purpose of the text.

10
Tri Angkarini, “The Effects of Pre-Questioning Reading Strategies and The Use of Teaching Media to
Students’ Reading Comprehension” 4, no. 2 (March 2020).
 Referring the problem above, the researcher interested in finding out
“THE USE OF PRE-QUESTIONING TECHNIQUE TO INCREASE THE
STUDENTS’ READING COMPREHENSION AT THE ELEVENTH
GRADERS OF SMP NEGERI 3 RANGKASBITUNG

C. IDENTIFICATION OF PROBLEM

Based on the backround of the study above some problem could be identified :

1. The students do not know how to learn reading comprehension well.

2. The students faced the difficulties in understanding text.
3. Most students’ have a low comprehension in reading text.
4. Lack of student motivation in the learning process.
5. Students pay less attention to the teacher when explaining the material.
6. Teachers only use learning media in the form of pictures and refer to
textbooks only.
7. The students are difficulty and confused to find the main idea.
8. The students have lack vocabular.

D. FORMULATION OF PROBLEM

The problem formulation in the research is : “ DoesThe Use of Pre-

questioning Technique Increase the Students’ Reading Comprehension at the
Eleventh Graders” study at the second grade of SMPN 3 RANGKASBITUNG

E. OBJECTIVE OF STUDY

Objective of study is to find out of the effectiveness of applying pre-

questioning technique to impove students’ reading comprehension (a
experimental study at the second grade of SMPN 3 RANGKASBITUNG

Based on the background of the problem that has been described, then
there are problem objectives to be achieved, namely as follows:
 1. To find out the effectiveness of applying pre-questioning technique to
improve reading comprehension skills in grade 2 students of SMP
NEGERI 3 RANGKASBITUNG.
2. To find out the feasibility of applying the pere-questioning technique
to improve reading comprehension skills in grade 2 students of SMP
NEGERI 3 RANGKASBITUNG.

F. THEORETICAL FRAMEWORK
a) Reading Comprehension
1. The definition 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. Rivers stated that “ reading is the most important
activity in any language class, not only as a source of information and a
pleasurable activity, but also as a means of consolidating and extending ones
which are knowledge of the language”.11
Many people think of reading as a skill that is taught once and for all in
the first few years in a school. But Ruth Schoenbach said that reading is a
simple process, a process when readers decode each word in text and then
automatically comprehend the meaning of the words, as they do with their
spoken language everyday.12
According to Kenneth Goodman, reading is the process of developing
meaning between the readers knowledge through an interaction.3When

11
Minoo Alemi, The Effects of Pre-reading Activities on ESP Reading Comprehension, Vol. 1, No. 5,
pp. 569-577, Philipphine, September 2010 ISSN 1798-4769, 20 September 2014
12
Ruth Schoenbanc, what is reading ? an expert from reading for understanding,(Cambridge :wiley
company,1999), p.3
 someone read the text, they may collaborate their knowledge and their
imagination to get the point of the writer means.
Reading is much more that the decoding of block marks upon a page, but

reading is a quest for meaning13. Actually, reading is just way to look for

massage that written by the writer in the text.

Reading is a selective process in which a reader only chooses to use the

most important graphic cues to assist him/her in comprehending. Thus, the
reader is considered as an active participant in meaning-getting process in
contrary to the behaviorist view that readers are just passive identifiers of
letters and words.14
According to Cody, a text can only provide clues and directions, but the
construction of meaning is done by the readers according to their own past
experiences and knowledge15.
Based on the explanation above reading is an activity that used to
understand something by written, to get information andmessage from the
texts.

2. Kinds of Reading
And according to Francoise Grellet the kinds of reading are :
a. Skimming

It is a process of reading in which happen quickly running one’s

eyes over a text to get the gist of it.

13
H. Douglas Brown, Teaching by Prinsiples An Interactive Approach to Language Pedagogy,(San
Francisco: San Francisco State University, 2000), Second Edition, P.298
14
Katrina Ninfa Morales, Promoting the Reading Comprehension of Freshman Enginering Students
Through an Interactive Approach,(Philipphine : ESL Journal, 2010),p.59
15
Ibid,p. 60
 b. Scanning

It is a process of reading in which quickly going trough a text to

find a particular piece of information.

c. Extensive reading

Reading longer texts, usually for one’s own pleasure. This is a

fluency activity, mainly involving global understanding.

d. Intensive reading

Reading shorter texts, to extract specific information this is more

an accuracy activity involving reading for detail.

3. Definition of Reading Comprehension

Comprehension is the prosperity to understand the meaning
from the text, so that, reading with the comprehension means that to
understand what have we read from the text. Based on defininition of
comprehension by (ani rosani, natalina asi, 2013) Comprehension is a
reading process to convey the author’s message, meaning or
information to the reader by reading activity. In reading
comprehension, the readers should have knowledge about
understanding of meaning in the readings. The comprehension in
reading is so important that the learners can find what the information
that will get. According to (Agussalim, 2016) explain that In
improving reading skills, a student needs competence and intelligence
to comprehend the meaning in a text. This is called reading
comprehension. In reading comprehension, students are expected to
understand well the reading material in order to be able to gain the
information correctly and accurately and to improve their knowledge.
 Reading skills are defined as skills to improve reading comprehension,
namely: (1) to comprehend the meaning of a text (2) to understand
arguments in a text (3) to identify cases explained in a text (4) to
understand recommendations given in a text (5) to understand the
rhetorical structures in a text. (6) to understand the communicative
purposes of a text.
Communicative Moreover, (Batubara & Pd, 2018) statets that
The good reading comprehension will certainly enable the students to
understand different kinds of knowledge. When the students’ reading
comprehension reaches the maximum level, they will be easier to
absorb the information from the text and use it to analyze every
problems, cases, phenomena or creative works; evaluate the
symptoms, causes, problems or certain cases and provide the solution,
suggest the ideas or add some more relevant resources to solve the
problems. (Handayani et al., 2018) Explain that Reading
comprehension was grouped into literal comprehension, inferential
comprehension, and critical comprehension.

b) Pre-questioning
1. The Definition of Pre-questioning

As the researcher has explained some theories above that stated

about the important of comprehension in reading . So that the teacher
must think what the appropriate technique, so the teacher will provide
some procedure that can help students to increase their comprehension
skill. According to Brown “pre-questioning implicity involve some
question which are provide before the students read the whole text, in
order to build the student’s interest and motivation , also to activate their
 cognitive factors as the schemata, tha students can predict what will be
faced by them in the reading text” ( as cited in yd.Oliver, J 2013).16

According to Brown (2001:176) pre-questioning is defined

implicitly as some questions which are provide before the students read
the whole text in order to build the students’ interest and motivation, also
cognitive factors and pre-questioning is very useful to activate the prior
knowledge, thus the students can predict what will be faced by them in
reading text. Theoretically, Pre-questioning itself can build the students’
interest and motivation before students read the text. Moreover, the
student can predict what will be discussed on the text.

Based on Brown’s (2001) explanation of display questions,

schema theory and students’ background knowledge explanation. He also
defined pre-questioning implicitly as 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.17

2. Kinds of Pre-Questioning

According to Harmer (2001:153), there are four kinds of pre-

questioning, they are:

a. Pre-questioning before reading to confirm expectations.

16
Thohidah, Sagita, and Jamaliah, “IMPROVING STUDENTS READING COMPREHENSION BY APPLYING
PRE-QUESTIONING TECHIQUE (An Experimental Study at The Second Grade of SMAN 1 Glumpang
Tiga).”
17
Evha Nazalatus Sa’adiyah, “The Effectiveness of Pre-Questioning in Teaching Reading at SMPN 5
Pamekasan” 4 (August 2019).
 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.
b. Pre-questioning before reading to extract specific information.
Pre-questioning is 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 see the text only to extract the information
the questions demand.
c. Pre-questioning before reading for general comprehension.
In this case pre-questioning used to build up the students’ prior
knowledge.
d. Pre-questioning before reading for detail 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.

3. The Purpose of Pre- Questioning

Based on Yuliana ( 2014), there are some purpose of pre-questioning
when it was applying for study reading, there are:
a. Pre Questioning as an activity to active prior knowledge.
Prior knowledge of readers is so important in reading comprehension.
As a pre reading activity, pre questioning is useful to improve
students’ comprehension.
Whenever teacher decided on questions to be answered by reading,
they are activating
 prior knowledge. According Jerry G “to increase students’ potential
comprehension, the teacher can lead a variety of pre reading activities
that build background knowledge”(as cited inYuliana, 2014). By
applying pre- questionings relate to the texts, it will help students in
gaining their background knowledge and exploring what they have
learn before and combine with the new information they get from the
texts. It will help students to comprehend the reading texts.
b. Pre Questioning as an activity to increase student’s interest in reading.
By applying pre questionings, it will stimulate students to be interested
and to be explore more the reading text. It might increase student’s
interest to read the text because by using pre questionings, it will guide
students to predict what the content of the texts. It will increase
students’ curiosity to match their predictions with the facts in the texts.
c. Pre Questioning as an activity to focus student attention
Pre questionings tend to focus attention on reading, mainly on the
purpose of the activity. It also focuses students on words and the
information from the text that be needed for understanding the text.
This statement is in line with Richard Allington and Michael Strange
that stated “The pre-questions may focus learner attention on the
information the teacher has decided is important to attaining the goals
of the instruction”(as cited in yd.Yuliana, 2014).
d. Pre Questioning as an activity to set the purpose of reading
Questions can help readers in getting purpose of reading. By giving
pre-questioning before reading students are led to decide the purposes
in reading, so that they know what they will look for in reading. It is
supported by statements from Richard Allington stated that “the use of
 pre reading question is intended to facilitate purpose setting in learners
prior to reading”(as cited in yd.Yuliana, 2014).18

G. RESEARCH METHODOLOGY

The research method that will be used is the Quantitative Experimental

Research Method. In quantitative research methods, generally the problems
studied have a wider scope and variations that are more complex than
qualitative research (Siyoto & Sodik, 2015). Quantitative research is more
systematic, planned, structured, clear from the beginning to the end of the
research and is not influenced by the conditions that exist in the field. In a
narrower scope, quantitative research is defined as research that uses a lot of
numbers, starting from the data collection process, data analysis and data
appearance (Siyoto & Sodik, 2015). Research with a quantitative approach
emphasizes analysis on numerical data (numbers) which is then analyzed with
appropriate statistical methods. Usually, quantitative research is used in
inferential research to test hypotheses. The results of statistical tests can present
the significance of the relationship sought. Thus, the direction of the
relationship obtained depends on the hypothesis and the results of statistical
tests, not scientific logic.19

1. The Place of Research

The researcher chose the research location at SMPN 3 RANGKASBITUNG

which is located at Jend. Sudirman City No. 47, Jatimulya, Kec. Rangkasbitung, Lebak
Regency, Banten Province.

2. The Population and Sample of Research

18
Thohidah, Sagita, and Jamaliah, “IMPROVING STUDENTS READING COMPREHENSION BY APPLYING
PRE-QUESTIONING TECHIQUE (An Experimental Study at The Second Grade of SMAN 1 Glumpang
Tiga).”
19
Hardani et al., METODE PENELITIAN KUALITATIF DAN KUANTITATIF (CV. Pustaka Ilmu, 2020).
 The population in this study were all second grade students of SMPN
3 RANGKASBITUNG.

3. The Method of Research

In doing the research, the writer used the quasi experimental study in
teaching reading in two different classes. They are the experimental class and
control class. The process of the research including pre-test, experimental
treatment, post test. In the experiment class, the writer taught reading by using
pre-questioning technique. To know the effectiveness of applying pre-
questioning technique to improve students’ reading comprehension, the writer
gave pre-test and post-test in both of class. The pre-test gave before the
treatment. Then, the post-test gave after the writer gives treatment to the
experiment class.

4. The technique of collecting data

A. Data Colletion Method

The writer uses pre-test and post-test techniques in collecting the data on
this research. The test was given in two kinds: pre-test and post-test in the
form of written test. The writer gives a pre-test to the students’ before
beginning the lesson and post-test at the end of the lesson.

The writer used pre-test and post-test the collect the data :

a. Pre-test

The first is giving pre-test paper, which is done before giving

treatment namely giving reading assignment. Pre-test gave before the test
in the experiment and control class. Both classes got the same questions.
The writer taught reading test to experiment and control class.

b. Treatment
 After conducting the pre-test, the writer conducts the experimental
treatment. The writer is teaching and delivered material in the experiment
class using pre-questioning technique and the other hand the control class
without pre-questioning technique.

c. Post-test

The last step is giving post-test papers. It was given after the writer
had taught reading text modal in both experimental class and control
class. Its aim to know the progress of students’ competence in the
effectiveness of applying pre-questioning technique on students’ reading
comprehension.

5. The Technique of Analysis the Data

After collecting the data the writer analyzed the data by using statistical
calculation. The writer compared the score between experimental class and
control clas. To find out the differences of students’ score, the writer used
statistical calculation of the “t”test”. Before using the t-test formula,the writer
has to find out.

The standard deviation of the variable and standard error mean of variable
by using formula as follow :

a. Determining Mean of variable X with formula :

M x=
∑X
N1
M x = The everage of gained score ( mean of variable X )

∑ x = Sum of gained score ( variable X )

N = Number of the students’
b. Determining Mean of variable Y with formula :

M y=
∑y
N1

M y=¿ The everage of gained score ( mean of variable Y )

∑ Y = Sum of gained score ( variable Y )

N = number of the students’

c. Determining of Standard of Deviation score of Variable X, with formula:

SD

X=
√ ∑ x2
N1
d. Determining of Standard of Deviation score of Variable Y, with formula:

SD

y=
√ ∑ y2
N2
e. Determining Standard Error Mean of Variable X, with formula:

SDx
SEMX=
√ N 1−1
f. Determining Standard Error Mean of Variable Y, with formula:

SDy
SEMy=
√ N −1
g. Determining Standard Error Mean of Difference Mean of Variable X and
Mean of Variable Y, with formula:

SEMx-My = √ SEM x2 + SEM y 2

 h. Determining to with formula:

MX−My
to =
SE mx−my

i. Determining Degrees of Fredoomdf

d f =(Nx+ Ny)−2
6. The Statistical Hypothesis
The statistical hypothesis of this research can be seen as:

Ha : There is a siginificant improvement between students’ that

applying pre-questioning technique in teaching reading and
without applying pre-questioning technique.
Ho : There is no significant improvement between students’ that
applying pre-questioning technique.
And then, criteria used as follows:
1. If t-test (to) t-table (tt ) in significant degree of 0,05, H o (the null hypothesis)
is accepted. It means that the rates of the means score of the experimental
class are same as or lower than the controlled class. The applying pre-
questioning technique is not effective in students’ reading comprehension
2. If t-test (to) t-table (tt) in significant degree of 0,05, Ho (the null hypothesis) is
rejected. It means that the rates of the means score of the experimental class
are higher than the controlled class. The applying pre-questioning technique
is not effective in students’ reading comprehension

H. ORGANIZATION OF DISCUSSSION
 This research was aimed at knowing the effectiveness of applying Pre-
questioning Technique to improve students’ reading comprehension an
experimental study at the second grade of SMPN 3 RANGKASBITUNG.
Based on the objective of the study, a null hypothesis and an alternative
hypothesis of the study were generated. These two hypotheses were analyzed to
find out which one was rejected or accepted. In this study, nonparametric
statistic test was applied by using the Mann- Whitney U Test. Based on the
hyphothesis testing, H0 was rejected and Ha was accepted. In brief,
Prequestioning Technique had significant effect on the Second grade students
of SMPN 3 Rangkasbitung on reading comprehension of legend as shown by
the result of calcuation using Mann-Whitney U test.
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