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CHAPTER I
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
hypothesis, significance of the study, and outline of the report.
Background of the Study
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.
Basically, pre-questioning itself can build the students interest and
motivation before students read the whole text. Moreover, the students can predict
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what will be discussed on the text. In line with this study, students may improve
their reading comprehension if they know about pre-questioning and it is very
important to understand about pre-questioning in order to get good comprehension
in reading. 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.
1.2 Reasons for Choosing the Topic
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
given by teacher. It also avoids misunderstanding and persuading students.
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
information that they already heard.
Pre-questioning involves presenting students with a set of written questions
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
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students interest and their achievement in reading narrative or not.
1.5 Statements of the Hyphotheses
The hypotheses may be formulated as follows:
H1 = There is a difference of effectiveness of the pre-questioning techniques
in reading comprehension of narrative texts of the Second Grade
Students of Junior High School.H0 = There is no difference of the effectiveness of pre-questioning techniques
in reading comprehension of narrative texts of the Second Grade
Students of Junior High School.
1.6 Significance of the Study
The writer wants to:
(1) Give a description about the effectiveness of reading comprehension
achievement of treatment with pre-questioning and without pre-questioning
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
students of Junior High School are different.
(3) Give a reference to development of teaching learning process especially in
reading, that pre-questioning can make the students reading comprehension
will be better.
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(4) Give a contribution to the students how to improve their skill in
comprehending about the reading text.
(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
reference for the next study.
1.7 Outline of the Report
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.
Chapter II presents Review of the Related Literature. It contains of Previous
Studies, Theoretical Background, and Framework of the Present Study. It also
discusses the definition of pre-questioning techniques, reading comprehension and
narrative text.
Chapter III presents the Methods of Investigations. This chapter contains of
Object of the Study, Population and Sample, Research Variables, Instrument for
collecting Data, and Method of Analyzing Data.
Chapter IV presents Result of the Study. This chapter contains of General
Description, Results, and Discussion.
Chapter V presents Conclusion and Suggestion.
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CHAPTER II
REVIEW OF RELATED LITERATURE
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.
2.1 Review of the Previous Studies
There have been a number of studies concerning the research about questioning
techniques. One of the studies is entitled The Teachers Techniques of Basic
Questioning in English Classroom Activity (A case study of the English Teachers
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 students attention, making the students more understand
about the lesson, making the students able to think more, building the students
self confidence, encouraging the students to say or do ignoring whether their
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
activities in the classroom to encourage the students to be more active in learning
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process and to have idea of the students achievement in their learning process.It
because some students particularly children of certain ages have little capacity for
internal motivation and must be guided and reinforced constantly.
In this age where change is constant, the teachers role cannot simply be to
fill students with information. Although basic content knowledge is important,
there also needs to be a focus on process. As knowledge and skills change from
day to day, what is important is to teach students how to learn. By teachingstudents to reflect on how they learn and by developing their skills to pursue their
learning goals, students will be empowered to change from passive recipients of
information to active controllers of their learning. The teachers role, as facilitator,
is to empower learners by promoting student involvement in learning, helping
learners to develop skills that support learning throughout life, and helping
learners to assume personal responsibility for learning.The instructors role is key
to facilitating interaction.
Based on all of the studies, a topic related to the effectiveness of pre-
questioning techniques in reading comprehension on narrative texts has not been
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.
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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
researcher by separating out the factors that may disturb.
2.2.1 The Explanation of Pre-questioning
Good questions generate good discussion. Questioning is a key facilitation skill
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
resources is from Wikipedia (http://en.wikipedia.org/wiki/question).
A question is a sentence, a phrase, or even just a gesture that shows that thespeaker or writer wants the reader or listener to supply them with someinformation, to perform a task or in some other way satisfy the request.
A question may be either a linguistic expression used to make a request for
information, or else the request itself made by such an expression. This
information is provided with an answer. Effective questioning is considered a vital
component of adult education and an integral part of teaching.
Effective pre-questioning can provide useful information about the
knowledge and skills of each student. This information obtained through
questioning can be used to provide feedback to students about their strengths and
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weaknesses. Questioning can also be useful in obtaining information about the
effectiveness of the educational program. The information obtained from this
questioning can be included into the process of continuous quality improvement.
The ability to ask and answer questions is central to learning. The use of
questioning skills is essential to systematic investigation in any subject area in
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
what has been discovered.
(3) The conclusions resulting from investigations are evaluated via questions.
However, using questions to assist students' investigations is a relatively
new technique in the schools. In the past, teachers primarily questioned
students to ascertain whether or not they were learning the book content
and to see if students were paying attention in class.
Pre-questions should play a central role in the learning process. Because of
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
teacher need to carefully plan questions by thinking through possible questions
which would guide the students toward further investigation and a deeper
understanding of the concepts being stressed.
2.2.1.1 Techniques of Questioning
While questioning is one of the best ways to get discussion going, the most
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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
technique. According to C Turney et al (1983:62) the first step toward developing
effective questioning techniques is to increase the amount of student participation.
Typically, interaction patters involve a teacher asking a question and a student
volunteering a response to the question. They state that there are several
techniques of questioning, they are:
(1) Structuring
This technique refers to:
teacher statements which signal the purpose and direction of
questioning sequence;
the teachers provision of relevant information before a question or
series of questions to assist pupils formulate appropriate answers;
teacher comments during and answer sequence which summarize or
extend pupils answers, so providing information to facilitate pupil
involvement in the next question or series of questions.
(2) Phrasing and Focusing
This kind of technique is delivering question with clear words and
focus not ambiguous. Some important aspects to consider when
preparing questions; they should be simple, well defined with a clear
focus, be pitched at reasonable level, relevant to the matters being
discussed, and they should be though provoking.
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(3) Distributing
A teacher also has to pay attention much in the way of distributing
questions. The way in which teachers distribute questions has also
been shown to be related to pupil ability.
(4) Redirecting
Redirection refers to the technique of asking the same question of
several different pupils in sequence, with either minimal or no teacher
comments intervening. The purpose of the strategy is to minimize
teacher intrusion into the discussion and to heighten the possibility of
pupils reacting to and building on one anothers responses. The
following is an example of how teacher might accomplish task:
Having completed our overview of the presidents, who do you think
was the greatest American chief executive? Tom?
Abraham Lincoln
Sally?
Woodrow Wilson
Joe, another one?
George Washington
(5) Wait-time or Pausing
It is an essential component of the questioning skill, which can occur
both after a question has been asked and after a pupil has responded.
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Rochester (1973:37) said teachers use a long enough pause upon
pausing a question to allow pupils to comprehend the question, think
about possible answer to it, and then formulate a response to it.
(6) Teacher Reacting
In reacting to pupil answers it is important that teachers, whenever
possible, should do so with warmth and enthusiasm.
Nuthall (1968:43) stated that one form of teacher reacting which
suggest warmth and enthusiasm and which may facilitate productive
pupil behavior is the teachers acceptance and use of pupils ideas
elicited by questioning.
(7) Prompting
Hyman (1970:53) said that prompting questions are designed to
promote the flow of lesson, to clear up impasses by filling in missing
information. It may encourage students to go further and not abandon
their attempts to respond to teacher questions.
(8) Changing the Level of Cognitive Demand
This technique is to give the students questions which require them to
discriminate and process information more actively, and form
judgments based on the teachers questions. Bedwell (1975:57) stated
that though there are some differences in results in term of actual
quantities of various types of questions asked by teachers across a
variety of subjects, there can be little doubt that very heavy emphasis
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is given to questions requiring only factual recall.
2.2.1.2 Questioning Strategies
McKeachie, W. (1999:173). Teaching Tips: Strategies, Research And Theory For
College And University Teachers, Boston: Houghton Mifflin Co. Available at :
http://tlu.ecom.unimelb.edu.au/ [accesed January, 28 2010]. Questioning strategies
divide into five forms:
(1) Physical Setting
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
see each other.
(2) Listening Skills
Good questioning technique is as much about listening as it is about
speaking. Listen carefully to what the student is saying. Do not interrupt,
even if a student is heading towards an incorrect answer. Interrupting does
not create an atmosphere that encourages participation. Ask the student for
clarification if teacher feels do not understand. Actually listen as the
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.
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(3) Wait-time
One factor that can have a powerful effect on student participation is the
amount of time a tutor pauses between asking a question and doing
something else (e.g. calling on a student or reworking the question).
Research on classroom questioning and information processing indicates
that students need at least three seconds to comprehend a question,
consider the available information, formulate an answer, and begin torespond. In contrast, the same research established that on the average a
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
to another student or giving a prompt. Waiting increases the complexity of
the answer, the number of unsolicited responses and the number of
questions asked by students.
(4) Handling Student Responses
An important aspect of classroom interaction is the manner in which
teacher handle student responses. When teacher ask a question, students
can either respond, ask a question or give no response. If the student does
not respond, use either a rephrase or redirecting strategy. Positive
reinforcement. Praise students for their responses and remember to smile
and nod. Probe to gain an extended response. When a student responds to a
question or asks a question, teacher can ask another student to respond.
This strategy can also be used to allow a student to correct another
students incorrect response.
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(5) Encouraging Participation
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
students 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
on the attendance record) as students will only listen when it is close totheir turn to answer. Avoid repeating student responses. If teacher repeat
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
questions. Do not use any questions? as the teachers feedback from
students. Sometimes students are so confused they cannot even formulate a
question. In addition, many students will not participate because they do
not want to make mistakes in front of their peers. Break questions into
steps: what are we going to do first?, what do we do next?. If a student
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
allow students time to discuss the answers. Be prepared to investigate
alternatives proposed by students. If they are wrong, explore why and how
they are wrong. Be interested in divergent views. Avoid display questions
that give the message: I know something that you dont know and youll
look stupid if you dont guess right.
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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.
This decoding definition offers some good arguments. It delineates a restricted
performance and allows a restricted set of processes to be examined.
2.2.2.1 Definition of Reading
Various methods are used to improve reading comprehension that include training
the ability to self assess comprehension. Practice plays more crucial part in
development and in the skills of reading comprehension. Self assessment with
help of elaborative interrogation and summarizing helps. There are many
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
and their own background knowledge to build meaning. Strategic reading is
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
at an appropriate rate with adequate comprehension. The readers background
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.
2.2.2.2 The Importance of Reading
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Effective reading and literacy instruction are keys to educational success and form
a critical component in efforts to close the gaps in student achievement between
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):
(1) Reading helps learner to think in English.
(2) Reading can enlarge learner in English vocabulary.
(3) Reading can help learner to improve their writing.
(4) Reading may be a good way to practice their English if they live in a
non English-speaking country.
(5) Reading can help learner to prepare for study in English-speaking
country.
(6) Reading is a good way to find out about new ideas, facts and
experiences.
Students having good comprehension skills is considered as active reader,
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
improve students writing, speaking and vocabulary.
2.2.2.3 Reading Comprehension
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Reading is one of the four language skills in English. According to Urqurhart
(1998:88), reading skill can be described roughly as a cognitive ability which a
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
in learning in any content class where reading in English is required. Nunan
(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 is the process of deriving meaning from connected text. It
involves word knowledge as well as thinking and reasoning. Therefore,
comprehension is not a passive process, but an active one. Reading
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.
2.2.3 Narrative Text
Many genres or text types are used in teaching English for senior high school in
the 2006 curriculum (KTSP). Narrative text is one of them.
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Narrative can be spoken or written text. A narrator who may be the one of
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.
According to Wikipedia the free encyclopedia, narrative is a storythat is
created in a constructive format (written, spoken, poetry, prose, images, song,
theaterordance) that describes a sequence offictional ornon-fictional events.
According to Gerot and Wignel (1994:204), the function of narrative is to
amuse, entertain, and to deal with actual or vicarious experiences in different
ways, narratives deal with problematic events which lead to a crisis or turning
point of some kind, which in turn finds a resolution.
The generic structure of narratives is as follows:
(1) Orientation : sets the scene and introduces the participants.
(2) Evaluation : a stepping back to evaluate the plight.
(3) Complication : a crisis arises.
(4) Resolution : the crisis is resolved, for better or worse.
(5) Re-orientation : optional.
The significant lexicogrammatical features are as follows:
(1) Focus on specific and usually individualized participants.
(2) Use of material processes, behavioral processes and verbal processes.
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(3) Use of relational and mental processes.
(4) Use of temporal conjunction, and temporal circumstances.
(5) Use of past tense.
From the explanation above, the writer can conclude that narrative is a text
which tells a story or a set of events to entertain the readers.
2.2.4 The Role of Students
Ur in Harmer (2001:38-39) suggest that teenage students are in fact overall the
best language learners. Harmer (2001:47) mentioned some characteristics of
adolescents learner:
(1) They seem to be less lively and humorous than adults.
(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.
(3) They can cause discipline problems.
(5) They must be encouraged to respond to texts and situations with their
own thoughts and experience.
2.2.5 Learning Style
Tough, A. 1972. Adult Learning Projects. Ontario: Institute for Studies in
Education, online at http://www.learning-theories.com/ [accesed January, 28
2010], stated that most adult learners have developed a preference for learning
that is rooted in childhood learning patterns. To understand and address adult
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learners, it is important to understand differences in children's development and
learning. As children develop, their ability to process information is affected by
their own individual strengths and weaknesses and the environment in which they
grow and learn. Individual differences in children's interests, aptitudes, abilities,
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
in following verbal directions given by a teacher or coach, or in the ability to learn
the words to a new song. Some children have an especially keen eye for noticing
detail in pictures or a design in a pattern. This can be seen in differences in speed
in recognizing letters of the alphabet or understanding principles of
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
structured learning opportunities at school and at home.
In addition, stimulation and opportunity can affect ability and achievement.
If a child is deprived of opportunities to move, explore, touch, grasp, and interact
with sound and speech, long-term learning ability is diminished. Furthermore,
without opportunities to use once learned skills, the ability to perform tasks is
often lost and must be relearned.
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
experiences and continue to be influenced by experience and training throughout
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adulthood. In fact, many adults seek jobs that consistently give them opportunities
to display special talents and rely upon their preferred learning style.
2.2.6 Learners Style
Based on an empirical study with learners of English in Australia, Willing
(1987:38) on Skehan (1998:247) produced the following discription:
(1) Conformist
These are students who prefer to emphasize learning about language
over learning to use it. They tend to be dependent on those in authority
and are perfectly happy to work in non-communicative classrooms,
doing what they are told. A classroom of conformists is one, which
prefers to see well-organized teachers.
(2) Concrete Learners
They are enjoy the social aspects of learning and like to learn from
direct experience. They are interested in language use and language as
communication rather than language as a system. They enjoy games
and work in class.
(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
learning. They tend to be cool and pragmatic.
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(4) Communicative Learners
These are language use oriented. They are comfortable out of class and
show a degree of confidence and willingness to take risks, which their
colleagues may lack. They are much more interested in social
interaction with other speakers of the language than they are with
analysis of how the language works. They are perfectly happy to
operate without the guidance of a teacher.
2.2.7 Curriculum of Junior High School (KTSP)
National Standard of Education states that KTSP is an operational curriculum
arranged by each educational unit. KTSP is a curriculum development strategy to
reach an effective and productive school. KTSP appears as a new paradigm in
developing curriculum to give autonomy to each unit of education and involve
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
must consider competence standard and basic competence developed by Badan
Standar Nasional Pendidikan (BSNP)
KTSP comes an idea about curriculum development that is placed in the
nearest position in learning; that is school and unit of education in which each unit
of education is given autonomy to develop curriculum based on their potential,
demand, and needs. The autonomy in developing curriculum and learning is a
potential for school to improve teacher performance and school officials. It offers
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a direct contribution and increase understanding of society towards education,
especially in curriculum. In KTSP, school has full authority and responsibility in
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
also must be responsible towards society and government.
In general, the goal of the application of KTSP is to make each unit ofeducation more independent by giving autonomy to the schools and to excite the
schools in taking any participative decisions in curriculum development.
Specially, the goals of KTSP are as follows:
(1) To improve the quality of education through schools independence in
developing curriculum, managing, and controlling school resources.
(2) To improve the notice of students teachers, school officials, and society in
curriculum development through taking decision together.
(3) To improve the competition of unit education in reaching a quality of
education. (Mulyasa, 2006:22)
2.3 Framework of Analysis
In this part, the writer will make a brief conclusion from both previous studies and
theoretical studies.
From the previous studies, there is a researcher which conduct related to
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questioning. Since there is no research in analysing pre-questioning techniques in
reading comprehension of narrative texts, the writer intend to investigate the
effectiveness of pre-questioning techniques in reading narrative on the student of
second grade junior high school.
2.3.1 The Analysis Data
The accuracy which the writer measure has a major impact on sample size.
Accuracy is expressed as validity and reliability. Validity represents how well a
variable measures what it is supposed to. Reliability tells how reproducible the
measures are on a pretest, so the impacts is on the experimental studies. It also
shows that the more reliable the measure, the less subjects a researcher need to see
in a small change.
2.3.2 Pre-questioning Techniques Based on Socrates
According to the Socrates description as quoted from Lindley, D. (1993:42) This
rough magic. Westport, CN. Bergin & Garvey. Online at
http://www1.appstate.edu/~goodmanj/3850/webquest/questions.html accessed on
January, 28 2010, there are five kinds of pre-questioning, they are:
2.3.2.1 Factual
Soliciting reasonably simple, straight forward answers based on obvious facts or
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awareness. There are usually at the lowest level of cognitive or affective processes
and answers are frequently either right or wrong. For example:
Name the Shakespeare play about the Prince of Denmark?
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
level. For example:
What is the most populous country in the world?
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:
How are the beans alike?
2.3.2.4 Evaluative
This question usually require sophisticated levels of cognitive and/or emotional
judgment. For example:
What are the similarities and differences between Roman gladiator games and
modern football?
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2.3.2.5 Combination
This question is combination of the above.
2.3.3 Pre-questioning Techniques in the Taxonomy of Education Objectives
This final project contains theories based on the Taxonomy of Education
Objectives, edited by B.S Bloom (New York: Longman, 1956:29) there are six
levels of questioning that is remember, understand, apply, analyze, evaluate, and
create. The types of questions and the manner in which questions are asked have a
direct impact on the effectiveness of the questioning.
2.3.3.1 Remember
Retrieve relevant knowledge from long-term memory. This is the lowest level of
questions and requires students to recall information. Students are required to
recall the information learned and repeat it to the teacher. For example, What is
the biggest city in Japan?
2.3.3.2 Understand
Construct meaning from instructional messages, including oral, written, and
graphic communication. Students must explain topics, review items, and discuss
issues; this includes translation, interpretation, extrapolation, and focuses on the
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
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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
experiences. It requires that students apply previously learned knowledge and
skills to new situations and necessitates the use of abstractions in specific
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
another and to an overall structure or purpose. An analysis question is one that
asks a student to break down something into its component parts. To analyze
requires students to identify reasons, causes, or motives and reach conclusions or
generalizations. Students must break down material into its component parts and
then use a systematic process to reach a logical conclusion. For example: Why
did the United States go to war with England?
2.3.3.5 Evaluate
Make judgements based on criteria and standards. Evaluation requires an
individual to make a judgment about something. We are asked to judge the value
of an idea, a candidate, a work of art, or a solution to a problem. When students
are engaged in decision-making and problem-solving, they should be thinking at
this level. Evaluation questions do not have single right answers. Students must
use specific criteria to assess situations or to justify previous responses. For
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example: What do you think about your work so far?
2.3.3.6 Create
Put elements together to form a coherent or functional whole; reorganize elements
into a new pattern or structure. Create stimulate students to produce original ideas
and solve problems. There's always a variety of potential responses to synthesis
questions. Students must hypothesize, predict, and use the available information
to arrive at a generalization or putting together elements or parts from many
sources to constitute a new pattern or structure. For example: : How would your
life be different if you could breathe under water?
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
work in analysis, so ensure that only ask what needed to ask.
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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
conducted an experimental research. The instrument used was test method. Inaddition, research design variable of the research and subject of research will also
be presented in this chapter.
3.1 Research Design
The research design used belongs to Pre-Experimental Design, which has no
provision for establishing the equivalence of the experimental and control groups,
a very serious limitation. Research design takes an important role in an
investigation. The quality of the result of the field study and other kinds of
investigation is depends on the method used. This method is based on certain
approach. Nunan (1993:2-3) defines approach as a process of formulating
questions, problems, or hypotheses; collecting data or evidence relevant to these
questions or problems or hypotheses; and analyzing or interpreting these data. The
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
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which describes data. The writer used statistical analysis to calculate the numeral
data.
3.1.1 Quantitative Research
According to Saifudin Azwar (2005:1), Research is a series of scientific activity
in solving a problem. Based on the approach analysis, research can be divided
into two types, they are: quantitative analysis and qualitative analysis.
Quantitative analysis is analysis of quantitative data (numerical data) that
can be counted, categorized, and compared in numerous ways.
3.1.2 Experimental Design
In an experimental study, researcher looks at the effect(s) of at least one
independent variable on one or more dependent variables. The independent
variable in experimental research is also frequently referred to as the
experimental, or treatment, variable. The dependent variable, also known as the
criterion, or outcome, variable, refers to the result or outcome of the study.
The treatment group typically receives a new or novel treatment, atreatment under investigation, while the control group usually eitherreceives a different treatment or is treated as usual. The control group isneeded for comparison purposes to see if the new treatment is moreeffective than the usual or traditional approach, or to see if one approach ismore effective than another. (L.R.Gay 1981:209).
The writer will have been going to use pretest-posttest design by Bruce W.
Tuckman (1978:107) in his book, Conducting Educational Research. The design
of the experiment can be described as the following:
R O1 X O2
R O3 O4
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Where,
R : Randomization
X : Experimental Group (the presence of a treatment)
O1 : Pre-test for the experimental group
O2 : Post-test for the experimental group
O3 : Pre-test for the control group
O4 : Post-test for the control group
In accordance with Tuckman (1978:107), Control Group (the absence of a
treatment) is designated by a blank space. After receiving different treatment, the
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
more characteristics in common. The objects in a population are investigated,
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
and control class.
3.3 Sample and Technique of Sampling
The sample is part of population, which is investigated, and the result of it can be
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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
population who are chosen to participate.
The term sampling is different from sample. According to Kerlinger
(1965:18), Sample is a part of population which is supposed to represent the
characteristic of the population. Therefore, sample is taken from part of
population, but not the whole.
In this research, the teacher and the writer considered taking Class VIII A
as a class using pre-questioning technique due to some reasons:
(1) At the beginning of the first semester, the average of Class VIII A is
the lowest than others
(2) According to teachers experience, Class VIII A has a little attention
and interest in reading comprehension.
3.4 Variables
Research variables based on Best (1981:59) are the conditions or characteristics
that experimenter manipulates, controls, or observes. From the definition above, it
can be concluded that research variable includes the factors or the conditions that
have a role in the phenomena or tendencies.
3.4.1 Dependent Variable
Tuckman (1978:59) stated that dependent variable is a factor which is observed
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
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narrative text, which was indicated by test score.
3.4.2 Independent Variable
According to Tuckman (1978: 58-59), independent variable is a factor which is
measured, manipulated, or selected by the experimenter in determine its
relationship to an observed phenomenon. Based on the definition, the independent
variable of those studies was pre-questioning techniques.
3.5 Procedures of Collecting the Data
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,
and the results are compared.
Table 3.1
Static Group Comparison Design
Pretest Treatment Postest
EG X
CG -X
(Kerlinger, 1965:247)
EG = Experimental Group (Class using pre-questioning technique)
CG = Control Group (Class using conventional technique)
X = Treatment using Pre-questioning Techniques
-X = Treatment using explanation
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3.6 Instruments of the Study
According to Sugiyono (2004:267), research instrument is a device used by the
researcher to collect the data. In this research the writer uses a test method as the
instrument. Test is a set of questions or other practice or device used to measure
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 ofperformance.
The writer uses one test type only. It is a multiple-choice completion. This
type of test was chosen because of some advantages. Those are:
(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
multiple-choice completion, it gives an easy way to know the stability and
determine the reliability of the test.
(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
the options given.
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
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out items. All of them were used to decide which items should be tested in making
the instrument.
3.6.1 Try Out
The data of the students achievement cannot be collected by questionnaire.
Therefore, test is used to measure students achievement (Saleh, 2001:33).
Harris (1969:2) says that the achievement test score are used in evaluating
the influences of course study, teachers, teaching methods, and factor considered
being significant in educational practice.
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. 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
in the following section:3.6.1.1 Validity of the Test
Best (1981: 153) states that validity is that quality of a data-gathering instrument
or procedure that enables it to determine what it was designed to determine.
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
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( )( )
( ){ } ( ){ }2222xy
YYNXXN
YX-XYNr
=
careful effort in the part of the writer in order to acquire validity.
In this study, the validity of the instrument was measured by applying the
Pearson Product formula.
Table 3.2
Pearson Product formula
= coefficient of correlation between x and y variable or validity of each
item
N = the number of students or subject participating in the test
the sum of score in each item
the sum of the square score in each item
the sum of total score from each student
the sum of the square score from each student= the sum of multiple of score from each student with the total score in
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
scoring is valid at 5 % alpha level of significance.
3.6.1.2 Reliability of the Test
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
given repeatedly. The formula used was Kuder-Richardson Reliability that is K-
R21:
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( )2
121ns
xnxRK
=
( )
N
N
yy
s
22
2
=
JB
BB
JA
BA=
Where,K-R21 : Kuder-Richardson reliability coefficientn : 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 = 5%. By using Kuder-
Richardson formula, the writer considered that the transformation try out is
reliable. Here is the computation.
First of all, what we have to find is the variance of the test symbolized s2. Theformula used to find s2 is
In which,S2 : test variancey2 : The quadrate of students total scoresy : The total scores of all students
N : Number of the students
3.6.1.3 Discriminating Power
The discriminating power will measure how well the test items arranged to
identify the differences in the students competence.
The discrimination index of an item indicated the extent to which the itemdiscriminated between the tested, separating the more able tested from the
less able. The index of discriminating power told us whether students whoperform well on the whole test tended to do well or badly on each item inthe test (Heaton, 1974: 173)
The formula is:
Where,
D = discriminating power
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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
JA = number of all students in the upper group
JB = number of all students in the lower group
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
0.20 < D 0.40
0.40 < D 0.70
0.70 < D 1.00
Poor
Satisfactory
Good
Excellent
3.6.1.4 Item Analysis
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
applies the following formula:
P = Explanation:P = the facility value (index of difficulty)B = the number of students who answered correctlyJs = the total number of the students
(Arikunto, 1996:212)3.6.2 Pre Test
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.
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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
which items should be used in collecting the data.
3.6.3 Post Test
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
pre-questioning techniques. As stated by Brown (2004: 3), a test is a method of
measuring a persons ability, knowledge, or performance in a given domain. After
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
judgment and opinions as to degree of correctness; therefore, the tests tend to be
objective.
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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
given pre questioning technique, and reading comprehension achievement of the
students who were given conventional technique. It also deals with the difference
in reading comprehension achievement between the two groups of the students.
Analysis of Each Meeting
In this section, the writer discussed and analyzed the process of the study since the
two groups were in the same level of reading comprehension.
4.1.1 Try Out
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
minutes. There were 39 students who joined the try out.
4.1.1.1 Validity
In order to find the validity, the writer uses this following formula:
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( )( )
( ){ } ( ){ }2222xy
YYNXXN
YX-XYNr
=
Table 4.1
Validity Formula
In which,
X : Sum of the X scores
Y : Sum of the Y scores
X2 : Sum of the squared X scores
Y2 : Sum of the squared Y scores
XY : Sum of the products of paired X and Y scores
N : Number of paired scores
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
No Code X Y X2 Y2XY
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 108933
5 TO-37 1 33 1 1089
33
6 TO-06 1 33 1 1089
33
7 TO-21 1 33 1 1089
33
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
32
12 TO-12 1 32 1 1024 32
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13 TO-13 1 30 1 900
30
14 TO-17 1 29 1 841
29
15 TO-20 0 29 0 841
0
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
29
21 TO-04 0 28 0 784
0
22 TO-05 0 28 0 784
0
23 TO-07 1 28 1 784
28
24 TO-10 0 28 0 784
0
25 TO-11 1 27 1 729
27
26 TO-14 1 27 1 729
27
27 TO-16 1 27 1 729
27
28 TO-24 1 26 1 676
26
29 TO-25 0 25 0 6250
30 TO-27 1 24 1 576
24
31 TO-28 1 24 1 576
24
32 TO-38 1 23 1 529
23
33 TO-36 1 23 1 529
23
34 TO-19 1 23 1 529
23
35 TO-09 0 22 0 484
0
36 TO-39 0 20 0 400
0
37 TO-33 1 20 1 400
20
38 TO-35 1 20 1 400
20
39 TO-29 0 17 0 289
0
93 1084 31 30866887
For = 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
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( )2
121ns
xnxRK
=
x
( )
N
N
yy
s
22
2
=
techniques, try out test, while the 10 items were invalid.
4.1.1.2 Reliability
The formula used was Kuder-Richardson Reliability that is K-R21:
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 = 5%. By using
Kuder-Richardson formula, the writer considered that the transformation try out is
reliable. Here is the computation.
First of all, what we have to find is the variance of the test symbolized s2. The
formula used to find s2
isIn which,
S2 : Test variance
y2 : The quadrate of students total scores
y : The total scores of all students
N : Number of the students
Based on that formula, we can find
s2 =2
30866= fLayoutIn
C
fLayoutInCell1fAllowOverlap1fBehind
Docu
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el
l1fAllowOverlap1fBehi
ndDocument0
fHidden0fL
a
ment0fHi
dden0fLayoutInCell
11084
45
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N
yx
=
xx
yo
utInCell
118.881
39
39
Therefore, the test variance is 18.881. Next step, we find the mean in the test. Theformula used is:
Where,
: mean score on the testy : The total scores of all students
N : Number of the students
According to that formula, the mean score on the test is:N 39
x
=
Y
=
1084
=27.79
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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.
K-R21 =fLayout
InCell1fAllow
Overlap1fBehi
ndDocument0fH
i
127.79
fLayoutI
nCell1fAllowO
verlap1fBehin
dDocument0fHi
d
27.79 fLayoutInCell1fAll
owOverlap1fBehindDocument
0fHidden0fLayoutInCell1
30
47
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JS
BP=
dden0fLayoutInC
ell1
den0fLayoutInCe
ll
1
30 x 18.881
= 0.892
For = 5% and number of subject 39, rtable = 0.316. Since rxy > rtable, then the
try out test is reliable.
4.1.1.3 Difficulty Level
The formula used knowing the difficulty of each item is:
Where,
P : The facility value (index of difficulty)
B : The number of students who answered correctly
Js : The total number of the students
The criteria of difficulty of the test are:
Table 4.3
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Criteria of Difficulty Level
Interval Criteria
0.00 < IK 0.30
0.30 < IK 0.70
0.70 < IK 1.00
Difficult
Medium
Easy
For instance, item number 2, there were 30 students who answered correctly.
Therefore, the computation is as the following:
Table 4.4
The Calculation of Difficulty Level number 2
Upper groupLower Group
No Code Score No CodeScore
1 TO-18 1 1 TO-04
0
2 TO-03 1 2 TO-05
0
3 TO-15 1 3 TO-07
1
4 TO-26 1 4 TO-10
0
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
1
9 TO-32 1 9 TO-25 0
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
1
15 TO-20 0 15 TO-09
0
16 TO-22 1 16 TO-39
0
17 TO-30 1 17 TO-33 1
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JB
BB
JA
BAD =
18 TO-31 1 18 TO-35
1
19 TO-34 1 19 TO-290
20 TO-02 1
Sum 19 Sum12
B =19 + 12 =
31
Js =34
P =31
= 0.91
34
According to the criteria, the item number 2 is easy. For other items, the
formula used is the same.
4.1.1.3 Discriminating Power
The writer used this following formula to find the discriminating power in thetransformation 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
JA : The number of the students in the upper group
JB : The number of the students in the lower group
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
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0.20 < D 0.40
0.40 < D 0.70
0.70 < D 1.00
Satisfactory
Good
Excellent
The following is the example of computation of discriminating power. We
will focus on the item number 2 as the example.
Table 4.6
The Calculation of Discriminating Power
Upper group Lower Group
No Code Score No CodeScore
1 TO-18 1 1 TO-04
0
2 TO-03 1 2 TO-05
0
3 TO-15 1 3 TO-07
1
4 TO-26 1 4 TO-10
0
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
1
9 TO-32 1 9 TO-25
0
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
1
15 TO-20 0 15 TO-09
0
16 TO-22 1 16 TO-39
0
17 TO-30 1 17 TO-33
1
18 TO-31 1 18 TO-35
1
19 TO-34 1 19 TO-290
20 TO-02 1
Sum 19 Sum12
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For example item number 2, there were 17 students from upper group who
answered correctly, and 13 students from lower group who answered correctly.
The computation is as follows:
D = 19 fLayout
InCell1fAl
lowOverlap1
fBehindDocum
12
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en
t0fHidden0fLayoutInCe
ll1
1717
= 0.41
Based on the criteria, the item number 2 was categorized as satisfactory
4.1.2 Pre Test
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.
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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
was closely the same before the treatments were given.
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.
4.1.3.1 The Class using Pre-questioning Technique
The treatment was conducted on April 30th and May 7th 2010 for the class VIII A
as the pre-questioning group. This class consisted of 40 students. The students
were taught using pre questioning techniques of narrative text to improve their
reading skill. Below is the table of each meeting.
Table 4.7
The Activities on the Class using Pre-questioning Technique
DateMaterials of
LearningActivities
FridayApril 30th, 2010
Narrative textentitled Why thefox has a HugeMouth
The newvocabularies fromthe story
Specific charactersof narrative text
The structures ofnarrative text
The grammaticalfeature ofnarrative text
Types of narrative
text
The students:read the story entitled Why the fox
has a Huge Mouthlistened to the explanation about how
the narrative text organized.listened to the explanation of thegrammatical features of narrativetext.
mentioned the example of Past Tensesentences orally.
were given the exercises about PastTense.
listened to the explanation about thetypes of narrative text.
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FridayMay 7th, 2010
Narrative textentitled Story of
Rabbit and aBear.The new
vocabularies fromthe story
Specific charactersof narrative text
The structures ofnarrative text
The grammaticalfeature of
narrative textTypes of narrative
text
The students:read the story entitled Story of
Rabbit and a Bear.listened to the explanation abouthow the narrative text organized.
listened to the explanation of thegrammatical features of narrativetext
mentioned the example of PastTense sentences orally.
were given the exercises about PastTense
listened to the explanation about the
types of narrative text.
4.1.3.2 The Class using Conventional Technique
The treatment was conducted on April 28 th 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
Date
Materials of
LearningActivities
WednesdayApril 28th, 2010
Narrative textentitled Five-Footed Bear
The newvocabularies fromthe story
Specific charactersof narrative text
The structures ofnarrative text
The grammatical
The students:read the story entitled Five-Footed
Bearlistened to the explanation about how
the narrative text organized.listened to the explanation of the
grammatical features of narrativetext.
mentioned the example of Past Tensesentences orally.
were given the exercises about Past
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feature ofnarrative text
Types of narrativetext
Tense.listened to the explanation about the
types of narrative text.
MondayMay 3rd, 2010
Narrative textentitled The LittleJackal and TheAlligator
The newvocabularies fromthe story
Specific characters
of narrative textThe structures ofnarrative text
The grammaticalfeature ofnarrative text
Types of narrativetext
The students:read the story entitled The Little
Jackal and The Alligatorlistened to the explanation about
how the narrative text organized.listened to the explanation of the
grammatical features of narrativetext
mentioned the example of PastTense sentences orally.were given the exercises about Past
Tenselistened to the explanation about the
types of narrative text.
4.1.4 Post Test
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
can be seen in Appendix 2.
From those scores, the average scores of the pre-questioning group and the
conventional group were analyzed. The average score of the pre-questioning
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
proven by the t-test formula.
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4.1.5 Level of Students Achievement
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
taxonomy of Education Objectives, edited by B.S Bloom (New York: Longman,
1956:29) there are six levels of questioning that is knowledge level,
comprehension level, application level, analysis level, synthesis level, and
evaluation level.
Diagram 4.1
Levels of Bloom Taxonomy
From the diagram above, the highest level that could be reached was levelof understand. Level of understanding constructs meaning from instructionalmessage, including oral, written and graphic communication. It goes withoutsaying that students will be more understand if teacher give them stimulation ofasking constantly.
Diagram 4.2
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The Average Score between the Pre-questioning Group and
the Conventional Group
4.2 Difference between the Two Means
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 controlgroup between pre-test and post-test.
Table 4.9
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Table of Class using Pre-questioning Technique
Subject Pre-test(X1) Post-test(X2) Differences (X) X2
1 60 76 16256
2 52 76 24576
3 52 76 24576
4 60 76 16256
5 60 68 864
6 48 68 20 400
7 60 80 20400
8 64 72 864
9 56 76 20400
10 40 76 361296
11 48 76 28784
12 56 76 20
400
13 64 76 12144
14 64 76 12144
15 64 80 16256
16 56 68 12144
17 64 76 12144
18 60 76 16
256
19 80 84 416
20 56 68 12144
21 68 76 864
22 44 76 321024
23 56 76 20400
24 84 84 00
25 40 76 36 1296
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26 60 76 16 256
27 64 68 416
28 48 76 28784
29 60 76 16256
30 68 76 864
31 48 76 28784
32 44 76 321024
33 68 76 864
34 44 76 321024
35 60 80 20400
36 80 92 12144
37 76 76 00
38 48 80 32
1024
39 60 76 16256
40 52 76 24576
2336 3044 708501264
M 58.4 76.1 17.712531.6
The mean of the class using pre-questioning technique is:
M =
=
= 17.7From the calculation above, it could be known that the mean of increases in thepre-questioning group is 17.7.Next, the increase of scores of the conventional group is calculated.
Table 4.10
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26 52 72 20 400
27 56 80 24576
28 64 72 864
29 64 76 12144
30 64 68 416
31 64 72 864
32 56 72 16256
33 64 76 12144
34 60 72 12144
35 44 80 361296
36 56 64 864
37 68 72 416
38 60 72 12
144
39 56 64 864
40 64 80 16256
2376 2884 508258064
M 59.4 72.1 12.76451.6
The mean of the class using conventional technique is:
M =
=
= 12.7
From the calculation above, it could be known that mean of increases in the
conventional group is 12.7.
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From the calculation, the mean of the pre-questioning group was 17.7 and
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.
4.2.1 Analyzing the T-test
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
first. The formula is as follows:
After that, the t-test formula was applied to measure the significant differencebetween the pre-questioning group and the conventional group. The formula is asfollows:
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To interpret the t obtained, it should be consulted with the critical value ofthe t-table to check whether the difference was significant or not. In educationalresearch, the 5% (0.05) level of significance was used. If the t-value is higher thant-table, it means that there is significant difference between the two means. On thecontrary, if the t-value is lower than t-table, it means that there is no significantdifference between two means.
4.3 Test of SignificanceTo examine whether the difference between the means of the pre-questioning andconventional group is statistically significant, the t-value obtained should beconsulted with the critical value in the t-table.
In this experiment, the number of subject of both the pre-questioning andconventional group was 80. The degree of freedom was 78, which was obtainedfrom the formula: Nx + Ny 2 = 78. At the 5% (0.05) alpha level ofsignificance, t-value that was obtained was 2.040 and t-table was 1.66 so the t-
value is higher than t-table. It means that there is a significant difference betweentwo means. Therefore, there was a significant difference in the readingachievement between the students who were taught pre questioning technique inreading narrative and those who were taught by conventional technique. It can beconcluded that there is a significant difference of the post-test result between thepre-questioning group and the conventional one.
Therefore, the hypothesis that there is no difference of the effectivenessof pre-questioning techniques in reading comprehension of narrative texts of theSecond Grade Students of Junior High School was refused.
4.4 Discussion of the Research Findings
The aim of the test is to know the effectiveness of pre questioning techniques inreading comprehension of narrative texts of the second grade students SMPNegeri 23 Semarang.
Pre-questioning techniques pursue teacher to asked students in order toknow how well their understanding in the material. By collecting the informationfrom students, teacher has an assessment. Sometimes teachers are confident thatthey know the answers themselves so they are not really interested in whatstudents have to say. Teacher should show that they are listening by maintainingeye contact.
In the pre-test, the average scores of the pre-questioning group and the
conventional group were 58.4 and 59.4. From the pre-test, it can be said that the
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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
hypothesis that there is no difference of the effectiveness of pre-questioning
techniques of reading comprehension of narrative texts of the Second Grade
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.
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CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the writer presents the conclusions of the study, which are
supposed to be useful in gaining better techniques, especially in reading
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
and the finding discussed:
(1) According to the computation, there are 35 out of 40 students in pre-
questioning group, which taught with pre-questioning techniques are
competent. While, there are 11 out of 40 students in conventional group that
taught with conventional techniques are competent. In short, based on the
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
achievement in reading comprehension taught with pre questioning techniques
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and students taught with conventional techniques. In the end, the study
accepts the working hypothesis and refuses the null hypothesis.
(2) The students progress during the teaching and learning activity especially in
pre questioning techniques was good and significant. The students
achievement in learning reading comprehensive was improved. The mean score
of the students taught with pre questioning technique is 76.1 and the mean
score of the students taught with conventional technique is 72.1. The
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.
Pre-questioning technique is one of the ways to get discussion going.
Teachers stimulate the students to think and keep the students focused on the
lesson. Teachers need to develop an environment in which students feel
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
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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.