Skripsi
THE EFFECT OF USING PRE-QUESTIONING TECHNIQUE ON STUDENTS’ READING ACHIEVEMENT (An Experimental Study to the Eighth Grade Students of SMP Al Irsyad Pemalang in the Academic Year 2014/2015)
Key Words: Pre-questioning Technique, Students’ Reading Achievement.
The objectives of this research are to find out the effectiveness of using pre-questioning technique and to find out significant differences between students who are taught using pre-questioning technique and those who are not using pre-questioning technique on students’ reading achievement to the eighth grade students of SMP Al Irsyad Pemalang in the Academic Year 2014/2015.
This research is an experimental research.The total of population in this research is 159. The writer uses random sampling technique where the writer chooses the sample that is divided into two groups. The first group is the experiment group (class B) who are taught by using pre-questioning technique and second group is the control group (class A) who are not taught by using pre-questioning technique. The writer takes 60 students as sample, each group consists of 30 students. There are two test (pre-test and post-test) to see the improvement of reading achievement. In collecting data, the writer uses test as instrument consists of 40 multiple choice which has been tested the validity and realibility by using SPSS 21 program.
Based on the analysis data, at the first hypothesis is tested by using Paired Samples Test, it concludes that the result of t-test is 8,676, whereas t-table is 1,699 on the level significance 5% with degree of freedom is 29. It shows that t-test is higher than t-table (8,676 > 1,699)it means that null hypothesis (Ho) is refused. It means that using pre-questioning technique is effective on students’ reading achievement. And the second hypothesis by using Independent Sample Test, it concludes that the result of t-test is 2,966, whereas t-table is 1,672 on the level significance 5% with degree of freedom is 58. It shows that t-test is higher than t-table (2,966 > 1,672), so Ho is refused. So, that there is significant differences between who are taught using pre-questioning technique and those who are not taught on students’ reading achievement.
It could be concluded that using of pre-questioning technique is effective and there is significant difference on students’ reading achievement to the eighth grade students of SMP Al Irsyad Pemalang in the academic year of 2014/2015. The writer suggests to the English teacher to apply pre-questioning technique to increase reading achievement in the school.
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