Keywords: pre-questioning technique, reading, comprehension
This study was conducted to investigate if there is a significant improvement
when using pre-questioning technique on the reading comprehension achievement
of the second grade students at SMP Negeri 17 Banjarmasin. The pre-questioning
technique implemented to activate students background knowledge or schemata in
pre-reading process. There were twenty students for experimental class and twenty
students for control class chosen by cluster sampling technique.
The research utilized quasi-experimental research and used quantitative
approach, the instruments of this research were test and observation sheet. The test
consisted of multiple choice questions which were used as pre-test and post-test.
And then the observation sheet used to check if the teaching and learning follows
the lesson by giving a performance score on each meeting. The pre-test and posttest
data were processed and analyzed by using SPSS v17 software, meanwhile the
reliability was analyzed using ANATES software.
The result of this research shows that there is no significant improvement
between the class who are taught using pre-questioning technique and the class who
are not taught using pre-questioning technique. Experimental class had average
score 76 in post-test and control class got average score 72 in post-test but the t-test
shows that the improvement was not significant because –tvalue (-1.967) was bigger
than –ttable (-2.024) using df=38 at significance level 0.025. There are some possible
factors for the cause of the hypothesis being rejected: poor time management, weak
performance when executed the technique, students limited background
knowledge, and boredom.
Some suggestions to improve similar study of this technique such as: combine
the pre-questioning with other activity, find subject with enough background
knowledge, and have a better preparation for the questions used in pre-questioning.