THE EFFECT OF THREE QUESTIONING STRATEGY IN READING COMPREHENSION ON DESCRIPTIVE TEXT AT 8th GRADE OF SMP DARUL ISLAM GRESIK

INAYATI, ANEVIA FITRI NUR (2015) THE EFFECT OF THREE QUESTIONING STRATEGY IN READING COMPREHENSION ON DESCRIPTIVE TEXT AT 8th GRADE OF SMP DARUL ISLAM GRESIK. undergraduate thesis, Universitas Muhammadiyah Gresik.

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Abstract

Reading is very important skill that everyone needs this skill but, many ESL/ EFL learners do not interest in this skill because they think that reading skill is boring. Also, reading belongs to passive skill. The activities just read, so the students just interact with the text. The researcher knows the case of the students when the researcher got PPL, the researcher observed the weaknesses of the students when the researcher gave them the text and asked them to answer the questions, they felt difficult to read and understand the meaning of the text. They were easy to get bored when the researcher asked them to read some texts, only some students who were interested in reading. So, it made the researcher difficult to do the learning process (Zainatolia, 2012). In this case, learners need to practice their English by reading. In increasing students’ reading comprehension, teachers need a new method to encourage the students to be more active. That is why the researcher interests to test the effect of three questioning strategy on the eighth grade students’ reading comprehension at SMP Darul Islam Gresik. This study was conducted in SMP Darul Islam Gresik. This study aimed to know whether the use of three questioning strategy significantly influence on students’ reading comprehension or not between students who were taught by three questioning strategy and the students who were not taught by three questioning strategy. The design of this study was quasi experimental. The data was collected from pre-test and post-test as the instrument. After getting the data, the researcher analyzed the data by using SPSS 16.00. The research finding showed that there was significant difference between students who were taught by using three questioning strategy and students who were not taught by using three questioning strategy. The researcher found that the probability value of both groups was 0,004. It was less than the level of significance 0,05 ( 0,004 < 0,05 ). It indicated that three questioning strategy could significantly influence students’ reading comprehension. It was proved that the strategy could be effective and influence students’ reading comprehension. The last, the researcher suggests to the English teacher to apply the variation of method or media to promote the activities in teaching English to make the learning process more fun and enjoy, so the students do not feel bored.

Item Type:	Thesis (undergraduate)
Subjects:	English Education English Education > English
Divisions:	Faculty of Teacher Training and Education > English Education Study Program
Depositing User:	Shandy Rahma Ramadhan, S.IIP
Date Deposited:	27 Aug 2019 03:41
Last Modified:	27 Aug 2019 03:41
URI:	http://eprints.umg.ac.id/id/eprint/2826

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