THE EFFECTS OF PRE-QUESTIONING ON STUDENTS’ ABILITY INREADING COMPREHENSION

ABSTRACT
Rahayu Indah Sari. The Effects of Pre-questioning on Students’ Ability in Reading Comprehension.(Supervised by:Husain Hasyim and Hamsinah Yasin)
This study aims to investigate the effects of Pre-questioning to improve the ability of studentsBatch 2011 of English DepartmentHasanuddin Universityin reading comprehension. There are 15 studentsBatch 2011 of English Department Hasanuddin University as the sample in this study.
The writer appliedexperimentalmethod in this study. The students applied prequestioning in different types of texts after beinggiven a pre-test and then they were given a post-test. The forms of questions were in multiple choice and essay; multiple choice used for reading comprehension tests and essay used for pre-questioning tests. The data were processed and analyzed according to these steps: taking the data, editing, scoring, tabulating, charting, and taking the conclusion based on the stastistical result.
The result of this study showed that the pre-questioning has a significant effects for students’ achievement in reading comprehension particularly with narrative text. It could be seen from the mean score of the students. the meanscore of the students in pre-test was 58 which were classified as ‘poor’ and the meanscore of the students in pre-test was 88 that were classsified as ‘excellent’. In expository text, the mean score of the students in pre-test was 52 and the mean score of the students in post-test was 54,6 were classified as ‘poor’. In descriptive text the mean score of the students in pre-test was 57.3 were classified as ‘poor’ and the mean score of the students in post-test was 60 were classified as ‘fair’. In argumentative text the mean score of the students in pretest was 53.3 and the mean score of the students in post-test was 52 were classified as ‘poor’. It can be concluded that after the students were taught by using pre-questioning can improve students’ ability in reading narrative text. Then, in descriptive and expository text pre-questioning have little effects. But in argumentative text prequestioning has no significant effect.