by: khusnul hidayati nim....
TRANSCRIPT
THE INFLUENCE OF QUESTIONING STRATEGY ON STUDENTS’
ACHIEVEMENT IN READING
(An Ex Post Facto Study at the First Semester Students of Department of English
Education, UIN Syarif Hidayatullah Jakarta)
By:
KHUSNUL HIDAYATI
NIM. 109014000035
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
ii
ABSTRACT
Khusnul Hidayati (109014000035). The Influence of Questioning Strategy on
Students’ Achievement in Reading; An Ex Post Facto Study at the First
Semester Students of Department of English Education, UIN Syarif Hidayatullah
Jakarta). Skripsi of English Education at Faculty of Tarbiyah and Teachers’
Trainining of Syarif Hidayatullah Jakarta, 2014.
Key Words : Reading comprehension strategy, questioning, reading
achievement.
The objective of this study is to see whether there is any influence between
questioning strategy and students’ achievement in reading at the First Semester
Students of Department of English Education, UIN Syarif Hidayatullah Jakarta.
The sample of this study is 40 students from the first semester of department of
English Education which consists of three classes.
The method used in this study was a quantitative method and the design used in
this study was ex post facto. In collecting the data, the writer administered
questionnaire which consists of 20 questions describing the characteristics of
questioning strategy. After administering the questionnaire to the sample of study,
then the writer documented the students’ score of Reading 1 subject which is
gathered from the lecturer of Reading 1. Then the writer calculated it with the
score of reading strategy. In analyzing the data, the writer used linear regression in
SPSS 16.0.
The result of the study shows that there is an influence between questioning
strategy and students’ achievement in reading. Based on the table of calculation
linear regression, the gain of F ratio is 6.707 which is greater from F table (4.08)
or (6.707>4.08). Then, the p value is 0.01 which is less than 0.05 (0.01< 0.05).
From this result, it can be concluded that Ha is accepted and Ho is rejected. It
means that questioning strategy influence students’ achievement in reading.
Therefore, questioning strategy influences on students’ achievement in reading.
The conclusion of this research is, students who have questioning as a reading
comprehension strategy are having better reading achievement than those who
have not.
iii
ABSTRAK
Khusnul Hidayati (109014000035). Pengaruh Strategi Bertanya terhadap
Prestasi Membaca Siswa; Studi Ex post facto pada Mahasiswa Semester Satu
Pendidikan Bahasa Inggris, UIN Syarif Hidayatullah Jakarta
Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh antara
questioning (bertanya) sebagai strategi membaca dan prestasi membaca siswa.
Sampel yang digunakan dalam penelitian ini berjumlah 40 mahasiswa dari
semester satu Pendididakan Bahasa Inggris, UIN Syarif Hidayatullah Jakarta.
Kata Kunci : Strategy membaca, Bertanya, Prestasi Membaca.
Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dan
menggunakan desain ex post facto. Dalam pengumpulan data penulis memberikan
kuesioner yang terdiri dari 20 pertanyaan yang menggambarkan karakteristik
questioning (bertanya) sebagai strategi membaca . setelah memberikan kuesioner,
peneliti mendokumentasikan nilai mata kuliah Reading 1 yang didapat dari dosen
Reading 1 dan kemudian menghitungnya dengan skor strategi membaca. Dalam
menganalisis data, penulis menggunakan regresi linear pada SPSS 16.0.
Hasil dari penelitian ini menunjukan bahwa adanya pengaruh antara questioning
sebagai strategi membaca dan prestatsi membaca siswa. Berdasarkan table
perhitunganh regresi linear, bahwa F ratio yang didapat adalah 6.707 yang berarti
lebih besar dari F table (4.08) atau (6.707>4.08). kemudian, p value adalah 0.01
yang lebih kecil dari 0.05 atau (0.01< 0.05). Melalui hasil ini, dapat disimpulkan
bahwa Ha diterima and Ho ditolak. Yang berarti dapat disimpulkan bahwa terdapat
pengaruh antara questioning (bertanya) sebagai strategi membaca dan prestasi
membaca siswa. Kesimpulan dari penelitian ini yaitu siswa yang memiliki
questioning (bertanya) sebagai strategi membaca akan mendapatkan prestasi
membaca yang lebih baik daripada siswa yang tidak memiliki strategi membaca.
KEMENTERIAN AGAMA
FORM (FR)
No. Dokumen : FITK-FR-AKD-098
UIN JAKARTA Tgl. Terbit : 1 Maret 2010
FITK No. Revisi: : 01 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1
SURAT PERNYATAAN KARYA SENDIRI
iv
Saya yang bertanda tangan di bawah ini,
Nama : KHUSNUL HIDAYATI
Tempat / Tgl. Lahir : Rembang, 23 Mei 1991
NIM : 109014000035
Jurusan / Prodi : Pendidikan Bahasa Inggris
Judul Skripsi : The Influence of Questioning Strategy on Students’
Achievement in Reading
Dosen Pembimbing : 1. Drs. A.M. Zaenuri, M.Pd.
2. Siti Nurul Azkiyah, M.Sc, Ph.D.
dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan
saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat Ujian Munaqasah.
Jakarta,
Mahasiswa Ybs.
KHUSNUL HIDAYATI
NIM. 109014000035
v
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful
All praises be to Allah the Lord of the Universe
Praised be to Allah, the Lord of the Universe, who has blessed the writer
in completing this “skripsi”. Peace and salutation be upon the prophet Muhammad
SAW, his family, his companion as well as his followers.
This „skripsi‟ is presented to fulfill one of the requirements to obtain
Degree (S-1) at the Department of English Education of the Faculty of Tarbiyah
and Teacher‟s Training Syarif Hidayatullah State Islamic University Jakarta.
In this opportunity, the writer would like to express her greatest gratitude
and honor to all of the people who have contribution on completing this Skripsi.
The writer realized that without support and motivation from people around her,
she could not finish this “skripsi”. Therefore, she would like to give her deepest
appreciation to:
1. Ahmad Sumani and Sri Wahyuni; her sister, Siti Mujahidah; her two
brothers, Rohmat Said and Khoirul Naam who always never stop giving
the greatest love, prayer and support to her in finishing this “skripsi”.
2. Greatest honor and deepest gratitude to her advisors Drs. A.M. Zaenuri,
M. Pd. and Siti Nurul Azkiyah, M.Sc, Ph.D. who have given their
consultations with full of patience, help, and guidance as valuable advice
during completing this “skripsi”.
3. All lecturers in English Education Department who always give their
motivation and valuable knowledge during her study at Syarif
Hidayatullah State Islamic University Jakarta.
4. Drs. Syauki, M.Pd, as the Head of English Education Department.
5. Zaharil Anasy, M.Hum, as the Secretary of English Education Department.
6. Atiq Susilo, Dr. MA as her Academic Advisor in English Education
Department who always give his great motivation and time consultation
during her study at Syarif Hidayatullah State Islamic University Jakarta.
vi
7. Dadan Nugraha, M.Pd as a lecturer at Department of English Education,
UIN Syarif Hidayatullah Jakarta for giving the permission to document the
students‟ score of reading 1 subject.
8. All friends in English Education Department 2009 academic year
especially A class for the great friendship, support, love, togetherness and
knowledge they have shared.
Finally, the writer admits that her writing is still far from being perfect.
Therefore she hopes some suggestions and criticism from the reader for this paper.
Hopefully it will have some values for her and the reader.
Jakarta, April16th
2014
The Writer
vii
TABLE OF CONTENTS
ENDORSEMENT SHEET …………………………………………………….. i
ABSTRACT ……………………………………………………………………. ii
SURAT PERNYATAAN KARYA SENDIRI……………………………..…. iv
ACKNOWLEDGEMENT …………………………………………………….. v
TABLE OF CONTENTS ……………………………………………………… vi
CHAPTER I : INTRODUCTION
A. Background of the Study…………………………………… 1
B. Limitation of the Study …………………………………...... 5
C. Formulation of the Problem………………………………… 6
D. Purpose of the Study………………………………………... 6
E. Significance of the Study …………………………………... 6
CHAPTER II: THEORETICAL FRAMEWORK
A. Reading……………………………………………………… 7
1. Definition of Reading……. ………………………............. 7
2. Purpose of Reading …………………………………..…… 8
B. Reading Comprehension Strategy…………………………. 9
1. Definition of Strategy …………….………………………. 9
2. Kinds of reading Strategy ……………………..………….. 10
3. Characteristics of Questioning Reader ……………………. 17
C. Reading Achievement…………………………….. …………. 18
D. Previous Study ………….………………………………….. 19
viii
E. Conceptual Framework…..…….……………………….... 20
F. Hypothesis ……………………….…………………………... 21
CHAPTER III: RESEARCH METHODOLOGY
A. Research Methodology and Design ……………………….. 22
B. Place and Time of the Research ……..……………………… 22
C. Instrument and Technique of Data Collection…………….23
D. Population and Sample of the Research …………………... 25
E. Technique of Data Analysis …………...…………………. 25
F. Statistical Hypothesis………..……………………………. 26
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. The Description of Data …………………………………… 30
1. Students’ Reading Strategy……………………………… 30
2. Students’ Reading Achievement…………………………. 35
B. The Assumption Test……………………………………… 39
1. Normality Test …………………………………………… 39
2. Homogeneity Test………………………………………… 40
C. The Analysis of Data ……………………………………… 40
1. Testing of Hypothesis ……………………………………. 40
D. Data Interpretation………………………………………… 41
CHAPTER V: CONCLUSION AND SUGGESTIONS
A. Conclusion ………………………………………………….. 42
B. Suggestion ………………………………………………….. 42
BIBLIOGRAPHY
APPENDICES
1
CHAPTER I
INRODUCTION
A. Background of the Study
English is widely used by people around the world. Most people claim that
English is an important language that has to be mastered in order to make them
engaged in the modern life. Nowadays English is also used in some aspects of life
such as education, entertainment, sport, technology, and so on. Therefore, mastering
English is important. Considering the importance of English, most people attempt to
get the information through receptive skill namely listening and reading and also
productive skill namely speaking and writing.
Reading is one of the activities to get the information from the text. Reading
is defined as an activity between the readers and the text. When readers look at the
text and able to interpret the meaning of that written symbol, therefore it is a true
reading activity. 1 In other words, reading is an activity that does not only pick up the
words from the text but requires the reader to interpret what happen in the text. In
addition, Rumelhart states, reading is an activity which involves the interaction
between the reader, the text, and the interaction of both the reader and the text which
has the goal of obtaining the message in the text.2 In short, a good reader should build
an interaction with text by understanding the issues stated in the text.
Reading is very important aspect in our lives. Without reading we would
never be informed. Reading is helpful for the students to overcome the problems in
their job, cope their problems in household, help them to be good citizen, and have
capability to overcome their personal lives.3 In addition, reading is also emphasized
1Jo A. Aebersold and Mary L. Field, From Reader to Reading Teacher, (New York:
Cambridge University Press, 1997), p. 15. 2Ibid., p. 5.
3 Susan Lenski, Jill Lewis (ed.), Reading success for struggling adolescence learners, (The
Guilford Press, Inc., 2008), p. 177
2
in Indonesian curriculum (KTSP) Kurikulum Tingkat Satuan Pendidikan . The
standard competence for reading skill for the fourth grade of primary school for
instance, Memahami tulisan bahasa Inggris sangat sederhana dalam konteks
kelas.4(to understand short simple written English in classroom context).It can be
concluded that reading is beneficial for the students to make them more advanced and
knowledgeable. As consequence, it is important to build students willingness in
reading.5
However, many students consider that reading is not easy. To read an English
text they should know vocabularies in the text. Based on the writer‟s observation,
students claim that they face some problems regarding the unfamiliarity of the topic
discussed in the texts, complicated language used in the text, and lack of vocabulary
mastery. Those problems then make the students avoid reading. Furthermore,
students‟ unwillingness in reading would make some problems. They may not engage
in learning, may lack of knowledge, and will not get good scores. According to
Kylene Beers, students who have unwillingness of reading consider that
comprehending the text is difficult, unable to recognize the words, and have less
fluency to read the text. Hence, they have the negative attitude toward reading; they
believe they cannot read and have no enjoyment in reading. 6
Considering the above problems, it is important to find ways or strategies to
make students interested in reading. According to Thom Hudson, reading
comprehension strategy involves an interactive process between the readers and the
text which has the goal of obtaining meaning through connected text.7 A strategy may
minimize students‟ unwillingness of reading and also it may help students to
4Kurikulum KTSP Indonesia, Reading Skill for Fourth Grade Elementary School.
5 Council of Minister of Education, Key Factors to Support Literacy Success in School-Aged
Population, (Canadian Education Statistics Council, 2009), p. 9. 6Kylene Beers, When Kids Can’t Read, What Teachers Can Do, Current Education Book
Summaries, p. 1. 7 Thom Hudson, Teaching Second Language Reading, (Oxford University Press, 2007),
p. 107.
3
encounter their problems in reading. Therefore, the students need to build a reading
strategy to help them getting the best way to read effectively.8
According to Winograd and Hare, a strategy is a conscious action that
students have to reach their goals.9 In addition, strategy is beneficial as a procedure
used in learning, thinking, etc to help students reaching a goal of learning. Moreover,
the strategy itself is helpful for language learners in learning and using a language in
both conscious and unconscious processes.10
It is true that a strategy can help the
students to achieve their goals especially in the goals of reading. Furthermore, it may
be very useful to help them when reading does not give them understanding about the
main idea of a text.
Students who have reading comprehension strategy are different from those
who do not. As the evidence, Pressley finds that students who have had
comprehension strategies instruction (1) have more willingness to try challenging
text, (2) are more active while reading, (3) interact with peers more effectively, (4)
are able to interpret text better, and (5) perform well on standardized tests. 11
In short,
there are a lot of benefits that students can gain from having reading strategies.
There is a lot of reading comprehension strategies that students can choose as
their strategy in reading. Zimmermann and Hutchin offer seven reading
comprehension strategies, namely; (1) activating or building background knowledge;
which enables learners to connect their background knowledge, feelings,
personalities, and experiences to the text; (2) using sensory images; which enable
learners to create images about the topic of the text by making use their senses to
gather the comprehension of a text; (3) questioning; which enables learners to engage
8 Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension, Maximizing
Your Impact (American Library Association, 2007),p. 18.
9 Neil J Anderson, Exploring second language reading: Issues and Strategy. (Heinle & Heinle
Publishers, 1999), p. 70. 10
Thom Hudson, Teaching Second Language Reading.(Oxford University Press, 2007),
p. 105. 11
Susan Lenski, Jill Lewis (ed.). loc. Cit.
4
their curiosity in reading by questioning to the text before, during, and after reading;
(4) Making predictions and inferences; which enables learners to predict what happen
next in the text and also they can make a conclusion about what they read; (5)
Determining main ideas; which enables learners to decide the main idea of a text; (6)
Using fix-up option; which enables learners to help them in fixing the loss of
comprehension by rereading, reading ahead, etc; (7) Synthesizing; which enables
learners to analyze the gathering information in reading and filters it through their
own interpretation.12
All of those strategies can be useful as reading comprehension
strategies.
Concerning questioning as a reading comprehension strategy, the previous
study on the use of questioning as a strategy in reading is limited. One previous
studywhich is closer to this research is “A Comparison of the Metacognitive Reading
Strategies Used by EFL and ESL Readers” written by Alireza Karbalaei. This study
shows that the students who have reading strategy are more successful in reading than
those who have not; the students who get higher score in test performance are the
students who have cognitive and metacognitive strategy in reading.13
The second
previous study comes from a study entitled “Awareness of reading strategy use and
reading comprehension among poor and good readers” written by Dimitris
Anastasiou and Eleni Griva. This study describes that good readers who have
cognitive and metacognitive strategy are more successful in reading test. The study
also finds that both cognitive and metacognitive strategy extremely effect good
readers‟ reading accuracy and reading speed. Therefore it can be interpreted that a
reading strategy is very essential to affect students‟ reading achievement.14
12
Judi Moreillon, op. cit., p. 18. 13
Karbalaei, “A Comparison of the Metacognitive Reading Strategies Used by EFL and ESL
Readers” The Reading Matrix, 2 September 2010, p. 165. 14
DimitrisAnastasiou and EleniGriva, Awareness of Reading Strategy Use and Reading
Comprehension among Poor and Good Readers, 2009, p. 283, ( http:ilkogretim-online.org.tr).
5
Considering the importance of reading comprehension strategy and the
problems faced by students in reading, this study is aimed at finding out the influence
of questioning strategy and students‟ achievement in reading. The study will be
conducted at the first semester students of Department of English Education, UIN
Syarif Hidayatullah Jakarta based on the assumption that college students have
comprehended a lot of English texts.
B. Limitation of the problem
There is a lot of reading comprehension strategies in Educational field.
Therefore, to present a comprehensive study of the topic, the writer limits the scope
of the study. The writer uses „questioning‟ as a reading comprehension strategy based
on the assumption that questioning is an effective reading comprehension strategy to
help students‟ problem in facing English text. By questioning, students will increase
their curiosity in reading. Moreover, an importance of reading comprehension is
questioning, and then questioning needed to conduct the research, and also an
essential component of critical thinking. In short, questioning is a key to learning.15
In addition, Questioning is the strategy that encourages the students,because when the
students ask questions, they begin to clarify their understanding and make meaning of
what they comprehend. 16
Based on the explanation above, the study will be conducted based on the aim
of the study, entitled THE INFLUENCE OF QUESTIONING STRATEGY ON
STUDENTS’ ACHIEVEMENT IN READING.
15
Judi Moreillon, op. cit., p. 64 16
Stephanie Harvey and Anne Goudvis, Strategies That Work . (Stenhouse Publishers 2000),
p. 11
6
C. Problems formulation
Based on the background above, the formulation of the research questions can
be seen as follows:
Does Questioning strategy influence students‟ achievement in reading?
D. Purpose of the study
The purpose of the study is to know whether questioning strategy influences
students‟ achievement in reading.
E. Significance of the study
The result of the study is expected to give information for all English learners
about the importance of reading comprehension strategy to help them to be effective
readers. It is also beneficial for the teacher especially in teaching reading. The teacher
will be informed that questioning is very essential as a reading comprehension
strategy. Furthermore, the teachers can develop teaching reading technique by using
questioning as a reading comprehension strategy.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Reading
1. Definition of reading
Reading is a connection between our eyes and the text to obtain the information in
the written sources. Furthermore, Rumelhart states that reading is an interaction
which involves the reader, the text, and the interaction between the reader and the
text.1It can be said that between reader and text is a significant relationship which
happens in reading. When readers understand a message in a text, there will be an
interaction between the reader and the text.However reading activity does not only to
involve between eyes and text, but also how the readers can comprehend the written
message in the text. Furthermore, the essential activity in reading is, the readers
should be able to interpret what happens in a text.
In addition, Reading is defined as an activity when people look at the text and
able to interpret the meaning of that written symbol. Essentially between the text and
the reader is an association how the reading process begun.2 It could be said that,
reading involves the reader‟s attention to the written symbol in a text. The reader and
text are both two aspects that should relate each other to gain a message which was
found in a text.In addition, the readers should build a connection between what they
have seen and the text itself. Moreover, to build a well connection between readers‟
eyes and text, it is important for readers to have full attention in the written symbol in
the text.
Furthermore, reading is a complicated activity to get a lot of information from
various written sources.As stated by (Colin) Harrison and (Terry) Salinger, “reading
is a complex activity and accomplished readers operate at a number of levels
1Jo A. Aebersold, and Mary L. Field, From Reader to Reading Teacher, (New York:
Cambridge University Press, 1997), p. 5. 2Ibid., p. 15.
8
simultaneously.”3 The reader should decode and interpret the meaning of the
information they have read at the same time.4 Therefore, reading determined to be a
complex activity because readers should be able to transfer the message in the text
and interpret it through their own interpretation spontaneously.
In summary, reading is an activity that involves the reader and the text. However,
reading is not only the activity how to pronounce the written symbol in the text but
how we can comprehend the message well in the text. Therefore the relationship
between the reader and text should be built in order to obtain a comprehension. In
order to get the essential of reading activity, the readers have to construct meaning
from text and interpret it through the idea.
2. The Purpose of Reading
Each reader has different purposes for reading. They are depending on the
engagement of readers.As stated by the National Council of Teachers of English
(NCTE) Commission on Reading, “A reader‟s competence continues to grow through
engagement with various types of texts and wide reading for various purposes over a
life time.”5Therefore, the need of reading for one reader and others is different
according to their purpose of reading. Rivers and Temperley show several points of
common purpose of readingas follows:
- To obtain information for some purpose or because we are curious about some
topic;
- To obtain instructions on how to perform some task for our work or daily life;
- To keep in touch with friends by correspondence or to understand business
letters;
- To know when or where something will take place or what is available;
- To know what is happening or has happened (as reported in newspaper,
magazine , reports);
3Colin Harrison and Terry Salinger, Assessing Reading 1: Theory and Practice, (Routledge,
1998), p. 89. 4Ibid.
5National Council of Teachers of English Commission on Reading.“On Reading, Learning to
read, and effective reading instruction: An Overview of What We Know and How We Know It”. 2004,
April.p. 1.
9
- For enjoyment or excitement.6
As the discussion above, we can say that the purposes of reading are various; they
are depending on the aim of reading which the readers want to achieve. It could
beconcluded that people read many texts in order to get the actual information which
can support them to be advanced and informed people.
B. Reading Comprehension Strategies
1. Definition of strategies
According to Winograd and Hare, a strategy is a conscious action that students
have to reach their goals or objectives.7 It could be said that, a strategy can be useful
to control students‟ goals of reading. By controlling the objective of reading, it can
maintain students reading activity.
In addition, (David) Pearson states a "strategy" is a plan developed by a reader to
assist in comprehending and thinking about texts, when reading the words alone does
not give the reader a sense of the meaning of a text. 8 It is clear that a strategy defined
as an alternative when reader cannot catch the idea of the text. It is an ultimate action
to help students become good readers.
Furthermore, “A reading strategy can be described as any interactive process
that has the goal of obtaining meaning from connected text, and reading skills operate
within the context of such reading strategies”.9 In short, strategy is a process of
obtaining the importance of the goal message in a text.
In most general terms, strategy is a plan and an action that readers have in
order to help them obtaining their objective in reading. In addition, the strategy itself
is very helpful for students to face their problems in reading.
6Ibid., p. 90.
7Neil J Anderson, Exploring second language reading: Issues and Strategy. (Heinle&Heinle
Publishers, 1999), p. 70 8David. P, Pearson, L.R. Roehler, J.A. Dole, and G.G. Duffy. 1992. "Developing Expertise in
Reading Comprehension." In S. Jay Samuels and Alan Farstrup, eds. What Research Has to Say About
Reading Instruction, 2nd Edition. Newark, DE: International Reading Association.
9Thom Hudson, Teaching Second Language Reading, (Oxford University Press, 2007), p.107
10
2. Kinds of Reading Comprehension Strategy
Zimmermann and Hutchins provide comprehension strategies that can help
students to read more quickly and effectively. Reading comprehension are varies.
Those are; (1) activating or building background knowledge (2) using sensory images
(3) questioning (4) Making predictions and inferences (5) Determining main ideas (6)
Using fix-up option, and (7) Synthesizing.10
All of those reading comprehension have
different activities within.
Several kinds of reading comprehension strategy:
1. Activating or building background knowledge.
This strategy enables learners to make a connection before, during, and after
reading to obtain meaning. There are three types of connection in this strategy; a
connection is text to self, text to text, and text to world. These activities also
support readers to build a schema about what they are going to read. Before
beginning of reading, readers should be able to know the idea which comes to
their mind. Then in during reading, the reader should share their background
knowledge. In addition after reading, readers still have to share connection about
the message and theme that was found in the text. In conclusion, this strategy
enables learners to build schemas by using their own background knowledge
about text which they read.
2. Using sensory images
Marzano states that “sensory imaginary is an important part of our schemas.
When we think about our sensory experiences, we are creating representation of
those experiences in our memories”.11
However, sensory images have a strong
role to build the images of what we are reading. This strategy enables learners to
develop reading activity by sight, hearing, touch, taste and smell. All of those
10
Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension, Maximizing
Your Impact, (AmericanLibrary Association, 2007),p. 11 11
Ibid., p. 39
11
aspects are related in reading activities to make meaning when readers are reading
a text. By applying those sensory images, students are hoped to be effective
readers.
3. Questioning
Questioning is a kind of strategy that enables learners to make question in
reading. This activity is done before, during, and after reading. In those certain
activities, students should keep questioning about the text. In this part, students
are required to be active readers.Questioning builds students‟ curiosity in reading.
Then, when they are curious about the text, they want to know more about text by
keep reading a lot in the reading process.In addition, Questioning is the strategy
that encourages the students, because when the students ask questions, they begin
to clarify their understanding and make meaning of what they comprehend. 12
In
conclusion, questioning is a strategy which actively involves learners in reading
text by asking questions before, during, and after reading. At this case, the
learners are not passive readers because they always keep questioning and attempt
to find the answers about their questions.13
4. Making predictions and inferences
This strategy enables learners to make prediction and inference about the text.
Predictions can also involve readers‟ background knowledge. Readers used the
print and illustration plus their prior knowledge and experience to interpret the
text. This strategy is done before, during and after reading. For this reason,
making prediction and inference before, during, and after reading are actively
engaged readers in the meaning making-process. Hence, this strategy enables
learner to predict what will happen next in the text they are reading. In addition,
inference requires readers to construct a meaning that makes the text as a
reflection of their experience.
12
Stephanie Harvey and Anne Goudvis, Strategies That Work. (Stenhouse Publishers 2000),
p. 11. 13
Judi Moreillon, op. cit., p. 63.
12
5. Determining main ideas
This strategy enables learners to make a judgment about the text they are
reading. The students should consider which ideas are most important and which
one is less important. In this strategy, the students should determine the main
idea. By determining the main idea, the students will ultimately comprehend the
text. However, the importance of this strategy is to require students to obtain the
main idea of a text. For this reason, students should be given an opportunity to
engage their strategy in determining main idea by giving them more reading
practice.
6. Using fix-up options
This strategy enables learners to monitor their comprehension and fixes when
their comprehension is unexpectedly lost, and then how to choose and fix-up
option when it is lost. At this strategy, monitoring comprehension must be
continuous throughout the reading. Loss of comprehension can be solved by
rereading, reading ahead, or pausing the reading in the first place. In this part,
visualizing, posing questions, and predicting are ultimate activities that can make
direct connections to the reading comprehension. However, as a strategic reader,
they can monitor their own comprehension by applying all of those strategy when
they loss of comprehension in reading.
7. Synthesizing
This strategy enables learner to use the strategy to evaluate what already read
from the text. In addition, synthesizing requires a depth comprehension and
learning. Hence, learners should develop all of the reading comprehension
discussed in the book and then use them to make meaning. They must show the
information found in various resources, interpret it, and put it back together into a
well form. In conclusion, this strategy is a complex one, because students need to
be more comprehensive in reading a text.
13
In conclusion, reading comprehension strategy is various and students can
freely choose which one the strategy that fits to their needs of reading. Those
reading comprehension strategy are helpful for the students to obtain their goals
of reading. As consequences, those strategies are aimed to help them in facing
their reading problems and also to make them become good readers by applying
one of the reading comprehension strategies above.
Based on limit of the study, the writer emphasizes only at questioning as a
reading comprehension strategy. For this reason, the description of questioning is
much more than any other strategies exist in the explanation above. In the writer‟s
point of view, questioning is one of reading comprehension strategy that the
students can use effectively. Hence, questioning strategy is applicable at any level
of education. For this reason, secondary and high school students also can use this
strategy because questioning is a simple activity as always happens in their daily
lives. In addition, questioning also maintains reading comprehension. It‟s
something that students always keep before, while, and after reading. As Harvey
and Goudvis states, Questioning is the strategy that keeps readers to be active
reader because when they ask questions, they confirm their understanding through
make meaning.14
In conclusion, questioning can make the readers be involved in a
text and it would be easier for them to obtain a comprehension about text.
The following question below are frequently used by readers in using
questioning as a reading comprehension strategy, those are:
(1) I wonder…….
(2) Who… ? What….? Where…..? When…. ?
(3) How come…..?
(4) Why…….?
(5) What does that mean?
14
Stephanie Harvey and Anne Goudvis, Strategies That Work , (Stenhouse Publishers 2000),
p. 11.
14
(6) What does that make you think of in our own life experience, in another
text, or in the world?
(7) Does that question make you think of another question?15
Those questions above are frequently used as a strategy in questioning before,
during, and after reading. Those questions including who, what, where, when,
why,are ultimately help students to maintain their attention to the text. Then,
those questions also keep students‟ curiosity in reading activity before, during,
and after reading. Furthermore, all of those questions can be applied well for
questioning as a reading comprehension strategy. When the students keep starting
to question about the text they are reading, it will help them to be involved in
reading process. Hence when they have been involved in reading activity, it will
be easier for them to comprehend the message in the text. In conclusion,
questioning as a reading comprehension strategy should be applied by the
students in reading because it can make them to get started to maintain
questioning as their reading comprehension strategy. Hence in this part, the
students have to be able to find the answers of what they are question before,
during, and after reading.
Question Matrix: Questioning Before, During, and After Reading
The table below will show an activity of students who have questioning as
a reading comprehension strategy. The illustration in the following table will
reveal the description of activity before, during, and after reading.
Text: An Angel for Solomon singer, by Cyntia Rylant, illustrated by Peter
Catalanotto
15
Ibid., p. 60.
15
Before Reading: Questions related to the cover, the Frontispiece, and the
Title Page
One teacher reads the title of the book and the author‟s and illustrator‟s names.
The other teacher asks himself questions aloud. After the questioner has shared
his thinking about the cover (A), the reader turns to the frontispiece (B), and then
to title page (C).
A: I‟m thinking about the title of the book. Is the main character named
Salomon singer? Is the man on the cover in the foreground the main
character? I wonder who his “angel” why does he need an angel?
When I look at the cover, I wonder about the tall, yellow- brown
grass that the illustrator painted in front of the largest character. Why is
the man standing in the grass? It seems odd to me that gras is growing
right up to the window of the Westway Café. Where is the café? The man
in the café probably works there. Is he a cook or a waiter? What is the
relationship between the two men on the cover?
B: I can see a part of word „hotel” I think the main character from the
cover lives in a hotel. I wonder why his face is donwncast. The
illustrations are watery and sad in tone. Is the man sad to live in a hotel?
Why does he live instead of in a house or in an apartment? What is the
red writing under the window?
C: The main is going up the stairs, probably to his room in the hotel. His
face is shadow. I wonder if he lives alone. I wonder if the illustrator
wants us to feel sad when we look at this page in the book. This man
does not seem happy
16
After Reading: Reflection and Further questions
I think the author wants to tell us that friends are like angels. I think that‟s
true. Friends keep us from feeling too sad. They help us feel at home wherever we
are.
Asking and sometimes answering my questions as I read helped me become
part of the story. I was there with Solomon and Angel at the Westway café. Now
that Solomon has a smile on his face and a friend names Angel, I wonder if
Solomon will make other friends.
I think the author and illustrator worked together to create a beautiful story
about the importance of friendship. Have CyntiaRylant and Peter Catalonotto
worked together on the books?16
16
Ibid., p. 63.
During Reading: Example from the first new pages
The reader begins and stops at the end of each double-page spread so the listener
can answer and ask questions. Before resuming reading, the reader ask the listener
why or how posing questions supports his understanding of the text.
I was correct. His name is Solomon Singer, and he does live in a hotel. The
hotel is in New York City. The author wrote, “The hotel had none of the
things he loves.” I wonder what Solomon Singer loves. I notice he‟s eating
his canned soup from a skillet and that his cup has a broken handle. Is he
going to eat alone? I wonder if Solomon Singer is poor.
Now I know what he would love to have: a balcony, a fireplace, a
porch swing, a picture window, a cat or a dog, and a wall painted yellow or
purple. The illustrator paints in the man‟s favorite things. Does this page
show Solomon Singer‟s imagination? Does it show him dreaming about his
favorite things? I wonder if it‟s difficult to have these things because he
lives in a hotel in New York City.
I answered my question from the title page. Solomon Singer is
unhappy about where he lives. He wanders on the streets. I wonder what it‟s
like to wander at night on the streets in New York City. I can see the red
writing from the frontispiece is on the hotel door and that there‟s some
writing on the walls outside the hotel. Is this graffiti?
The listener continues to provide this think aloud dialogue with the text as the
reader continues reading and questioning the listener about the benefits of this
process.
17
The illustration above shows us how questioning strategy works before,
during, and after reading. Questioning makes the readers be involved in a story. In
addition, questioning also beneficial to create a relationship between activities before,
during, and after reading. Finally the readers would be engaged in reading activity
because they keep questioning about text. However, students have some reason to
question in reading activity, namely (1) to make clear the meaning, (2) predict the
text to be read, (3) consider the Author‟s component, (4) focus on the importance part
of text, and (5) place a specific answer in the text.17
In conclusion, questioning in
reading has significant purpose which helps the readers to achieve their goals of
reading.
3.The Characteristics of Questioning Strategy Reader
Students who have questioning as their reading comprehension strategy have
some characteristics. All of them can be indicated from their activity in using
questioning activity, before, during, and after reading. Here are some characteristics
of students who have questioning as their reading comprehension strategy, as follows:
1. Before reading, I concern with the author of books which I want to read.
2. I concern on the words in the cover of books which I want to read.
3. I attempt to relate the pictures with the atmosphere in the book cover.
4. I attempt to relate the words with the picture in the book cover.
5. I ask question what will happen next in the text or books which I am going to
read.
6. Before reading, I ask question where the story in the text or book will happen.
7. Before reading, I ask question when the story in the text or book will happen.
8. Before reading, I always ask question how the story in the text or book will
happen.
9. Answering questions while I am reading ease me to comprehend the text.
17
Debbie Miller, Reading with Meaning; Teaching Comprehension in the Primary Grades,
(Stenhouse Publisher, Portland, Maine., 2002), p. 126
18
10. I often find the answer of my questions when I am reading a text or book.
11. In my opinion, there is a relationship between the title and the content of the
books which I am reading.
12. I can explain the content of the book if I ask question when I am reading.
13. I attempt to relate what I was read with my own knowledge before.
14. After reading, I attempt to relate the message which the author wants to
deliver with my own opinion.
15. I attempt to answer the questions which I can‟t find the answers with my own
opinion.
16. After reading, I make a conclusion about my reading.
17. After reading, I attempt to conclude the author‟s message well.
18. Asking and answering questions make me be involved in the story of text or
book which I have read.
19. In my opinion, the author of book has a significant message that I have to
comprehend well.
20. In my opinion, reading strategy is very important for all the readers.18
Based on the characteristics which has been mentioned above, there are some
activities that readers do in this strategy; before, while, and after reading. The
activities in questioning strategy give a contribution for students to be involved in
reading activity. Hence, the characteristics above are helpful to give a brief
description about questioning strategy for all of the readers. It could be concluded
that those characteristics can be differentiated between questioning strategy and other
strategies.
C. Reading Achievement
Reading Achievement is an achievement that students gather in comprehending
text whether it is interpreted by written or spokenand usually it can be scored
18
Ibid.
19
numerically. In addition, achievement also defined as a change which students
gathered through formal instruction.19
When someone has done a certain thing
successfully, it can be said an achievement. Hence, the achievement which discussed
here is an achievement which students obtained in Reading 1 subject.
D. Previous Study
The previous studies used by the writer as guidance to make prediction of the
study. For this reason, the writer attempts to find the previous study that has a close
relationship with the study. Those previous studies are:
1. The first previous study was from a research entitled “A closer look at the
relationship of cognitive and metacognitive strategy use to EFL reading
achievement test performance ”was written by Alireza Karbalaei, Mysore
University. This article examines about students‟ cognitive and
metacognitive strategy and their reading achievement. The participants in
this study consist of 89 college students. The methodology to gather the data
in this study by conducting questionnaire to the participants then
administered reading test. The results of the study shows that (1) the use of
cognitive and metacognitive strategies had a positive relationship to the
reading test performance; and (2) highly test taker who have metacognitive
strategy have a good performance test than those who have not.20
2. The second previous study comes from an article entitled Awareness of
reading strategy use and reading comprehension among poor and good
readers by Dimitris Anastasiou and Eleni Griva The study was aimed to
explore the primary school students‟ awareness of reading strategies and to
identify the differences between poor and good readers, in terms of
frequency and efficiency. Furthermore, it was aimed at exploring the
19
Peter Airasian, Classroom Assessment, Concepts and Applications., p. 85. 20
AlirezaKarbalaei, “A Comparison of the Metacognitive Reading Strategies Used by EFL
and ESL Readers” The Reading Matrix, 2 September 2010, p. 165.
20
relation between reading strategy awareness and reading comprehension.
The study was conducted by using interviews as the instrument to see the
difference between students who have cognitive and metacognitive strategy
with those who have not. Then it was confirmed with reading test scores.
Both groups show a variety of cognitive strategies, it was showed that poor
readers, on the one hand, were less aware of cognitive strategies, and on the
other hand they reported a limited number of metacognitive strategies in
comparison with good readers. In addition, both cognitive and
metacognitive strategy awareness give an effect to reading comprehension,
the research findings show that cognitive and metacognitive strategy have a
contribution to students‟ reading accuracy and reading speed.21
Considering some previous studies above, the writer can conclude that the
finding all of the previous study are all have the positive relationship. These can be
the guidance and prediction for the writer to conduct this research.
E. Conceptual Framework
Nowadays English is important to be mastered. English is used in some aspects of
life such as education, entertainment, sports, politic and so on. Mastering English is a
must to make people engaged and knowledgeable in the modern life. People attempt
to get exposure through reading, listening, writing, and speaking
Reading is a receptive skill that only can be mastered by reading a lot. However,
students claim that reading is difficult regard to the unfamiliarity of the topic
discussed in the texts, complicated language used in the text, and lack of vocabulary
mastery. Those problems then lead to the students‟ unwillingness in reading. Because
reading is very essential to make students engaged and knowledgeable, therefore it is
important to build students‟ willingness in reading.
21
Dimitris Anastasiou and Eleni Griva, Awareness of Reading Strategy Use and Reading
Comprehension among Poor and Good Readers, 2009, p. 283, ( http:ilkogretim-online.org.tr).
21
Reading comprehension strategy enables students to cope with reading difficulty.
It makes students be easier in comprehending text by applying some kinds of reading
comprehension strategy. Questioning is one of reading comprehension strategies that
keep students‟ curiosity in reading. By maintaining curiosity, it is hoped that students
will be more interested in reading.
Questioning as a reading comprehension strategy makes students be more
interested in reading. Then it is also aimed to question themselves whether they have
comprehended the text before, during, and after reading. In addition, questioning as a
reading comprehension strategy is aimed to helpful for teachers. By knowing how
important a reading comprehension strategy is, teachers have to introduce reading
strategy in advance before teaching reading. In this case, Questioning could be
introduced by teachers as a strategy to better comprehend the texts.
F. The Theoretical Hypothesis
Based on the theories were explained above, it can be posed a theoretical
hypothesis as follows:
1. The questioning strategy would be well applied for students to improve their
reading achievement.
22
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
This research was conducted at UIN Syarif Hidayatullah Jakarta. It is located at
Jl.Ir. H. Juanda Number. 95 Ciputat, South Tangerang. Hence, this research was
conducted at 27th
December 2013 by administering questionnaires to the sample
of the study which are the first semester students of department of English
Education, UIN Syarif Hidayatullah Jakarta.
B. Research Methodology and Design
The research method used in this research is a quantitative research. This
research is aimed to know the influence of questioning strategy on students’
achievement in reading. Here the dependent variable is students’ achievement in
reading while the independent variable is questioning strategy.
In addition, this research design is an ex post facto. It is Non experimental
designs that are used to investigate causal relationships without the treatments.
Hence, it examines the possible changes of an effect, phenomena, and behavior
caused by one event.1 It is belief that there are some factors that influence
students’ achievement in reading, one of them is questioning strategy. As
consequences, this study is aimed at finding out whether questioning strategy
influences on students’ achievement in reading.
Then, the method used to obtain the data is by using survey approach which
consists of administering questionnaires. “The questionnaires are written
instrument to represent respondents’ characteristics with several question or
1Muhammad Mubasir, “Pengaruh Penggunaan Panel Peraga dan Wiring Sistem
Penerangan Mobil Terhadap Hasil Belajar Kelistrikan Otomotif”, Skripsi from IKIP Semarang,
Semarang, p. 16, Published.
23
statement.”2 In addition, the questionnaires were administered to collect the data
about questioning strategy used by the students.
C. Instrument and Technique of Data Collection
The writer used the instrument of the research to gather the data as follow:
1. Questionnaire
The writer administered questionnaire to the sample of the study
which are first semester students of English Education Department to
know how far students used questioning as a reading comprehension
strategy. Before distributing the questionnaire to the sample of the study,
the questionnaire has been tested by using software of SPSS 16.0 to check
the validity and reliability of the questionnaire. The validity test which has
been used by the writer is construct validity.
In addition, the validity test is aimed to measure how far the
instrument is appropriate to test what will be tested.3 In consequences,
before distributing the questionnaire to sample of the study, the writer has
to test the validity to measure whether the instrument is appropriate to be
distributed. Beside, the writer also tests the reliability of instrument.
Reliability is aimed to measure the consistency of instrument if it is
conducted twice or more. 4 It means that reliability test should be
conducted in order to make the instrument reliable and appropriate to be
distributed to the sample of the study.
To see the validity and reliability test of instrument, the writer has
distributed questionnaire which consisted of 33 items to 36 students of XI
IPA I grades of SMAN 29 Jakarta. The result of questionnaires was
calculated by using software of SPSS 16.0.The writer used the level of
significance 0.05 to find the valid items.
2 James Dean Brown, Using Survey in Language Program (University of Hawaii at
ManoaHonohulu, Hawaii , 2001), p. 6. 3Masri Singarimbun and Sofian Effendi, Metode Penelitian Survai, (penerbit LP3ES
Indonesia , 2006), p. 124. 4Ibid.
24
Based on the result of reliability test, the writer gained Cronbach's
Alpha 0. 838. Hence the criteria of the data can be determined if the
reliability coefficient (r1) >0.6.5 The result of reliability test was 0.838, or
(0.838 > 0.6) therefore, it can be concluded that the questionnaire is
reliable.
The validity test was also tested the questionnaire. The questionnaire
consists of 33 items. The items of questionnaire can be considered valid if
r- value is higher than r- table. R table is 0.34. Hence, the result shows that
21 items are valid and 12 items are invalid. Then they were dropped from
the questionnaire.
In addition, the questionnaire has been distributed to the sample of the
study at the first semester students of Department of English Education,
UIN syarif Hidayatullah Jakarta. The questionnaire consists of 20 items
which describes the characteristics of questioning as a reading
comprehension strategy. The questionnaire consists of three parts; before
reading, during reading, and after reading. Due to the questionnaire is
aimed to test the positive statement; therefore the answer can be scored in
likert scale as follows:
a. Absolutely agree = 5
b. Agree = 4
c. Neutral = 3
d. Disagree = 2
e. Absolutely disagree = 1.6
Hence, after distributing the questionnaire to the sample of the study,
the writer calculated the students’ entire questionnaire by using SPSS 16.0
to know the sum score of questioning as a reading strategy used by the
students. Based on the likert scale above, it is possible the highest score of
questionnaire gains 100. Due to the total of questionnaire are 20 items,
therefore 20 X 5 (the highest response of statement) = 100. The gained
5Sofian Siregar, Statistika Deskriptif untuk Penelitian. (Jakarta: Rajawali Press, 2011).
6Ibid., p. 106.
25
questionnaire will be summed based on their response from score 1, 2, 3,
4, and 5 in each item.
2. Documentation
The writer gathered students’ reading achievement based on the
final score of their reading 1 subject. The writer did not administer reading
test to know the students’ achievement. The writer documented students’
reading achievement based on students’ reading achievement of Reading 1
subject which obtained from the lecture of Reading 1 subject. Then the
students’ final score consists of students’ formative score including novel
presentation, middle test score which is including of theory of Reading I,
and final test score which is including of application of theory Reading I.
Those scores then calculated to be their final score of Reading I subject.
D. Population and Sample
The population of the study is the first semester students of UIN Syarif
Hidayatullah Jakarta which consist of three classes, namely IA, IB, and IC. The
total number of population was 75 students. In selecting the sample, the writer
used purposive sampling technique. This technique is used to determine the
sample with certain consideration.7 There were 40 students were taken from each
class as the representative because the students almost have same ability in middle
test of reading achievement. It can be seen from their middle test in reading 1
achievement.
E. Technique of Data Analysis
This research used software of SPSS 16.0 to analyze the data. After getting the
data from questionnaire and documentation, furthermore it is important to analyze
the data to examine the hypothesis. This research used linear regression to
investigate between the influence of questioning strategy and students’
achievement in reading. Hence, linear regression is regression analysis which is
7Sugiyono, Metode Penelitian , Pendidikan,Pendekatan Kuantitatif, Kualitatif, dan R&D,
(Alfabeta Bandung, 2013), p. 85.
26
used to learn the functional relationship between the variables.8 Therefore, linear
regression is appropriate to be used to test the causal relationship between two
variables. Basically, linear regression is different with linear correlation; linear
correlation is used to test between the relationship of two variables and the degree
of variable X and Y can be changed their position or it can be said it is a vice
versa relationship. While the linear regression, the degree of the variables X and Y
cannot be changed or it can be said it is a causal relationship.9 Furthermore, this
study used F-test to test the hypothesis. F-test is used to examine the influence of
independent variable and dependent variable.10
After obtaining the questionnaire and documentation, then the writer will
analyze data of questionnaire score and students’ reading achievement score into
some steps:
a. Analyze the score of students’ reading strategy and then input them in the
SPSS 16.0
b. Input the score of students’ reading achievement into SPSS 16.0.
c. Decide the Mean value from variable 1 (questioning strategy)
d. Decide the Mean value from variable 2 (students’ achievement in reading)
d. Decide the maximum and minimum score of reading strategy and reading
achievement.
e. Decide the mode, median and the sum of reading strategy and reading
achievement.
f. Decide the interval, frequency, and percentage of students’ reading
comprehension strategy
8 Budi, Susetyo, Statistika Untuk Analisis Data Penelitian (PT Refika Aditama
Bandung,2010), p. 125. 9 Ibid.,
10 Muhammad Mubasir, op. cit., p. 21.
27
g. Decide the interval, frequency, and percentage of students’ reading
achievement
h. Examine the normality test of reading comprehension strategy
i. Examine the homogeneity of both variables: reading comprehension
strategy and reading achievement.
j. Examine linear regression to test the hypothesis at SPSS 16.0
F. Statistical Hypothesis
Statistically, research hypothesis is expressed as follow:
H0 = ρ = 0
H1 =ρ 0
1. Null Hypothesis (Ho)
Ho = “Questioning strategy does not influences students’ achievement in
reading “. Or,
2. Alternative Hypothesis (Ha)
Ha = “Questioning Strategy influences students’ achievement in reading”
The assumption if the hypothesis as follows:
If F-ratio (Fo) < F-table (Ft), the Null Hypothesis (Ho) is accepted and
alternative hypothesis (Ha) is rejected. It means that questioning strategy does not
influence students’ achievement in reading.
If F- ratio (Fo) > F-table (Ft), the Null Hypothesis (Ho) is rejected and
alternative hypothesis (Ha) is accepted. It means that questioning strategy
influences students’ achievement in reading.
28
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the writer will discuss the research findings about students’
questioning strategy and students’ reading achievement. The first step, the writer
will discuss the description of students’ questionnaires scores which is regarded as
students’ reading comprehension strategy. Then the writer will show the students’
score of Reading I subject. Hence the writer will describe the data analysis which
consists of the normality and homogeneity test. Furthermore, the writer will report
the result of linear regression which examines the hypothesis of the study.
A. Data Description
The research data consists of questioning as a reading comprehension strategy as
an independent variable and reading achievement as a dependent variable. The data
had been collected through questionnaire to know the students reading strategy used
and documentation about students’ reading achievement which was obtained based
on students’ final score of reading 1 subject. The data description shows mean,
median mode, the minimum and maximum score of reading comprehension strategy
and reading achievement. All of those data description will be discussed in the
following discussion comprehensively.
1. Students’ Reading Strategy
Students’ reading strategy is questioning strategy used by students specifically
in questioning. To know the students’ reading strategy, the writer distributed
questionnaire to students of English Education Department academic year
2013/2014 of UIN Syarif Hidayatullah Jakarta as the object of the study. After
collecting the data of students’ reading strategy, the writer calculated the
questionnaire by using SPSS 16.0 to know the students’ total score of their reading
29
comprehension strategy. To see whether students used reading comprehension
strategy, it could be claimed based on their lowest or highest score of questionnaire
score. In addition, the students’ reading comprehension strategy described in the
following table.
Table 4.1
The Score of Students’ Reading Comprehension Strategy
Student Reading Strategy
1 66
2 59
3 94
4 81
5 65
6 77
7 81
8 78
9 76
10 84
11 81
12 80
13 77
14 65
15 75
16 81
17 80
18 82
19 75
20 79
Student Reading Strategy
21 76
22 76
23 70
24 85
25 78
26 81
27 72
28 68
29 70
30 65
31 89
32 84
33 71
34 72
35 62
36 86
37 88
38 93
39 74
40 83
30
Reading strategy
N Valid 40
Missing 21
Mean 76.98
Median 77.50
Mode 81
Range 35
Minimum 59
Maximum 94
Sum 3079
Table 4.1 which represent students’ reading strategy shows that the highest
score of reading comprehension strategy is 94 and the lowest score of reading
comprehension strategy is 59. It can be concluded that there is significant difference
between the highest and the lowest score of reading strategy with the range 35. Then
the sum score of reading comprehension strategy is 3079. Meanwhile the mean score
of students’ reading comprehension strategy is 76.98; it means that the mean score of
students’ reading achievement are good. Table 4.1 also shows that the median score
of students’ reading comprehension strategy is 77.50. In addition, the mode scores are
81. In the mode score, most students get 81 scores; it means that there are a lot of
students who are frequently use questioning as a reading comprehension strategy. All
of the data descriptions above were calculated by using descriptive statistic SPSS
16.0.
31
After calculating the descriptive data, the writer will show interval, frequency, and
percentage of reading comprehension strategy. The data below was calculated by
using Microsoft Excel 2007. The following table describes in details about students
reading comprehension strategy.
Table 4.2
Relative frequency distribution of students’ reading comprehension
strategy
Number Interval Frequency Percentage
1 59-64 2 5%
2 65-70 7 17.5%
3 71-76 9 22.5%
4 77-82 13 32.5%
5 83-88 6 15%
6 89-94 3 7.5%
∑f = 40
From the table above, it can be seen frequency and percentage of reading
comprehension strategy from 40 students. There are 5% students who get the score
between 59-64, in this percentage; there are only two students who get the score
between 59-64. Then 17.5% students get score 65-70. Then there are 22.5% of
students who get score between 71-76. Mostly, students gain score between 77-82; it
can be proved with the biggest percentage 32.5%. It means that it is the score which
students gained most. Meanwhile, there are 15% students who get score 83-88.Hence;
there are 7.5% students who get the score between 89-94. These are the biggest score
which are obtained from students’ reading achievement.
32
After calculating the frequency distribution of students’ reading comprehension
strategy, the data can be described in details on the chart below:
Figure 4.1
Frequency Distribution of Students’ Reading Strategy
2. Students’ Reading Achievement
Students’ reading achievement is the final score of Reading I subject which
is obtained based on the documentation of the score of the First Semester students
of Department of English Education, UIN Syarif Hidayatullah Jakarta Academic
year 2013/2014. The score of Reading I subject can be seen in the table 4.2 as
follows:
0
2
4
6
8
10
12
14
59-64 65-70 71-76 77-82 83-88 89-94
Frequency of Reading Strategy
Frequency
33
Table 4.3
The Score of Students’ Reading Achievement
Student Reading Achievement
1 74,20
2 62,90
3 70,80
4 71,60
5 74,70
6 75,90
7 72,20
8 78,70
9 72,10
10 81,20
11 80,00
12 77,10
13 79,20
14 80,20
15 72,90
16 73,10
17 79,30
18 72,70
19 83,50
20 83,70
Student Reading Achievement
21 83,90
22 72,70
23 74,70
24 80,30
25 76,10
26 78,00
27 71,10
28 70,10
29 66,70
30 70,10
31 80,20
32 75,00
33 80,80
34 73,30
35 72,50
36 77,80
37 74,40
38 80,20
39 75,10
40 77,10
34
Reading
achievement
N Valid 40
Missing 21
Mean 75.25
Median 75.00
Mode 72a
Range 21
Minimum 62
Maximum 83
Sum 3010
Table 4.3 shows that the maximum score of students’ reading achievement is
83, and the minimum score is 62. There is a significant range between the
maximum and the minimum score of reading achievement with the range 21.
Then the sum score of reading achievement is 3010. Meanwhile the mean score of
students’ reading comprehension strategy is 75; it means that the mean score of
students’ reading achievement is quite good because it is bigger than the mode
score72. Hence, the table 4.3 also shows that the median score of students’
reading comprehension strategy is 75. The mean and mode score of students’
reading achievement is same in this case. In addition, the mode score is 72; it
means that there are a lot of students who get 72. In addition, all of the data
descriptions above were calculated by using descriptive statistic SPSS 16.0.
35
After calculating the descriptive data, the writer will show interval, frequency,
and percentage of reading comprehension strategy. The data below was calculated
by using Microsoft Excel 2007. The following table describes in details about
students reading comprehension strategy.
Table 4.4
Relative frequency distribution of students’ reading achievement
Number Interval Frequency Percentage
1 62-67 2 5 %
2 68-73 13 32.5 %
3 74-79 15 37.5 %
4 80-85 10 25 %
∑f = 40
From the table above, it can be seen frequency and percentage of reading
achievement from 40 students. There are 5 % student who get the score between
62– 67, in this percentage; there are only two students who get the score between
62– 67. Then 8.20% students get score between 68-73. In addition, mostly,
37.5% students get score between 74-79; it means that it is the score which
students gained most. Hence, there are 25 % students who get score between 80-
85.
After calculating the frequency distribution of students’ reading
achievement, the data can be described in details on the chart below to give a
visual description of frequency of reading achievement:
36
Figure 4.2
Frequency Distribution of Students’ Reading Achievement
3. The Assumption Test
1. Normality Test
Before examining the hypothesis of the study, there are some steps that have to
be examined before; they are normality and homogeneity test. Hence, in this part,
the writer will show the result of normality test Kolmogorov-Smirnov test and it was
analyzed by using SPSS 16.0 with α = 0.05. The aim of this analysis was used to see
whether the data in the research was normally distributed. The result of the
normality test can be seen as follows:
0
2
4
6
8
10
12
14
16
62-67 68-73 74-79 80-85
Frequency of Reading Achievement
Frequency
37
Table 4.5
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Reading Strategy .080 40 .200* .985 40 .866
Reading Achievement .094 40 .200
* .959 40
.157
a. Lilliefors Significance Correction
*. This is a lower bound of the true significance.
Hypothesis :1
Ho : Data of X is normally distributed.
Ha : Data of X is not normally distributed (random).
Criteria of the test:
Ho is accepted if probability (sig.) > 0.05
Ha is accepted if probability (sig.) < 0.05
The result of calculation shows that both of the sig. (2-tailed) = 0.20 or (0.20>
0.05). Based on the criteria of the test above, it can be determined that 0.20 is greater
than 0, 05. It means that Ho is accepted. Therefore, the reading comprehension
strategy data are normally distributed.
2. Homogeneity Test
Besides testing the normality, the study also tested the homogeneity of the
data. It is conducted to know whether the variance of the data is homogenous. If the
data is homogenous, it shows that the data has same characteristics. This test uses
Levene statistic as the technique of the homogeneity test. The result from the test of
homogeneity of variances by using SPSS 16.0 is presented as follows:
1Sofian Siregar, Statistika Deskriptif untuk Penelitian. (Jakarta: Rajawali Press, 2011), p. 256.
38
Table 4.6
Test of Homogeneity of Variances
Reading strategy
Levene
Statistic df1 df2 Sig.
2.052 10 25 .071
Hypothesis:2
Ho : The variance of the data is homogenous.
Ha : The variance of the data is not homogenous.
Criteria of the test :
Ho is accepted if p value (sig.) > 0.05
Ha is accepted if p value (sig.) < 0.05
The result of homogeneity test from table 4.4 shows that p value > 0.05 in
which the p value, 0.71 is greater than 0.05 or (0.05>0.71). Based on the criteria of
test above, it means that Ho is accepted and Ha is rejected. In conclusion, the variance
of the data is homogenous.
4. The Analysis of the Data
1. The Testing of Hypothesis
The testing of hypothesis is aimed to examine between two variables which are
questioning strategy as an independent variable and reading achievement as a
dependent variable. Then based on the test of normality and homogeneity tests, the
results show that the data are normally distributed and the variance of the data is
homogenous. Hence, the writer analyzed the data between two variables by using
2Susetyo, Statistik untuk Analiis Data Penelitian.(PT Refika Aditama 2010), p. 298.
39
linear regression and F-test ANOVA in SPSS 16.0 to see whether questioning
strategy influences students’ achievement in reading. Furthermore, based on the
calculation of SPSS 16.00, the data gathered as follow:
Table 4.7
ANOVAb
Model
Sum of
Squares df Mean Square F Sig.
1 Regression 390.818 1 390.818 6.707 .014a
Residual 2214.157 38 58.267
Total 2604.975 39
a. Predictors: (Constant), reading achievement
b. Dependent Variable: reading strategy
Hypothesis:3
Ho : Questioning strategy does not influence students’ achievement in reading
Ha : Questioning strategy influences students’ achievement in reading
Criteria of the test:
Ho is accepted if F-ratio (Fo) < F-table (Ft) and probability (sig.) > 0.05
Ha is accepted if F- ratio (Fo) > F-table (Ft) and probability (sig.) < 0.05
Based on the table above, the gain of F ratio is 6.707 which is greater from F
table (4.08) that can be found in appendix (6.707>4.08). Then, the p value is 0.01
which is less than 0.05 (0.01< 0.05). From this result, it can be concluded that Ha is
accepted and Ho is rejected. It means that questioning strategy influence students’
achievement in reading.
3Susetyo, op. cit., 291.
40
E. Data Interpretation
Reading comprehension strategy is the strategy which specifically concern in
questioning as a reading strategy which is beneficial for students to help them in
facing reading difficulty. In addition, it is also profitable for students to be an
effective reader because during reading activity, students are encouraged to maintain
their curiosity in reading by asking question before, during, and after reading.
According to Anne Harvey and Goudvis, “asking questions is at the heart of
thoughtful reading”.4 Therefore, it is important to investigate the correlation between
reading comprehension strategy and students’ achievement in reading.
Furthermore, some analysis of this research also shows that the test of normality
reveals the data are normally distributed. Then the result of homogeneity test also
shows that the data is homogenous. In other words, there are the same characteristics
between two variables which are questioning strategy as an independent variable and
reading achievement as a dependent variable. In addition, according to the criteria of
hypothesis above, it indicates that the result of F-test or (6.707>4.08) It can be
concluded that questioning strategy influence students’ reading achievement.
Based on the interpretation of the data above, it indicates that questioning strategy
influences students’ achievement in reading. In other words, the students who have
questioning strategy will influence their reading achievement. Hence, this study is
similar with an article entitled Awareness of reading strategy use and reading
comprehension among poor and good readers by Dimitris Anastasiou and Eleni
Griva. It describes that good readers who have cognitive and metacognitive strategy
are more successful in reading test than those who have not.
4 Stephanie Harvey and Anne Goudvis, Strategies That Work. (Stenhouse Publishers 2000),
p. 8.
41
In summary, the results shows that the hypothesis of H0 is rejected and Ha is
accepted. It can be concluded that questioning strategy influences students’
achievement in reading.
42
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the interpretation of the data in the previous chapter, the gain of F
ratio is 6.707 which is greater from F table (4.08) or (6.707>4.08). Then, the p
value is 0.01 which is less than 0.05 (0.01< 0.05). From this result, it can be
concluded that Ha is accepted and Hois rejected. It means that questioning strategy
influence students' achievement in reading.
In addition, there is an influence between questioning strategy and students’
achievement in reading. It can be concluded that the study of the influence of
questioning strategy and students’ reading achievement has a significant influence
for the first semester students of Department of English Education academic year
2013/2014 UIN syarif Hidayatullah Jakarta. Therefore, questioning strategy is
beneficial for students to gain their achievement in reading.
B. Suggestion
According to the results of the study, it can be delivered to:
- Teachers: It is hoped that the teacher can teach the students reading
comprehension strategy specifically in questioning before teaching reading.
- Students: It is hoped that the students want to learn more about reading
comprehension strategy specifically in questioning.
- Curriculum: It is better if questioning strategy can be included in Indonesian
curriculum due to the disability faced by the students in reading English Text.
- Other researchers; it can be a guidance for conducting the same research.
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Alderson, Charles J, Assesing Reading: United States. Cambridge university press:
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List of Appendices
Appendix 1 Matrix of Questionnaire Instrument
Appendix 2 Test of validity and Reliability Instrument
Appendix 3 Sample of Questionnaire
Appendix 4 Analysis of Questionnaire
Appendix 5 Reading 1 Final Test
Appendix 6 of Students’ Score of Reading 1
Appendix 7 F Table
Appendix 1 kisi-kisi Questionnaire Instrument
No. Kegiatan
Membaca Indikator
Nomer
pernyataan
Jumlah
pernyataan Butir pernyataan
1 Sebelum
Membaca
Mengamati siapa pengarang
buku yang akan dibaca 1 1
1. Saya selalu memperhatikan siapa pengarang teks / buku yang
akan saya baca
Mengamati judul buku yang
akan dibaca 2 1
2. Saya selalu memperhatikan judul buku/ teks yang akan saya
baca
Mengamati sampul, gambar, dan
kata-kata yang terdapat pada
buku yang akan dibaca 3,4 2
3. Saya selalu memperhatikan gambar pada sampul buku yang
akan saya baca
4. Saya selalu memperhatikan kata-kata yang terdapat pada sampul
buku
Mengaitkan gambar, kata-kata,
dan suasana yang terdapat pada
sampul buku 5,6,7 3
5. Saya selalu mengaitkan gambar yang terdapat di sampul buku
dengan suasana yang ada di sampul buku tersebut
6. Saya selalu mengaitkan kata-kata yang terdapat di sampul
buku dengan gambar yang ada di sampul buku tesebut
7. Saya selalu bertanya mengapa gambar dan kata-kata tersebut
terdapat di sampul buku yang akan saya baca
Bertanya siapa, apa, mengapa,
dimana, kapan, dan bagaimana
yang akan terjadi pada buku
yang akan dibaca
8,9,10,11,12 5
8. Saya selalu bertanya siapakah tokoh-tokoh yang terdapat dalam
buku yang akan saya baca
9. Saya selalu bertanya apakah yang akan terjadi dalam teks atau
buku yang akan saya baca
10. Saya selalu bertanya dimana letak cerita yang terjadi dalam teks
atau buku yang akan saya baca
11. Saya selalu bertanya kapan cerita yang terjadi pada teks/buku
yang akan saya baca
Appendix 1 kisi-kisi Questionnaire Instrument
12. Saya selalu bertanya bagaimana isi buku yang akan saya baca
2 Selama
membaca
Mengingat dengan baik apa,
siapa, mengapa, dimana, kapan,
dan bagaimana yang terjadi pada
buku yang sedang dibaca
13,14,15,
16,17 5
13. Saya selalu mengingat siapakah tokoh-tokoh yang terdapat
dalam teks/ buku yang saya baca
14. Saya selalu mengingat mengapa cerita tersebut bisa terjadi
dalam teks yang saya baca
15. Saya selalu mengingat dimana letak cerita yang terjadi pada
teks yang saya baca
16. Saya selalu mengingat kapan cerita itu terjadi pada buku/ teks
yang saya baca
17. Saya selalu bertanya bagaimanakah cara mengatasi masalah
yang terdapat pada teks/ buku yang saya baca
Menjawab pertanyaan-
pertanyaan yang diajukan
selama proses membaca
berlangsung 18,19,20 3
18. Saya selalu mencari jawaban mengenai apa yang saya
tanyakan selama proses membaca
19. Menjawab pertanyaan-pertanyaan selama saya membaca
mempermudah saya dalam memahami isi teks
20. Saya sering menemukan jawaban atas pertanyaan-pertanyaan
yang saya ajukan
Mengaitkan judul teks/ buku
dengan isi bacaan dalam teks 21 1 21. Saya selalu mengaitkan judul teks/ buku dengan isi bacaan
dalam teks
Bertanya membuat saya dapat
menjelaskan isi teks 22 1
22. Saya dapat menjelaskan isi teks ketika saya bertanya dalam
proses membaca
Appendix 1 kisi-kisi Questionnaire Instrument
3 Setelah
Membaca
Mengaitkan apa yang telah
dibaca dengan pengetahuan yang
dimiliki sebelumnya 23, 24,25 3
23. Saya selalu mencoba mengaitkan apa yang telah saya baca
dengan pengetahuan yang saya miliki sebelumnya
24. Saya mencoba mengaitkan apa yang penulis sampaikan dengan
pendapat yang saya miliki
25. Saya mencoba menjawab pertanyaan-pertanyaan yang tidak
saya temukan jawabannya dengan pengetahuan yang saya miliki
Menyimpulkan apa yang telah
dibaca 26, 27 2
26. Saya selalu menyimpulkan apa yang telah saya baca
27. Saya selalu menyimpulkan pesan yang disampaikan penulis
dengan baik
Merasa terlibat dalam cerita jika
dapat bertanya dan menjawab
pertanyaan –pertanyaan 28, 29 2
28. Bertanya dan menjawab pertanyaan-pertanyaan membuat saya
terlibat dalam cerita tersebut
29. Terlibat dalam teks mempermudah saya dalam memahami isi
teks
Berasumsi bahwa setiap
pengarang memiliki pesan yang
disampaikan dalam teks
30 1
30. Saya selalu berasumsi bahwa pengarang cerita/buku yang saya
baca memiliki pesan penting yang harus saya pahami
Strategi membaca merupakan
aspek penting dalam membaca 31,32,33 3
31. Menurut saya strategi membaca itu penting
32. Strategi bertanya dalam membaca membantu saya menjadi
pembaca yang baik
33. Strategi membaca membantu saya mencapai tujuan membaca
saya
Total 33
Test of Validity and Reliability Instrument
Reliability Statistics
Cronbach's
Alpha N of Items
.838 33
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-
Total Correlation
Cronbach's
Alpha if Item
Deleted
V1 117.74 117.079 .301 .835
V2 116.03 118.146 .436 .832
V3 116.34 121.879 .112 .840
V4 116.80 115.988 .410 .832
V5 117.20 121.753 .084 .842
V6 117.31 116.398 .373 .833
V7 117.57 118.958 .255 .836
V8 116.94 116.350 .335 .834
V9 116.57 114.840 .431 .831
V10 117.31 115.634 .414 .831
V11 117.43 116.017 .431 .831
V12 116.51 116.434 .385 .832
V13 116.74 118.844 .224 .838
V14 116.89 117.928 .360 .833
V15 117.20 117.635 .372 .833
V16 117.14 119.655 .215 .837
Case Processing Summary
N %
Cases Valid 35 97.2
Excludeda 1 2.8
Total 36 100.0
a. Listwise deletion based on all variables in the
procedure.
Test of Validity and Reliability Instrument
V17 117.29 115.563 .398 .832
V18 117.26 115.314 .447 .830
V19 117.09 112.845 .562 .827
V20 117.09 116.610 .414 .832
V21 116.80 117.282 .337 .834
V22 117.09 116.375 .406 .832
V23 116.71 118.563 .374 .833
V24 117.31 118.222 .323 .834
V25 117.34 112.114 .567 .826
V26 116.69 117.163 .356 .833
V27 117.09 118.904 .293 .835
V28 117.14 110.597 .611 .824
V29 116.69 114.104 .510 .828
V30 116.97 118.029 .286 .835
V31 116.77 124.299 -.048 .846
V32 117.20 121.812 .087 .841
V33 116.77 121.299 .128 .840
Sample of Questionnaire
ANGKET STRATEGI MEMBACA QUESTIONING
Nama :______________ Kelas :______________
Petunjuk pengisisan :
- Bacalah terlebih dahulu dengan teliti sebelum menjawab
- Berilah tanda (X) pada setiap pertanyaan dengan cara memilih salah satu jawaban
yang paling sesuai menurut anda, dengan pilihan jawaban sebagai berikut:
SS : Sangat Setuju
S : Setuju
N : Netral
TS : Tidak Setuju
STS : Sangat Tidak Setuju
Kegiatan Sebelum Membaca
No Pertanyaan SS S N TS STS
1 Saya selalu memperhatikan judul buku/ teks yang akan saya baca
2 Saya selalu memperhatikan kata-kata yang terdapat pada sampul buku yang
akan saya baca
3 Saya selalu mengaitkan kata-kata yang terdapat di sampul buku dengan
gambar yang ada di sampul buku tesebut
5 Saya selalu bertanya apakah yang akan terjadi dalam teks atau buku yang
akan saya baca
5 Saya selalu bertanya dimana letak cerita yang terjadi dalam teks atau buku
yang akan saya baca
6 Saya selalu bertanya kapan cerita yang terjadi pada teks/buku yang akan
saya baca
7 Saya selalu bertanya bagaimana isi buku yang akan saya baca
Kegiatan Selama Membaca Berlangsung
No Pertanyaan SS S N TS STS
8 Saya selalu mengingat mengapa cerita tersebut bisa terjadi dalam teks yang
saya baca
9 Saya selalu mengingat dimana letak cerita yang terjadi pada teks yang saya
baca
Sample of Questionnaire
10 Saya selalu bertanya bagaimanakah cara mengatasi masalah yang terdapat
pada teks/ buku yang saya baca
11 Saya selalu mencari jawaban mengenai apa yang saya tanyakan selama
proses membaca
12 Menjawab pertanyaan-pertanyaan selama saya membaca mempermudah
saya dalam memahami isi teks
teks
13 Saya sering menemukan jawaban atas pertanyaan-pertanyaan yang saya
ajukan
14 Menurut saya, judul teks dan isi bacaan dalam teks yang saya baca memiliki
keterkaitan satu sama lain
15 Saya dapat menjelaskan isi teks ketika saya bertanya dalam proses
membaca
Kegiatan Setelah Membaca
No Pertanyaan SS S N TS STS
16 Saya selalu mencoba mengaitkan apa yang telah saya baca dengan
pengetahuan yang saya miliki sebelumnya
17 Saya mencoba menjawab pertanyaan-pertanyaan yang tidak saya temukan
jawabannya dengan pengetahuan yang saya miliki
18 Saya selalu menyimpulkan apa yang telah saya baca
19 Bertanya dan menjawab pertanyaan-pertanyaan membuat saya terlibat
dalam cerita tersebut
20 Terlibat dalam teks mempermudah saya dalam memahami isi teks
Analysis of Questionnaire Page 1
Column1 Column2 Column3 Column4 Column5 Column6 Column7 Column8 Column9 Column10 Column11 Column12 Column13 Column14 Column15 Column16 Column17 Column18 Column19 Column20 Column21 Column22 Column23
No Student Total Skor
S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20
1 1 5 4 2 2 4 3 3 4 4 3 3 3 5 3 2 3 3 4 2 4 66
2 2 4 4 2 4 1 1 2 3 2 4 2 2 3 3 2 4 4 4 4 4 59
3 3 5 5 4 5 5 4 5 5 5 5 5 4 5 5 4 5 3 5 5 5 94
4 4 2 3 5 5 4 2 2 5 3 5 3 5 5 5 5 5 5 3 5 4 81
5 5 5 3 4 3 2 3 2 3 2 2 2 4 3 5 5 4 1 3 4 5 65
6 6 4 4 4 4 5 4 3 4 4 4 3 3 4 3 3 3 5 5 4 4 77
7 7 5 5 2 4 4 5 1 1 5 5 3 4 5 3 5 5 4 5 5 5 81
8 8 4 5 5 5 2 2 2 2 3 3 2 3 4 4 4 5 4 4 3 4 70
9 9 4 3 4 4 4 4 4 4 5 4 4 3 4 4 4 4 4 4 4 4 79
10 10 5 5 4 5 3 5 5 5 3 3 5 2 4 5 3 4 3 3 3 5 80
11 11 5 5 5 5 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 78
12 12 4 3 4 4 4 4 3 4 2 3 3 4 4 4 4 4 3 4 3 3 71
13 13 5 4 2 2 5 4 4 5 4 4 3 3 3 3 4 4 3 5 5 4 76
14 14 5 5 5 5 5 4 4 5 4 4 4 4 3 3 4 4 3 3 5 5 84
15 15 5 5 4 4 5 3 3 4 3 4 3 3 4 5 4 4 5 4 4 5 81
16 16 3 4 4 4 5 3 4 4 3 4 2 3 4 4 4 3 3 3 3 2 69
17 17 4 4 3 4 4 3 3 4 3 5 5 4 5 4 4 3 4 4 5 5 80
18 18 5 5 5 5 2 5 5 3 2 3 4 3 4 5 4 3 2 4 5 3 77
19 19 4 4 3 3 3 3 3 3 3 3 3 4 4 3 3 3 3 3 3 4 65
20 20 4 4 3 3 4 4 3 3 3 4 3 3 4 3 5 5 4 5 4 4 75
21 21 5 4 5 5 4 3 3 3 4 5 5 4 4 3 5 4 4 3 4 4 81
22 22 5 2 2 2 3 2 2 3 5 5 5 5 5 5 4 5 5 5 5 5 80
23 23 5 5 5 4 3 3 2 3 4 3 3 3 5 3 3 4 2 4 2 3 69
24 24 5 5 3 3 3 4 2 5 5 5 4 5 5 3 5 5 5 5 5 5 87
25 25 5 5 3 5 3 3 5 5 5 5 4 3 4 3 3 3 5 4 4 5 82
26 26 4 4 3 3 4 4 4 4 3 4 5 4 4 3 3 4 3 3 5 4 75
27 27 5 4 3 2 4 4 3 5 3 4 3 5 4 4 4 4 4 5 5 4 79
28 28 5 5 3 3 4 4 4 5 4 3 4 3 4 3 4 4 3 3 4 4 76
29 29 5 4 3 3 4 3 3 3 5 5 5 4 4 4 3 3 4 3 4 4 76
30 30 4 4 4 4 2 2 2 2 2 5 3 4 4 4 5 5 4 4 3 3 70
31 31 4 4 4 5 5 4 4 4 5 5 5 5 4 4 4 3 3 4 4 5 85
32 32 3 4 5 3 5 4 4 5 4 4 4 4 4 4 4 3 3 4 3 4 78
33 33 4 4 3 2 4 4 4 5 5 5 5 4 4 5 5 5 5 5 4 5 87
34 34 5 5 4 5 5 4 5 3 4 3 3 4 4 4 5 4 4 3 4 4 82
35 35 4 2 4 3 3 3 4 4 4 3 4 3 4 2 5 4 3 1 4 5 69
36 36 5 5 2 3 5 3 4 5 5 5 3 4 5 3 5 4 4 5 3 3 81
37 37 5 4 5 5 4 3 3 3 4 4 3 3 3 2 4 3 5 4 2 3 72
38 38 3 4 5 5 5 3 1 5 3 2 1 1 4 5 3 5 1 3 5 5 69
39 39 5 3 2 2 3 4 1 4 3 4 4 5 5 5 5 5 5 5 5 5 80
40 40 5 3 3 2 5 4 3 2 4 5 2 5 3 1 5 3 4 4 1 4 68
41 41 4 2 2 3 3 4 3 5 3 3 4 3 4 4 4 3 4 3 4 4 69
42 42 5 5 3 4 2 3 3 2 4 3 3 4 4 3 4 4 3 4 4 3 70
43 43 4 3 2 2 2 4 4 5 4 4 4 4 3 4 3 4 2 2 2 3 65
44 44 5 4 3 3 5 4 5 5 4 5 5 4 5 4 5 4 5 5 4 5 89
45 45 5 4 2 4 4 3 3 5 3 4 4 4 5 5 5 5 4 5 5 5 84
46 46 4 2 2 3 4 4 3 3 4 4 3 4 3 3 5 4 4 5 4 3 71
47 47 5 3 4 4 4 4 3 4 2 3 3 4 4 4 4 4 3 4 3 3 72
48 48 4 4 3 5 4 5 2 3 3 3 4 4 4 3 1 1 1 1 2 2 59
49 49 5 3 3 3 4 3 3 3 3 4 3 3 3 3 3 3 3 3 3 3 64
50 50 4 4 3 3 3 4 4 4 3 3 3 3 4 3 4 3 3 4 3 3 68
51 51 4 4 3 3 2 2 2 3 3 4 3 3 4 3 4 3 3 3 3 3 62
52 52 5 4 2 2 4 2 3 4 4 5 5 4 3 4 5 4 4 4 3 5 76
53 53 5 4 4 4 4 5 4 4 5 4 3 5 4 5 4 4 4 4 5 5 86
54 54 4 3 4 3 5 5 4 2 4 3 5 3 4 4 1 5 2 4 4 4 73
55 55 4 5 3 3 4 3 3 3 3 3 4 3 4 3 3 3 3 3 4 4 68
56 56 5 4 4 4 4 3 3 3 4 3 5 4 3 2 4 3 4 5 5 4 76
57 57 5 3 3 3 5 5 4 5 4 4 5 5 5 5 4 5 4 5 4 5 88
58 58 4 3 5 3 5 4 4 5 4 4 2 2 4 3 4 4 2 4 5 2 73
59 59 5 5 5 5 5 5 5 5 4 4 5 4 5 4 5 5 5 4 4 4 93
60 60 5 5 4 4 3 2 3 4 3 3 2 4 4 3 3 3 5 4 5 5 74
61 61 4 5 5 5 3 3 3 3 3 3 3 4 5 5 4 5 5 5 5 5 83
Reading 1 Final Test
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Final Test
Reading 1
I. True-False Number your paper from one to twenty. Read the following statements. Write true if the statement is true or false if the statement is false.
1. Reading for pleasure is the best way for improving your reading skill.
2. Skimming is the ability to locate specific information or facts as rapidly as possible.
3. A knowledgeable and efficient reader reads all materials at the same rate.
4. Reading rate is not affected by having a good vocabulary or a poor one.
5. Guessing meaning of an unfamiliar word from context clues doesn’t entail the knowledge of grammatical structure.
6. Vocalizing does not slow down a reader’s speed; it just distracts others.
7. Scanning is the ability to identify main ideas while very rapidly and selectively skipping over the reading material.
8. One way to build a good vocabulary is to read a lot.
9. Stated main idea means you must add up all the details, then create the main idea in your own words.
10. Context clues are the clues to a word’s meaning given by the sentence or paragraph in which the word appears.
II. Choose the most suitable word or phrase from the list to fill each of the numbered blanks in the passage below.
Childhood is a state of constant ____11____–pushing out boundaries asking questions, learning, getting
into trouble, understanding or not understanding. Some lessons are painful to learn, and the paint lingers on into
adulthood. “A ____12____ jacked is soon mended,” wrote the American poet Henry Longfellow; “but hard words
bruise the heart of the child.” Young children love to be told stories, ____13____ at bed time. Often it is the
same story, told over and over again, for the familiar is comforting, reassuring. But should stories for children
always have happy endings, or should sometimes deal ____14____ the unpleasant realities of life? Should they
have a clear moral message? What should their purpose be –to reassure to instruct, to entertain, to stimulate the
imagination, to shock, to amuse? Children often have a vivid imagination, and ____15_____ inhibitions than
adults about giving the imagination full ____16____ . Perhaps the division between ____17____ and reality,
truth and lies is a ____18____ adult preoccupation, best ignored by any young creative artist.
____19____, on the other hand, is an awkward time. You are no longer a child and not quite an adult,
but are poised uncertainty on the brink of both worlds. You do not want to be treated as a child, but your
changed status seems to be ignored by those around you. And the adult world, though full of ____20____ new
freedoms, is not always a comfortable place to be.
11. A. exploitation B. expulsion C. exploration D. expedition
12. A. broke B. broken C. tore D. torn
13. A. spatially B. expressly C. specially D. especially
14. A. at B. with C. in D. for
15. A. more B. lesser C. fewer D. less
16. A. rein B. renee C. rain D. reign
17. A. fiction B. false C. failure D. fault
18. A. tired B. tiresome C. tiring D. tireless
19. A. middle age B. infancy C. adolescence D. youngster
Reading 1 Final Test
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20. A. endangering B. enticing C. entrapping D. enforcing
III. Choose the best answers to the questions of Reading Comprehension!
During the nineteenth century, the mechanization of farming and the fencing of rangeland opened the agricultural heart of North America to intensive development. As the natural geographic center of this region, Chicago became the crossroads of a vast transportation network. The great waterway systems of the Mississippi valley and the Great Lakes were linked in Chicago in 1847, when the Illinois-Michigan Canal was opened to traffic. Within the next year, rail lines began to operate trains to and from the city. The rise of the agricultural activity demanded facilities for the storage and milling of grain, the slaughtering of cattle, and the processing and shipment of meat. The manufacture of farm machinery branched out into the basic metal-fabricating and woodworking industries. This soon attracted banks and other financial institutions. Four years after the end of the Civil War, Chicago was already established as the point of the largest system of inland waterways in the world and the hub of a rail network that extended to the Atlantic, Gulf, and Pacific coasts. The productive potential of the city was unparalleled, and the pace of its industrial expansion reached explosive proportions.
21. Why did Chicago initially begin to grow? A. It was located in the middle of a productive area. B. Its industries attracted jobless people. C. It could provide food for a large local population. D. Its wealthy inhabitants invested their money there.
22. When did Chicago’s first railroad service begin? A. 1846 B. 1847 C. 1848 D. 1849
23. What is the main topic of the passage? A. The effects of the Civil War on the development of Chicago B. The effects of intensive farming in North America C. The evolution of Chicago as an industrial center D. The impact of agriculture on industrial development
24. In the nineteenth century, the farming areas around Chicago developed rapidly because A. new irrigation waterways were built B. men who had been soldiers provided a plentiful work force C. new machinery permitted farming on a large scale D. the slaughtering of cattle turned much rangeland into farmland
25. Chicago was primarily important to the cattle industry as a ……. A. market for meat C. center of veterinary medicine B. breeding center D. place to finance cattle purchases
IV. Vocabulary in Context Choose the best word or words to replace the italic word/words.
26. Another means of preventing further flooding would be to deepen the river bed. A. interpretations B. methods C. results D. importance
27. The manager asked for an itemized bill, listing all office’s phone calls and how long they were. A. transparent B. urgent C. recorded D. validated
28. After the recent shocking scandal, the minister is expected to do the decent thing and resign from his position A. ashamed B. respectable C. independent D. formidable
29. What an imp he was! Little Tommy was always getting into trouble, but making us laugh about it. A. a funny and active child B. a naughty child
C. a badly behaved but playful child D. a playful child with cheerful face.
Reading 1 Final Test
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30. a playful child with cheerful face. Insomnia is much more common in the geriatric population than with the younger set. A. teenage B. newborn C. childhood D. elderly
31. Moderate exercise earlier in the evening could help, but over-extending yourself physically will never induce sleep A. interfere with B. interrupt C. bring on D. prevent
32. Philologists were once interested only in studying ancient texts to discover which were authentic
A. Explorers C. Teachers
B. Dictionary makers D. Language historians
33. Religion has arisen from people’s need to ponder their origins. A. deny B. justify C. ignore D. think about
34. For many years people feared that it would be proven that humans evolved from monkeys.
A. gave birth to C. came from
B. were the same as D. were related to
35. The scientist unenthusiastically publicized that the experimental results were ambiguous.
A. modestly successful
B. completely negative
C. unable to be measured
D. open to interpretation
V. Write a summary of the passage below!
There are differing beliefs about individual responsibility for poverty. Some people believe that poverty is a symptom of societal structure and that some proportion of any society inevitably will be poor. Others feel that poverty results from a failure of social institutions, such as the labor market and schools. These people feel that poverty is beyond the control of those who experience it, but might be remedied if appropriate policies were enacted. Other people feel that the poor intentionally behave in ways that cause or perpetuate their poverty. For instance, if people voluntarily choose to use drugs and this leads them to poverty, it can be argued that they are to blame for their situation. However, such an argument cannot completely explain cases in which poverty leads to drug dependence.
In addition, many people in developed countries blame cycles of poverty, or the tendency for the poor to remain poor, on overly generous welfare programs. Supporters of this position, including some politicians, argue against government spending and initiatives to help the poor. They believe that these programs provide incentives for people to stay poor in order to continue receiving payments and other support. This argument also suggests that welfare discourages work and marriage. In the United States and other developed countries, getting a job results in reduced welfare support; the same is true when a single parent gets married. However, cash welfare benefits for the typical poor U.S. family with children fell in value by half between the early 1970s and the mid-1990s, taking inflation into account. Such benefits may have been too meager to motivate people to stay on welfare or to avoid work or marriage.
In the United States, the belief that cash welfare assistance actually encouraged personal decisions leading to poverty dominated policy discussions of the 1990s. In response, in 1996 the U.S. Congress created a new welfare program called Temporary Assistance to Needy Families (TANF). This program ended the guarantee of cash benefits for poor families with children, shifted more control to the states, and established stricter work requirements for recipients. The numbers of poor families with children receiving cash welfare fell dramatically, from 4.6 million in 1996 to 2.1 million at the end of 2001. The poverty rate for children also fell during the 1990s, from more than 20 percent in the early part of the decade to about 16 percent by the end of the decade. Experts disagree, however, on what drove the reductions in both welfare caseloads and poverty: changes in welfare policy or the dynamic economy that prevailed during most of this period.
Reviewed By: Thomas J. Corbett
Reading 1 Final Test
4 | P a g e
******** Good Luck ******** “Continuous effort, not strength or intelligence, is the key to unlocking our potential”
MATA KULIAH : READING 1
DAFTAR NILAI
KODE MK : BHS 3079
KELAS : 1 A
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
UNIVERSITAS ISLAM NEGERI SYARIF HIDAYATULLAH JAKARTA
STUDENT Formatif30.0%
UTS30.0%
UAS40.0%
NILAI AKHIR
ANGKA HURUF
1 78,00 65,00 70,00 70,90 B
2
3 77,00 94,00 90,00 87,30 A
4 77,00 70,00 70,00 72,10 B
5 81,00 68,00 57,00 67,50 C
6
7 81,00 70,00 85,00 79,30 B
8 78,00 68,00 60,00 67,80 C
9
10 78,00 72,00 75,00 75,00 B
11
12 79,00 78,00 60,00 71,70 B
13 79,00 84,00 60,00 72,90 B
14 82,00 68,00 70,00 73,00 B
15 78,00 84,00 81,00 81,00 A
16 77,00 84,00 76,00 78,70 B
17 7900 82,00 62,00 73,10 B
18 78,00 70,00 75,00 74,40 B
19 79,00 86,00 77,00 80,30 A
20 76,00 52,00 72,00 67,20 C
21 76,00 86,00 73,00 77,80 B
22 82,00 84,00 76,00 80,20 A
23 76,00 78,00 65,00 72,70 B
24 74,00 68,00 82,00 74,20 B
25 76,00 40,00 66,00 61,20 C
26 79,00 42,00 77,00 67,10 C
27
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2
3
4
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12
13
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24
25
26
27
82,00 80,00 62,00 73,40 B
79,00 64,00 72,00 71,70 B
82,00 78,00 83,00 81,20 A
79,00 70,00 70,00 72,70 B
79,00 74,00 78,00 77,10 B
MATA KULIAH : READING 1
DAFTAR NILAI
KODE MK : BHS 3079
KELAS : 1 B
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
UNIVERSITAS ISLAM NEGERI SYARIF HIDAYATULLAH JAKARTA
STUDENT Formatif30.0%
UTS30.0%
UAS40.0%
NILAI AKHIR
ANGKA HURUF
1 79,00 80,00 75,00 77,70 B
2 72,00 90,00 65,00
3 79,00 95,00 67,00 79,00 B
4 78,00 79,00 72,00 75,90 B
5 79,00 80,00 77,00 78,50 B
6
7 76,00 80,00 78,00 78,00 B
8 75,00 51,00 64,00 63,40 C
9
10 81,00 80,00 72,00 77,10 B
11
12 79,00 80,00 90,00 83,70 A
13 76,00 50,00 62,00 62,60 C
14 77,00 74,00 70,00 73,30 B
15 76,00 58,00 77,00 71,00 B
16 80,00 62,00 69,00 70,20 B
17 81,00 79,00 82,00 80,80 A
18 75,00 30,00 55,00 53,50 D
19 76,00 48,00 67,00 64,00 C
20 78,00 72,00 72,00 73,80 B
21 79,00 56,00 75,00 70,50 B
22 79,00 62,00 72,00 70,10 B
23 77,00 72,00 70,00 72,70 A
24 81,00 76,00 72,00 75,90 B
25 79,00 80,00 77,00 78,50 B
26 80,00 78,00 77,00 78,20 B
27
28 79,00 90,00 83,00 83,90 A
29 79,00 79,00 82,00 80,20 A
1
2
3
4
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7
8
9
10
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13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
77,00 80,00 70,00 75,10 B30
74,60 B
76,00 58,00 80,00 72,20 B
31 81,00 82,00 90,00 87,90 A
32 81,00 84,00 85,00 83,50 A
76,00 83,00 71,00 76,10 B33
76,00 76,00 72,00 74,40 B
79,00 70,00 75,00 74,70 B
79,00 76,00 65,00 72,50 B
MATA KULIAH : READING 1
DAFTAR NILAI
KODE MK : BHS 3079
KELAS : 1 C
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
UNIVERSITAS ISLAM NEGERI SYARIF HIDAYATULLAH JAKARTA
STUDENT Formatif30.0%
UTS30.0%
UAS40.0%
NILAI AKHIR
ANGKA HURUF
1 78,00 79,00 85,00 81,10 A
2 0,00 0,00 0,00
3 79,00 80,00 81,00 80,10 A
4 78,00 79,00 72,00 75,90 B
5 75,00 67,00 69,00 70,20 B
6 0,00 0,00 0,00
7 77,00 64,00 63,00 67,50 C
8 77,00 72,00 75,00 74,70 B
9 0,00 0,00 0,00
10 77,00 68,00 70,00 71,50 B
11 0,00 0,00 0,00
12 75,00 36,00 55,00 55,30 D
13 76,00 78,00 70,00 74,20 B
14 76,00 66,00 60,00 66,60 C
15 78,00 82,00 75,00 78,00 B
16 74,00 54,00 72,00 67,20 C
17 76,00 68,00 67,00 70,00 B
18 78,00 68,00 82,00 76,60 B
19 79,00 48,00 57,00 60,90 C
20 77,00 68,00 58,00 66,70 C
21 77,00 85,00 79,00 80,20 A
22 78,00 78,00 60,00 70,80 B
23 80,00 72,00 86,00 80,00 A
24 80,00 48,00 54,00 60,00 C
25 78,00 81,00 56,00 70,10 B
26 19,00 36,00 0,00 16,50 E
27 0,00 0,00 0,00
28 78,00 70,00 68,00 71,60 B
29 81,00 83,00 75,00 79,20 B
1
2
3
4
5
6
7
8
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13
14
15
16
17
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19
20
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23
24
25
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29
77,00 70,00 47,00 62,90 C30
