Titian Ilmu: Jurnal Ilmiah Multi Sciences, Vol. 13 No.

2, Halaman: 34 – 42, 2021

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Pre-Questioning Technique Towards Students’ Reading Comprehension

Effrina Yuricki1*
1 University of Indraprasta PGRI
* E-mail: [email protected]

Abstract
The research aimed to understand the effect of the Pre-Questioning technique toward students’ analyzing
comprehension. The writer used the quasi-experimental method or known as descriptive quantitative research.
Population of the reasearch was 103 students in three classes. The researcher used Cluster Random Sampling
Technique to take the sample. The researcher took two classes as the sample of research, those are experimental
and control class, it included of 73 students. The main technique in measuring students’ reading comprehension
was multiple choices which consisted of 40 items. Each item has five options; A, B, C, D, and E. The score for
each item was 2,5. In calculating the data analysis, the writer used the t_test formula. Based on the data analysis
by using the t_test formula, the writer got the result that H_a is accepted. It was obtained that t_test =4.07, t_table
for α = 0.05 is 1.67 and for α = 0.01 is 2.39. Therefore, the conclusion is there was an influence of Pre-Questioning
towards students’ reading comprehension of the tenth grade at SMK Budi Utomo Way Jepara in 2020/2021. Based
on the result of the research, it is clear that the Pre-Questioning technique can increase students’ reading
comprehension.

Keyword: Pre-Questioning, Reading Ability, Teaching

INTRODUCTION
Language is a device that we use for communicating, getting knowledge, and giving facts to
others (Thohidah 2021:1). In the article, Utami (2017:60) also states that the use of the English
language is turning into very widespread. Not only in the local international locations, however
additionally in non-local international locations, but English is also utilized in nearly every element of
life.
In the modern era, English is examined a compulsory lesson educated from elementary school
until university. That statement is supported by Nafsiah (2017:2) who states that English may be very
essential and has many interrelationships with diverse aspects of lifestyles very own through human
beings. There are four skills should be taught to the students at school; listening, speaking, reading,
and writing. The reading skill cannot be neglected. Reading is the ability to read the text or passage
whether with comprehension or just for reading fun. Reading is the maximum punctuated withinside the
procedure of teaching and mastering activity. It is an energetic process, inclusive of the reader in
persevering with interplay with the textual content. The reader must interpret the means of the written
textual content withinside the analyzing activities. The cap capacity of vocational immoderate university
college students in comprehending and studying text is still a protracted manner from the desires stated
withinside the curriculum. Many excessive vocational faculty college students have difficulties in
comprehending English textual content.
Ruddell (2005:31) stated that reading is the act of constructing meaning while transacting with
text in the process of reading, the reader interacts dynamically with the text. It means that reading skill
is the key to be successful because through reading people can develop new knowledge, get
information and even they want to read it privately. It has function to make people’s ideas more wide
and adds their knowledge. Reading is one of the essential elements of English abilties taught in
Indonesian schools. It performs an essential function in they all as of school. It can be considered one
of the basic ways of acquiring information in an academic setting in particular. It may be assumed that
the person, who is not able to read well, will face serious trouble, especially in what regards of
educational terms. In the educational, reading is common and compulsory activities that students and
teachers have to do all the time. They have to read various types of texts with different purposes dealing
with their assignments and other academic tasks (Angkarini, 2020:1). Many humans count on that
analyzing is a hobby of searching at and knowledge written form. While reading is special definitions
primarily based totally on special humans (Riya, 2018:109). Mariam (2013:2) states that The reader
makes use of knowledge, talents, and techniques to decide what that which means is. Also, it is one of

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 Pre-Questioning Technique Towards Students’ Reading Comprehension 35
Effina Yuricki

the maximum complex talents wherein someone has to cope for the duration of his lifestyles time. It
wishes lots of practices and reports to recognize written textual content and the message in it. The
trouble turns into extra tough while the textual content seems in an overseas language wherein the
reader isn't gifted enough. When reading, the scholars ought to be energetic receivers of the textual
content. In approaches, they ought to use their know-how of the sector and of the language to assist
them to guess what the textual content will say next.
Rusmiati (2016:62) states that comprehension is a method wherein the reader may also
assemble which means with the aid of the user interacting with the text. To get expertise, a reader has
to become aware of the passage deeply and she or he has to have an understanding approximately
expertise the analyzing passage.
Teaching reading comprehension is coaching college students the way to derive which means,
in addition, to examine synthesize what they have read.It means that teaching reading comprehension
not only means teach the students how to read well, but also teach them how to gain the deep
understanding from what they read. Teaching reading comprehension is a process of how to get
information from written media that needed interaction between students and teacher, where the
teacher guides the students to find the information from the text.
Comprehension in analyzing text is a deciphering approach reacting to written text as a piece of
communication. It method that studying is the way that can be used to communicate even it in written
form. People can mean and understand something by reading a text. And it is important to their life,
because so much activities in written form and we have to read it, in order to understand. It is a modern
ability in attaching that means starting on the identical stage and intending to connect that means to a
whole studying selection. In coaching studying, maximum instructors emphasize rationalization and
definition of textual content, after which they ask college students to do workouts via way of means of
answering questions primarily based totally on the textual content given. There is an absence of steering
to understand textual content, whilst the concept of studying comprehension is getting the concept of
studying textual content. Therefore, the vital component of coaching studying is main the scholars to
interact their minds withinside the textual content. And then, by comprehending the textual content
cautiously the scholars can get new data well. In different words, they study new expertise this is
studying.
Based on preliminary research in SMK Budi Utomo Way Jepara Lampung Timur, the writer found
some problems in students’ reading skill. The students often get difficulties understanding the content
of a text because they often found unfamiliar words in reading text, so that they find it hard to
comprehend and find the meaning of those words. Then, the students are also having difficulties in
understanding the content of a reading text, so that they get difficulties to take the conclusion of a
passage. Another result of preliminary research is the teacher has never applied the pre-questioning
technique in teaching and learning reading.
The researcher assumed that this befell due to the fact the scholars had been not able to discover
the principle ideas, the precise information, and the inference of every paragraph of the textual content.
It approaches that during studying the scholars had to prompt their historical past information to lead
them to realize the textual content easier. To apprehend the textual content in studying, the readers
ought to be capable of dealing with each part of the textual content, as it is straightforward to advantage
comprehension in studying whilst the readers can prepare the textual content. Occasionally, the reader
may also discover a shape of pre-wondering and that they want to realize a studying textual content
through understanding the overall view of the textual content. The pre-wondering approach could be
very beneficial in coaching studying. Pre-question is one of pre-reading activities which can be used to
facilitate students’ reading comprehension. This technique can help the readers to activate their
background knowledge before reading text (Wulandari, 2017:47). The statement above is supported
by Aziz, Faisal Mustafa and Dara Amalia (207:318), One of activity in pre-reading is pre-
questioning.This activity is an activity that is carried out to introduce and make a good condition for
reading a text.
Considering the problems above, some strategies can improve students' reading ability. One
method that may be utilized in coaching analysis is pre-thinking in non-public recount textual content. It
is a method designed to offer college students with "true for thought" on a given topic, permit them to
formulate character thoughts and their wondering to attain sure the textual content, pre-thinking in
recount textual content growth nice of the scholars’ reaction and the scholars energetic analyzing
capacity language preparation. The recount means the text telling the reader what did happen of the
event. It retells a past even. That starts by telling the reader who became involved, what and wherein
this occasion took place, and additionally while it. The statement above is supported by Derewianka
(2004:18), that the purpose of a recount is to list and describe past experiences by retelling events in
the order in which they happened (chronological order).

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36 Titian Ilmu: Jurnal Ilmiah Multi Sciences Vol. 13 No. 2, 2021

Based on the historical past of the trouble above, the author became involved to enhance college
students' analyzing cap potential with the aid of using making use of pre-questioning in private recount
textual content in coaching analysis. Pre-questioning in private recount textual content became a
method utilized in coaching analyzing wherein college students had been responded to the query earlier
than completed analyzing private recount textual content, the possibility formulate personal ideas.
Therefore, the writer did a research entitled: “The Influence of Pre-Questioning in Personal Recount
Text towards Students’ Reading Comprehension of the Tenth Grade at SMK Budi Utomo Way Jepara
in 2020/2021”.

METHOD
This research was quantitative. According to Mackey (2005:303), quantitative research means
the research which variables are manipulated to test hypotheses and in which there is usually
quantification of data and numerical analyses. To conduct the research, the writer used a quasi-
experimental design. The classes were taken in two classes’ namely experimental class and control
class. In experimental class, the writer taught reading comprehension by using the Pre-Questioning
Technique. While in control class, the writer applied direct instruction to know whether there was an
influence of using the Pre-Questioning Technique towards students’ reading comprehension ability.
There were 3 classes in population consisted of 103 students. The writer took two classes as the
sample of the research. First class is for the experimental class (X.TP1) and the second is the control
class (X.TP2). The writer taught writing through Blocking a Reading Technique in experimental class
and applied direct instruction in the control class. In the sampling technique, the writer used the cluster
random sampling technique, whereas the classes were homogeneous. In collecting the data of
students’ reading comprehension ability, the writer used a reading test in form of multiple choice which
consisted of 40 questions with four options (A, B, C, D, and E).
Research Instrument
The Validity of Test
The validity of the test is the extent one possibly can make correct generalizations based on the effects
from a specific measure (Mackey, 2005: 369). To realize the validity of the check, the author used
content material validity and constructs validity.

Reliability of Test
For knowing the reliability of the best, the writer used the split-half technique with the following
steps (Arikunto, 2006:78):
1. Gave try the items test out the sample, it was on X TP.3.
2. Divided the test into odd number items and even number items.
3. Analyzed the test result by using the Product Moment formula:

𝑁∑𝑋𝑌 − (∑𝑋)(∑𝑌)
𝑟𝑥𝑦 =
(𝑁∑𝑋 2− (∑𝑋)2 𝑁∑𝑌 2 − (∑𝑌)2 )

Notes:
rxy : Coefficient correlation between X (odd items) and Y (even items)
xy : Total number
x : Number of the X source
y : Number of Y source
X2 : Sum square of variable X
Y2 : Sum square of variable Y
N : Number of students

4. The next steps are the writer calculated of the reliability of the items test by using the Spearman-
Brown formula as follow:
2𝑟𝑥𝑦
𝑟𝑔𝑔 =
1 + 𝑟𝑥𝑦

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 Pre-Questioning Technique Towards Students’ Reading Comprehension 37
Effina Yuricki

Notes:
r11 : Full coefficient reliability of the test
rxy : Coefficient correlation between x and y
2&1 : Consonant number
5. Consulted the result of reliability to the table of product-moment.
6. Consulted the result to the criteria of reliability as follow:
a) Reliability Coefficient 0.800 1.00 means very high.
b) Reliability Coefficient 0.600 -0.800 means high.
c) Reliability Coefficient 0.400 -0.600 means fair.
d) Reliability coefficient 0.200 -0.400 means low.
e) Reliability Coefficient 0.00 -0.200 means very low.
Based on the result of odd and even number, the writer got the result as follows:

N = 40
∑x = 277
∑y = 267
∑x2 = 3861
∑y2 = 3611
∑xy = 3701
Then, the data above were counted by using the Product Moment formula and the obtained the
result:

𝑟𝑥𝑦 = 0.98

The result by using product-moment formula above was continued into Spearman-Brown
formula and obtained the result:

2.(𝑟𝑥𝑦)
𝑟11 =
1+(𝑟𝑥𝑦)

2.(0.98)
𝑟11 = = 0.99
1+(0.98)

Data Normality Test

For knowing the data of the two classes normal or not the writer used Chi-Square ratio (𝑥 2 ratio).
(Sudjana, 2005:273)
The normality test in this research, the research used following the formula:
𝐻𝑜 : The data have a normal distribution
𝐻𝑎 :The data do not have a normal distribution.
The formula of Normality of the test is as follows:
𝑘

2
(𝑂𝑖 − (𝐸𝑖)2
𝑥𝑟𝑎𝑡𝑖𝑜 =∑
𝐸𝑖
𝑖=1

Notes:
Oi : Observation of frequency
Ei : Expectation of frequency
2
The criterion test, reject Ho if 𝑥𝑟𝑎𝑡𝑖𝑜 ≤ xtab, (1- a) (k - 3).

Homogeneity Test
The writer used homogeneity test in this research as follows:
𝑆12 (𝑇ℎ𝑒 𝐻𝑖𝑔ℎ𝑒𝑠𝑡 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
F=
𝑆12 (𝑇ℎ𝑒 𝐿𝑜𝑤𝑒𝑠𝑡 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒

Notes:
F : Homogeneity of variance
S : Standard deviation

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38 Titian Ilmu: Jurnal Ilmiah Multi Sciences Vol. 13 No. 2, 2021

The hypotheses were:

𝐻𝑜 : The variance of the data is homogeneous
𝐻𝑎 : The variance of the data is not homogeneous
The criteria were accepted 𝐻𝑜 if Fratio< Ftable 1/2 ɑ(𝑉1.𝑉2)
Hypothesis Test

To know the hypothesis test, the researchers used the formula of the ttest as follows:
𝑥1− 𝑥2
𝑡𝑡𝑒𝑠𝑡 =
𝑠 1 1
√ +
𝑛1 𝑛2

(𝑛1 − 1)𝑠12 + (𝑛2 − 1)𝑠22

𝑆2 =
𝑛1 + 𝑛2 + 2

Notes:
𝑥1 = Average score of the experimental class
𝑥2 = Average score of the control class
𝑛1 = Total of students of experimental class
𝑛2 = Total of students of control class
𝑠12 = Standard deviation of experimental class
𝑠22 = Standard deviation of control class
S = Combination standard deviation

The Testing of the Equality of the Average Score

𝐻𝑜 1 : µ1 = µ2 There is no influence of the pre-questioning approach in personal recount text in the

direction of students’ reading comprehension of the tenth grade at SMK Budi Utomo
Way Jepara 2020/2021.

𝐻𝑎 2 : µ1 ≠ µ2 There is an influence of the pre-questioning approach in personal recount text in the

direction of students’ reading comprehension of the tenth grade at SMK Budi Utomo
Way Jepara 2020/2021.
The criteria are accepted if 𝐻𝛼 1 if 𝑡𝑐𝑎𝑙 > 𝑡𝑡𝑎𝑏 at significant level 5% and 1%.

The Testing of the Different Test of Two Average Score

𝐻𝑜 1: µ1< µ2 The average score of students' reading comprehension who learn reading through
pre-questioning in personal recount text is lower than those who learn reading through
direct instruction of the tenth grade at SMK Budi Utomo Way Jepara in 2020/2021.

𝐻𝑜 1: µ1> µ2 The average score of students' reading comprehension who learn reading through
the pre-questioning in personal recount text reading is higher than those who learned
through direct instruction of the eighth class at SMK Budi Utomo Way Jepara
2020/2021.

The criteria were accepted 𝐻𝑎 if t–cal > tab at significant level 5% and 1%.
(Sudjana, 2005:246)

RESULT AND DISCUSSION

Normality of Experimental Class

The researcher used a test on the experimental class to examine the students’ fulfillment in
reading comprehension ability. After supplying entire substances the use of Pre-Questioning Technique
on experimental class and gave the take a look at. The researcher were given the result that the highest
rating becomes 90 and the bottom rating become 60 with (n) = 36 students. Obtained the result:

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 Pre-Questioning Technique Towards Students’ Reading Comprehension 39
Effina Yuricki

ΣFi = 36
ΣFi Xi = 2737
ΣFi Xi 2 = 209529

The average score:

𝛴𝐹𝑖 . 𝑋𝑖
𝑥𝑖 =
𝛴𝐹𝑖
2737
𝑥𝑖 =
36
𝑥𝑖 = 76.03

With the standard deviation:

S = √41.17
S = 6.42

Then it counted into chi-square formula:

From the result of x-ratio it was obtained at the significance level of 0.05 and also 0.01 that 𝜒 2 𝑟𝑎𝑡𝑖𝑜 <
𝜒 2 𝑡𝑎𝑏𝑙𝑒 = 1.21 < 7.81 < 11.3. Since 𝜒 2 𝑟𝑎𝑡𝑖𝑜 < 𝜒 2 𝑡𝑎𝑏𝑙𝑒 , therefore, the criterion was accepted. It means that
the data have a normal distribution.
The result of research in experimental class can also be seen in the figure below:
8
6
frequency

4
2
0

Class Boundaries
Figure 1: The Histogram and Polygon for Experimental Class.

Normality of Control Class

The writer used a test on control class to see the students’ achievement in reading
comprehension ability. After presenting whole materials using direct instruction on control class and
gave the test. The writer got the result that the highest score was 85 and the lowest score was 50 with
(n) = 37 students. Obtained the result:
𝛴𝐹𝑖 = 37
𝛴𝐹𝑖 𝑋𝑖 = 2566.5
𝛴𝐹𝑖 𝑋𝑖 2 = 179885.25

The average score:

𝛴𝐹𝑖 . 𝑋𝑖
𝑥𝑖 =
𝛴𝐹𝑖
2566.5
𝑥𝑖 =
37
𝑥2 = 69.36

With the standard deviation:

S = √51.68
S = 7.19

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40 Titian Ilmu: Jurnal Ilmiah Multi Sciences Vol. 13 No. 2, 2021

Then it counted into the chi-square formula. From the result of x-ratio, it was obtained at the
significance level of 0.05 and also 0.01 that 𝜒 2 𝑟𝑎𝑡𝑖𝑜 < 𝜒 2 𝑡𝑎𝑏𝑙𝑒 = 2.95 < 7.81 < 11.3. Since 𝜒 2 𝑟𝑎𝑡𝑖𝑜 <
𝜒 2 𝑡𝑎𝑏𝑙𝑒 , therefore the criterion was accepted. It means that the data have a normal distribution.

The result of research in the control class can also be seen in the figure below:
10
8
6

frequency
4
2
0

Class Boundaries
Figure 2: The Histogram and Polygon for Control Class.

The Homogeneity Test

From the result of homogeneity test by comparing to the f-table (by looking at I table). It was
obtained Fratio was 0.77. Ftable at the significant level of 0.05 was 1.72 and 0.01 was 2.17. Since Fratio <
Ftable, therefore Ho was accepted (0.77 < 1.72 < 2.17). The variance of the data in the experimental
class and control class are homogeneous.
The Hypothesis Test
In calculating the end of the result, the writer used the t-test formula:
𝑋1 −𝑋2
𝑡𝑡𝑒𝑠𝑡 = 1 1
𝑆√ +
𝑛1 𝑛2
with,

(𝑛1 − 1)𝑆12 + (𝑛2 − 1)𝑆22

𝑆2 =
𝑛1 + 𝑛2 − 2

It was obtained 𝑆 2 = √46.50 = 6.82. And t-test = 4.07.

To know the equality test of two averages, the writer consulted the t-test with the t-table (by
looking at G table). It was got ttest 4.07 > 1.67 < 2.39. Criterion Ha accepted if ttest > ttable. Therefore, Ha
was accepted, which means that there was an influence of the Pre-Questioning Technique towards
students’ reading comprehension at the tenth grade of SMK Budi Utomo Way Jepara in 2020/2021.
According to the data analysis by using ttest and testing of the hypothesis, the writer got the result
that Ha was accepted. It showed by ttest was higher than ttable with significance level 5% and 1% (4.07 >
1.67 < 2.39). It means that there was an influence of pre-questioning in personal recount text towards
students’ reading comprehension of the tenth grade at SMK Budi Utomo Way Jepara 2020/2021. It was
also proved by the average score in the experimental class was higher than in the control class
76.03>69.36 and the result of the different tests obtained 4.07 > 2.00 < 2.66.
The writer did the research and applied pre-questioning in experimental class and in making
differences; the writer also used direct instruction in the control class. The students were easy in
comprehending the text, could finish their tasks well and got a higher score. The score of students in
the experimental class was higher than in the control class. It was successful as the writer’s expectation.
Because the major aim in the teaching of reading is to get students to use their knowledge to help them
with their comprehension of reading. According to Elder and Paul (2002:3), the pre-questioning
technique is a key to promote students to think critically, because one major problem teachers usually
face in the classroom is that students seem to be passive in interactive activities, and by providing
questions in teaching-learning seems to be a solution to make students more active. It means that the

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Effina Yuricki

pre-questioning technique is a technique that uses for activating students’ critical thinking. It is a solution
for inactive classrooms. By providing questions, the students might pay attention to the teacher’s
explanation.
Therefore, primarily based totally on the reason above, the researcher is inquisitive about locating
out the outcomes of remedy with pre-questioning on college students studying comprehension
fulfillment and concluded that the pre-questioning includes a few questions supplied earlier than the
scholars examine the entire text. In this study, college students may also enhance their studying
comprehension in the event that they understand approximately pre-questioning and it is very critical to
apprehend pre-questioning to get good comprehension in reading.
The result in the experimental class was very good. Because when the teacher explained the
material by using the teaching procedures of the pre-questioning technique, the students were
interested in following the instructions and following the steps. The writer gave the students a reading
passage with a combination of questions. The writer explained the function of the pre-question to the
students. Then she asked them to answer it. The students were more enthusiastic in comprehending
the passage. They finish it fast, and they got the information.
At the end of the discussion, the writer would like to inform that reading comprehension is very
important and should be learned by students. Because it is one of four skills that has plays an important
role in mastering English. By mastering reading people can express their feeling, opinions, and ideas
orally. People need to understand the reading text to communicate with each other and make a good
comprehension. Reading comprehension is described as an interactive process of constructing
meaning that involved producing and receiving and processing information. Thus, reading
comprehension needs to be taught by using a suitable technique. The pre-questioning technique could
be used by the teacher to improve students’ reading comprehension ability.

CONCLUSIONS AND SUGGESTIONS

Based on the result of the data analysis and hypothesis test, the writer concluded that there was
an influence of using the pre-questioning technique towards students’ reading comprehension at the
tenth grade of SMK Budi Utomo Way Jepara 2020/2021. It can be seen that the result 𝑡𝑡𝑒𝑠𝑡 = 4.07, 𝑡𝑡𝑎𝑏𝑙𝑒
for α= 0.05 was 1.67 and for α=0.01 was 2.39 (4.07>1.67< 2.39). The average score of students’ reading
comprehension who taught through pre-questioning technique was higher than those who were taught
through direct instruction at the tenth grade of SMK Budi Utomo Way Jepara 2020/2021. It can be seen
that the average score of the experimental class was 76.03 and the average score of the control class
was 69.36.

The suggestion for the teachers, should know what is students’ need, because different style of teaching
can be different result. The teacher should consider students’ problems in learning reading, such as
can not be active, facing difficulties to comprehend the text, or having low motivation. It makes easier
in aiming the teaching for the first time of meeting. Finally, the students should be able to encourage
themselves in learning in order not too heavy to face the material given by the teacher, and they should
be able to give feedback in learning process, so that the material would not be left confussion.

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