INCREASING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION OF NARRATIVE TEXT THROUGH SELF-QUESTIONING STRATEGY

Abstract

The motivating problem of the current research is that the students’ reading comprehension ability is very poor. Therefore, the purpose of teaching language at school is to develop the students’ reading skill. Reading plays an important role in teaching and learning process. But, based on the information from the teacher in SMPN 2 Terusan Nunyai, sometimes the students still have difficulties in comprehending the text. They get difficulties in getting main idea, finding the answer questions and getting specific information from the text, like a narrative text which has long sentences and vocabularies usages. One of the efforts to overcome the problem is by using certain strategy, such as self-questioning strategy. Therefore, the objective of the research was to investigate whether self-questioning strategy can be used to increase the students’ reading comprehension achievement in narrative text or not. The researcher applied one group pre-test post-test design. The sample of the research was the second grade of SMPN 2 Terusan Nunyai, Lampung Tengah. One class was taken as the experimental class. The finding shows that self-questioning strategy can be used to increase the students’ reading comprehension achievement. It can be seen from the progress of students’ reading comprehension achievement after being taught through self-questioning strategy. The result of the research showed that the mean score of students’ post-test in the experimental class was 78.63 higher than the mean score of students’ pre-test was 58.63, with the mean difference was 20.0. The value of two significant was 0.000. It means that H 0 was rejected and H1 was accepted since 0.000 < 0.05.

Keywords: narrative text, self-questioning strategy, reading.