In English, there are four skills that should be mastered, they are: listening, speaking, reading, and writing. The reading skill became very important in the education field, students need to be exercised and trained in order to have a good reading skill.
Reading is also something crucial and indispensable for the students because the success of their study depends on the greater part of their ability to read. If their reading skill is poor they are very likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good ability in reading, they will have a better chance to succeed in their study.
In reading, to comprehend the text the readers should be able to manage every part of the text, because it is easy to gain the comprehension in reading when the readers are able to organize the text. Sometimes, they may find form of pre-questioning and it is important for them to comprehend a reading text with having knowledge in general view of the text. Theoretically, pre-questioning itself can build the students’ interest and motivation before students read the whole text. Moreover, the students can predict what will be discussed on the text. In line with this study, students may improve their reading comprehension if they know about pre-questioning and it is very important to understand about pre-questioning in order to get good comprehension in reading.
Based on the explanation above, the writer is interested in finding out the effects of treatment with pre-questioning and without pre-questioning on students’ reading comprehension achievement and concluded that the pre-questioning consist of some questions provided before the students read the whole text. It tends to build the students’ interest and motivation to read the text.
1.2 Problem of the Study
Based on the background of study above, the problem of the study is as follows:
1. What is the effect of treatment with pre-questioning on the Reading Comprehension Achievement of the Second Grade Students of IPS classes at SMAN-2 Jekan Raya Palangkaraya in Academic year 2006/2007?”
2. What is the effect of the student’s gender on the reading comprehension achievement of the second grade students of IPS classes at SMAN-2 Jekan Raya Palangkaraya in academic year 2006/2007?
3. What is the effect of treatments and student’s gender on the reading comprehension achievement of the second grade students of IPS classes at SMAN-2 Jekan Raya Palangkaraya in academic year 2006/2007?
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