Effects of Pre-questioning on the reading
comprehension achievement of the second grade students
CHAPTER I
INTRODUCTION
1.1 Background
of the Study
Language is one of the most
important things in communication and it is used as a toll of communication
among the nations in all over the world. As an international language, English
is very important and has many interrelationships with various aspects of life
owned by human being. In Indonesia, English considered as the first foreign
language and taught formally from elementary school up to the university level.
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????????
