TEACHING NARRATIVE READING TEXT BY USING SELF DIRECTED QUESTIONING STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP MUHAMMADIYAH 1 PALEMBANG (Skripsi)

Amalia, Rizky (2016) TEACHING NARRATIVE READING TEXT BY USING SELF DIRECTED QUESTIONING STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP MUHAMMADIYAH 1 PALEMBANG (Skripsi). Other thesis, UIN Raden Fatah Palembang.

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Abstract

This study attemped to find out whether or not there is a significant difference on the eighth grade students’ reading comprehension scores before and after taught by using Self Directed Questioning strategy and teacher’s method. This study was carried out at the eighth grade students of SMP Muhammadiyah 1 Palembang in academic year of 2014/2015. The writer used quasi-experimental research, the pretest-posttest non-equivalent group design to describe the data. The total number of population was four classes, which consisted of 160 students all together. From the population, two classes, consisted of 80 students, were used as samples. By using purposive sampling, the sample of this study was class VIII.a (control group) and VIII.b (experimental group). The data were analyzed by using independent sample t-test. The instrument used in collecting the data was reading comprehension test in the form of multiple choice. The test was administrated twice, as the pretest and posttest for both experimental and control groups. The results of the test were analyzed by using IBM SPSS (Statistical Package for the Social Science) Statistic 16. The result showed that: there was a significant difference on the students’ narrative reading text scores taught by using Self Directed Questioning strategy since the p-output (0.049) was lower than (0.05) and t-obtained (2.003) was higher than t-table (1.991). So, the Ho (the null hypothesis) was rejected and Ha (the alrernative hypothesis) was accepted. It means that there was a significant difference on students’ narrative reading text scores taught by using Self Directed Questioning strategy than students who are taught by using strategy that used by the teacher.

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