THE USE OF PRE-QUESTIONING IN TEACHING READING FOR THE TENTH GRADE STUDENTS OF MA NU BANAT KUDUS IN ACADEMIC YEAR 2013/2014

Teaching reading means giving instructions to the students to learn about read a text so they will know or understand content of the text. Reading comprehension is the ability to read the text, to understand the content of the text, and to get information from the text. Reading should get more attention because there are many students who get difficulties in comprehending English text. Hopefully, the students will get more sprit to comprehend English text. Pre-questioning technique is some questions which are provided before the students read the whole text, in order to build the students’ interest and motivation, also their cognitive factors. The objective of the research is to find out if there is significant difference of the reading comprehension achievement of tenth grade students of MA NU Banat Kudus in academic year 2013/2014 between before and after being taught by using pre-questioning. The design of this research was the experimental which is used pre-test and post-test The population of this research is the of this research is the tenth grade class which consist of 270 students. The samples are the students of X-3. The instrument of test is multiple choices test, 20 items. The writer gives tryout for X-1 and pre-test for X-3 before giving treatment for 4 meeting by using pre-questioning technique. After giving pre-test and then giving treatment by using pre-questioning. After has finished, the writer gives test again to get post test score. The result of this research shows that (i) the result of pre-test was categorized as sufficient. The score of mean and standard deviation were 55.95 and 10.36 meanwhile; the result of post-test was categorized as good. The score of mean and standard deviation were 81.52 and 6.70. The calculation of t-test got result 8.83 with the level of significant 0.05 and (df) was 43 which was gained N-1, t-table was ±2.000. It was concluded that there is a significant difference between reading comprehension achievement for the tenth grade students of MA NU Banat Kudus in academic year 2013/2014 before and after being taught by using Pre-Questioning. Considering the process and results of this research, the writer suggests that the English teacher should gives keywords and little description about new words/vocabulary which related to text after gives pre-questioning to the students, because some of the students didn’t understand the meaning of new words but they knew about the content of the text. Pre-questioning can build the students’ interest and motivation, also their cognitive factors and pre-questioning is very useful to activate the schemata, thus the students can predict what will be faced by them in the reading text. Beside, the students got the better score after the treatments of applying pre-questioning