Improving The Students’ Achievement In Reading Text By Using Pre-Questioning Before Reading At The Second Year Students In Mtsn Bandung In Academic Year 2011/2012

Keyword: Reading achievement, Reading text, and Pre-Questioning before reading This study was designed to improve the students’ achievement in reading text by using Pre-Questioning before reading. It was conducted in order to find model of teaching and learning that occurs, especially, in reading class. In this application, this study was done in cycles involved planning the action, implementing action, observing, and reflecting which we implemented in two cycles. This technique was selected by the researcher because it was believed to be able to stimulate the students to be more involved and active in teaching and learning reading activities and to facility the students to understanding the text. Thus, this study was directed to solve practical problem in reading ability especially the students lack of vocabulary and understanding text in the process of teaching and learning. The research problem was formulated as follow : “How can pre-questioning before reading can be used to improve student achievement in reading text at second year students of MTsN Bandung, Tulungagung in academic year 2011/2012?” This study employed collaborative classroom action research design. In which between the researcher and the collaborator teacher as a research team worked together in designing the lesson plan, implementing the action observing the action and making reflection in each cycle. The subject of this study were the first students of VIII C class of MTsN Bandung Tulungagung in the Academic Year 2011/2012 ?” in involved 48 students. This study was conducted in two cycle by following the procedures of the action research i.e. planning, implementing, observing, reflecting. Each cycle consisted of second meetings. The main instrument of the study was the research herself. In completing the data three instruments were used applying the following methods such providing observation sheets, making field notes, and test. The data of the study were the students test, the students and teacher performance during the process of teaching and learning which were analyzed qualitative and quantitative. The result of test showed that only 12 students pass the preliminary test or 25% of students pass the test. While student’s percentage of the test after conduct pre-questioning before reading in cycle II was 58 % or 28 students pass the test. While student’s percentage of students passed test after conduct pre-questioning before reading in cycle II was 95,8 % or 46 students. The result of cycle II is 95,8 % students is passed the test. It indicated that pre-questioning before reading was appropriate technique and could be used for another teacher in teaching reading. In other word, the pre-questioning before reading can be used as an alternative to teach reading text to the students at second year of junior high school level