@phdthesis{UNY19841,
           title = {THE EFFECT OF PRE-QUESTIONING TECHNIQUE ON THE READING COMPREHENSION ABILITY OF THE STUDENTS OF SMK N 4 YOGYAKARTA},
          author = {Etris Riskiawan},
           month = {February},
            year = {2014},
          school = {Universitas Negeri Yogyakarta},
             url = {http://eprints.uny.ac.id/19841/},
        keywords = {reading comprehension, pre-questioning, SMK},
        abstract = {The objective of the research is to find out whether there is a significant difference in the reading comprehension ability between the students who are taught by using the Pre-questioning technique and those who are taught without using it.
The research was a quasi-experimental study. It involved 63 students of grade tenth students of SMK N 4 Yogyakarta in the first semester of the academic year of 2013/2014. The students were divided into two groups: X Boga 1 class as the experimental group and X Boga 2 class as the control group. In the research, the students of X Boga 1 class were taught using the Prequestioning technique whereas the students of X Boga 2 class were taught without using the Pre-questioning technique. The researcher used the reading comprehension test (pre-test and post-test) to collect the data. The data were analyzed by means of descriptive and inferential statistics. After the data distribution was found to be normal and the sample variance was also found to be homogenous, the hypothesis was tested using the analysis of covariance (ANOVA) to find out the difference of the mean scores between the two groups.
The result of the research shows that there is a significant difference in the reading comprehension ability between the students who are taught by using the Pre-questioning technique and those who are taught without using it. It can be seen by the result of ANOVA test (F= 5.627, p= 0.00). It is found that the level of significance is lower than 0.05, i.e. 0.00 {\ensuremath{<}} 0.05. It can be concluded that there is a significant difference in the reading comprehension ability between the students who are taught by using the Pre-questioning technique and those who are taught without using it.}
}