This thesis presents research about Increasing Students’ Reading Comprehension through Question-Generation Strategy at the Eleventh Grade Students of SMAN 3 Watampone. The sample consists of 27 students of the eleventh grade IPA 3 at SMA 3 Watampone. This research uses quantitative method and pre-experimental design. The researcher gives pretest, treatment and posttest, where as data obtained through test scores are analyzed by using mean score and t-test formula.
The result shows that there is a significant increasing in student achievement after providing care. It is provided in the table in chapter IV. The table indicates that the t-test is obtained by the students (9.42) greater than t-table (2.056). The mean score of pre-test is 54.78 and post-test is 70.85. It means that H0 is rejected and H1 is accepted. And in data collection authors provide a questionnaire consists of 20 questions that describe the characteristics of Question-Generation which shows that 12 students (44.45%) choose the very high category and 15 students (55.55%) choose the high category. It means that students have a high interested in this srategy.
Based on the data can be known that the teaching of reading comprehension through Question-Generation strategy is effective to increase the students’ reading comprehension and increase students' interest in learning reading comprehension.
A. Conclusion
Based on the result of analysis in the previous chapter, the researcher concluded that:
1. Question-Generation Strategy in teaching English Reading increase the students’ reading comprehension. It is proved by the data of students’ score in pre-test and post-test before and after doing treatment. The mean score of post-test is higher than the mean score of pre-test. The students’ reading comprehension increased after doing some treatments through Question Generation Strategy. Thus, the researcher stated that through Question Generation Strategy is effective to increase students’ reading comprehension to the students of the eleventh grade at SMAN 3 Watampone.
2. The students of the eleventh grade IPA 3 at SMAN 3 Watampone interested Question Generation Strategy and the students felt enjoy in learning English reading through Question Generation Strategy.
B. Suggestion
In view of fact that Question Generation Strategy in teaching English reading has been proved being effective in increasing students’ reading and the students’ interest in learning English reading, the researcher would like to give suggestion as follow:
1. For the next researchers, the researcher hopes that this research can be the one of the references for the further research dealing with reading. The researcher also hopes that this research able to give more information about teaching reading through Question Generation Strategy.
2. For the teachers, the researcher hopes that the teachers should give more interesting strategy to the students. It is in order to make them fun and enjoy in learning English. The teachers also should have something new and interested in order to make the students are not bored. Moreover, teachers can build students’ motivation in learning English.

ST20160218

218/2016

Perpustakaan Pusat

Tersedia