DEVELOPING READING COMPREHENSION MATERIALS BY USING RECIPROCAL QUESTIONING (REQUEST) FOR THE GRADE VIII STUDENTS OF SMPN 3 HALONGONAN TIMUR

Abstract

The objective of this research was to develop strategy by using reciprocal questioning (request) strategy as a strategy in teaching reading comprehension for grade VIII students of SMPN 3 Halongonan Timur. This research used Model of Development. It was undertaken to develop Reciprocal Questioning Strategy as a strategy in teaching reading comprehension strategy. To gain the purpose, it was needed a research approach that highlights an effort to produce the teaching reading strategy. Therefore, in designing the model, the researcher used Research and Development approach by adapting Borg and Gall Model. The subject of this research was students of SMPN 3 Halongonan Timur. at the grade VIII in the academic year of 2021/2022. This subject was determined by using cluster random sampling technique. The researcher used two data collection techniques, they were descriptive qualitative data and quantitative data. Qualitative data and quantitative results were obtained from questionnaire validation expert, reviews of material expert and teaching strategy expert. The data was from the field trials obtained from the comments or responses, questionnaire result and test results. The instruments of data collection were gathered by administrating interview and distributing questionnaire to 26 respondents to get students’ needs. The mean of the questionnaire related to the materials appropriateness is. the mean value falls into “Very Good” category since it is in the interval 3.25 < x < 4. The result indicates that the reading materials are appropriate for Grade VIII of SMP students. The researcher used test to know the students’ reading comprehension strategy based on reciprocal questioning (request) strategy as a strategy and the test was done twice; pre-test and post-test. Then, t-test was used to analyze the data. The result of the data above is the value of t-test was higher t table (13.6 > 1.711) at the level significance 0.05 for two tailed and degree of freedom (df) = 26-2 = 24. It means that Reciprocal Questioning Strategy significantly affects the students’ reading comprehension achievement.