Retno Wulandari (2013) THE EFFECT OF USING THE SELF-QUESTIONING BLOOM’S TAXONOMY STRATEGY TOWARD READING COMPREHENSION OF THE SECOND YEAR STUDENTS AT JUNIOR HIGH SCHOOL BUDI DHARMA DUMAI. Skripsi thesis, Universitas Islam Negeri Sultan Syarif Kasim Riau.

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Abstract

Based on school based curriculum (KTSP), reading is as one of the English skills that must be taught and learned in junior high school. SMP Budi Dharma Dumai is one of the schools that use it as a guide in teaching- learning process. After doing preliminary observation there, the writer found that some of the students of the second year still had problems in comprehending the text. The reaearcher interpreted that they had lack of comprehension because they had lack of vocabulary, unable to identify the main idea, unable to recognize the generic structure of the text and so forth. The objectives of this research were to find out the ability of the second year students in comprehending reading text without using the Self-Questioning Bloom’s Taxonomy strategy, to find out the ability of the second year students in comprehending reading text by using the Self-Questioning Bloom’s Taxonomy strategy, and to obtain the effect of using the Self-Questioning Bloom’s Taxonomy strategy toward reading comprehension of the second year students at Junior High School Budi Dharma Dumai. The type research was quasi-experimental research . The design based on pretests, posttests, and use of a control group was employed in this research. The subject of this research was the second year students at SMA N 3 Tapung. The object of this research was the effect of using the Self-Questioning Bloom’s Taxonomy strategy. The population of this research was all of the second year students in the academic year of 2011/ 2012. The sample was chosen through cluster sampling. One class was nominated as the experimental group and another one was the control group. To analyze the data, the researcher used Independent t-test formula by using SPSS 16.0. The result of data analysis was 6.396. It was compared to Ttable at significant level 5%(2.00) and significant level 1%(2.65). T 0 was higher than Ttable. It meant that Ha was accepted and Ho was rejected. There is significant effect toward reading comprehension of the second year students. Therefore, it can be concluded that students’ reading comprehension taught by using the Self Questioning Bloom’s Taxonomy strategy was better than students’ reading comprehension taught by using discussion strategy.

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