Riza Weganofa, Nataria Pratiwi, Ayu Liskinasih, Gunadi Harry Sulistyo
The main purpose of this study was to find out the effectiveness of using Pre-reading activities on students' reading comprehension and their preference of Pre-reading activities. There were 55 first year college-aged students participating this study. The first experimental group was treated using Pre-reading Questioning, while the second experimental group using Pre-reading Vocabulary List. The primary data were collected from the students' post-test, while the supporting data were gained through questionnaire. The primary data were collected, then analyzed by using independent ttest formula. The result of the t-test analysis was 0.041 (0.041<0.05), which means students who were taught using Pre-reading Questioning outperformed those who were taught using Pre-reading Vocabulary List in reading comprehension. From the questionnaire, Pre-reading Questioning gained higher preference from Pre-reading Vocabulary List. Pre-reading Questioning makes the students understand the text better and gives them opportunity to practice thinking and analyzing than Pre-reading Vocabulary List. It means that applying Pre-reading Questioning is an effective way to teach reading comprehension. © 2020, Journal for the Education of Gifted Young Scientists.
English Education Department, Universitas Kanjuruhan Malang, Jl. S. Supriadi No. 48, Malang, Indonesia; Graduate School of English Language Teaching, Universitas Negeri Malang, Jl. Semarang No. 5, Malang, Indonesia
