The Effect of Questioning The Author (QtA) Strategy on Reading Comprehension Of The X C Students at SMA 5 Jember in The 2016/2017 Academic Year

For many students, reading is by far the most important of the four skills
in a second language, particularly in english as second or foreign language
(Carrel, 1988: 1). Reading plays a particular important role in education. Not only
does our education system demand alot of reading in the process of learning, it
also tends to use the capacity to read fluently as an indicator of more general
intelectual ability (Bridley, 1994: 81). For that reason, the role of reading in
language teaching should be emphasized because it is an important factor to get
success in the target language.
In this research, the research problem is “Is there any significance effect of
Questioning the Author (QtA) strategy toward students’ reading comprehension
of X C students of SMA 5 Jember in the academic year 2016/2017??”. Based on
the problems, the research objective is intended “To know the significance effect
of teaching reading by using Questioning the Author strategy in relation to the
students’ reading comprehension at SMA 5 Jember in the 2016/2017 Academic
Year?”.
This research was an experimental research. The research area was SMA 5
Jember. Furthermore, The research subjects of this research are the X C students
of SMA 5 Jember as the experiment group and X A students of SMA 5 Jember as
the control group. Meanwhile, to analyze the data, we use t-test formula:
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
 



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 
  
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Nx Ny Nx Ny
x y
Mx My
t
1 1
2
2 2
After analyzing the data, which is specifying the t-test value in 5%, it was
known that the result of t-test for experimental group was 8.58, After it was
correlated to the degree of freedom of 78 which was 1.99 from t-table, it is found
that t-test is bigger than t-table (8.58 >1.99). It means that teaching reading
comprehension by using Questioning the Author (QtA) Strategy has a significant
effect on students' Reading Comprehension achievement of SMA 5 Jember in the
2016/2017 academic year