Exploring the Impacts of Teacher’s Use of Pre-Questioning and

Skimming Techniques: Indonesian EFL Students’ Reading

Comprehension and Their Reading Interest

Royana Mukorobin

and Agus Widyantoro

Postgraduate, Yogyakarta State University, Colombo street 1, Yogyakarta, Indonesia

English Education Department, Yogyakarta State University, Yogyakarta, Indonesia

Keywords: Pre-questioning, Skimming, Reading Interest, Reading Comprehension.

Abstract: This study aims to find out whether pre-questioning is more effective than skimming in improving the

students’ reading comprehension at different reading interests. This research is a quantitative study. The

data were collected by using tests and questionnaires. The data were analysed through the steps: the

normality test, the homogeneity test, and the 2x2 ANOVA factorial design. The finding showed that the

students taught using pre-questioning have high reading interest and better reading comprehension that

those who have low reading interest. However, both pre-questioning and skimming are proper techniques to

teach reading comprehension, but pre-questioning is found to be more effective in this research.

1 INTRODUCTION

English becomes one of the compulsory courses in

senior high school. Besides, it becomes one of the

subjects examined in the National Final Examination

that determined the success of the students’

competency. Furthermore, English focuses on four

language skills; listening, speaking, reading and

writing. From those skills, reading is the essential

part to be mastered by the students since reading is a

dominant skill in English subject examination. In

relation to this, the students should understand the

quite long text to complete all of the questions in a

very limited time. By doing so, a particular reading

strategy must be understood by the students to

support their success in comprehending the text

easily.

In addition, reading is a multipart combination

process used by the readers that involve a rapid,

efficient, comprehensive, interactive, strategic,

purposeful, and evaluative and linguistics process

(Grabe 2009; Harmer 2001). Furthermore, reading

comprehension refers to how the reader figures out

the text then relates it to his/her background

knowledge (Harmer, 2007). This statement implies

reading comprehension is the process of meaning

making that involve someone background

knowledge. In brief, reading helps the reader to get

more knowledge and new information such as news,

announcement, advertisement, science, and other

valuable information.

Unfortunately, teaching condition at school does

not encourage the students to do so. Teachers’

conventional systems still dominate classroom

instruction that might hinder students’ interest in

reading. In a nutshell, the students cannot develop

their understanding and comprehension better. From

the teaching condition above, it leads to the

conclusion that the students may struggle to

comprehend the text without appropriate guidance

from the teacher. Therefore, it is important to

conduct a study on students’ reading comprehension

to know how successful reading techniques in

assisting students learning.

Regarding the reading technique that can assist

the students learning, several experts have conducted

research. A study by Hendra (2011:4) provides an

overview of how effective the application of pre-

questioning technique on reading comprehension

achievement. It employed the quasi-experimental

method. The result showed that the students who

were taught using the pre-questioning technique,

which is in experiment class, pose better result than

students in control class. In other words, pre-

questioning gives a positive effect on students'

comprehension.

Mukorobin, R. and Widyantoro, A.

Exploring the Impacts of Teacher’s Use of Pre-Questioning and Skimming Techniques: Indonesian EFL Students’ Reading Comprehension and Their Reading Interest.

DOI: 10.5220/0008214800002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 133-140

ISBN: 978-989-758-416-9

133

The subsequent study by Prayoga (2013:4)

explores how scanning and skimming technique

influence students’ reading ability. This research

utilized experimental group pre-test and post-test

design. The finding reported that there was a

significant effect of using both techniques on the

improvement of the students’ reading ability.

Finally, a study by Saraswati (2013:8) evaluates

the effectiveness of concept-oriented reading

instruction (CORI) in teaching reading manual text

toward students’ reading interest. Further, it found

out whether the concept-oriented reading instruction

(CORI) is more valuable than direct instruction (DI).

The author also captured students' high and low

reading interest in reading comprehension and the

interaction between teaching method and reading

interest. In addition, this study was experimental

research. The result showed that the former method

is more effective than the later. In other words,

CORI is better than DI in teaching how to read a

manual text in particular. It also reported that the

students with high reading interest perform better.

Finally, the author concluded that there is an

interaction between teaching methods (CORI & DI)

and reading interest to teach reading a manual text.

In brief, this study is intended to (a) compare the

effectiveness of pre-questioning and skimming

technique in improving the students’

comprehension, and (b) compare the reading

comprehension of the students who have high

interest and pose low interest, (c) capture the

interaction between those teaching techniques and

students’ reading interest.

2 LITERATURE REVIEW

Reading comprehension is dealing with students’

understanding of the text which is closely related to

their cognitive development and background

knowledge. Those aspects support students in

comprehending the text easily. The following are

theories under the research issue.

2.1 Reading Comprehension

Comprehension is the crucial part of reading.

Moreover, it becomes challenges for whom teaching

and learning reading skill (Mustaghfiroh, 2013:34).

In addition, she inserted that if someone wants to

know or understand the content of the text, she/he

needs to pose good comprehension. Finally, reading

with comprehension means understanding what has

been read.

This statement is in line with what Harmer

(2007) asserted that reading comprehension refers to

how the reader figure out the text then relate it to

his/her background knowledge. Moreover, Suyanto

in Mustaghfiroh (2013:25) states that the elaboration

of reading comprehension is as complicated as an

intelligent process. It involves a lot of capabilities.

The primary capabilities are closely related to word

meaning and reasoning verbal concept. Therefore, it

is important for reading to understand what the

writer intends to present. By doing so, the essential

meaning can be well-delivered to the readers.

Furthermore, in Saraswati (2013:5) Sweet &

Snow argued that reading comprehension is a part of

obtaining and engaging process gradually. It

represents the challenge on how to figure out print

words and connect them with the translation of its

print to obtain accurate sound. In relation to this, she

proposes three components of reading

comprehension. First, the readers who are

comprehending the text, second, the text being

comprehended and the last, the activity of

comprehension itself.

Based on the explanation above, reading

comprehension can be concluded as understanding

the content of the text. It is needed for the students

to have a good ability to comprehend the textbook to

gain useful information from what has been read.

2.2 The Concept of Pre-questioning

Pre-questioning helps someone to know basic

knowledge of the text before he/she reads the text

itself. Moreover, pre-questioning function as display

questions, schema theory and students' background

knowledge explanation (Brown, 2001). Furthermore,

he also defines pre-questioning as the activity in

questioning students with several questions

regarding the text before reading the whole of it.

This activity is done to build students' interest and

motivation as well as their cognitive aspects.

Further, it is very suitable to stimulate students’

background knowledge. It also assists them in

predicting the content of the text to make them

easier in understanding the text.

Besides, Brown (2001) notes that the most

significant activity to create interactive learning can

be done by utilizing students-teacher interaction

through the question. This questioning activity

works in different purpose, for example, offer more

opportunity to the students in producing language

confidently, provide more change for students to

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interact each other, provide direct feedback

regarding the students' competence in

comprehending the text and provide pre-reading

activity.

Accordingly, questioning makes students

become active and turn learning environment to

students-cantered classroom activity domination for

a goal-focused activity (Jacobsen, 2009). This

technique will help students to know the type of the

text effectively and also activate students’ interest.

In conclusion, pre-questioning is a technique which

can stimulate students’ interest that will convince

them to read the text and finally give them initial

information to confirm their expectation about the

text.

Harmer (1985) in Hodijah (2012:3) mentions

several varieties of pre-questioning. First, pre-

questioning before reading that is done to confirm

readers’ expectation. Second, pre-questioning before

reading that is done to obtain particular information.

Third, pre-questioning before reading that is done to

gain universal comprehension. And the last is pre-

questioning before reading to get specific

comprehension. The more detail elaboration is as

follow.

 Pre-questioning before reading to confirm

readers’ expectation

In this pre-questioning type, the teacher needs

to put great encourage for the students to

become interested in the text, predict the

content and provide enough motivation as

reading guidance.

 Pre-questioning before reading to obtain

particular information

The second type of pre-questioning is trying to

lead the students in finding particular

information in the text. This pre-questioning

requires the students to answer the question

before truly read the text.

 Pre-questioning before reading to gain

universal comprehension

This type of pre-questioning is employed to

develop students' prior knowledge regarding

the text.

 Pre-questioning before reading to get detail

comprehension

The last type of pre-questioning asks the

students to get several specific information in

the whole text. Hence, they have to find out

that specific information in the text.

Moreover, the following are several advantages

and disadvantages of pre-questioning (Silberstein

1994; Israel 2009 in Wijayanti, 2014). First, it

greatly assists the students reading cognitive aspect

particularly when students are challenges of high

complex information development that employ

reader and text interaction. Second, it can build

students' interest and motivation before reading the

text. On the other hand, the disadvantages are time-

consuming and employing advanced students'

vocabulary mastery.

All in all, teachers might use types of pre-

questioning above to assist the students learning

particularly in reading. Further, the question before

reading can be used to stimulate or create pre-

reading activity in teaching reading. By doing so, the

students will be more focused and unconsciously

enjoy reading activity.

2.3 The Concept of Skimming

Skimming refers to the activity when someone reads

the text rapidly without knowing the detail of the

whole text. Skimming skill is the ability to identify

the main idea. Sometimes it is useful for the reader

to get the general impression from the textbook,

article, or certain story before deciding whether to

read the book with more attention or not (The Team

of Five, 2006).

Skimming or read text with rapidly moving the

eyes that aims to get general ideas requires the

reader to take only particular information or clue as

a note such as identifying theme or topic of one text.

Moreover, skimming is a technique to look for the

"gist" of what the author is saying without doing an

in-depth reading (Kustaryo in Hutabarat, 2011).

Besides, a considerable quantity of practices is

needed to skim and fulfil the purpose. In doing so,

the students should be convinced that some words

can be skipped and they can continue their reading.

High concentration and practice will support the

students in selecting keywords or phrases to absorb

the material quickly. In short, skimming helps

students to find the main idea of the text without

reading the text in detail. It means that the students

do not need to use a lot of time to know the core

information of the text.

The skimming activities might include various

activities such as sentence combination, fill in the

gaps, tables and graphs, summary selection, nouns

and verbs match, and facts identification (Agudelo,

2007:29). Moreover, in skimming, the readers do not

need to read the whole text to gain particular

information. The readers, in this case, students, need

to be trained how to choose specific keywords to

help them in skimming. Further, in skimming, the

readers should be able to read the text by moving the

eyes quickly to each line of the text. This activity

Exploring the Impacts of Teacher’s Use of Pre-Questioning and Skimming Techniques: Indonesian EFL Students’ Reading Comprehension

and Their Reading Interest

135

can be done by start reading from the very beginning

of the text include introductory paragraph, content,

and conclusion.

In addition, to utilize skimming technique in

reading, the teachers might pursue some common

steps. A number of steps in skimming that can be

one of the readers' guidance in doing skimming

(Hodijah, 2012:2). First, the readers should read the

title, followed by introduction, subheadings, and

think how they are connected each other. It

continues to read the first and the last sentence of

each paragraph. Then, seeking clues through the text

and those activities should be done not more than

fifteen minutes.

Further, several advantages and disadvantages of

skimming are presented as follow (Susanti, 2013).

First, skimming makes students more aware of the

information available in the text since it prepares the

students to be independent. Again, it makes students

realize the importance of reading strategy to find out

written and unwritten information. Conversely, the

disadvantages are time-consuming if the teacher

does not allocate certain time properly and

skimming seems to be bored if the students have no

interest in it.

2.4 Reading Interest

Interest is the most active element in studying

English, and it is also the effective stimulant to

study. Interest engages students' attention which is

different from one to the other person.

Reading interest means students' strong desire to

attempt reading. Furthermore, interest refers to a

force that supports and influences the subject for

taking part and giving attention to a particular

activity (Syah in Karlina, 2013). When someone is

curious about something, wants to know deeply,

then finally knows what that thing is, it is called

interest.

In other sources, interest denotes the feeling of

wanting to give attention to something or wanting to

be involved with and to find more about something

(Cambridge Advanced Learner’s Dictionary, 2008).

In addition, interest plays a role in the decision to

read, in the level of engagement with the text during

reading, and also in the product the reader creates

concerning comprehension of the text and learning

from the text (McKenna in Fox, 2004). He added

that the readers' level of interest in reading and in the

content of that reading would help form the activity

of text processing and development of

comprehension in various ways.

In conclusion, reading interest is someone’ eager

to find out something new. This eager will aid one in

comprehending the text quite easily. The following

are the specification aspects of reading interest based

on Hurlock in Saraswati (2013:51).

 Consciousness

Consciousness leads a person to be interested

in a certain object. It affects the person to

identify the object she/he likes easily and

wants to pursue it.

 Attention

Attention is one of interest indications. It can

be identified in early infants. It is because the

infants have a certain simulation sensory that

needs to be activated by surroundings.

 Concentration

Concentration brings someone to focus on

something he/she interested in. Further,

she/he probably ignore what happens around

in an intense stage of concentration.

 Willingness

Motivational desire controlled by thought is

called willingness. It produces a will and

attention. Those aspects lead someone to

concentrate on a certain object, and finally,

the interest occur.

 Pleasure

Pleasure is principally biological. It turns to a

psychological element when perception and

concept of the particular object are

developed. Pleasure happens by watching

people or particular object's movement. It

gives a lesson to the children to avoid if it is

disappointing and repeating if it is valuable to

them.

From the explanation above, it can be concluded

that reading interest involving some aspects:

consciousness, willingness, attention, concentration

and pleasure. These aspects impel her/him to do

reading activity thus she/he has a better intensity,

comprehension, and assumption toward reading the

material.

3 METHOD

This research is quantitative research in the form of

comparative study. The researcher employed

factorial 2x2 design. The result of this study

explained in the form of numerical data followed by

a brief description.

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3.1 Research Variables

Dependent variables reflect the outcome of the

study, and a suitable technique to conceptualize

them as outcome variables or outcome measures

(Gamst et al., 2008). Likewise, they mention about

independent variables. The term independent

variables reflect the factors that perhaps influence

the dependent variables. It can be abstracted as input

factors, treatments, conditions, or treatment effects.

In this research, the researcher utilized three

kinds of variables; they are independent variable:

pre-questioning and skimming (as X

and X

attribute variable: reading interest (B) and dependent

variable: reading comprehension (Y).

3.2 Population and Sampling

The population is all of the students at the tenth

grade of one public school in Lampung, Indonesia.

The population consists of 6 classes, and each class

contains approximately 25 students. In short, the

population of the research is 150 students.

Moreover, to get the representative sample, the

researcher employed random cluster sampling. This

sampling technique was selected because the

researcher as the third part has no right to make a

new class out of the proper rule of the school, thus

as the third part the researcher follow the rule and

randomize the class other than the students.

The sampling was done by the following steps.

First, name the six classes of the tenth-grade as X1,

X2, X3, X4, X5, and X6. Second, write down every

symbol on a piece of paper, then roll up the paper.

After that take one of the papers randomly. The

paper taken was the paper with X1 symbol. And

finally, took the other one paper and the paper was

X4 symbol. Therefore, the sample of the research

was X1 and X4, and the total sample is 50 students.

3.3 Research Instrument

The researcher utilized a test and also a

questionnaire as the instrument of the study. The test

employed to find out students’ reading

comprehension consist of 50 questions of reading

test taken from several sources of reading test. It

aims to find out the result of students’ reading

comprehension using pre-questioning and skimming

techniques through multiple choices test.

Furthermore, the questionnaire employed to find out

students’ reading interest in 25 statements of Likert

scale form.

3.4 Validity and Reliability

Validity focuses on ensuring what the instrument

declares to measure is truly what it is measuring

(Lodico et al., 2010). While reliability refers to the

consistency scores. It happens when the instruments

produce and use over time; it approximately presents

the same score for an individual (Lodico et al.,

2010).

Validating the test and questionnaire, the

researcher used expert judgment. The calculation of

Pearson product moment formula also employed to

validate the items of the instrument.

3.5 Data Collection

The researcher gave the pre-test, treatments, and

post-test to the students. The researcher handled

both classes, experiments, and control class fairly.

Before conducting treatments, the researcher gave

pre-test first to know students' basic knowledge

before giving treatments. After that, the researcher

conducted four times face to face meeting and

employed pre-questioning and skimming technique

as the treatments. Finally, at the end of the meeting,

the researcher conducted post-test to know how far

the treatment changes students' understanding about

the lesson and compare the result.

3.6 Data Analysis

In analysing the data, the researcher employed

normality test, homogeneity test, and hypothesis test.

One of the best assumptions of statistic computation

was that the data should be sufficient to the

qualification of a normal distribution. Therefore,

analysing the normality of distribution of students’ is

crucial. To analyse the normality distribution of the

score, the researcher utilized Lilliefors test.

In this research, the researcher also employed the

ANOVA test called Univariate: Analysis Varian

Factorial Design to find out whether the data were

homogeny or not. The hypotheses of the research

are as follow.

Ho: Four of the models have variance score which

not homogeny

: Four of the models have variance score which

homogeny.

The criterion:

If sig. score < α (0,05), Ho is accepted

If sig. score > α (0,05), Ho is not accepted

Exploring the Impacts of Teacher’s Use of Pre-Questioning and Skimming Techniques: Indonesian EFL Students’ Reading Comprehension

and Their Reading Interest

137

The data also can be calculated by using test of

homogeneity of variances, the formula:

Moreover, in hypothesis testing the researcher

utilized two ways ANOVA 2x2 formula to know

whether the hypotheses in the research were verified

or not. This test is commonly used to test the

hypothesis of factorial design. The verbal

hypotheses are as follow. First, pre-questioning is

more effective that skimming technique, second, the

students who have high reading interest have better

reading comprehension, and third, there is an

interaction between the students’ reading interest

and teaching technique toward their reading

comprehension.

4 RESULTS AND DISCUSSION

The data analysis must be conducted systematically

to get an acceptable result. This analysis aims to

answer the following problems: 1) Is pre-

questioning more effective than skimming technique

to teach reading comprehension at the tenth grade of

one public school in Lampung?; 2) Do the students

who have high reading interest have better reading

comprehension than those who have low reading

interest?; 3) Is there any interaction between

students’ reading interest and teaching technique

toward their reading comprehension? The researcher

uses analysis of variance to answer these problems.

Table 1: The summary of the 2x2 analysis of variance.

Source of

Variance

JK MK Fo

F table

0,0

Between

columns/tech

nique

567.1

9.2

4.0

7.0

Between

rows/interest

438.0

7.1

4.0

7.0

Colm by

rows/Inter

1222.

19.

4.0

7.0

Within

groups (Dal)

2704.

61.45 - - -

Total (Tot)

2486.

- - - -

From the summary of 2x2 analyses of variances,

it can be concluded that:

1. Fo between columns (9.22) is higher than

(0.05)

(4.06) and Ft

(0.01)

(7.07). Thus, the difference

between columns is significant. It means the

students’ reading comprehension using pre-

questioning of the tenth grade of one public school

in Lampung is significantly different from those

using skimming. The mean of the students’ score

taught by using pre-questioning (16.45) is higher

than those taught by using skimming (9.58). In short,

teaching reading comprehension using pre-

questioning is more effective than using skimming

in improving the students’ reading comprehension

score.

2. Fo between rows (7.12) is higher than

(0.05)

(4.06) and Ft

(0,01)

(7,07). Therefore, the

difference between rows is significant. It means the

students who have high reading interest taught by

using pre-questioning is significantly different from

those who have low reading interest in

comprehending the text taught by using pre-

questioning. The mean score of the students' who

have the high reading interest (20.83) is higher than

the students' who have the low reading interest

(12.08). It means the students' reading

comprehension of those who have the high reading

interest is better than those who have low reading

interest.

3. Fo interaction (19.88) is higher than Ft

(0.05)

(4.06)

and Ft

(0.01)

(7.07). Therefore, there is interaction

between teaching technique and reading interest.

This research aims to know the result of the

students’ reading comprehension by using two

reading techniques to the students who have

different reading interest. The researcher explains

the finding of the research as the result of hypothesis

data as follow:

1. There is a significant difference of the students’

reading comprehension taught by using pre-

questioning and skimming technique.

Pre-questioning is one of the techniques in

teaching reading comprehension. It helps students to

comprehend the text easily because, in pre-

questioning, the teacher assists them by giving some

questions which correlate with the text before they

started to read the text. These questions can increase

students’ interest and motivation to know what the

text tells about. Brown (2001) argues that the most

important key to create interactive learning is the

initiation of interaction from the teacher by using

question. Hence, the students will have an

opportunity to find out what they think.

Furthermore, the teacher’s question also helps the

students find out the initial information from the

text. Finally, curiosity will rise that lead them to read

more. This technique is found to be a fun mode to

comprehend the text easily. On the contrary,

F= S

(the highest variance)

(the lowest variance)

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skimming does not guide the students to have their

motivation. It happens because in skimming the

students only find certain important information of

the text such as alphabetical written, number, italic

written, the name of a place and so on. It will be

difficult if the students have less practice.

In this section, the result of this research in

compared with the previous research. The effect of

pre-questioning and skimming on the students’

reading comprehension is F

count

9.23. Meanwhile

table

(0.05) is 4.06 and F

table

(0,01) is 7.07. Thus

count

(9.23) is higher than F

table

(4.06/7.07). In short

count

table

. Then. in the previous research, the data

calculation of pre-questioning on the reading

comprehension achievement is t

count

2.52 and t

table

(0.05) is 1.90. Thus, (Grabe, 2009) (Harmer, 2001)

this research shows that T

count

>than T

table

. The result

of the data calculation is consistent and research

done by the researcher has a better result than the

previous research.

2. The students’ reading comprehension of

those who have high reading interest is better than

those who have low reading interest.

McKenna in Fox (2004) declares that interest

plays an important role in decision making to read or

not to read a certain text. It also works on the

engagement level during reading, and finally one

can learn from the text through comprehension. He

adds that the readers' level of interest in reading and

in the content of that reading will help them to shape

the activity of text processing and development of

comprehension in various ways. In brief, students

who have high interest achieve good motivation,

attention, concentration, and willingness to the

lesson given particularly in reading a text. Those are

the criteria for good comprehension. On the other

hand, the students with low reading interest are lack

of motivation and have no desire to read the text

deeply. As a consequence, their reading

comprehension is low compared with the students

who have high reading interest.

Then, here the researcher will compare the result

data of the research with the previous data as follow:

the research calculation data result of reading

interest is F

count

7.13 while F

table

(0.05) is 4.06 and

table

(0.01) is 7.07. Hence, F

count

(7.13) is higher

than F

table

(4.06/7.07). Briefly F

count

table

. And then

the previous research data calculation of reading

interest is F

count

18,7 and F

table

is (0.05) is 4.04.

Briefly, F

count

table

. From the comparison of this

research and previous research, the data showed that

the there is a consistent but not significant increase,

because the data result of reading interest in the

previous research is higher than in the research done

by the researcher.

3. There is an interaction between teaching

technique and reading interest.

Teaching technique plays an important role during

the learning process. Pre-questioning is one of the

techniques that can be applied in teaching reading

comprehension. Pre-questioning will lead the

students to have prior insight into the text. The

students hear and analyse teacher's question, then

they might expect what will happen in the text. After

that, they will have an opportunity to confirm their

expectation in reading the text by themselves. This

technique is found to be a fun way to increase

students' interest and motivation to read the text.

Hurlock in Saraswati (2013) asserted that there are

five aspects of reading interest: consciousness,

attention, concentration, willingness, and pleasure.

The students who have a high level of reading

interest accomplished those aspects. Likewise, the

students who have a low reading interest cannot

accomplish those aspects.

From the data explanation, the hypothesis test

showed that the students with high reading interest

taught by pre-questioning have better reading

comprehension. This shows that the techniques and

reading interest have significant interaction in

teaching reading comprehension. And the following

is the data resulted from comparing this study with

the previous research. The data of the interaction

between teaching technique and reading

comprehension is F

count

19.89 meanwhile F

table

(0.05)

is 4.06 and F

table

(0.01) is 7.07. To sum up,

count

table

. Then in the previous research, the data

calculation of teaching technique interaction and

reading comprehension is t

count

39,60. Meanwhile

table

is (0.05) 4,04. In short F

count

table

. The data

showed that the results of interaction between

teaching techniques and reading comprehension

compare with the previous research is increasing

consistently but not significantly. It happened

because the data resulted in previous research is

higher than the data in the research done by the

researcher.

5 CONCLUSIONS

To sum up, this study reveals that pre-questioning is

found to be more effective than skimming technique

in improving the students’ reading comprehension at

the tenth grade of one public school in Lampung.

The students having high reading interest have even

better reading comprehension than those who have

Exploring the Impacts of Teacher’s Use of Pre-Questioning and Skimming Techniques: Indonesian EFL Students’ Reading Comprehension

and Their Reading Interest

139

low reading interest. In addition, there is an

interaction between students’ reading interest and

teaching techniques in teaching reading

comprehension.

The students who have been taught by using pre-

questioning have the better score than the students

who have been taught by using skimming, especially

for those who have high reading interest. In addition,

students' reading comprehension was influenced by

the students’ reading interest. Briefly, both pre-

questioning and skimming technique is good

technique to increase students' reading

comprehension. Yet, pre-questioning is found to be

more effective.

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