@article{eprints18699,
           title = {INCREASING STUDENTS? READING ABILITY IN NARRATIVE TEXT BY USING SELF-QUESTIONING STRATEGY AT THE SECOND YEAR OF SMP AMAL BHAKTI JATI AGUNG
(CLASSROOM ACTION RESEARCH)
},
          author = {AKHILAH 1013077001},
         journal = {Digital Library},
             url = {http://digilib.unila.ac.id/18699/},
        abstract = {
Reading is one the skills that should be taught at school. Based on the writer?s teaching experience at SMP Amal Bhakti Jati Agung, she found that the students still have difficulties in reading. One of the problem is they lack of vocabularies that make students difficult to reveal unstated information or tell an idea with their own words. Therefore, the writer employed Self-Questioning Strategy to improve students? reading comprehension.
The subject of this research is the eighth grade students of SMP Amal Bhakti Jati Agung. The research was done from January 6th until February 8th 2012. A classroom action research is carried out in order to improve students? reading comprehension after using Self-Questioning Strategy in reading class.
The research was conducted at SMP Amal Bhakti Jati Agung at the second year students in the academic year 2011 - 2012. This Classroom Action Research was conducted in two cycles, each cycle consisted of: planning, action, observation and reflection. In cycle I, there were 17 students (42.5\%) who gained score {\ensuremath{>}} 60, thus, she conducted cycle II, and there were 33 students (82.5\%) who gained score {\ensuremath{>}} 60. It means the indicator was achieved. For the learning process, that is the students? activities, there were only 20 students (50\%) who did 80\% of the activities in cycle I, then she conducted the other cycle to reach the indicator, and in cycle II there were 35 students (87.5\%) who did 80\% of the activities, it showed that the indicator was achieved. Meanwhile, for the teacher?s performance the indicator of the research is, if the teacher can get score at least 80 for her teaching performance. The teacher got 60 in cycle I, and then she got 87 in cycle II which means that she could teach the students well after using Self-Questioning Strategy. 

The result of the research proves that Self-Questioning Strategy can be used to improve the students? reading comprehension. The indicators of the research are concerned on the learning process. Therefore, Self-Questioning Strategy is recommended to be used by teachers to improve their students? reading comprehension.  
}
}