THE INFLUENCE OF PROBING-PROMPTING STRATEGY (PPS) TOWARDS STUDENTS’ READING COMPREHENSION AT JUNIOR HIGH SCHOOL

Nita, Ayu Amalia (2026) THE INFLUENCE OF PROBING-PROMPTING STRATEGY (PPS) TOWARDS STUDENTS’ READING COMPREHENSION AT JUNIOR HIGH SCHOOL. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This research investigates the influence of Probing-Prompting Strategy on students’ reading comprehension at SMPN 2 Mesuji. Reading comprehension is an essential skill in English learning; however, many students experience difficulties in understanding narrative texts due to low motivation, limited vocabulary, and ineffective teaching strategies. Therefore, this research aimed to determine the effect of the Probing-Prompting Strategy on ninth-grade students’ reading comprehension at SMPN 2 Mesuji. To address this issue, this research applied a quantitative approach using a quasi-experimental design with a pre-test and post-test control group. The population of the research consisted of ninth-grade students of SMPN 2 Mesuji, with two classes selected as samples through cluster random sampling. The experimental class was taught using the Probing-Prompting Strategy, while the control class was taught using a Lecture-Based Learning Strategy. The research instrument was a multiple-choice reading comprehension test focusing on narrative texts. The data were analyzed using an independent sample t-test to determine the significant difference between the experimental and control classes. The results show that the mean pretest score of the experimental class was 53.67, which increased to 76.83 in the posttest, resulting in a gain score of 23.16. Meanwhile, the control class obtained a mean pretest score of 57.03 and a posttest score of 62.50, with a gain score of 5.47. The hypothesis testing using an independent sample t-test revealed a significant difference between the two classes, with a t-value of 6.803 and significance value of 0.000 (p<0.05). These findings indicate that the probing-prompting strategy has a significant and positive influence on students’ reading comprehension. Therefore, this strategy is recommended as an effective alternative for teaching reading comprehension, particularly narrative texts, to improve students’ engagement and learning outcomes.

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