Abstract:
Putri Oktavia Anggraeni. 2025. The Effectiveness of Pre-Reading Plan Technique on Students’ Reading Comprehension: a Quasi Experimental Study at Eighth Grade of MTs Al Jihad Pontianak.
This research aims to investigate the students’ reading comprehension before the implementation of Pre Reading plan, of the treatment the students’ reading comprehension after the implementation of Pre Reading Plan, and the significance of students’ reading comprehension after using the Pre Reading Plan technique. Therefore,this research employed a quasi-experimental method with a pre test-post test control and experimental group design. The population of this study was the eighth grade students of MTs Al Jihad Pontianak. The sample was selected through cluster sampling, consisting of one experimental class (n=19) and one control class (n=19). This research instrument was a narrative text reading comprehension test (pre test and post test) which had been tested for validity and reliability. Data analysis technique included descriptive statistic (mean dna standard deviation), normality test (Shapiro-Wilk), homogeneity test (Levene’s Test), Wilcoxon Test, hypothesis testing using the independent sample t-test.
The findings reveal that students’ reading comprehension was at a low to moderate level in the pretest (Experimental: M = 35.16, SD = 27.081; Control: M = 65.53, SD = 29.875) and showed positive changes in the posttest for both groups (Experimental: M = 53.79, SD = 29.875; Control: M = 64.00, SD = 29.330), with a significant difference found in the experimental group based on the Wilcoxon Signed Rank Test (p = 0.025). However, the Independent Samples t-test showed no statistically significant difference between the posttest scores of the experimental and control groups (p = 0.295), and the effect size (Cohen’s d = 29.60) indicated a negligible practical effect. These results suggest that although the Pre-Reading Plan technique demonstrated a certain level of effectiveness in supporting students’ reading comprehension, it was not proven to be more effective than conventional teaching methods.
