A Comparative Study Between Pre-Reading Questioning and Pre-Reading Vocabulary in Reading Comprehension ( A Quasi Experimental in Muq Langsa)

The aim of the study was to determine which type of pre reading activity. Pre reading questioning or pre-reading vocabularywas more effective in improving students’ reading comprehension. It also sought to identify whether there was a significant difference between the pre-test and post-test scores within each type of pre-reading activity. The study was a comparative experimental research that was conducted at MTs MUQ Langsa using two experimental groups without a control class. Experimental Class A which consisted 25 students was treated with pre- reading questioning, while Experimental Class B which consisted 25 studnets received instruction using pre-reading vocabulary. Data were collected using pre- tests and post-tests, and were analyzed using normality testing, homogeneity testing, and hypothesis testing (independent sample t-test). The results showed improvement in reading comprehension scores in both groups; however, the pre- reading questioning group achieved a higher post-test mean score (85.68) compared to the vocabulary group (72.48). The t-test result showed a significance value (Sig. 2-tailed) of 0.000 < 0.05, which indicated a significant difference between the two treatments. Therefore, it was concluded that pre-reading questioning was more effective than pre-reading vocabulary in enhancing students’ reading comprehension.