The aim of this research was to find out the effectiveness of 3P (Pictorial context, Pre-questioning,
and Pre-teaching vocabulary) in pre-reading activity to assist students’ reading comprehension.
Research participants consisted of 68 grade eight students studying at SMP N 9 Purwokerto. This
research used quasi experiment method. Two classes were selected as an experimental and control
group. Both groups were taught the same learning content but different treatment in the TLP. The
experimental group was taught by 3P, while the control group was taught by conventional way. In
collecting data, this research used tests as instrument. The research instrument consisted of a
reading comprehension test which was used as pre- and post-tests. The form of the test was
multiple-choice test. After getting the data, this research used t-test computation to analyze the
data. Based on the result of data analysis, it was found that the result of t-test was 4.47, while the
t-table score at the significant level α=0.05 for df 66 was 1.668. It could be stated that the t-value
was higher than t-table (4.47> 1.668). It revealed that there was a positive effect of 3P strategy to
assist students’ reading comprehension in teaching reading. Consequently, the hypothesis which
stated that the use of 3P (Pictorial context, Pre-questioning, and Pre-teaching vocabulary) in prereading
activity is effective towards students’ reading comprehension was accepted.