IMPROVING READING COMPREHENSION SKILLS OF THE SECOND SEMESTER STUDENTS OF THE ENGLISH DEPARTMENT IN IKIP GUNUNGSITOLI BY USING SELF QUESTIONING STRATEGY

Yasminar Amaerita Telaumbanua

Sari


Key Words: Self-questioning strategy, reading comprehension skills, narrative texts.

 

This Study was aimed at improving reading comprehension skills of the second semester students of the English Department in IKIP Gunungsitoli by using Self-Questioning Strategy. The strategy was used to do this study since it was easy to be prepared and applicable to improve reading comprehension skills.

This study was conducted for Class A of Reading I. The number of the students was 30. The research design was Collaborative Classroom Action Research (CAR). There were two cycles conducted during this study.

In cycle 1, 56.7% students proposed and answered their own questions in which the students’ scores from 80.0 to 100 categorized good and excellent, but the majority of the questioning levels were still in unsatisfactory and basic. Either the result of the students’ scores was 12 to 63.5 in answering their own questions (43% from the total students) or the result of the students’ scores was 61.2 to 71.8 in answering questions provided in the text (59.9% from the total students) compared to the criteria of success, the result of the students’ scores had not achieved it yet since the majority of the students still had fair and poor comprehensions. The failure of using the strategy in improving the students’ comprehension skills was caused by some problems such as lack of time, the students’ difficulties in expressing their questions and answers, the technique of implementation and unconducive situation which reduced the students’ attention to their learning during the implementation the strategy. On the bases of the findings in Cycle 1, the plan was revised and Cycle 2 was conducted.

In Cycle 2 the students’ reading comprehension skills could be improved and met the criteria of success since the majority of the students were in very good and good comprehension or 66.7% from the total students  who answered the questions in Cycle 2, 79.9% students got scores from 80.0 to 100 and they were considered good, very good and excellent. And this was supported by comprehension. Therefore, the teacher-researcher stopped continuing to the next cycle.

Based on the findings from the two cycles that could be described by the increase of the students’ scores above, the teacher-researcher drew a conclusion that the Self-Questioning Strategy could be effective and significant to improve reading comprehension skills. Using the strategy before, during, and after reading, it helped them activate their prior knowledge to achieve the levels of comprehension. In Addition, they were trained to think aloud critically to be effective, critical, and creative readers since their own questions were focused on the written text they read.

The result of this study hopefully can be an inspiration to the students, the English lecturers, the Chair of the English Department, the Dean of Language and Culture Education Faculty and IKIP Gunungsitoli to use the strategy and to find other appropriate strategies in improving reading comprehension or other language skills.

 


Teks Lengkap:

PDF

Referensi


Alderson, J.C. 2000. Assessing Reading. Cambridge:

Cambridge University Press.

Alexander, J.E. 1988. Teaching Reading. (3rd ed.)

Glenview: Scott, Foresman and Company.

Ana, G., John, T. & Taboada. 2006. Contributions of Students Questioning and Prior Knowledge to Constructions of Knowledge from Reading Information Text. Journal of Literacy Research, (Online), http://www.findarticles.com/p/articles/mi_qa3785/is_200601/ai_n16452267, accessed on April 30, 2008).

Ann, L. & Brown. 1980. MetacognitiveDevelopment and =Reading. In R and J. Spiro, et al. (Eds). Theoritical issues in Reading Comprehension.

Hillsdale: Lawrence Erlbaum Associates

Publishers.

Baker, L. & Brown. AL. 1984. Cognitive Monitoring: Understanding Reading Comprehension. Newark: Internationa Reading Association.

BLUDUS, 2007. Understanding Types of Text, (Online),

(http://understandingtext.blogspot.com/2007_12_01_archive.html,

accessed on January 26, 2009).

Bryant, D.P, Englehard J. & Reetz L. 2001. Secondary Students with Learning Disabilities in Reading: Developing Reading Comprehension, (Online), (http://www.cldinternational.org/infosheets/comprehension.asp accessed on April, 30, 2008).

Burn, P.C., Roe, B.D. and Ross, E.P. 1996. Teaching Reading in Today’s Elementary School (6thED). Boston Haungton Miffin Company.

Buehl, D. 2007. Modelling Self-Questioning on Bloom’s Taxonomy. WEAC, Madison, WL: Wisconsin Education Assossiation Council, (Online),

(http://www.weac.org/News/2007-08/septo7/readingroom.htm_accessed on April

, 2008).

Cheung. 1995. Comprehension Monitoring Strategies: Effects of Self-Questions on Comprehension and Inference Processing. Master of Philosophy

in unpublished Education Thesis, (Online),

(http://www.fed.cuhk.edu.hk./en/cumphil/95sfcheung/conclusion.htm, accessed on April 30, 2008).

Cotton, K. 2004. Questioning. Why is Questioning such as

Important Component of Effective Teaching

and Learning?, (Online),

(http://www.pitt.edu/-ciddeweb /fds/Irn_Questioning.htm accessed on

April 30, 2008).

Cotton, K 2005. Self_Questioning, (Online),

(http://www.condoradmin.cony.cuny.edu/-group2, accessed on April6, 2008).

Dunlap, A.J. 1999. TheEffect of Self-Questioning on Comprehension of Expository Text and

Development of Content Writing with Second Grade Students. Published Thesis. Kansas: Departement of Curruculum and Instruction,

Wichita State University.

Fitzgerald, J. 1995. English-as-a-Second Language Learner’s Cognitive Reading Processes: A Review of Research in the United States.

Review of Educational Research, 65(2), 145-190.

Flood, J. 1984. Understanding Reading Comprehension.

Newark: IRA, (Online),

(http://www.reading.org/comprehension/understanding.IRA/html, accessed on March 3, 2008).

General Education Curriculum Team. 2005. Teaching Before Reading Self-Questioning Startegies, (Online),

(http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=instruction&section=main&subsection=rc/after, accessed on March 3, 2008).

General Education Curriculum Team. 2005. Teaching Before Reading Self-Questioning Startegies, (Online),

(http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=instruction&section=main&subsection=rc/after, accessed on March 3, 2008).

General Education Curriculum Team. 2005. Teaching Before Reading Self-Questioning Startegies, (Online),

(http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=instruction&section=main&subsection=rc/after, accessed on March 3, 2008).

Gillespie & Cindy. 1990. Questions about Students-

generated Queastions. Journal of Reading. 34 (4). 250 - 256.

Goodman, K. 1967. Reading A Psycholinguistic Guessing Game.

Journal of Reading Specialist. 6, 126 - 135.

Goodman, K. 1995. The Reading Process. In Carrel,

Patrical L. (Ed.). Interactive Aproaches to Second Language Reading (23).

New York:

Cambridge University Pers.

Grabe, W. 1991. Current Development in Second

Language Reading Research. TESOL Quarterly. Autumn 1991. Vol, 25,

No, 3.pp. 375-405.

Harris, A.J. and Sipay, A.R. 1980. How to Increase reading Ability.

New York: Longman Inc.

Hartmann, 2001. The Teaching Self-Questioning Startegy after Reading, (Online),

(http://www.specialconnections.ku.edu./cgibin/cgiwrap/specconn/main.php?cat=instruction&section=main&subsection=rc/after, accessed on March 3, 2008).

Hartmann, 2002. Research Paper, (Online),

(http://www.nald.ca/CLR, accessed on March 3, 2008).

Helfeldt, J.P. & Henk, W.A. 1990. Reciprocal Queastion-Answer relationship:

An Instructional Technique for at-Risk Reader. Journal of Reading, 33(7): 31-35.

Huntsman, R., Rhodes, L. & Dudley-Marling, C. 1996.

Reading Startegies, (Online),

(http://www.theteachercafe.com/Teacher-Directory/Reading-Startegies.html), accessed on April 6, 2008.

IRA/NCTE.2004. Read, Write, Think. Journal Response and Comprehension Rubrik.

Jansen, T, 2002. Instruction in Self-Questioningas aLiterary Reading Startegy: An Exploration of Empirical Research. Journal: L1 Educational Studies in Language and Literature, 2(2): 95-120.

Directoryof Open Access Journals.

Kamaludin, 2007. Text Types. Presentation Transcript. Version 3.5, published on

CD-ROM.SIL International.

Knapp, P. & Watkins, M. 1994. Context-Text-Grammar. Text Productions, (Online),

(http://72.14.235.132/searh?q=cache:swSf5izTUo0j:www.sje.woll.catholic.edu.au/handbooks/literacyhandbook/section5.doc+show+me+text+types+such+as+narrative,+descriptive,+exposition,+report,+argumentative+and+recount&hl=id&ct=clnk&cd=5, accessed on January 26, 2009).

Matlin, M.W. 1998. Cognition. Orlando: hartcourt Brace & Company

Mills, G.E. 2003 Action Research. A Guide for Teacher-Researcher (2rded.).

New Jersey: Pearson Education, Inc.

Muljani, R. 2003. Self-Questioning in Reading Comprehension Process: A Means to Support Effective Reading. LLT Journal, 6 (2): 95-113.

Nunan, D. 1992. Research Methods in Language Learning. Cambridge: University Press.

Ofir, Lea. 1997. Effects of Self-directed Learning, Story Comprehension, and Self-Questioning in Kindergarten. Journal of Educational Research, 3(2): 1-6.

Oxford, R.L. 1990. Language Learning Startegies. New York: Newbury House Publisher.

Palinscar, A.M. & Brown, A.L. 1984. Reciprocal Teaching of Comprehension-fostering and Comprehension-monitoring Activities. Cognition and Instruction,

(1): 117-175.

Pudiyono. 1993. Get the Students to Ask Questions. TEFLIN Journal, 6(1): 1-65.

Rose, R.M. 2001. Reading Coprehension: What Works?, (Online),

(http://www.learnnc.org/lp/pages/whatworks0403-1 accessed on April 6, 2008).

Rumelhart, D.E. 1980. Schemata: The Building Blocks f Cognition. In R and J. Spiro. Theoritical Issuess in Reading Comprehension. Hillsdale: Lawrence Earlbaum Associates Publishers.

Singhal, M. 2001. Reading Proficiency, Reading Startegies, Metacognitive Awareness and L2 Readers. The Reading Matrix, (Online), 1(1): 1-9.

(http://www.readingmatrix.com/articles/singhal accessed on April 6, 2008).

Singer, H. & Rudell R.B. 1985. Theoritical Models and Processes in Reading. Newark: International Reading Association.

Schmuck, R.A. 1997. Pratical Action Research for Change. Illnois: IRI/Skylight

Training and Publishing, Inc.

The Brain Injury Association of New York State, 2006. Teaching Reading with Disabilities Students, (Online),

(http://braininjury.blogs.com/braininjury/brain_injury_events/

accessed on April 6, 2008).

Wallace, G & Larsen, S.C. 1978. Educational Assessment of Learning Problems: Testing for Teaching. Boston: Allyn and Bacon, Inc.

Wallace, M.J. 1998. Action Research for Language Teachers. Cambridge:

Cambridge University Press.

Wikipedia, 2008. The Free Encyclopedia, (Online),

(http://en.wikipedia.org/wiki/Argumentative, accessed on January 26, 2009).

Williams, E 1998. Teaching Reading. In K. Johnson & H. Johnsons (Eds),

Encyclopedia Dictionary of Applied Linguistics (pp. 330-335).

Oxford: Blackwell.

William, G. & Fredricka, L.S. 2002. Teaching and Researching. New Jersey:

Pearson Education Limited.

Wong, B.Y.L. 1985. Self-Questioning Instructional Research: A Review. Review Of educational Research, Summer, (Online), 55(2): 227 – 268,

(http://www.self-questioning.ku.edu/cgi.instructional_research.review=edu/research/wong, accessed on March 3, 2008).


Refbacks

  • Saat ini tidak ada refbacks.
Repositori Ilmiah Indonesia