Yasminar Amaerita Telaumbanua


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.


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