students apply information acquired rather than passively collecting knowledge. This will result students’ responsibility for their own learning.
In question generation strategy, students can be more active in comprehending a text and monitor their comprehension through the process of
question-generation strategy. Through question- generation, teachers can identify students’ reading problems and provide the solution.
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As stated by Dorkchandra when students generate questions, first, they identify what kind of information
which is important to be an answer for a question. Then, they pose this information in question form and ensure that they can answer their own
questions .”
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There are many different effective questioning strategies. Readers can pose questions before, during, and after reading. Posing questions before reading
can help students build background knowledge, link to their prior knowledge, and make predictions about the text. Asking questions during reading is a way to
monitor comprehension and check predictions. Questioning after reading can help students summarize the text and explore further areas of study.
In this study, the researcher tends to limit the students to generate questions during the reading process because the researcher wants to ensure that
the students have a well comprehension about the text.
2. The Purposes of Question Generation Strategy
There are four main purposes of question generation strategy, they are: -
Question generation improves students’ understanding of the text. In specific, it makes students focus on the content of being read and the
important ideas of the text. Also, students should understand the information of the text in order to create their own questions. Moreover, as
stated by Kelley and Grace, generating question will help the students
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Ali Akbar Khansir Jamshid Gholami Dashti, The Effect of Question-Generation Strategy on Iranian EFL Learners’ Reading Comprehension Development, English Language
Teaching Journal, 2014, Vol. 7, No. 4, pp. 38 —45.
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Dentisak Dorkchandra, op. cit. pp. 32 —45.
understand the world around them and the text they read. Readers can ask questions to clarify, make connections, conduct research or summarize.
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- Question generation leads students to active reading and processing. - When using question generation strategy, students will actively engage
with the text to find important ideas. In addition, students should synthesize the text and integrate their own background knowledge to the
information being read. Moreover, questioning help readers to engage especially in reading a difficult or uninteresting material. Generating
question help them focus on reading and can help them to actively control their learning.
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- Question generation helps students set their own purposes for reading. Students should be an active reader to be able to find the important ideas
and turn the important ideas into questions. They are able to set their own purposes for reading by asking questions and seeking answers while
reading.
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Based on Kelley and Grace, question answering and question generating give students a purpose for their reading, encourage
comprehension monitoring, and assist them in connecting the new information with the concept that they already had.
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- Question generation increases students’ awareness of whether or not they
comprehend what they are reading. Clarifying questions ask who, what, why, when, and where. They help the
reader understand elements of plot, character, and setting. Clarifying questions may indicate that a reader needs more support in order to clear
up confusion. Answers to clarifying questions are usually found in the text quickly and easily.
45
Michelle J. Kelley and Nicki Clausen-Grace, Comprehension Shouldn’t Be Silent; from
Strategy Instruction to Student Independence, Newark, International Reading Assossiation, 2013, p. 157.
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Chris Tovani, op. cit., p. 85.
47
Sharon M. Look, op. cit., pp. 11 —12.
48
Michelle J. Kelley and Nicki Clausen-Grace, op. cit., p. 158.
