Vocabulary The Implementation of Self-questioning Strategy
3. Made up questions in the
provided space based on what they
wanted to know from the reading
passage and to create predictions
based on what they knew
what would be expresses in the
next paragraph every time they
finished reading one paragraph
writing down the main idea or
summarizing the passage.
2. Answer the provided
comprehension questions.
In the first meeting of the treatment, the students found it difficult to do the self-questioning strategy since it was the first time for them to conduct this strategy;
for example to create predictions and to make up questions. It was obviously seen that they had never done this kind of strategy before. Some of them even complained
that the task was too difficult for them. However, the researcher kept encouraging them by giving them examples and writing the steps on the whiteboard. This
statement was supported by the field notes written in the first meeting of the treatment on 21
st
of October 2009. “Most students seemed confused; they kept questioning about what they
should write in the provided space of the reading passage. Then I explained step by step once more and wrote down the steps on the whiteboard so that the
students would refer to the whiteboard every time they felt confused.” On the second meeting of the treatment conducted on 28
th
of October, the students started to get accustomed to self-questioning strategy. It was proven by the
students’ response to the tasks that they should do. They could remember the tasks in each stage, which were pre-reading, while reading, and post reading. This statement
was also supported by the field notes written in the second meeting of the treatment.
“I began reminding the students about the steps done in the previous meeting. Surprisingly, the students could remember the steps that they did last week.
When I distributed the reading passage, most of them directly did the tasks without questioning about what they should write. Yet, most the questions that
they made during reading were literal questions only”.
Most students were accustomed to the steps of pre reading, while reading, and post reading activities in the 3
rd
and the 4
th
meeting, which were conducted on the 4
th
and the 11
th
of November 2009. The questions that the students made were more various also.
It was not merely literal questions which asked about the meaning of a certain word, but also inferential questions. It was based on the field notes written on
the 3
rd
meeting, which was on the 4
th
of November 2009. “The students knew what they should do when I distributed the reading
passage; they directly did the tasks. While the students were reading the passage, I walked around. I saw some students wrote inferential questions:
“acaranya masih 2010, tp kok pengumumannya sudah dibuat skrg ya??aneh..”
OC: I was glad finding some students started making more various questions.”