3. The Purpose of Pre Questioning
a. Pre Questioning as an activity to active prior knowledge
What readers bring to the printed page affects their comprehension. Some researcher assumed that the prior knowledge of readers is the
important component in reading comprehension. It is line with John de Boer that stated “the childs prior stock of impressions will
determine in large how much meaning he will derive from the visual symbols before him”.
28
As a pre reading activity, pre questioning is useful to improve students’ comprehension. Whenever teacher decided on questions to
be answered by reading, they are activating prior knowledge.. According Jerry G “to increase students’ potential comprehension, the
teacher can lead a variety of pre reading activities that build background knowledge”.
29
By using pre questionings relate to the texts, it will help students in gaining their background knowledge and
exploring what they have learn before and combine with the new information they get from the texts. It will help students to
comprehend the reading texts. It is line by Taba and others, as cited in Ahuja, suggested that
“the teacher’s questions circumscribe determine what points they can explore and what modes of thought they can
learn”.
30
b. Pre Questioning as an activity to increase student’s interest in
reading
By using pre questionings will motivate students to explore more the reading text. It might increase student’s interest to read the text
because by using pre questionings, it will guide students to predict what the content of the texts. It will increase students’ curiosity to
match their predictions with the facts in the texts. That statement is
28
DeBoer, op. cit., p.31
29
Gebhard, loc. cit.
30
Ahuja, op. cit., p.92
supported by Miles that stated “this will arouse your curiosity and so
increase your comprehension.”
31
c. Pre Questioning as an activity to focus student attention
Pre questionings tend to focus attention on reading, mainly on the purpose of the activity. It also focuses students on words and the
information from the text that be needed for understanding the text. This statement is in line with Richard Allington and Michael Strange
that stated “The pre questions may focus learner attention on the information the teacher has decided is important to attaining the goals
of the instruction”.
32
d. Pre Questioning as an activity to set the purpose of reading
Questions can help readers in getting purpose of reading. By giving pre questioning before reading students are led to decide the
purposes in reading, so that they know what they will look for in reading. It is supported by statements from Richard Allington stated
that “the use of pre reading question is intended to facilitate purpose setting in learners prior to reading”.
33
C. The Relevant Study
The research about pre questionings has done by Ali Fuad Hendra that was “The Effects Pre-questioning on the Reading Comprehension Achievement”.
34
This research explained about the effectiveness of application pre questionings for reading comprehension achievement. He conducted the study started on
June until July 2011 in MA Manaratul Islam Gandaria Selatan, Cilandak, South of Jakarta. He used pre questionings to teach reading texts. The method
used in this study is the method of quasi – experimental. in this research, he
wanted to know the effect of using pre questionings in reading comprehension
31
Zintz , op. cit., p.350
32
Allington, op. cit., p.176
33
Ibid., p.195
34
Hendra, Ali Fuad, The Effects Pre-questioning on the Reading Comprehension Achievement, skripsi, Jakarta: FITK UIN, 2011
achievements. In fact, the result of analysis of interpretation data shows that the use of pre questionings method in teaching reading can effects the students
reading comprehension achievement. The effect is students’ reading comprehension score improve.
Second, the research was by Muhammad Bagus Nawawi that was “Using
Picture and Guide Questions in Teaching Descriptive Writing A case study at the Odd Semester of VIII Grade Students at SMPN 111 Jakarta”.
35
This research explained about application of pictures and guide questions in
teaching writing of descriptive text. He conducted the study started on August 1
st
to August 31
st
, 2011. The method used in this study is a case study. In this research, he wanted to know how far the procedure of using of pictures and
guide questions in teaching writing of descriptive text. In fact, the result of analysis of interpretation data shows that the use of pictures and guide
questions in teaching writing of descriptive text is significant after they were taught by using pictures and guided questions.
Third, the research was by Suci Fitriani that was “Developing students’
reading Comprehension through Pre Reading activities A Classrrom Activity in the first grade of Senior High School Al-Falah, Kebayoran Lama,
Jakarta”
36
This research explained about application of pre reading activity in teaching reading comprehension. He conducted the study started on June 11
st
to July 31
st
, 2009. The method used in this study is a classroom action research. In this research, he wanted to know how far the of using of pre
reading activity in teaching reading activity. In fact, the result of analysis of interpretation data shows that the use of using of pre reading activity in
teaching reading activity is significant after they were taught by using pictures and guided questions.
35
Nawawi, Muhammad Bagus, Using Picture and Guide Questions in Teaching Descriptive Writing, skripsi, Jakarta: FITK UIN, 2011
36
Fitriani, Suci, Developing students’ reading Comprehension through Pre Reading
activitie, skripsi, Jakarta: FITK UIN, 2009
Kategori