“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.”
2. Other Findings of the Implementation of Self-Questioning Strategy
During the implementation of the treatment, the researcher found some findings that influenced the teaching learning process. The findings are as follows:
a. Students’ motivation
Students’ motivation in learning English became the first factor that influenced the teaching learning process. The researcher found that not all students
were interested in English lesson, especially in reading. They had set their thought that reading was difficult and boring. It was found out during the teaching learning
process when the researcher asked the students whether they liked reading lesson or not. Some students answered that they liked reading lesson, yet some students
answered that they did not like reading lesson. This finding was confirmed by the field notes written in the first meeting of the treatment.
“Before I started the lesson, I gave a little introduction for about five minutes. I asked them whether they like reading or not. Some of them especially the
girls answered that they liked reading, but some of them especially the boys answered that they didn’t like reading. The students who said that they didn’t
like reading told me that reading was boring because the common activity that they usually do is just read and then answer the following questions. Some of
them also told me that reading was difficult because they didn’t know the meaning of the words”
The students’ attitude toward English lesson, especially reading, affected the implementation of self-questioning strategy. Students who were less motivated tended
to ignore the researcher’s instruction. They preferred to have a chat or make a joke with their friends. Besides, they only produced few questions.
As mentioned before not all students were interested in English. It means that some students did not like English lesson, yet there were also some students who
liked and enjoyed learning English. This kind of attitude did influence the implementation of self-questioning strategy. Those who could enjoy learning English
tended to do the tasks enthusiastically and seriously without making any complaint to the researcher since they were motivated in learning English. Besides, they made
more questions than the less motivated students. Thus, it could be concluded that the students’ motivation did affect the treatment.
b. Students’ vocabulary mastery
According to Ward 1982, vocabulary mastery becomes the major problem which is faced by EFL learners. During the treatment, this problem also affected the
teaching learning process. Some students were frustrated because they did not know about the meaning of the words used in the reading passages. Even though the
researcher had reminded the students about the key vocabulary that they needed to understand and even though the students had learned about the topics before, yet they
told the researcher that it was difficult for them to remember the meaning of the words. This situation was based on the field notes written in each meeting of the
treatment. “As I walked around the class, I found some students were frustrated because
they did not know the meaning of some words. They complained to me that they forgot the meaning of some words in the reading passage.”
This situation affected the questions that the students made. Almost all questions produced in while reading activity were vocabulary questions. As a result,
it also affected the next activity, which was post reading activity. It was difficult for them to restate the content of the reading passages. Thus, students’ vocabulary
mastery influenced the process of the treatment. In conclusion, the researcher had explored the first research problem and the
factors triggering the implementation. The next discussion presents the answer to the second research problem.
