It was a terrible argument. Words were flying everywhere.
e. Narratives often use rhythm and repetition to create particular effects. Running. Running. The boy went running passing through the forest, leaving
his house faraway behind. f.
Play with sentence structure is another common feature of narratives. Often sentences comprising one word or a short phrase are used to create poignant
effects; for example, Anger, Silence. As the vengeful brother prowls the streets.
Rose slowly opened the old wooden door. Dark. There was nothing but black. The language features play significant role to assist in getting the meaning
of a story. For instance, through past tense appeared, it tells the readers exactly as a major feature of a story used. Next, the use of conjunction is relatively necessary
to describe the characters and setting. Hence, all of the language features are conveyed to construct the story more alive.
B. Question Generation Strategy
1. The Understanding of Question Generation Strategy
As stated above, one of important thing in good reading is know what the purposes of reading. As Sutarsyah said that reading purposes is one important
factor that affecting reading comprehension.
36
Before reading, the readers should have a purpose with their reading; what for and what they want to find. These
purposes should come from their own intention and not from others. Readers behave like this when their purposes of reading comes from other
people in this case is teachers. In reading, they only pronounce the words, finish the assignment, and rarely come away with a thorough understanding. It is a waste
of time; they have not constructed meaning and cannot use the information.
37
Good readers have a purpose in reading and use their experiences and background knowledge to understand the text. A reader cannot be said
comprehending a text unless he or she makes connections and is able to activate
36
Cucu Sutarsyah, op. cit., p. 37.
37
Chris Tovani, op. cit., p. 24.
their background knowledge to what they read.
38
This will guide readers to get the information they want, they know what is important in the text, and what
comprehension strategy should be used to enhance understanding. A good reading comprehension can be achieved by many ways, such as
building an effective reading method or building an appropriate reading strategy. One of the reading strategies which can be used to achieve a good reading
comprehension is Question Generation Strategy. Question generation is one of reading comprehension strategies in which readers generate and answer
meaningful questions about key point or main ideas while reading.
39
Dorkchandra stated that question generation refers to having readers generate questions during
the reading. Generating questions in reading is generally accepted as an effective strategy to improve L2 readers
’ reading comprehension and to lead to be an active and good reader.
40
Question generation is an important comprehension and self-regulatory cognitive strategy. The act of composing questions focuses the student’s attention
on understanding the content of the text.
41
Questioning also help them anticipate and focus on their reading. Tovani said that readers who are taught how to
question the text can infer and clear up confusion better than those who simply decode words and accept ideas directly.
42
By generating questions, students will actively engage and interact with the text. Students become aware of their ability to answer their questions and
ultimately have a deeper understanding of the text. When using the question generation strategy, students can create their own questions and answer it by
themselves rather than only answer questions created by the teacher or questions provided in the book. Therefore, reading activity becomes an active process as the
38
Judy Willis, op. cit., p. 127.
39
Sharon M. Look, Effective Instructional Strategies Series: Question Generation, Honolulu, Pacific Resources for Education and Learning, 2011, p. 9.
40
Dentisak Dorkchandra, The Effects of Question Generating Strategy Instruction on Fresmen’s Reading Comprehension and Use of English Tenses, Journal of Liberal Arts, Prince of
Songkla University, 2013, Vol. 5, No. 2, pp. 32 —45.
41
http:www.interventioncentral.orgacademic-interventionsreading- comprehensionquestion-generation
, retrieved on June 20
th
2016
42
Chris Tovani, op. cit., p. 81.
