SELF-QUESTIONING STRATEGY IN READING COMPREHENSION.
A Tfv1ESiS
'
..
\ ..
ENGLISH APPLIED LINGUISTICS STUDY PROG:RJ'-1\1:
POSl
~RADUT
ESCHOL
STATE UNIV~RSTY
OF MEDAN
2009
A THESIS
SELF-QUESTIONING STRATEGY
IN READING COMPREHENSION
NAZLYYUSUF
Registration Number: 082188330008
English Ap plied Linguistics Study Program
State University ofMedan
This Thesis was examined on Septem ber 2"d, 2009 by the Board of Examiners
Approved by
Adviser Commission
Adviser I
Prof. Am r in Saragih,
NIP. 131 119 832
Approval
This Thesis was examined on 2nd September 2009 by the Board of Examiners
Board of Examiners
Prof. Amrin Saragih, M.A., Ph.D
Prof. Tina Mariany Arifin, M.A., Ph.D
Dr. Busmin Gurning, M.Pd
Dr. Eddy Setia, M.Ed., TESP
Prof. Dr. Lince Sihombing, M.Pd
ACKNOWLEDGMENTS
The writer would like to acknowledge his thanks to several persons.
First among these- and someone to whom he owes real debt of
gratitude- is Prof. Amrin Saragih, M.A, Ph.D his first Adviser and
Prof. Tina Mariany Arifin, M.A, Ph.D his second adviser, whose advice,
encouragements, robust criticism and suggestions have been a feature of the
writing process from the very beginning of this thesis. Their unerring ability
to spot p roblems of both style and substance have saved him from many
mishaps and inspired him to go further that they might otherwise have done.
The writer profuse appreciation is also addressed to all lecturers who
have given the valuable knowledge during his study at English Applied
Linguistics Study Program of Postgraduate School State University of Medan
for their assistance and invaluable helps and knowledge when he was
learning in the class. And thanks also directed to Dr. Busmin Gurning, M.Pd,
Dr. Eddy Setia, M.Ed, TESP and Prof. Dr. Lince Sihombing, M.Pd, his
reviewers and examiners for their valuable inputs to improve the thesis.
His
grateful
and
endless
appreciations
to
his
parent,
H. Mhd. Yusuf Nong, SH and Hj. Maisyarah, his brothers Fakhriza Yusuf,
S.Pd, Dian Tarmizi Yusuf and Ayu Mayyasya Yusuf, for the full support,
materials, care, spiritual and love. He would like to thanks his uncle
Drs. Sopyan Alwi, M.Hum, Aidar, and his cousins Taufiq Alfian, Putra
Alfian, for their full support. May Allah SWT consecrate to them. Amin.
In addition, he would like to extend to all of his friends in executive
class of English Applied Linguistics Program especially to Hamka,
Parlindungan Hutabarat, Marissi Debora, Ade Aini Nuran, Feriyanti and
Hanim, for their motivations, cheerful and full support. They have great joy
and delight in the writers' life. The writer also w ould like to address a special
thank you to Puan Suri Mira Annisa who has given him su pport, spiritual
and suggestions in finishing this thesis.
His thanks also go to the students Grade XI Nature Science- 4 Private
Sen ior High School Harapan Medan especially the teacher of English
Mr. Irmansyah for their support to complete this thesis.
Finally, the writer must adm it that the content of this thesis is still far
from being perfect, so, he warmly welcomes any constructive ideas and critics
that will improve the quality of this thesis. He also hopes this thesis w ould be
useful for those who read it, especially majoring in English.
Medan,
August2009
The writer,
NazlyYusuf
Registration Number 082188330008
ll
ABSTRACT
Yusuf, Nazly. Self-Questioning Strategy in Reading Comprehension. English
Applied Linguistics Program, PostGraduate School, State University of
Medan.
Self - Questioning is a learning strategy that focuses on the concept of
comprehension by utilizing questions that are generated directly from the
student. This qualitative research m onitor the role of teacher in teaching
reading by using self-questioning and stresses on students' ability to make
question in their reading comprehension i.e. questions posed before, during
and after the reading. The students of Grade XI-Natural Science-4 Private
Senior High School Harapan I Medan w ere taken as the samples of the study.
The data are taken from the role of the teachers in teaching reading
comprehension by using self-questioning strategy and the questions from the
texts which made by the students in before, during and after reading. As a
finding of the study, it was found that the teacher asks the students to see the
cover carefully and related it with the text. The teacher assigns the students to
read on order to find main idea and critically. Limited the text during reading
and assign the students to read more carefully in order that students can
predict the sentences at the end of the text. The students made the questions
by connecting the cover (picture) and the text, than the questions related to
another phenomenon, and the questions are critically. The questions get from
the paragraph which is easy to understand and the students less in raising or
making the questions if the text is difficult to understand.
Ill
CHAPTER I
INTRODUCTION
1. 1
Background of the Study
In learning, there are new things that are being discovered each day as
to what can promote the best learning for students. Studies have been done
proving that many d ifferent things such as the environment and the
individual as a learner can have an effect on how information is processed.
Reading is one of four skills. It is even an activity that people in
general and students in particular do in their life. They implement this in
order that they get information about what they need to have. At school for
instance, the students read almost everyday, particularly in learning language
such as English.
H owever, in read ing skills there are many strategies which occur or
are applied, such as silent reading, speed reading, intensive reading and etc.
Every strategy gives the students ability to understand the text, some
vocabularies, grammar and getting information. Self-questioning strategy is
not only to improve the abilities above, but also to build up students
metacognitive and to motivate the students to think critically.
As individuals read, they construct meanings at various levels,
including literal, interpretive, and critical. One part of this comprehension act
is curiosity of reading, which may be promoted by self-questioning so that
students become personally involved in the material they read.
To guide students' self-questioning, teachers can both pose questions
that require readers to go beyond textual implications and model subtasks,
such as asking and answering inferential questions, finding clues to
substantiate inferential questions, and explaining the relationship of clues to
answer. Teachers can also provide students with a problem-solving schema
for comprehending complex short stories. A possible approach to
encouraging continuity in self-questioning and responding is recreational
reading in the content areas, thus encouraging students to select their own
materials and to read at their own pace. Personal questioning is not the only
way of encouraging creative thought, however, and creative reading does not
replace other aspects of the comprehension act.
In coping with the development of science and technology, learners
should read science and technology books. Thus reading is the most
important language skill. In fact, some learners are able to read the passages
in this case related to English material, but the learners find it not easy to
understand the material. When it comes to learning, there are new things that
are being discovered each d ay as to what can promote the best learning for
students.
2
Studies previously conducted convince that many different things
such as the environment and the individual as a learner can have an effect on
how information is processed. Research has shown that the way a learner
obtains information is based on the way they think and arrange their
thoughts and information. Thus, many new learning strategies have been
created, which focus on developing students cognitive and metacognitive
skills; i.e. how they think and how they organize their thoughts. One of the
new learning strategies that have been developed is self - questioning.
Self-questioning strategy is u sed before learning a subject, during the
actual learning, and after the learning is complete. These steps can also be
labeled as planning, monitoring, and evaluating a task (Hartman: 2001). Like
all things that are to be learned there is a source that is used to give the
information or a teacher. Though self questioning is a self-directed and selfguided learning strategy, the m ethod of self questioning is not something that
students know how to do automatically.
The learning strategy itself m ust be learned in order to be used. The
best w ay for teachers to go about teaching her students self - questioning is to
actually model self questioning overtly. The modelling of specific teaching
and learning strategies are powerful when it involves thinking aloud.
Further studies showed that when a teacher uses self questioning in
the classroom she or he can expect more positive outcomes than a teacher
3
who dominates his or her student's entire learning experience. Firstly,
students who feel that they are in control of their learning feel more
motivated to do so as opposed to students who are constantly controlled by
the teacher. They also become more motivated as a result of improved
performance.
Secondly, because of the ongoing covert dialogue, students develop
their own vocabulary. And thirdly, when students are constantly encouraged
to use self - questioning, it develops into a thinking which builds up general
skill and they learn to use it automatically, as they find it necessary. In
relation to the background, it is found that research is worth-while
conducting in order to investigate how the self-questioning applied in
reading comprehension particularly one done by teachers in teaching their
students.
Problems of the Study
The problems of the study are formulated as following
How is the role of teachers in teaching reading comprehension by
using self - questioning strategy?
2. How do the students make up self-questioning in their reading
comprehension?
4
1. 3.
Objectives of the Study
The objectives of the study in relation to the problems.
1. To describe the role of teachers in teaching reading comprehension by
using self-questioning strategy.
2. To elaborate the self-questioning made by the students in their reading
comprehension.
1. 4
Scope of the Study
This research is focused on the strategy of self - questioning in reading
comp rehension. In this case, this study focused on the Grade XI Natural
Science of Four at SMU I Harapan Medan. Self-questioning strategy were
appeared to the students and how the strategy is going on or processed in the
classroom.
In addition, the researcher was monitoring the teacher in teaching
reading comprehension by using self-questioning strategy. The students
should know the using of self-questioning when they begin to read w hile the
students will get better understanding and able to make up the selfquestioning in their reading comprehension.
1. 5
Significance of the Study
Self-questioning strategy is very interesting to be put into practice
because it will develop the students' metacogniton and the ability in making
5
the questions. This research becomes much more important to the teachers
and students, like the students are easier to improve their reading
comprehension by using self-questioning strategy. In addition, the students
are expected to be able to use the self - questioning strategy as they read
paragraphs and sections of texts.
Others many strategies also give the students confident in their study
especially in reading comprehension, this one is a new strategy in reading
comprehension. Another important, the students also can improve the ability
to apply and transfer knowledge and skills the student learns.
Particularly, most of the students only read the texts just to take main
idea, vocabularies, and so on, but for this strategy, its build student's
metacognition and give them a better understanding of the material they are
attempting to learn especially in their reading.
Furthermore, it can also promote the readers as an active readers,
critical thinking, increasing motivation by making the learner an active
member of the learning process especially in reading comprehension.
6
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
5.1
Conclusions
As the findings of this study, the conclusions are stated as the
following.
(1) Teaching reading comprehension by using self-questioning is the step
of teacher in building-up students' ability in making the questions.
(2) Others assign the students to connect between the cover (picture) and
the title, the teacher as related the story in the text with another
phenomena.
(3) The teacher should ask the students why they make the questions in
order to discover what kind of levels the students used.
(4) Every questions made by the students particularly before they read the
text, the quality of questions only based on the cover or an experience
they have.
(5) As long as the students read the texts critically, they will raise the
questions critically too with the good quality of questions.
(6) The levels of comprehension is the important one where it is to make
the students easy in raising the questions.
48
5.2.
Suggestions
In relation to the conclusions previously stated, the suggestions
stated as following.
(1) As it was found in this study, it is suggested that the teachers use selfquestioning strategy in the class particularly in teaching reading
comprehension. Because the strategy can help the students producing
the questions while the questions itself represents their understanding
about the texts. So, the simple and complicated questions their make as
the indicator about the deep or the narrow understanding about the
read texts.
(2) The application of strategy in teaching learning process especially in
teaching reading comprehension
not only increasing reader's
understanding in reading the text, but also builds up reader's skills in
making the questions themselves.
(3) The teachers and readers can use also self-questioning strategy in
getting other language skills such as speaking, listening and writing in
general in mathematics and other scientific subjects particularly,
because self-questioning succeeds in helping someone be self confident
and independent.
49
(4) The students should increase their reading comprehension skills
particularly in the literal, interpretative, critical and creative
comprehension in order to have good understanding upon texts.
50
REFERENCES
Alvermann, D. E. & Hayes, D. A (1989). Classroom discussion of content area
reading assignments: An intervention study. Reading Research
Quarterly, 24, 305-335.
Ary, D. {1979). Introduction to research in Education. Educational Research.
Library of Congress Cataloging in Publication Data.
Bodgan, R. & Biklen, S. (1992). Qualitative research for education: An
introduction to theory and methods, 58- 78.
Brody, J. & Adams, W. R. (2000). Making Sense of Text: Strategies used by Good
and Average Readers, The Reading Matrix Vol. 4. No. 1, 25-31.
Carr, S.C. (2002) Assessing learning processes: Useful information for
teachers and students. Intervention in School and Clinic, 37, 156-162.
Chamot, A (2005). The Cognitive Academic Language Learning Approach
(CALLA): An update. In P. Richard-Amato and M. Snow (eds),
Academic Success for English Language Learners (pp. 87-101). White
Plains, NY: Longman.
Flavell, J. H. (1976) Metacognitive aspects of problem solving. In L. B. Resnick
(Ed.), The nature of intelligence. Hillsdale, NJ: Erlbaum
Flavell,
J.
H. (1979). Metacognition and cognitive monitoring: A new area of
cognitive-developmental inquiry. American Psychologist, v34 n10
p906-11 Oct 1979.
Field, J. (2000). Not waving but drowning: a replay to Toni Ridgway. ELT
Journal, 54 - 2
Goldenberg, C. (1992). Instructional Conversations: Promoting reading
comprehension through discussion. Reading Teacher, 46, 316-326.
Hassentab, L. & Laughton, B. (1999). Reading, Writing and Exceptional Child,
London: An Aspen Publication, 40-52.
51
Jarvis, H . (2000). The changing role of computers in language teaching and
the case for 'study skills'. Modern English Teacher, 9- 1.
Miles, M. & Huberman, M. {1984). Qualitative data analysis. A Source Book of
New M ethods. Beverly Hills, CA: Sage.
National Reading Panel {2000). Report of the National Reading Panel.
Washington, DC: National Institute of Child Health and Human
Development.
National Research Council. (1996). National science education standards.
Washington, DC: National Academy Press. Shimamura, A P.
(2000). Toward a cognitive neuroscience of metacognition.
Consciousness and Cognition, 9, 313-323.
Terrace, H. S & Metcalfe, J. The M issing Link in Cognition: O rigins of SelfReflective Consciousness. New York: Oxford University Press.
Singer, H. & Donlan, D. (1982). Active comprehension: Problem-solving
schema with question generation for comprehension of complex
short stories. Reading Research Quarterly, 17, 166-186.
Smith, F. (1971). Understanding Reading: A Psycholinguis tic A nalysis of
Reading and Learning to Read. New York: Holt Rinehart & Winston.
Wong, B. Y. L. {1985). Self-questioning instructional research: A review.
Review of Ed ucational Research, 55,227-268.
http:/ I www.fed.cuhk.edu./ en/ cumphil/95sfcheung/ conclusion.htm.
Accessed on May 7, 2009
h ttp:/ fwww.google.co.id/search?hl=id&ei=nbYrStTaF8alkAX66sTrCg&sa=
X&oi=spell&resnum=O&ct=result&cd=1&q=selfquestioning+through+reading+comprehension&spell=1 .
Accessed on June 10, 2009
http:/ /www.google.co.id/search?hl=id&ei=bLErSofnDY3W6g08zJzlCA&sa
=X&oi==spell&resnum =O&ct==result&cd =1&q==selfquestioning+of+learning&spell=1. Accessed on June 10, 2009
http:/ I www.csuohio.edu/ academic/ writingcenterI critread.html.
Accessed on July 20, 2009
52
http:/ /www.criticalreading.com/ critical_reading_thinking.htm.
Accessed on July 20, 2009
http:/ /writing.colostate.edu/ guides/ reading/ critread/.
Accessed on July 20, 2009
53
'
..
\ ..
ENGLISH APPLIED LINGUISTICS STUDY PROG:RJ'-1\1:
POSl
~RADUT
ESCHOL
STATE UNIV~RSTY
OF MEDAN
2009
A THESIS
SELF-QUESTIONING STRATEGY
IN READING COMPREHENSION
NAZLYYUSUF
Registration Number: 082188330008
English Ap plied Linguistics Study Program
State University ofMedan
This Thesis was examined on Septem ber 2"d, 2009 by the Board of Examiners
Approved by
Adviser Commission
Adviser I
Prof. Am r in Saragih,
NIP. 131 119 832
Approval
This Thesis was examined on 2nd September 2009 by the Board of Examiners
Board of Examiners
Prof. Amrin Saragih, M.A., Ph.D
Prof. Tina Mariany Arifin, M.A., Ph.D
Dr. Busmin Gurning, M.Pd
Dr. Eddy Setia, M.Ed., TESP
Prof. Dr. Lince Sihombing, M.Pd
ACKNOWLEDGMENTS
The writer would like to acknowledge his thanks to several persons.
First among these- and someone to whom he owes real debt of
gratitude- is Prof. Amrin Saragih, M.A, Ph.D his first Adviser and
Prof. Tina Mariany Arifin, M.A, Ph.D his second adviser, whose advice,
encouragements, robust criticism and suggestions have been a feature of the
writing process from the very beginning of this thesis. Their unerring ability
to spot p roblems of both style and substance have saved him from many
mishaps and inspired him to go further that they might otherwise have done.
The writer profuse appreciation is also addressed to all lecturers who
have given the valuable knowledge during his study at English Applied
Linguistics Study Program of Postgraduate School State University of Medan
for their assistance and invaluable helps and knowledge when he was
learning in the class. And thanks also directed to Dr. Busmin Gurning, M.Pd,
Dr. Eddy Setia, M.Ed, TESP and Prof. Dr. Lince Sihombing, M.Pd, his
reviewers and examiners for their valuable inputs to improve the thesis.
His
grateful
and
endless
appreciations
to
his
parent,
H. Mhd. Yusuf Nong, SH and Hj. Maisyarah, his brothers Fakhriza Yusuf,
S.Pd, Dian Tarmizi Yusuf and Ayu Mayyasya Yusuf, for the full support,
materials, care, spiritual and love. He would like to thanks his uncle
Drs. Sopyan Alwi, M.Hum, Aidar, and his cousins Taufiq Alfian, Putra
Alfian, for their full support. May Allah SWT consecrate to them. Amin.
In addition, he would like to extend to all of his friends in executive
class of English Applied Linguistics Program especially to Hamka,
Parlindungan Hutabarat, Marissi Debora, Ade Aini Nuran, Feriyanti and
Hanim, for their motivations, cheerful and full support. They have great joy
and delight in the writers' life. The writer also w ould like to address a special
thank you to Puan Suri Mira Annisa who has given him su pport, spiritual
and suggestions in finishing this thesis.
His thanks also go to the students Grade XI Nature Science- 4 Private
Sen ior High School Harapan Medan especially the teacher of English
Mr. Irmansyah for their support to complete this thesis.
Finally, the writer must adm it that the content of this thesis is still far
from being perfect, so, he warmly welcomes any constructive ideas and critics
that will improve the quality of this thesis. He also hopes this thesis w ould be
useful for those who read it, especially majoring in English.
Medan,
August2009
The writer,
NazlyYusuf
Registration Number 082188330008
ll
ABSTRACT
Yusuf, Nazly. Self-Questioning Strategy in Reading Comprehension. English
Applied Linguistics Program, PostGraduate School, State University of
Medan.
Self - Questioning is a learning strategy that focuses on the concept of
comprehension by utilizing questions that are generated directly from the
student. This qualitative research m onitor the role of teacher in teaching
reading by using self-questioning and stresses on students' ability to make
question in their reading comprehension i.e. questions posed before, during
and after the reading. The students of Grade XI-Natural Science-4 Private
Senior High School Harapan I Medan w ere taken as the samples of the study.
The data are taken from the role of the teachers in teaching reading
comprehension by using self-questioning strategy and the questions from the
texts which made by the students in before, during and after reading. As a
finding of the study, it was found that the teacher asks the students to see the
cover carefully and related it with the text. The teacher assigns the students to
read on order to find main idea and critically. Limited the text during reading
and assign the students to read more carefully in order that students can
predict the sentences at the end of the text. The students made the questions
by connecting the cover (picture) and the text, than the questions related to
another phenomenon, and the questions are critically. The questions get from
the paragraph which is easy to understand and the students less in raising or
making the questions if the text is difficult to understand.
Ill
CHAPTER I
INTRODUCTION
1. 1
Background of the Study
In learning, there are new things that are being discovered each day as
to what can promote the best learning for students. Studies have been done
proving that many d ifferent things such as the environment and the
individual as a learner can have an effect on how information is processed.
Reading is one of four skills. It is even an activity that people in
general and students in particular do in their life. They implement this in
order that they get information about what they need to have. At school for
instance, the students read almost everyday, particularly in learning language
such as English.
H owever, in read ing skills there are many strategies which occur or
are applied, such as silent reading, speed reading, intensive reading and etc.
Every strategy gives the students ability to understand the text, some
vocabularies, grammar and getting information. Self-questioning strategy is
not only to improve the abilities above, but also to build up students
metacognitive and to motivate the students to think critically.
As individuals read, they construct meanings at various levels,
including literal, interpretive, and critical. One part of this comprehension act
is curiosity of reading, which may be promoted by self-questioning so that
students become personally involved in the material they read.
To guide students' self-questioning, teachers can both pose questions
that require readers to go beyond textual implications and model subtasks,
such as asking and answering inferential questions, finding clues to
substantiate inferential questions, and explaining the relationship of clues to
answer. Teachers can also provide students with a problem-solving schema
for comprehending complex short stories. A possible approach to
encouraging continuity in self-questioning and responding is recreational
reading in the content areas, thus encouraging students to select their own
materials and to read at their own pace. Personal questioning is not the only
way of encouraging creative thought, however, and creative reading does not
replace other aspects of the comprehension act.
In coping with the development of science and technology, learners
should read science and technology books. Thus reading is the most
important language skill. In fact, some learners are able to read the passages
in this case related to English material, but the learners find it not easy to
understand the material. When it comes to learning, there are new things that
are being discovered each d ay as to what can promote the best learning for
students.
2
Studies previously conducted convince that many different things
such as the environment and the individual as a learner can have an effect on
how information is processed. Research has shown that the way a learner
obtains information is based on the way they think and arrange their
thoughts and information. Thus, many new learning strategies have been
created, which focus on developing students cognitive and metacognitive
skills; i.e. how they think and how they organize their thoughts. One of the
new learning strategies that have been developed is self - questioning.
Self-questioning strategy is u sed before learning a subject, during the
actual learning, and after the learning is complete. These steps can also be
labeled as planning, monitoring, and evaluating a task (Hartman: 2001). Like
all things that are to be learned there is a source that is used to give the
information or a teacher. Though self questioning is a self-directed and selfguided learning strategy, the m ethod of self questioning is not something that
students know how to do automatically.
The learning strategy itself m ust be learned in order to be used. The
best w ay for teachers to go about teaching her students self - questioning is to
actually model self questioning overtly. The modelling of specific teaching
and learning strategies are powerful when it involves thinking aloud.
Further studies showed that when a teacher uses self questioning in
the classroom she or he can expect more positive outcomes than a teacher
3
who dominates his or her student's entire learning experience. Firstly,
students who feel that they are in control of their learning feel more
motivated to do so as opposed to students who are constantly controlled by
the teacher. They also become more motivated as a result of improved
performance.
Secondly, because of the ongoing covert dialogue, students develop
their own vocabulary. And thirdly, when students are constantly encouraged
to use self - questioning, it develops into a thinking which builds up general
skill and they learn to use it automatically, as they find it necessary. In
relation to the background, it is found that research is worth-while
conducting in order to investigate how the self-questioning applied in
reading comprehension particularly one done by teachers in teaching their
students.
Problems of the Study
The problems of the study are formulated as following
How is the role of teachers in teaching reading comprehension by
using self - questioning strategy?
2. How do the students make up self-questioning in their reading
comprehension?
4
1. 3.
Objectives of the Study
The objectives of the study in relation to the problems.
1. To describe the role of teachers in teaching reading comprehension by
using self-questioning strategy.
2. To elaborate the self-questioning made by the students in their reading
comprehension.
1. 4
Scope of the Study
This research is focused on the strategy of self - questioning in reading
comp rehension. In this case, this study focused on the Grade XI Natural
Science of Four at SMU I Harapan Medan. Self-questioning strategy were
appeared to the students and how the strategy is going on or processed in the
classroom.
In addition, the researcher was monitoring the teacher in teaching
reading comprehension by using self-questioning strategy. The students
should know the using of self-questioning when they begin to read w hile the
students will get better understanding and able to make up the selfquestioning in their reading comprehension.
1. 5
Significance of the Study
Self-questioning strategy is very interesting to be put into practice
because it will develop the students' metacogniton and the ability in making
5
the questions. This research becomes much more important to the teachers
and students, like the students are easier to improve their reading
comprehension by using self-questioning strategy. In addition, the students
are expected to be able to use the self - questioning strategy as they read
paragraphs and sections of texts.
Others many strategies also give the students confident in their study
especially in reading comprehension, this one is a new strategy in reading
comprehension. Another important, the students also can improve the ability
to apply and transfer knowledge and skills the student learns.
Particularly, most of the students only read the texts just to take main
idea, vocabularies, and so on, but for this strategy, its build student's
metacognition and give them a better understanding of the material they are
attempting to learn especially in their reading.
Furthermore, it can also promote the readers as an active readers,
critical thinking, increasing motivation by making the learner an active
member of the learning process especially in reading comprehension.
6
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
5.1
Conclusions
As the findings of this study, the conclusions are stated as the
following.
(1) Teaching reading comprehension by using self-questioning is the step
of teacher in building-up students' ability in making the questions.
(2) Others assign the students to connect between the cover (picture) and
the title, the teacher as related the story in the text with another
phenomena.
(3) The teacher should ask the students why they make the questions in
order to discover what kind of levels the students used.
(4) Every questions made by the students particularly before they read the
text, the quality of questions only based on the cover or an experience
they have.
(5) As long as the students read the texts critically, they will raise the
questions critically too with the good quality of questions.
(6) The levels of comprehension is the important one where it is to make
the students easy in raising the questions.
48
5.2.
Suggestions
In relation to the conclusions previously stated, the suggestions
stated as following.
(1) As it was found in this study, it is suggested that the teachers use selfquestioning strategy in the class particularly in teaching reading
comprehension. Because the strategy can help the students producing
the questions while the questions itself represents their understanding
about the texts. So, the simple and complicated questions their make as
the indicator about the deep or the narrow understanding about the
read texts.
(2) The application of strategy in teaching learning process especially in
teaching reading comprehension
not only increasing reader's
understanding in reading the text, but also builds up reader's skills in
making the questions themselves.
(3) The teachers and readers can use also self-questioning strategy in
getting other language skills such as speaking, listening and writing in
general in mathematics and other scientific subjects particularly,
because self-questioning succeeds in helping someone be self confident
and independent.
49
(4) The students should increase their reading comprehension skills
particularly in the literal, interpretative, critical and creative
comprehension in order to have good understanding upon texts.
50
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