THE USE OF PRE-QUESTIONING IN IMPROVING STUDENTS’ READING COMPREHENSION
DOI:
https://doi.org/10.47255/s95cq957Keywords:
classroom action research, pre-questioning, reading comprehensionAbstract
The goal of this research is to describe the students’ improvement in reading comprehension by using pre-questioning. This research was a classroom action research with two cycles conductedto the seventh-grade students of MTS Darussalam Sengkubang. The 7B class was the subject of this research consisting of 29 students. Planning, acting, observing, and reflecting consisted in each cycle. Field notes, observation checklists, interview, and individual test were used as the tools to collect the data. The finding of this research showed that by conducting teaching and learning reading by pre-questioning as a brainstorming activity before read the text could stimulate and allowed the students predict by kept trying to answer the pre-questions given by the teacher. Students tried to found the information asked to them. Thus, the pre-questioning activity made the teaching and learning process of reading was interactive. It also affected the students’ motivation in reading learning process. It was effective and very helpful for the teacher in teaching reading comprehension.
References
Ahmada, A. (2020). Using Group Work to Improve Students’ Reading Comprehension Skill. Journey (Journal of English Language and Pedagogy), 3(1), 14-18.
Djuma, R. I. ., Palengkahu, N. ., & Sanger, M. B. . (2021). Improving Student’s Reading Comprehension through Scanning Technique at The Second Grade of the Junior High School. SoCul: International Journal of Research in Social Cultural Issues, 1(01), 31-40.
Jacobs and Cooper. 2016. Action Research in the Classroom: Helping Teachers Assess and Improve their Work . Lanham. The Rowman & Littlefield Publishing Group.Inc.
Klein, S.R. 2012. Action Research Method: Plain and Simple. New York. PALGRAVE MACMILLAN
Mousavian and Siahpoosh.2017.The Effects of Vocabulary Pre-teaching and Pre-questioning on Intermediate Iranian EFL Learners’ Reading Comprehenstion Ability. International Journal of Applied Linguistics & English Literature. Vol.7 No 2.58-63.
Qolisoh, F. N. (2015). The Effects of Pre-Questioning Technique on the Students’ Reading Comprehension Achievement in Narrative Text at the Seventh Grade of SMP Islam Assalam Jambewangi. English Education Departement Faculty Tarbiyah and Teacher Training. Tulung Agung: State Islamic Institute (IAIN).
Rosnaningsih & Wulandari. 2017. The Effect of Pre-Questioning Technique on Students’ Reading Comprehension. The Journal of English Language Studies Vol. 02, No. 01 (46-53).
Rusmiati, R. (2016). An Overview of the Implementation of Pre-questioning Strategy in Teaching Reading. Getsempena English Education Journal, 1(1).
Sagor & William. 2017.The Action Research Guidebook. United State of America. SAGE Publication
Sari, et.all. 2021. The Using Pre-Questioning to Improving the Students’ Reading Comprehension Skills to the Tenth Grade Students of SMA Negeri 2 Padangsidimpuan. Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris. Vol. 12, No.1 :94-115.
Utami, I. (2017). The Effectiveness of Pre-Questioning Technique to Teach Reading Comprehension of Narrative Text. ELT Forum: Journal of English Language Teaching, 6(1), 59-68.
Yuricki, E. (2021). Pre-Questioning Technique Towards Students Reading Comprehension. Titian Ilmu: Jurnal Ilmiah Multi Sciences, 13(2), 34-42.
