The relationship between beliefs in the importance of self- questioning strategy and hHigh order thinking questions productivity

Setijawati, . (2013) The relationship between beliefs in the importance of self- questioning strategy and hHigh order thinking questions productivity. Masters thesis, Widya Mandala Catholic University Surabaya.

Preview	Text (ABSTRAK) Abstrak.pdf Download (190kB) | Preview
Preview	Text (BAB 1) Bab 1.pdf Download (68kB) | Preview
	Text (BAB 2) Bab 2.pdf Restricted to Registered users only Download (160kB)
	Text (BAB 3) Bab 3.pdf Restricted to Registered users only Download (167kB)
	Text (BAB 4) Bab 4.pdf Restricted to Registered users only Download (263kB)
Preview	Text (BAB 5) Bab 5.pdf Download (62kB) | Preview
Preview	Text (LAMPIRAN) Lampiran.pdf Download (1MB) | Preview

Abstract

This study purposed to reveal the relationship between students’ beliefs in the importance of self-questioning strategy and their cognitive ability in generating high order thinking questions in reader-text transaction. The study was conducted at the seventeen students of fifth semester who learnt Reading IV subject as the highest level of reading subject in English syllabus at English Department of Faculty Teacher Teaching Training and Education Widya Mandala Catholic University Surabaya. The Study employed quantitative research to reveal a relationship, its strength and significance. Six-scales of Likert questionnaire was applied to examine students’ beliefs in the importance of self-questioning strategy, while students’ generated questions were focused on the productivity of high order thinking (HOT) questions in text-reader transaction before, during and after reading. Positive and negative beliefs underlied the discussion point of view and Spearman correlation result notified that there was no statistically significant correlation among the students’ beliefs in the importance of self-questioning strategy and HOT questions productivity. However, the result of Cohen’ effect size calculation on mean difference and standard deviation revealed that the relationship contributed highly practical significance. The author recommended that beliefs in the importance of self-questioning strategy were better to teach since beliefs controlled the activation of students’ metacognitive and cognitive system to attain knowledge. Continuous practice in generating HOT questions was also highly recommended to evoke students’ strategic and critical thinking in comprehending beyond reading.

Item Type:	Thesis (Masters)
Department:	["eprint_fieldopt_department_Graduate School" not defined]
Subjects:	English Education
Divisions:	Graduate School > Master Program in Teaching English as a Foreign Language
Depositing User:	Users 12 not found.
Date Deposited:	17 Mar 2015 05:30
Last Modified:	17 Mar 2015 05:30
URI:	http://repository.ukwms.ac.id/id/eprint/1881

Actions (login required)

View Item