Teaching reading through students generated questions with special reference to pre-reading activities

Sunarsih, . (1995) Teaching reading through students generated questions with special reference to pre-reading activities. Undergraduate thesis, Widya Mandala Catholic University Surabaya.

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Abstract

Realizing that reading can play an important role in the process of education, the reading teachers are highly advised to design appropriate technique to teach reading comprehension. It is assumed that taught with appropriate technique, students will be more active in learning to read English text. In fact, many SMTP students often complain when they are given a reading passage. They do not understand what they are reading. They say that the reading class is too boring because the teacher does not use appropriate techniques in teaching them. This thesis suggests some ideas about teaching Reading Comprehension through Students' Generated Questions with Special Reference to Pre-Reading Activities. Through this technique it is expected that the teacher can help the students comprehend English text better. With this technique, students are forced to be active throughout the three major steps of a reading class (Pre-reading, Whilst reading and Post reading). In the Pre-reading step, the students have to answer pre-reading questions they themselves have made. The questions should be based on the first sentence, the theme of the reading, pictures or any reading stimulus given by the teacher. The students have to answer these questions after the teacher has distributed the actual reading text to them. In the whilst reading step, the students should read the text and study the difficult words and vocabularies of the text. Then, the students should find the correct answers to their own questions (made in the Pre-reading step) while reading the whole passage. After that the teacher asks the students only a few questions about the content of the reading passage such as ''What is the title of the reading passage 1, 2, 3 etc?" or "What is the passage all about?" etc. Then in post reading step, the students are asked to answer the teacher's questions based on the passage. The questions can be in the form of Direct and indirect Referential Questions, Direct Inferential and Vocabulary Questions. The Direct Referential Questions belong to factual questions and have the same wordings as the passage; the students can copy the answers without any change of the structure or vocabulary. Indirect Referential Questions are the questions which may not include the words from the text; the students' search for the relevant information is slightly more difficult. Direct Inferential Questions are the questions which usually require the students to relate two or more items in the questions which deal with the ability to find the correct synonyms or antonyms of the words taken directly from the selection. Vocabulary question deals with the ability to find the correct synonym or antonym of the word taken directly from the selection. It is expected that this suggested technique gives some contribution to SMTP teachers in their efforts to increase the students' reading ability and to eliminate boredom in reading classes. Consequently, in this technique the teacher should be active because she should control the activities of the class, should prepare the exercises for her students and also be prepared to answer the questions that might arise or to explain things that the students do not understand. Since the ideas presented here are quite theoretical, it is expected that other thesis writing students do some experiments to see whether these ideas can work in real teaching or not.

Item Type: Thesis (Undergraduate)
Subjects: English Education
Divisions: Faculty of Teacher Training and Education > English Education Study Program
Depositing User: EK Lengkonosari PN
Date Deposited: 10 Aug 2016 08:44
Last Modified: 10 Aug 2016 08:44
URI: http://repository.wima.ac.id/id/eprint/6340

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