The effects of students’ generated questions before reading on the reading comprehension achievement of the management students of class H

Hartati, Caecilia Maria (2009) The effects of students’ generated questions before reading on the reading comprehension achievement of the management students of class H. Masters thesis, Widya Mandala Catholic University Surabaya.

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Abstract

Most Management students had reading problems that hindered their comprehension so they need to apply a reading strategy that would help them understand texts and become good and independent readers. Questioning is one reading strategy based on the schemata theory that states a reader's prior knowledge is important in the comprehension process. It means that through questioning a reader activates his prior knowledge that will help him make sense of the text. The previous studies on questioning showed that questioning before reading or pre-questioning is useful for students to increase their comprehension on texts. This is indicated by the fact that the students got better scores in their reading tests after they were given questions in the pre-reading stage. As the writer wanted to prove whether questioning before reading, especially questions generated by students themselves help the Management students of class H in understanding passages, she conducted a study on this class. The class was given students' generated questions before reading. The class did the pre-test and got the treatment for seven weeks and at the end of the treatment it did the post-test to measure the effectiveness of the treatment. The results of the study showed that students' generated questions before reading proved to be effective in increasing students' comprehension on texts. Students who got the treatment of students' generated questions before reading scored better in their post-test than in their pre-test for each question type in the reading test, that is, literal comprehension, reorganization, inference, evaluation and personal response. It can be concluded that using students' generated questions before reading students understand the given texts by activating their prior knowledge and match it with the incoming information from the texts.

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: Sri Kusuma Dewi
Date Deposited: 29 Aug 2016 10:18
Last Modified: 29 Aug 2016 10:18
URI: http://repository.wima.ac.id/id/eprint/6597

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