• Fina Andini Pendidikan Bahasa Inggris, Universitas Muslim Indonesia
  • Muhajir Muhajir Pendidikan Bahasa Inggris, Universitas Muslim Indonesia
  • Salmia Syarifuddin Pendidikan Bahasa Inggris, Universitas Muslim Indonesia
Keywords: open-ended questioning technique, reading comprehension, improvement


The study aims to find out the use of open-ended questioning techniques in improving students’ reading comprehension and found students’ obstacles in using open-ended questioning techniques. The study was conducted at SMP Al-Izhar Cendekia Makassar and involved 16 students in class II (class VIII).  By using a quantitative approach and a pre-experimental research design, this study collected data through pre-test, post-test, and questionnaires. After processing the data, the writer got the post-test average value greater than the pre-test average value, which is 58.31 > 19.81. It was proven that the use of open-ended questioning techniques in teaching reading comprehension improved by 38.5%. This means that using the open-ended questioning technique improved students’ reading comprehension. In addition, based on students’ responses to the questionnaire via a Google form, the most common obstacles faced by the students were categorized into understanding vocabulary.


Ary. (2006). Introduction to Research in Education. Wadsworth.
Badger, B., & Thomas, E. (1992). Open-Ended Questions in Reading. Practical Assessment, Research, and Evaluation, 3, 4.
Blything, L., & Cain, K. (2019). Question Asking During Reading Comprehension Instruction. Reading Research Quarterly, 55(3).
Brandao, & Oakhill. (2005). “How do you know this answer?” Children Use of Text Data and General Knowledge in Story Comprehension. Reading and Writing. An Interdisciplinary Journal, 18(7–9).
Cakir, H., & Cengiz, O. (2016). The Use of Open - Ended Versus Closed-Ended Questions in Turkish Classroom. Journal of Modern Linguistics, 6(2), 60–70.
Cárdenas, Y. I. C. (2021). Questioning as an Effective Tool to Enhance Students´ Interaction in the English Classroom. South Florida Journal of Development, 2(2), 3510–3520.
Elleman, A., & Oslund, E. (2019). Reading Comprehension Research: Implications for Practice and Policy. SAGE, 6(1).
Fordham, N. (2006). Crafting Questions That Address Comprehension Strategies in Content Reading. Adolescent & Adult Literacy, 49(5), 390–396.
Gay. (2006). Educational Research. Merrill Greenwood.
Ivony, D. S. (2017). Students’ Difficulties in Answering Open-Ended Questions in Reading Comprehension Test: A Case Study at The Ten Grade Students of Ponpes Nurul Haramain Nw Putri Narmada In Academic.
Khoshsima, H., & Pourjam, F. (2014). A Comparative Study on the Effects of Close Tests and Open-Ended Questions on Reading Comprehension in Iranian Intermediate EFL Learners. International Journal on Studies in English Language and Literature (IJSELL), 2(7), 17–27.
Kuşdemir, Y. (2020). Indicators of Reading Comprehension: Example of Narrative Text and Open-Ended Question. International Journal of Progressive Education, 16(5), 17–29.
Sarah, St., Muhajir., Sulastri. (2023) The Implementation of Storytelling To Improve Students’ Vocabulary Mastery In English Lovers’ Community at SMP Negeri 8 Makassar. Jurnal Karya Ilmiah Mahasiswa (KIMA). Vol. 2, No. 2, p.343-353.
Shanahan, T. (2017, February 8). Instructional Level and Teaching with Complex Text. Reading Rockets.
Sugiyono. (2007). Metode Penelitian Kuantitatif Kualitatif dan R&D. Alfabeta.
Teana, Alma., Muhajir., Sulaiman, Rizkariani. (2023) Improving Students’ Ability In Writing By Peer Group Roundtables (Study at SMP Kartika Wirabuana XX-2 Makassar). Jurnal Karya Ilmiah Mahasiswa (KIMA). Vol. 2, No. 1, p.153-157.
Tobia, V., Ciancaleni, M., & Bonifacci, P. (2017). Theoretical Models of Comprehension Skills Tested Through a Comprehension Assessment Battery for Primary School Children. SAGE Pub, 34(2), 223–239.
Wangru, C. (2016). The Research on Strategies of College English Teachers Classroom Questioning. International Education Studies, 9(8), 144.
Wixson, K. K. (1983). Questions about a Text: What You Ask about is What Children Learn. The Reading Teacher, 37(3), 287–293.
Zull, C. (2016). Open - Ended Questions. GESIS.