THE USE OF THE OPEN-ENDED QUESTIONING TECHNIQUE IN IMPROVING STRUDENTS READING COMPREHENSION
DOI:
https://doi.org/10.33096/d221nt29Kata Kunci:
open-ended questioning technique, reading comprehension, improvementAbstrak
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.
Referensi
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. https://doi.org/10.7275/fryf-z044
Blything, L., & Cain, K. (2019). Question Asking During Reading Comprehension Instruction. Reading Research Quarterly, 55(3), 333–533.
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), 687–713.
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. https://doi.org/10.46932/sfjdv2n2-185
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. https://doi.org/10.29329/ijpe.2020.277.2
Shanahan, T. (2017, February 8). Instructional Level and Teaching with Complex Text. Reading Rockets.
Sugiyono. (2007). Metode Penelitian Kuantitatif Kualitatif dan R&D. Alfabeta.
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. https://doi.org/10.5539/ies.v9n8p144
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.
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2026 Fina Andini, Muhajir Muhajir, Salmia Syarifuddin
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
