The Implementation of Modified Questioning The Author (MQTA) Strategy to Improve Students’ Reading Comprehension
Abstract
Penelitian ini bertujuan i) untuk mengetahui perbedaan prestasi membaca komprehensif antara siswa yang diajar dengan strategi Questioning the Author (QtA) dan strategi Modified Questioning the Author (MQtA), ii) untuk mengetahui aspek mmbaca yang paling meningkat nilainya setelah penerapan strategi QtA dan MQtA , dan iii) untuk mengetahui respon siswa terhadap penerapan strategi MQtA. Subjek penelitian ini adalah siswa kelas delapan SMP IT Ar Raihan Bandar Lampung. Hasil penelitian menunjukkan bahwa i) ada perbedaan yang signifikan secara statistik dalam kemampuan membaca antara siswa yang diajar dengan strategi QtA dan strategi MQtA, ii) Dari lima aspek membaca comprehensif; menentukan Main idea, Supporting details, References, Inferences dan Vocabulries, aspek membaca yang memperoleh nilai tertinggi pada group eksperimen adalah menentukan Main idea dan Inferences sedangkan pada grup kontrol adalah menentukan References, dan iii) respon siswa terhadap penerapan strategi MQtA adalah positif. Ini menunjukkan bahwa strategi MQtA lebih efektif dibandingkan dengan strategi QtA untuk meningkatkan prestasi membaca komprehensif siswa . Namun, kedua strategi dapat diterapkan pada semua kelas dengan kondisi dan latar belakang pengetahuan yang berbeda.
This study was aimed i) to find out whether there was a difference of students’ reading achievement between students taught by using Questioning the Author (QtA) and those taught by using Modified Questioning the Author (MQtA), ii) to find out aspect of reading comprehension which score mostly increased after the implementation of QtA and MQtA, and iii) to find out the students’ responses toward the implementation of MQtA. The subjects of this research were the eighth grade students of SMP IT Ar Raihan Bandar Lampung. The result showed that i) there was a statistically significant difference in students’ reading comprehension achievement between students taught by using QtA and those taught by using MQtA, ii) from five aspects of reading comprehension; determining Main idea, Supporting details, Reference, Inferences and Vocabularies, the reading aspect which gained highest score in experimental group was in determining Main idea and Inferences, while in control group it was in determining References, and iii) the students’ responses toward the implementation of MQtA was positive. It can be said that MQtA strategy is more effective to increase the students’ reading comprehension achievement. However both QtA and MQtA can be implemented to every classroom with different students’ situation and background knowledge.
Keywords: Modified Questioning the Author (MQtA), questioning the author (QtA), reading comprehension achievement.
Full Text:
PDFReferences
Alqahtani, Mofareh. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education Vol. III, No.3/2015.DOI:10.20472/TE.2015.3.3.002
Alyousef, Hesham Suleiman. (2005). Teaching reading comprehension to ESL/EFL learners. The Reading Matrix. Vol. 5, No. 2, September 2005
Baleghizadeh, Sasan. (2011). Training in Questioning the Author technique on EFL reading comprehension. Teheran: International Conference on Education and Educational Psychology ICEEPSY. Procedia - Social and Behavioral Sciences 29 (2011) 1668 – 1676
Beck, I. L., McKeown, M. G., Sandora., & Kucan, L. (1996). Questioning the Author: a yearlong classroom implementation to engage students with text. The Elementary School Journal Volume 96 Number 4. University of Chicago. DOI: 10.1086/461835.
Creswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research 4th ed. Boston, MA: Pearson Education, Inc.
Davoudi, Mohammad & Narges Amel Sadeghi. (2015). A systematic review of research on questioning as a high-level cognitive strategy. Canadian Center of Science and Education English Language Teaching; Vol. 8, No. 10; 2015. ISSN 1916-4742 E-ISSN 1916-4750
Duke, N.K., & Pearson, P. (2002). Effective practices for developing reading comprehension. In A.E. Farstrup, & S. Samuels (Eds.), What research has to say about reading instruction (pp. 205-242). Newark, DE: International Reading Association.
Fraser, Carol A. (1999). The role of consulting a dictionary in reading and vocabulary learning. New York: New York University
Hamilton, H. (2012). The efficacy of dictionary use while reading for learning new words. American Annals of the Deaf, 157(4), xx. Georgia Institute of Technology.
Hatch, Evelyn & Hossein Farhady. (1982). Research design and statistics for applied linguistics. Rowley, Massacusetts: Newburry House Publishers, Inc.
Kendall, Juli & Khuon, Outey. (2006). Small-group comprehension lessons for English language learners k–8. Long Beach, CA: Stenhouse Publishers Portland
McNamara, Danielle S. (2006). Reading comprehension strategies: theories, interventions, and technologies. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers
Nesi, Hilary. (2000). The use and abuse of EFL dictionaries: how learners of English as a foreign language read and interpret dictionary entries. Tübingen: Max Niemeyer Verlag.
Png, Jessie. (2016). Qestioning the Author: English language teachers’ perspectives. English language and literature academic group, National Institute of Education, Nanyang Technological University, Singapore. International Journal of Bilingual & Multilingual Teachers of English. Int. J. Bilin. Mult. Teach. Eng.4, No.1 , 25-31 (July-2016) 2
Rahayu, Lisa and Ratmanida. (2014). The Use of QtA (Questioning the Author) in teaching reading comprehension to senior high school students. JELT Vol. 2 No. 3 Serie A. June 2014.
Rahmat, Agus. 2017. Small Group Discussion strategy towards students’ reading comprehension of SMA Negeri 11 Bulukumba. Journal of English Language, Literature, and Teaching. e-ISSN: 2580-2720 METATHESIS, Vol. 1, No. 2, Oktober 2017
Sari, Faradina Primarini Noorhaya. (2016). The effect of small group discussion in reading class on students’ reading comprehension. Lampung. University of Lampung. Unpublished Thesis.
Schoenbach R, Greenleaf C, Cziko C & Hurwitz L. (1999). Reading for understanding: a guide to improving reading in middle and high school classroom. New York: Jossey-Bass, A Wiley Company.
Wilson T, Helen Berg, Cindy Simpson, and Kay Timme. (2012). Small-group reading instruction: lessons from the field. Dimensions of Early Childhood Journal. Vol 40, No 3, 2012.
Zare, P and Othman, M. (2013). The relationship between reading comprehension and reading strategy use among Malaysian ESL learners. International Journal of Humanities and Social Science Vol. 3 No. 13; July 2013.
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 U-JET
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.