eng - unesco iite

The lesson plans were developed by focusing on reading skills towards the questioning. They were
divided into fore week plans. The teacher instructed the students by following those lesson plans.
The teacher approached the students with the questioning technique. They received information
regarding how to use the technique, types of questions, and how to conduct questioning in group
discussion processes. Then they practiced using the questioning technique through discussion
regarding reading passages.
The observation form was used to record the practicing of students in classrooms and also help the
teacher improve the methodology of the teaching style. The observation checklist was used to
record the students’ responses by checking on the investigated items on regular practice basis in
every class. The interview questions was constructed and conducted to ascertain the subjects’ ideas,
attitude and opinions about learning English language. After finishing teaching the technique, the
interviewing questions were given to the sample group. The students expressed their ideas and
attitudes toward the subject.
The reading comprehension test was used to assess students’ reading comprehension. The test
comprised 30 questions which aim to assess the comprehension in according to Bloom’s taxonomy.
The researcher focused on reading comprehension asking for main ideas and important supporting
ideas, so the questions for each passage were designed focusing on reading comprehension skills.
The scores from pretest and posttest were determined as the effectiveness of the questioning
technique. Both pretest and posttest scores were compared in order to measure the differences of the
students’ reading comprehension after using questioning. For the pretest and posttest analysis, all
the data were analyzed in terms of mean ( ), standard deviation (S.D.), t-test score, and t-value.
For the observation form, the data were presented in percentage and reported in the form of tables
with description. For the interview questions analysis, the data obtained were analyzed and
presented in the form of description. The researcher also observed the students’ feelings and
responses towards the process of the questioning technique while interviewing.
The results showed that the entire sample group realized that English was so useful and important
for further study and work. The sample was given 10 question of the interviewing. For the attitudes
towards the English language, 91% of sample group were satisfied with the questioning technique.
They said that the technique was interesting and useful for further reading and learning.
Conclusion
The aims of the research were to find out if the students had more reading comprehension through
using the questioning technique or not, and what their attitudes towards English language were after
using the technique. The results found that the technique could enhance the students’ reading
comprehension and encouraged them to study and have a positive attitude towards English
language. In terms of the enhancement in reading comprehension, it was found that the mean score
(X) of the pretest was 19.47 and the standard deviation was 1.34. After using the questioning
technique, the mean score of the posttest was significantly higher. The mean score of the posttest
was 23.61. And the standard deviation was 1.52. The results revealed that the t-value was 16.98.
The difference of the mean score of the pretest and posttest can be considered as significant at the
0.05 level. The results showed that the students did better. Their reading ability was higher.
When observing the students’ discussion, it revealed that the students were relaxed and comfortable
to speak, ask and answer questions, write down new vocabulary and new ideas, discuss, and then
find the conclusion. Furthermore, they gained more reading comprehension. They were at ease to
explain, summarize, and discuss this technique in their groups among their peers. They liked to ask
and answer group questions in order to get the ideas and infer the main idea of the reading passages.
They felt that they did not need to only read the passage and answer the questions. They were
delighted to participate and mostly understood the texts.
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