Title: Teaching reading through students generated questions with special reference to pre-reading activities
Abstract: Realizing that reading can play an important
role in the process of education, the reading teachers
are highly advised to design appropriate technique to
teach reading comprehension. It is assumed that taught
with appropriate technique, students will be more active
in learning to read English text.
In fact, many SMTP students often complain when
they are given a reading passage. They do not understand
what they are reading. They say that the reading class
is too boring because the teacher does not use
appropriate techniques in teaching them.
This thesis suggests some ideas about teaching
Reading Comprehension through Students' Generated
Questions with Special Reference to Pre-Reading Activities.
Through this technique it is expected that the
teacher can help the students comprehend English text
better.
With this technique, students are forced to be
active throughout the three major steps of a reading
class (Pre-reading, Whilst reading and Post reading).
In the Pre-reading step, the students have to answer
pre-reading questions they themselves have made. The
questions should be based on the first sentence, the
theme of the reading, pictures or any reading stimulus
given by the teacher. The students have to answer these
questions after the teacher has distributed the actual
reading text to them.
In the whilst reading step, the students should
read the text and study the difficult words and vocabularies
of the text. Then, the students should find the
correct answers to their own questions (made in the
Pre-reading step) while reading the whole passage. After
that the teacher asks the students only a few questions
about the content of the reading passage such as ''What
is the title of the reading passage 1, 2, 3 etc? or
What is the passage all about? etc.
Then in post reading step, the students are asked to
answer the teacher's questions based on the passage. The
questions can be in the form of Direct and indirect
Referential Questions, Direct Inferential and Vocabulary
Questions.
The Direct Referential Questions belong to factual
questions and have the same wordings as the passage; the
students can copy the answers without any change of the structure or vocabulary. Indirect Referential Questions
are the questions which may not include the words from
the text; the students' search for the relevant information
is slightly more difficult. Direct Inferential
Questions are the questions which usually require the
students to relate two or more items in the questions
which deal with the ability to find the correct synonyms
or antonyms of the words taken directly from the selection.
Vocabulary question deals with the ability to find
the correct synonym or antonym of the word taken directly
from the selection.
It is expected that this suggested technique
gives some contribution to SMTP teachers in their efforts
to increase the students' reading ability and to
eliminate boredom in reading classes. Consequently, in
this technique the teacher should be active because she
should control the activities of the class, should prepare
the exercises for her students and also be prepared
to answer the questions that might arise or to explain
things that the students do not understand.
Since the ideas presented here are quite theoretical,
it is expected that other thesis writing students
do some experiments to see whether these ideas can work
in real teaching or not.
Publication Year: 1995
Publication Date: 1995-01-01
Language: en
Type: dissertation
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