The teaching practices of English reading in Indonesia provide limited opportunities for students to engage actively with texts to foster comprehension. Teaching reading through the use of self-questioning strategy has been shown to be an effective approach to improve students’ levels of questioning that promotes reading comprehension. However, for this to occur, teachers need a more effective self-questioning strategy to use it with their students. This study investigates the development of teachers’ and students’ self-questioning strategy use, the challenges faced by teachers, and the assistance that they need to implement it. The effects of the implementation of self-questioning strategy on students’ skills in generating questions about English passages are also examined. This study was conducted in Samarinda, the capital of East Kalimantan, Indonesia, where English is a foreign language to Indonesian speakers. Three teachers and their Grade 11 classes from three different secondary schools participated in a multiple-site case study which was employed to generate rich explanatory data across sites. Data were gathered from both teachers and students in the form of observations, field-notes, interviews and reflective journals. Audio and video recordings of classes and teaching of English reading were used to support the data collection. The teachers were subsequently trained in a workshop in the use of self-questioning strategy with guidelines for the use of different levels of questions based on Bloom’s taxonomy. The teachers then implemented the self-questioning strategy with students in their classrooms. Two levels of analysis were applied in this multiple-site case study. Within site study analysis involved organising the data to search for patterns for each site. Across-site study analysis was then applied to generate themes, knowledge, concepts, and connections between variables and across the study sites before triangulation with other sources of data was undertaken to draw conclusions. The findings from this study show that teachers relied on textbooks for pedagogies for teaching reading and for the kinds of questions they asked to assist in reading comprehension. This meant that both teachers and students were exposed mainly to low level questions. Thus, they faced challenges in generating high level questions in these conditions, and required assistance in order to do this. The results reveal that both teachers and students perceived that they gained benefits from the application of the self-questioning strategy. Some factors that contributed to the effectiveness of the implementation of the self-questioning strategy in this EFL context were teachers’ knowledge and confidence, the abilities of students, the nature of the class, the supportive learning environment, and sufficient time for implementation. The implications for future research included the need to examine the self-questioning strategy in a longitudinal study, and the need to focus on students’ understanding and transfer of learning to other contexts. More generally, this study shows that the self-questioning strategy can be implemented effectively in reading lessons in Grade 11 classes in an Indonesian context. The findings of the study reveal that as well as improving teachers’ and students’ abilities to generate questions about English passages, the use of self-questioning also promotes the development of a more learner-centred approach in EFL and assists teachers to ask questions in their classrooms that go beyond those provided in the textbooks. The findings suggest that research in self-questioning strategy needs to be expanded and continued because this study has shown the potential of the strategy to enhance students’ engagement in learning and potentially to foster improvements in reading comprehension.
| Identifer | oai:union.ndltd.org:ADTP/279246 |
| Creators | Dyah Sunggingwati |
| Source Sets | Australiasian Digital Theses Program |
| Detected Language | English |
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