THE QUESTION STRATEGY USED BY THE TEACHER IN TEACHING READING

COMPREHENSION

CHAPTER I

INTRODUCTION

A. Background of the problem

In the current era,english becomes the most important tool to

communicate. The reason is english is usedby more than half population in the
world. It makes English as the international language. Everyonein the world
useit to communicate to gain and share information.Learning English is not
easy. There are four skills and three components of the english language .
Reading, Writting, Speaking and Liatening are skills while pronountiation,
vocabulary, and grammar are components.

Reading is an activity which is aimed at making sense of the printed

word. The purpose of teaching reading is to have the students comprehend the
text. The best of reading is comprehention. the overall goal is not to remember
most ofthe specific details, but to have good grasp of the main idea and
supporting ideas and to relate those main ideas to background knowlede
asappropriate . in the conclution, the aim of reading is to understand the
throught and idea of written material which is know as reading comprehention.

There are some difficulties faced by students when they try to

comprehend a text . one of them is to find a way to get the main ideas of the text
and to make relation of their background knowledge with the text. In fact its not
easy fo student understand what they are read without any help to understand
and comprehend it.Nowadays, there ae many approaches found by experts have
found to improve students comprehention in reading text. There are two familiar
approaches are usually used by english teacher in reading class they bottom up
and top down approach . process accounts of reading take the reader rather than
the text as point of departure . indeed these approaches may help students to
understand the text as when they use bottom-up is used to focus on word and
sentence level and top-down is used to focuse on studentsbackground
knowledge.

Furhermore, top-down is an approach that helps the readers to understand

the text by using intelligence orexperience. Top-down conceptually drives
processing in which the reader draws on on their intelligence or experience to
understnd a text. The teacher activities students background knowledge . on the
other hand, one way to use top-down approach is by using question . giving
question to students can increase their comprehentsion and make them easy to
find ideas in the text. In the reading process, students ralk about support goal-
focused instruction, describe and monitor comprehension, expressown idea and
learns from the idea and experiences of others. It is often generated by question
. Trought giving question, teacher can check how well students comprehend the
text they read. They can clarify meaning and promote deeper understanding of
the text by answering the question after they have read the text .

On the other hand, based on observation and the interview with the
teacher and some students, the researcher found that. Teacger was difficult to
make students interested in reading and it impacted students understanding
although inthis case the teacher has used questioning strategy to help them
comprehending the text. Some student difficult to find main idea, topics, or
purpose of the text because they wew lack of vocabulary, finally,they were not
interested in reading comprehension. Based on the problem above, this research
is directed to analyze the questioning strategy used by english teacher.

B. Identification of the problem

Based on the background of the problem above, there were problems
found by there reseacher :
 1. Reacher was difficult to malke students interested in reading, and it
impacted students understanding although the teacher has used
questioning strategy, though the question, students can understand
what they read.
2. Some students were difficult to comprehend the text because they
were lack of vocabulary. As the result they were not interested in
reading comprehend.
C. Limitation of the problem
based on the problem above, the researcher limited the scope of the
roblem to be researcher, that is the question strategy used by the teacher
in teaching reading comprehension
D. Formulation of the roblem
the researcher formulated in this research in the form of question :
1. How often does the teacher use question strategy during pre reading
at junior and senior high school.
2. How often does the teacher use question strategy during while-reading
activities at the junior and senior high school
3. How ofthen does the teacher use queston trategy during post-reading

activities at junior and senior high school.

E. Purose of the research

This research is conducted based on the following puroses :

1. How often does the teacher use question strategy during pre reading at
junior and senior high school.
2. How often does the teacher use question strategy during while-reading
activities at the junior and senior high school
3. How ofthen does the teacher use queston trategy during post-reading

activities at junior and senior high school.

F. Significance research
The research hopes that the result of this research will be given
advantages to.
1. for college, it can be used as the reference for the next researcher.
2. For the teacher, it can make the teacher improve her question strategy
in reading comprehention .
3. For students, it can help the student easier to comprehend the passage
after their teacher anhance her questioninh strategy in teaching
reading comprehension.
4. For reasercher, it can give more knowledge and experience through
the research.

G. Defenition of key term

1. Question strategy means the strategy that is used by the teacher in
teaching reading comprehension in each stages of reading activity.
2. Reading comprehension meand the activity to readerto get the
meaning of the text.