The Development of Reading Comprehension for Elementary Student by Using Self-Questioning with Question Formulation Technique

Abstract

This research aimed 1) to compare the comprehension ability of elementary school students before and after the experiment. After learning using self-questioning with question formulation technique. The sample group includes 36 Grade 6 students at a private school, academic year 2023, Grade 6/2, which were obtained from purposive selection.

The research instruments were consisted of 1) a learning plan using the self-questioning reading method combined with the Question Formulation technique on reading for comprehension. The content validity was approved by 3 experts, index of Items-Objective Congruence: IOC was examined to determine the content reliability was 1.00 2) a test about Reading for understanding. The content validity was approved by 3 experts, index of Items-Objective Congruence: IOC was examined to determine the content reliability was 0.67. The data were analyzed by mean, standard deviation and t-test, analysis of the difference in mean reading comprehension scores at all 4 levels, namely the alphabetic reading level. Reading level Judgment level and Level of use or application.

The research findings were as follows: The average total reading comprehension score and the average reading comprehension score consists of the alphabetic reading level. Reading level Judgment level after the experiment, it was significantly higher than before the experiment at the .05 level, and the mean application or application score after the experiment was higher than before the experiment without statistical significance at .05.