A question is a sentence, a phrase, or even just a

gesture that shows that the speaker or writer

wants the reader or listener to supply them with
some information, to perform a task or in some
other way satisfy the request.

http://en.wikipedia.org/wiki/question
 
TECHNIQUES OF QUESTIONING
• STRUCTURING
• PHRASING AND FOCUSING
• DISTRIBUTING
• REDIRECTING
• WAIT-TIME OR PAUSING
• TEACHER REACTING
• PROMPTING
• CHANGING THE LEVEL OF COGNITIVE DEMAND
QUESTIONING STRATEGIES

PHYSICAL SETTING
LISTENING SKILL
WAIT-TIME
HANDLING STUDENT RESPONSE
ENCOURAGING PARTICIPATION
Reading Narrative
Effective reading and literacy instruction are keys to
educational success and form a critical component in
efforts to close the gaps in student achievement between
social classes and between racial groups. For some reasons,
reading is very important in our life.
 The Analysis Data
The accuracy which the writer measure has a major impact
on sample size. Accuracy is expressed as validity and
reliability. Validity represents how well a variable measures
what it is supposed to. Reliability tells how reproducible the
measures are on a pretest, so the impacts is on the
experimental studies. It also shows that the more reliable
the measure, the less subjects a researcher need to see in a
small change.
Pre-questioning Techniques based
on Socrates
Factual
 Convergent
 Divergent
 Evaluative
 Combination
Pre-questioning Techniques in the
Taxonomy of Education Objectives
 Remember
 Understand
 Apply
 Analyze
 Evaluate
 Create
CONVENTIONAL TECHNIQUES
This technique delivered by teacher daily in each
meeting. It is also the techniques that shows how
teacher give explanation briefly to students.

This technique conclude:

• explanation
• discussion
• exercise
 Analysis Data
The Mean Score

GROUP PRE TEST POST TEST

EXPERIMENTAL 58.4 76.1

CONTROL 59.4 72.1

MEAN : 12.7
The Average Score between the
Experimental Group and
the Control Group
 Try Out Data

• Validity
• Reliability
• Difficulty Level
• Discriminating Power
Levels of Bloom Taxonomy
 CONCLUSION
In the pre-test, the average scores of the experimental group
and the control group were 58.4 and 59.4. From the pre-test,
it can be said that the ability of the two groups was closely
the same. After they received the treatment, the average
score of the experimental group was higher than the control
group. The experimental group got 76.1 and the control
group got 72.1. Hence, the null hypothesis that there is no
difference of the effectiveness of pre-questioning techniques
of reading comprehension of narrative texts of the Second
Grade Students of Junior High School is rejected. On the
other hand, this study shows that there are positive effects of
teaching reading of narrative texts by using Pre questioning
techniques.
 Suggestion
Pre-questioning technique is one of the ways to get
discussion going. Teachers stimulate the students to
think and keep the students focused on the lesson.
Teachers need to develop an environment in which
students feel comfortable with questions and expect to
be asked them. Asking “why” or “how” questions enable
students to figure things out for themselves and so
learn better. Asking good questions also puts the
responsibility for learning back with the students,
enhancing their creativity and facilitating participation.