Name : Annisa Latifa

Reg. Number : 2320023

Class : PBI-5A
Subject : MID TERM TEST Writing FAP

Title : The Use Of Pre-Questioning On Reading Comprehension

Outlilne :
Thesis statement
The using pre-questioning reading comprehension that can apply in our academics fields, the concept of pre-
questoning, how to use it, and its advantages and disadvantages.
Body 1 Defenition Of Reading Comprehension
1. According to Oxfordowl (2022)
2. According to Keenan (2008)
3. According to (2007:8)
4. Conclusion
Body 2 Levels Of Reading Comprehension
1. Literal comprehension
2. Inference comprehension
3. Evaluative comprehension
4. Reorganization comprehension
5. Appreciative comprehension
Body 3 The Concept Of Pre-Questioning
1. According Nuttal (1982: 125)
2. According Brown (2001: 176)
3. The purpose of Pre-Questioning
4. Conclusion
Body 4 The Use Of Pre-Questioning
1. Type of Questions
2. Questioning Technique
3. Example of Using Pre-Questioning
4. The advantages and disadvantages of Pre-Questioning
Conclusion
The pre-questioning strategies which is a strategy of making questions to activate our background knowledge
before reading, the procedure is also quite simple and can be used even by novice teachers because by activating
students' background knowledge before learning will make the learning process more effective, interesting and
directed.
 The Use Of Pre-Questioning On Reading Comprehension
In English, we recognize 4 skills, namely reading, speaking, listening and writing. One of them is reading
which is Reading is the most important skill because everything we starts with reading. Without reading we
don’t get new information and knowledge. In this academic field, we also know the term reading
comprehension. Reading comprehension in reading is also important for us as students. We need reading
comprehension is understanding academic text such as articles, journals, papers, research, reports, and others.
For reading comprehension, there are many strategies that we can according to our abilities and desires. One of
them is pre-questoning, so in this discussion i will discuss one strategy about using pre-questioning reading
comprehension that can apply in our academics fields, the concept of pre-questoning, how to use it, and its
advantages and disadvantages.
First, we have to know what reading comprehension is. According to oxford owl (2022), “reading
comprehension is the ability to read a text and understand its meaning.” So, we know with this, that in reading
comprehension we must be able to understand the text that we read than just reading it. Understanding is not
the same as just reading, but understanding the text is where we can see the text from various sides and the
context. Reading comprehension is the ability to read, process and understand the meaning of text. It relies on
two interrelated skills. Word reading (the ability to decipher the symbols on the page) and language
comprehension (the ability to understand the meaning of words and phrases).
Let us see about reading comprehension in another opinion. Reading comprehension’s not merely a
process of recognizing and understanding words and their meanings. It involves a more complex cognitive
process where students could understand the meaning of written language, link it to their prior knowledge, and
build up a mental representation of the information that they have read (Keenan, et al. 2008; Takaloo & Ahmadi,
2017). This look is different from the opinion above, but actually, the meaning is the same. Reading
comprehension is a deep understanding.
According to Kligner (2007:8), reading comprehension is a multi-component, highly complex process
that involves many interactions between readers and what they bring to the text as well as variables related to
the text. So from this, we also know that it is about the interaction between the readers. How can the readers
construct their knowledge about the text. in this reading comprehension will indeed involve a lot of interaction.
because by reading indirectly we have communicated with the author. we know what message the writer wants
to convey.
So, I conclude that reading comprehension is a process of in-depth understanding of what we read in a
text which involves complex interactions between readers and writers. Because from the opinions that I have
listed above, it says that reading comprehension is not just reading the text and then losing it. But this is about
how we can get certain information from the text we read, then we know the purpose and in what context we
read this text. Because in reading we have to set goals first so we can know our limits in constructing the
information we get. Also to help us understand the text correctly and not deviate from the context and purpose.
That is the reading comprehension from my summary of the 3 opinions that I have listed above.
After we know what reading comprehension is, then we will discuss about the levels of reading
comprehension. Levels of comprehension vary from person-to-person depending on their level of education,
experience, and the complexity of the subject. Comprehending any subject requires an in-depth study of a topic
or event. Today’s post will discuss the three primary levels of comprehension, including some other sublevels
not highlighted above.
 The first level is literal comprehension. Literal comprehension means understanding a text, including
facts, ideas, vocabulary, events, and stated information. Literal understanding requires direct and explicit
answers to questions extracted from the text. Literal comprehension is an essential skill as it serves as a building
block for higher levels of comprehension. The level of literal comprehension requires several skills necessary
to understand a text or statement in general, these include: a) The ability to understand the meaning of a text
without analyzing it, b) The ability to understand the literal meaning of words, and c) The ability to understand
the literal meaning of sentences. Developing the skills highlighted above and extracting answers seamlessly
from any document, be it a student or an expert, requires developing literal comprehension skills such as
keywords, skimming and scanning. These skills help you find and use information faster. At the character level,
you can recall information that is clearly stated in the material. The ability to quickly skim and scan large
amounts of material and extract or retrieve key information from documents is a key productivity skill that
literal understanding provides.
The second level is inference comprehension. Inferential comprehension is the ability to draw valid
conclusions from facts and information received or found in a text. At this level, you have to read between the
lines to understand the text you are reading. It's about understanding facts even if they aren't explicitly
mentioned in your reading. Look up answers to questions that begin with "why and how." Because such
questions require an answer or an understanding of their implied meaning. There are different types of
conclusions and they are categorized as generalizations, comparisons, conclusions, assumptions, predictions,
cause and effect conclusions, etc.
The third level is evaluative comprehension. Evaluative understanding requires a deeper understanding
of a topic or event. It is necessary to analyze and balance the intentions, opinions, language and presentation
style of the event and author. Evaluative understanding can be applied to your own performance at work or
school. This includes others if they have a supervisory role. This includes extrapolations and inferences about
materials and events. Ratings can be positive, negative, or neutral. Evaluative understanding also includes
understanding the meaning of evaluation. For example, Thomas was rated as the most productive employee of
the year, so he may understand that the rating is positive and be proud of it. This includes assessing the adequacy
of the author's means to achieve his goals and drawing conclusions based on the facts and ideas contained in
the events and readings.
Level four, is reorganization comprehension. Reorganizational understanding literally means reading a
material or event, using information gleaned from different parts of that material or event, reorganizing it into
new patterns, and incorporating it into ideas for further understanding. Understanding reorganization requires
some creativity and curiosity. It also requires the ability to analyze, digest, evaluate and develop your own
perspective on situations and events.
And the last level is appreciative comprehension. Comprehension is more than deciphering text and
audio data to make sense of it. It is also about giving reactions and thoughts to material and events based on a
deeper understanding of the situation and text. Gratitude comprehension applies here because it requires reading
beyond the lines and recognizing the author's philosophy and the purpose of reading the material. Philosophy is
not stated explicitly, but is implied in the text and involves emotional reaction and reflection on the material.
Reaching the level of appreciation implies that the reader fully comprehends the literal meaning of what they
read, carefully assesses the situation, and is able to apply and apply the ideas they have gleaned to real events
and similar situations. increase.
Come to the concept of pre-questioning, Nuttal said that "Questioning is a strategy for improving
comprehension” (1982: 125). Questioning is a strategy, from here we know that strategy means we can apply it
in the process of reading, especially reading comprehension. Maybe from here we haven't got a clearer picture
of questioning. But at least we know on the basis of our knowledge of the origin of the word questioning. Then
we can catch a little that the questioning strategy means we use questions to help understand our reading.
 According to Brown (2001: 176) stater that pre-questioning strategy income questions which are
provided. Before the students read the whole text, in order to develop their knowledge of the students. So, the
pre-questioning is a strategy or a tool that may be the teacher to attract the background knowledge and to extract
the sepcific information from the text in reading. Then we can catch again that this questioning strategy we use
questions to draw basic knowledge from our students before they start reading their reading. In my opinion, this
really influences and has an impact on the continuation of the students' reading comprehension process.
After that, we come to the purposes of this strategy. According to First, to active prior knowledge. Using
pre-questions related to the text helps students gain background knowledge and allows them to explore what
they have learned and combine it with new information from the text. From there, it helps students complete
and understand the text they read. Because before starting learning, usually we really have to provoke our
background knowledge so that we are not too confused when we enter the material.
Then, the next purpose is to focus the student attention. Pre-questioning can encourage students to pay
attention to reading, especially the purpose of the activity. It also focuses students on the words and information
from the text that they need to understand the text. Also so that they can directly get the gist of their reading
with focus. because if they don't focus there will be many obstacles when they try to understand the reading.
Third purpose is to set the goals of reading. Using questions helps readers make sense of what they read.
Also, reading ahead encourages students to determine the purpose of reading so they know what they are
looking for when reading. That way students will read with direction and clarity, not floating to other material.
By setting goals, students can also control their thoughts on the reading so that it can be read more easily.
The pre-questioning can we expressed by some examples of questions. There are some forms of the
question that can be used I.S.P Nation (2009: 71), pronominal questions, yes/no questions, true/false, multiple-
choice, sentence completion, information transfer, translation, and precis. From these kinds we can use it to
attract the knowledge of students before come to the text. We can make it fun for interest the students attention.
Teachers may ask students questions before, during, or after reading in a structured context. At other
times, students effectively focus and remain engaged in their reading, helping them monitor their comprehension
of what they are reading, to elicit ambitious, relevant, and complete answers. Ur said there are several ways to
ask effective questions. Ask questions clearly; have learning value; ask questions that stimulate thought and
answers that will serve as further learning material; ask questions that are interesting, challenging and
stimulating to students. Being immersive, modeling ways to answer various questions, and developing
questioning skills for visual media students using overhead projectors.
The process of using the pre-quiz in reading instruction can be done in any way. First, teachers can hand
out textbooks to students according to their level. Like 7th graders, they study descriptive and procedural texts.
This allows teachers to give descriptive and procedural texts. Second, once students receive the text, teachers
can introduce keywords, concepts, or images to the students to stimulate discussion. Teachers can also ask
students questions such as: "What do you think...? Teachers can then build on a student's previous knowledge
to help them understand the text without having to read the entire text. Before reading, teachers can create their
own questions based on the topic to develop understanding, spark student interest, set student expectations, and
develop strategies that students can use later on themselves Students can ask the teacher if they are having
trouble understanding the text. Students can then work on their assignments and finally discuss the results of
their assignments.
Lookahead questions are useful because they help students focus on the information they are trying to
read. Also, lookahead has pros and cons, the advantages of which are: arouse student interest, stimulate thought,
guide thought, guide research, assess background information, review, clarify, relate details, draw conclusions
and generalizations, substantiate findings. It can be used to determine grades, challenge beliefs and values,
diagnose student difficulties, and measure educational effectiveness. Also, there are drawbacks to using
prequeries. It is time consuming, requires a lot of skill on the teacher's part to use this method properly, and can
ruin the class atmosphere.
Finally we come to the conclusion of all this. We can know that reading is the most important and
fundamental skill for us English learners. As our ability increases, our reading comprehension ability should
also increase. The trick is with one of the pre-questioning strategies which is a strategy of making questions to
activate our background knowledge before reading. The goal is to draw back knowledge, focus students on
reading and set students' reading goals. So with this we can use this strategy for reading comprehension. There
are many more strategies we can use to understand passages in reading comprehension. It all depends on which
one suits our goals, context and learning style. With any of these strategies that I have laid out I hope it can help
us all. This pre-questioning strategy is not that difficult for us to apply because the procedure is also quite simple
and can be used even by novice teachers. Because by activating students' background knowledge before learning
will make the learning process more effective, interesting and directed.

REFERENCES
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