A LIBRARY RESEARCH ANALYSIS OF THE EFFECTIVENESS OF THE QUESTIONING TECHNIQUE IN ENHANCING CRITICAL READING SKILLS AMONG ENGLISH EDUCATION STUDENTS
Keywords:
Critical Reading, Questioning Technique, English Education, Critical Thinking, Active Learning
Abstract
This study investigates the effectiveness of
the questioning technique in enhancing critical reading
skills among English Education students. Employing a
qualitative library research method, the study
synthesizes findings from various academic sources to
analyze how the questioning technique fosters critical
literacy. The results indicate that the technique
significantly improves students' ability to comprehend,
analyze, and evaluate texts. By encouraging active
engagement and critical thinking, the questioning
technique empowers students to develop deeper
insights and construct meaningful interpretations. The
findings underscore the importance of integrating
questioning strategies into English Education curricula
to enhance students' critical reading skills and overall
academic literacy. The study recommends
incorporating training programs for educators to design
and implement effective questioning activities and calls
for further research into the application of questioning
techniques across diverse educational contexts and
proficiency levels. This research contributes to the
growing body of literature advocating for active and
inquiry-based learning approaches in English language
teaching.
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Warschauer, M. (2022). Fantastic questions and where to find them: FairytaleQA --
an authentic dataset for narrative comprehension. arXiv (Cornell University).
https://doi.org/10.48550/arxiv.2203.13947
Zhu, F., Lei, W., Wang, C., Zheng, J., Poria, S., & Chua, T. (2021). Retrieving and Reading: A
comprehensive survey on open-domain question answering. arXiv (Cornell
University). https://doi.org/10.48550/arxiv.2101.00774
https://eric.ed.gov/?id=EJ1239945
Ardhian, T., Ummah, I., Anafiah, S., & Rachmadtullah, R. (n.d.). Reading and critical thinking
techniques on understanding reading skills for early grade students in elementary
school. https://eric.ed.gov/?id=EJ1249121
Asmara, R., Zubaidah, S., Mahanal, S., & Sari, N. (2023). Levels of Inquiry and ReadingQuestioning-Answering (LOIRQA) to enhance high school students’ critical and
creative thinking. International Journal of Instruction, 16(3), 325–342.
https://doi.org/10.29333/iji.2023.16318a
Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The Science of Reading Comprehension
Instruction. The Reading Teacher, 74(6), 663–672. https://doi.org/10.1002/trtr.1993
Erya, W. I., & Pustika, R. (2021). STUDENTS’ PERCEPTION TOWARDS THE USE OF
WEBTOON TO IMPROVE READING COMPREHENSION SKILL. Journal of
English Language Teaching and Learning, 2(1), 51–56.
https://doi.org/10.33365/jeltl.v2i1.762
Gustanti, Y., & Ayu, M. (2021). THE CORRELATION BETWEEN COGNITIVE READING
STRATEGIES AND STUDENTS’ ENGLISH PROFICIENCY TEST SCORE.
Journal of English Language Teaching and Learning, 2(2), 95–100.
https://doi.org/10.33365/jeltl.v2i2.1452
Hidayati, M., Inderawati, R., & Loeneto, B. (2020). The correlations among critical thinking
skills, critical reading skills and reading comprehension. English Review Journal of
English Education, 9(1), 69–80. https://doi.org/10.25134/erjee.v9i1.3780
Ikhtiyorovna, K. G. (2023). MASTERING THE ART OF EFFECTIVE SPEAKING AND
READING: STRATEGIES FOR IMPROVING SPEAKING AND READING
SKILLS. International Journal of Literature and Languages, 3(10), 32–38.
https://doi.org/10.37547/ijll/volume03issue10-06
Kiili, C., Leu, D. J., Utriainen, J., Coiro, J., Kanniainen, L., Tolvanen, A., Lohvansuu, K., &
Leppänen, P. H. T. (2018). Reading to learn from online information: Modeling the
factor structure. Journal of Literacy Research, 50(3), 304–334.
https://doi.org/10.1177/1086296x18784640
Okkinga, M., Van Steensel, R., Van Gelderen, A. J. S., & Sleegers, P. J. C. (2016). Effects of
reciprocal teaching on reading comprehension of low‐achieving adolescents. The
importance of specific teacher skills. Journal of Research in Reading, 41(1), 20–41.
https://doi.org/10.1111/1467-9817.12082
Qu, Y., Ding, Y., Liu, J., Liu, K., Ren, R., Zhao, W. X., Dong, D., Wu, H., & Wang, H. (2020).
RocketQA: An optimized training approach to dense passage retrieval for OpenDomain question answering. arXiv (Cornell University).
https://doi.org/10.48550/arxiv.2010.08191
Rokhayati, T., & Alvionita, E. (2022). THE USE OF ONLINE LITERATURE CIRCLES TO
ENHANCE THE STUDENTS’ CRITICAL READING SKILL. Journal of Languages
and Language Teaching, 10(1), 94. https://doi.org/10.33394/jollt.v10i1.4079
Sari, D. M. M., & Prasetyo, Y. (2021). Project-based-learning on critical reading course to
enhance critical thinking skills. Deleted Journal, 8(2), 442–456.
https://doi.org/10.24815/siele.v8i2.18407
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge
in Reading Comprehension: A Critical review. Reading Psychology, 42(3), 214–240.
https://doi.org/10.1080/02702711.2021.1888348
Soto, C., De Blume, A. P. G., Jacovina, M., McNamara, D., Benson, N., Riffo, B., & Kruk, R.
(2019). Reading comprehension and metacognition: The importance of inferential
skills. Cogent Education, 6(1). https://doi.org/10.1080/2331186x.2019.1565067
Spirovska, E. (2022). FOSTERING CRITICAL READING AND CRITICAL THINKING
SKILLS THROUGH TEACHING PRACTICES IN THE CONTEXT OF
ADVANCED (EAP) ENGLISH COURSES. Journal of Teaching English for Specific
and Academic Purposes, 439. https://doi.org/10.22190/jtesap2203439s
Teaching Reading Comprehension to Students with Learning Difficulties. (n.d.-a). Google
Books.
https://books.google.co.id/books?hl=id&lr=&id=zZQJEQAAQBAJ&oi=fnd&pg=PP
1&dq=Questioning+Technique+in+Enhancing+Critical+Reading+Skills&ots=Hrpvu
qdel7&sig=XfB39ywtGltCigB6snP96mA6IE&redir_esc=y#v=onepage&q=Questioning%20Technique%20in%20Enhancing
%20Critical%20Reading%20Skills&f=false
Teaching Reading Comprehension to Students with Learning Difficulties. (n.d.-b). Google
Books.
https://books.google.co.id/books?hl=id&lr=&id=zZQJEQAAQBAJ&oi=fnd&pg=PP
1&dq=questioning+reading+Skills&ots=Hrpvuqfag5&sig=qpOA8lyTwePVPe4-
cUCbBLK9BfM&redir_esc=y#v=onepage&q=questioning%20reading%20Skills&f
=false
Xu, Y., Wang, D., Yu, M., Ritchie, D., Yao, B., Wu, T., Zhang, Z., Li, T. J., Bradford, N., Sun,
B., Hoang, T. B., Sang, Y., Hou, Y., Ma, X., Yang, D., Peng, N., Yu, Z., &
Warschauer, M. (2022). Fantastic questions and where to find them: FairytaleQA --
an authentic dataset for narrative comprehension. arXiv (Cornell University).
https://doi.org/10.48550/arxiv.2203.13947
Zhu, F., Lei, W., Wang, C., Zheng, J., Poria, S., & Chua, T. (2021). Retrieving and Reading: A
comprehensive survey on open-domain question answering. arXiv (Cornell
University). https://doi.org/10.48550/arxiv.2101.00774
Published
2024-12-25
How to Cite
Dimitria Rinalgi, & Hesty Widiastuty. (2024). A LIBRARY RESEARCH ANALYSIS OF THE EFFECTIVENESS OF THE QUESTIONING TECHNIQUE IN ENHANCING CRITICAL READING SKILLS AMONG ENGLISH EDUCATION STUDENTS. INTERNATIONAL SEMINAR, 6, 584-592. Retrieved from https://conference.unita.ac.id/index.php/conference/article/view/239
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