Introduction As alanguage teacher, it is really needed to develop the approaches and methodswhich we use in teaching the students. The students not only need the materialand attention from the teacher, but also some refreshments that make them canenjoy the classroom activity. A good teacher will always try to attract andgive memorable experiences for their students that make the students feelcomfort, fun and happy to join the class.
A teachermust be able to know the students’ condition, so the teacher can use the rightstrategy and technique that make the students become actively involved in the class activity.Teacher also have to make sure that the students are get interest and enthusiasmto follow what teacher’s plan. To answer those challenge, in this paper thewriter will deliver a strategy that will cover the students’ needs, thestrategy is called The Question Cube. Readingskill is the important element in learning foreign language, especially foracademic skills (Anderson, 1995). The importance ofReading skill make the method of teaching reading also really crucial, becauseit has to make the students really understand and get in touch with the text.
Using The Question Cube the teacher will be easier in teachingreading skill. Through this strategy the students will not only read the textthat some time make them feel bored and sleepy , but they will get a challenge tomake question based on the text that will attract them to continue reading thetext, so they can finish the challenge well. This strategy also can be like afun game that refresh the students’ mind after studying many texts . Beside forreading skill, this strategy also will develop students’ speaking skill,because they have to read the question which they made and answer questionorally, so it increase their speaking skill indirectly. Review of RelatedLiteratureMany language learners need good readingskill in English andreading has always been an important point of language teaching programms (Richards, 2015).
It meansthat the use of reading skill is also crucial in learning language, it can becorellated with communication because in reading reading we learn how tounderstand meaning. (Richards, 2015) also has stated thatSecond language learners may need reading skills in English for similar purposes i.e. to enable themto participate in activities related to work, the community, daily life, andparticularly, education. (Alptekin, 2006) defined reading as “an interaction of thereaders’ text-based and knowledge based processes. In processing texts, readerscombine literal comprehension, based on higher level cognitive processes ofreading such as lexical access and syntactic parsing , with referentialcomprehension based on higher-level cognitive processes such as the text basedof comprehension (to understand what the text says) and the transition model ofinterpretation (to understand what it is about).
It can bedefined that reading is an cognitive process which is involving many languageaspects. The involvement of some language aspect also make the teacher have tofocus in all aspect in assessing reading skill. In assessing reading ability, it cannot bestopped in the measurement of comprehension.Strategic pathways to full understanding are often crucial factors to include in assessing learners,especially in the case of most classroom assessment which is still using fromative asssessment (Brown, 2003) Teachers are challenged to use many types of teaching strategies to show the different learning styles of their students. Auditory learnersprefer hearing material out loud via verbal instruction.
Visual learners enjoymethods of learning which use pictures, flashcards,video and observation (Dicarlo & Lujan, 2006). (Amburgh, Devlin, Kirwin, & Qualters, 2007)stated that the concept of student engagement isbecoming more than just educational rhetoric. Active-learning techniques haveemerged as strategies for instructors to promote engagement with bothdiscipline material and learning. Active learning become really popular because it acn fulfill all of thestudents’ needs it can be revealed by relate it the theory of (Dale, 1969) who said that people learn 10% ofwhat they read, 20% of what they hear, 30% of what is demonstrated, but 90%when what is said and done is combined.
Inactive learning, it has covered all the technique that stated by Dale whichmean that active learning is effective to be used. Corellating active learning withteaching reading, it is really effective to make students not only read thetext, but also to make them can apply what they read in classroom activity. Teachercan make the class become active learning by asking some questions or play agame. Questioning is a useful while-readingactivity, it can involve the teacher posting as the students read the text (Richards, 2015).
Play a game means that teacher have made the studens is actively involvedin the class. If the visual,sound, team work andcompetition are worked well to hold studentattention and engage them in the teachin-learningprocess (Boctor, 2013) Definition of theStrategy Thequestion cube is a strategy which can be implemented in teaching reading, butit also indirectly develop students’ speaking skill. The strategy is using a cube or dice whichhas six sides, each side will be typed six question words which are What, when,where, who, why, and how. Each student will get chance to play the dice todetermine the quetion word which will be used as their question.
Students alsoget a challenge to answer the questions which also determined by playing thedice. By using this strategy, the teacher can assess how well the studentsunderstand the material, not only from how the answer the questions, but alsofrom the question that they made which is harder because they have to make itbased on the question word they got. Skill T he question cube can cover twoskills which are reading and speaking skills, so it makes teacher easy toassess the students.1. Reading skill Thisstrategy can be implemented in all kind of text, because this strategy can beused as the closing or post activity of a class. Int main or while activity,the students will be given some texts that they read and learn. Then, in thepost activity this strategy can be used to review how well they master andunderstand the texts.
In reviewing the material, it also a little bit differentwith the common strategy which only give question and the students answer it.Through this strategy, the students are challenged to make question which thequestion is not made freely but they have to make it based on the question wordthat they get when they are playing the cube. Moreover the students still haveto answer the question which also be determined by playing the cubes, so inthis strategy the students are really challenged and teacher can easily assesshow is the student performance in learning the text. 2. Speaking Skill Thespeaking skill is used when the students answer the question, because it iscorrelated with reading skill, so the answer will be longer than usually thatmakes the teacher can assess how well the students’ speaking skill is.
Teachermay corect and give suggestion if the students make a mistake in pronuncingsome words, so it will make the students will have an improvement in speakingskill too, not only in reading. Objective of theStrategy This strategy has severalobjectives as follows:1. To check students’ understanding andcomprehension of a text or subject matter.2. To make the students actively involved in the class 3. To assist the students in developing their reading skill especially how theyunderstand the material or text given by asking them to make a question.
4. To make fun learning5. To motivate students if learning language is not difficult.6. Steps of theStrategy Procedure1. First, brainstorm some materials that have beenlearned. 2. Share colourful cards for each students3.
Teacher walk around the classroom to give chance to each student to toss the cubes which containsquestion words (5W+1H) to be used as their question.4. Students who have tossed the cube have to make onequestion based on the question words that they get and write it into the cardgiven. 5. Submit their cards which has contained question.6. Ask the students to make to two lines, where they willget the question and directly answer it orally.
7. The teacher toss the cubes to determine the questionword that have to be answered by the students, if the students are lucky, theywill get their own question.8. From the question and the answer to the question,teacher can assess the students understanding of the materials.9. This game simply has recovered the review of thematerial or text which has been learned by the studentsVariation1. If there is a big class, it can be played in teams orgroups.
2. After all member of each group has made the questionsbased on their question words that they got after playing the Cubes, theysubmit it to the teacher.3. Ask one representatives to toss the cubes, and make itas competition.4. The teacher read the question based on the cubes, each team competes for each other. The othermember of group have to help their group representative to answer the question5.
They have toraise their hands before answering the question, every correct answer will getone point for their teams. Advantages andDisadvantages of the StrategyAdvantages of the strategy:1. Train the students in making a question.
2. Makethe students more fun in learning because they will play a game but it also hascovered up the materials3. Maketeacher become easier in review and measure the students’ understanding of thematerials4. It can cover two skills which are Reading and Speakingskills. Disadvantages of the Strategy:1. It needs a long time to apply2.
The class will become noisy, so it needs morefocus for teacher to controll the class.3. When the students are playing game oranswering the question, teacher will focus on them who are playing the game, sothe other students will not be controlled.