English Teacher’s Pre, During And After Questions In Teaching Reading Comprehension Of Argumentative Text To Eleventh Grade Student’s At SMA Eka Prasetya

In the pedagogical context, questioning serves as a fundamental mechanism for
stimulating classroom discourse and fostering interactive learning environments.
This study investigates the pivotal role of teacher questioning in enhancing
students' cognitive capabilities, specifically within the instruction of
argumentative texts. Drawing upon theories by Brown (2001) and Shen (2012),
questioning is identified not merely as a tool for information retrieval, but as a
strategic intervention to activate students' schemata, increase motivation, and
facilitate critical thinking.
The theoretical framework of this research integrates the concept of argumentative
writing as a persuasive rhetorical endeavor and reading comprehension as a
constructive cognitive process. Findings indicate that teachers employ diverse
types and functions of inquiries across three instructional phases: pre-activity,
during-activity, and post-activity. In the pre-activity phase, "pre-questions" are
utilized to anticipate content and align new information with existing mental
frameworks. The results demonstrate that effective questioning tactics are
essential for evaluating comprehension and encouraging students to articulate
well-supported viewpoints. Ultimately, this study underscores that systematic
inquiry by educators significantly enhances students' curiosity, competence, and
ability to produce coherent argumentative discourse, thereby fulfilling the
standards of intermediate educational processes.