This document describes the methodology used in a study analyzing the effects of self-questioning reading strategies. It outlines the research design, population and sample, instruments used for data collection, and methods for data analysis. The study uses a quasi-experimental design with pre- and post-tests to evaluate the impact of self-questioning instruction on reading comprehension. Questionnaires, document analysis of students' questions, and comprehension tests are used to collect data. Statistical analysis including descriptive analysis, frequency calculation, and paired t-tests will analyze the data.

1. 3.0 Introduction
The purpose of the study is to analyse the effects of instructing self-questioning in
reading literary texts. This chapter is to describe the research methodology covering the
research design, sample, method of data collection as well as method of data analysis. The
research design is specifically chosen to achieve the purpose and the objectives of the
study.
3.1 Research Design
This study uses quantitative survey in which numerical data is used to evaluate and
answer the research questions. The design used is experimental research, specifically
quasi-experimental whereby the researcher intended to study the effects of self-questioning
approach in reading activities on students’ level of comprehension. Another research design
namely survey design is employed to gather data to investigate the reading strategies
applied by the students. The data was gathered at one point of time only.
3.2 Population & Sample
The target population for this study is Form 4 students from Sekolah Seri Puteri,
Cyberjaya. Out of over 170 Form 2 students population in the school, 119 of them are
chosen as samples to participate in the study. The number of samples chosen according to
population given is as referred to a tabulated data on determining sample size by Krejcie &
Morgan (1970). Students of this school are selected for this study due to their excellence in
academic and co-curricular performance which earned them Sekolah Berprestasi Tinggi
(SBT) status. Simple random sampling is used to gather samples for this research.

2. 3.3 Instruments
The instruments used for this study are questionnaire, document analysis and tests.
The questions for questionnaire are adapted from Survey Of Reading Strategies (SORS) by
Kouider Mokhtari and Ravi Sheorey, 2002 and the Likert scale from level 1: Never to level 5:
Always is provided for the participants to rate themselves. This questionnaire has 30
questions and the results are calculated from the average of subscales from each strategy
namely Global Reading Strategies, Problem Solving Strategies and Support Reading
Strategies.
On the other hand, the second instrument for this research is a short story Once
Upon A Time by Nadine Gordimer and an activity of listing questions log for participants
while they are reading the given short story. The listed questions will be analysed and
categorized into four types of questions analysis which are textually explicit, textually implicit,
scripturally implicit and linguistic.
Lastly, the tests comprised of pre-test and post-test which are mainly comprehensive
and analytical questions based on the short story selected for this research. There are 10
questions all together with eight multiple-choice questions and two short-answer questions.
The purpose of the test is to analyse the improvement in comprehension of the selected text
from before to after reading the text.
3.4 Intervention
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3.5 Data Collection
Approval to conduct this research is granted from the school administration of
Sekolah Seri Puteri, Cyberjaya. After the permission is given, the teacher-on duty assembles

3. random 119 Form 4 students to participate the study. The questionnaires are then
distributed to the students in their respective classrooms. They are particularly informed
about the purpose and importance for the questionnaire to be completed. They were also
explained that it is optionally confidential as they need not to write their full names on the
questionnaire. The questionnaires are collected after they have been answered within an
hour. The collected questionnaires were then analysed.
Student participants are also required to attend a class to introduce them to
the self-questioning strategies for reading activities. Before hence, they are given a pre-test
comprehension question on the chosen literary text. In this class, they are explained and
trained to employ the targeted strategies in their reading practices. After the class is over,
students are given post-test to evaluate their improved comprehension skills or otherwise as
determined.
3.6 Data Analysis
The first research question is descriptively analysed using SPSS to gather the results
from questionnaire on students’ strategies used when they are reading literary texts. The
questionnaire has only two sections which are 1) Section A: Demographic and 2) Section B:
Student’s Opinions.
In order to address the second research question, the frequency of each question
type (i.e. scripturally implicit, textually implicit, textually explicit, linguistic and
miscomprehension) questions is calculated for each of the literary texts assigned to the
participants.
Lastly for the third research question, a Paired t-test was applied in order to examine
whether the difference between the means of the participants’ pre-test and post-test scores

4. are statistically significant. To this end, SPSS (The Statistical Package of Social Sciences)
was employed.
The following table demonstrates the methods of data analysis alongside the
instruments used to evaluate the objectives of this research.
Research Questions Instruments Analysis
What are the reading
strategies employed by the
students in their reading
activities?
Questionnaire
Survey of Reading Strategies
(SORS)
Inventory
How does self-questioning
reading strategies affect
students’ questioning skills?
Document Analysis
Dubravac & Dalle’s Model of
Questions
Inventory
How does self-questioning
reading strategies affect
students’ reading
comprehension?
Tests SPSS
Paired T-test