Education English | Types of Question | Basically, question can help the readers improve their comprehension of the text that is read. The question constructed by readers may encompass the low level and high level that require the recall of information or the reproduction of the information that has been explained. Questions that provoke conjecture, explanation, evaluation, and judgment must also be planned (Brown, 2001: 393). There are four types of comprehension question as follows:
a. Literal- what is actually stated.
The questions in this type are objective question dealing with true or false, multiple choice and fill in the blank question. Common questions are used to elicit this type of thinking are: who, what, and where.
For instance: What did little brother want to drink?
b. Interpretive- what is implied or meant, rather than what is actually stated.
The questions in this type are subjective. The types of questions are asked open-ended, thought-provoking question like why, what if and how. For instance: Why is the cook jar kept on the basement step?
c. Critical Reading
This question type required personal judgment and evaluation. For instance: Did mother do right thing in leaving the children alone?
d. Creative reading
This question type required to create the solution based on personal ideas or judgment. Usually the questions in this type use how.
For example: How would you solved this problem?.
Meanwhile, Lavies (1981: 163) only divides question into two types, namely:
a. Closed question which are restricting and those questions are asked for confirmation or denial and a specific piece of information.
b. Open question which are not restricting and those need thought provoking and challenging or question which offer a variety of possible responses.
The difficulty of materials also identifies the level of questions and provides some exercises in order to assist students in recognizing and developing students’ questioning skills.
Considering those various types of question, the conclusion generally can be simplified that those questions consist of surface and depth questions. Both types of question require students to make inference, to apply judgment, and to see the relationship of all components provided in the text. So, through questions, students’ comprehension and students’ interpretation can be enhanced.
The questions in this type are objective question dealing with true or false, multiple choice and fill in the blank question. Common questions are used to elicit this type of thinking are: who, what, and where.
For instance: What did little brother want to drink?
b. Interpretive- what is implied or meant, rather than what is actually stated.
The questions in this type are subjective. The types of questions are asked open-ended, thought-provoking question like why, what if and how. For instance: Why is the cook jar kept on the basement step?
c. Critical Reading
This question type required personal judgment and evaluation. For instance: Did mother do right thing in leaving the children alone?
d. Creative reading
This question type required to create the solution based on personal ideas or judgment. Usually the questions in this type use how.
For example: How would you solved this problem?.
Meanwhile, Lavies (1981: 163) only divides question into two types, namely:
a. Closed question which are restricting and those questions are asked for confirmation or denial and a specific piece of information.
b. Open question which are not restricting and those need thought provoking and challenging or question which offer a variety of possible responses.
The difficulty of materials also identifies the level of questions and provides some exercises in order to assist students in recognizing and developing students’ questioning skills.
Considering those various types of question, the conclusion generally can be simplified that those questions consist of surface and depth questions. Both types of question require students to make inference, to apply judgment, and to see the relationship of all components provided in the text. So, through questions, students’ comprehension and students’ interpretation can be enhanced.
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