English as Foreign Language (EFL) Teacher’s Questioning Strategies in Classroom Interaction
Abstract
ABSTRACT
The objectives of this research were to find out the teacher’s questioning strategies, types of the questions, and the reasons of using the questioning strategies in classroom interaction.. This qualitative research using discourse analysis approach. The sample of this study was a teacher of SMPN 1 Tanete Riaja, Barru Regency Data collection of this research was conducted through recording, observation, and interview. The data collected were analyzed through conversational analysis that was used in analyzing teacher's questioning strategies, types of the teacher's questions, and the reasons for using questioning strategies in EFL classroom. The research findings showed that the teacher used questioning strategies by applying some types of questions. The open/ closed questions and knowledge questions were used dominantly by the teacher. It depends on the material that the teacher transferred to the students. Otherwise, synthesis and evaluation questions were used only a few times by teacher. The teacher also applied some strategies, namely questioning in the opening session, questioning in the middle of teaching, prompting the questions, probing the question, and gave reinforcement to the students. The research finding indicated the positive effects of questioning strategies which were applied by the teachers toward EFL Classroom. It was proved by the students’ participation in learning. Moreover, it was shown by the observation sheets that the teacher and all students did a good interaction teaching-learning process.
Downloads
References
Bardovi-Harlig, K., Mossman, S., & Vellenga, H. E. (2014). The effect of instruction on pragmatic routines in academic discussion. Language Teaching Research, 19(3), 324-350. doi: 10.1177/1362168814541739
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative Research for Education: An Introduction to Theories and Methods. Boston: Pearson Allyn & Bacon.
Boopathiraj, C., & Chellamani, K. (2013). Analysis of Test Items on Difficulty Level and Discrimination Index in the Test for Research in Education. International Journal of Social Science & Interdisciplinary Research, 2(2), 189-193.
Breen, M., & Candlin, C. (1987). Which materials? A consumers’ and designers’ guide. In L. Sheldon (Ed.), ELT Textbooks and Materials: Problems in Evaluation and Development (ELT Documents). London: Modern English Publications.
Brown, H. D. (2000). Principles of Language Learning and Teaching. New York: Longman.
Chang, M. (2009). Learning Culture and Language through ICTs : Methods for Enhanced Instruction. London: Information Science Reference.
Cotton, K. (1989). Classroom Questioning. from http://www.nwrel.org/scpd/sirs/3/cu5.html
Gaither, J. F. (2008). Questioning techniques: Research-based strategies teachers. from http://thesecondprinciple.com/teaching-essential/five-basic-types-questions
Halstead, J. M., & Mclaughlin, T. H. (1999). Education in Morality. London: Routledge.
Harmer, J. (2007). The Practice of English Language Teaching (3rd ed.). New York: Longman.
Hyland, K., & Paltridge, B. (2011). Continuum Companion to Discourse Analysis. New York: Continuum International Publishing Group.
Lewis, M., & Hill, J. (1992). Practical Techniques for Language Teaching. Cambridge: Cambridge University Press.
Long, M. H., & Sato, C. J. (1983). Classroom Foreigner Talk Discourse: Forms and Functions of Teachers’ Questions. In H. W. Selinger & M. H. Long (Eds.), Classroom Oriented Research in Second Language Acquisition. Rowley, Mass: Newbury House.
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks CA: Sage Publication.
Nashruddin, N., Ningtyas, P. R., & Ekamurti, N. (2018). Increasing The Students’motivation In Reading English Materials Through Task-Based Learning (Tbl) Strategy (A Classroom Action Research at the First Year Students of SMP Dirgantara Makassar). Scolae: Journal of Pedagogy, 1(1), 44-53.
Nashruddin, N., & Roslina, R. (2019). Pemberian tugas terstruktur untuk meningkatkan hasil belajar matematika siswa kelas xi smk. Histogram: Jurnal Pendidikan Matematika, 3(1), 1-13.
Paule, M. (2002). Classroom questioning in English. Teacher Tools, 2(2), 127–131.
Smith, R. C. (2012). Situational Language Teaching. ELT Journal, 2(4), 71-79.
Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park: Sage Publications, Inc.
Unal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teacher. International Journal of Instruction, 5(2), 41-60.
Winnie, P. H. (1994). International Encyclopedia of Education, Student Cognition in Learning from Teaching. Oxford: Postlewaite T. (Pergamon, UK).
