ANISSA ASTRID
English Education Study Program, Faculty of Tarbiyah and Teaching Sciences, State Islamic University of Raden Fatah, South Sumatra, Indonesia

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

The Power of Questioning: Teacher’s Questioning Strategies in the EFL Classrooms ANISSA ASTRID; RIZQY DWI AMRINA; DETA DESVITASARI; UCI FITRIANI; AISYAH SHAHAB
Indonesian Research Journal in Education |IRJE| Vol. 3, No. 1, June 2019
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (541.447 KB) | DOI: 10.22437/irje.v3i1.6601

Abstract

The aims of the study were to investigate English teachers’ questioning strategies at one Madrasah in Palembang, South Sumatera. The qualitative research method with a case study approach was employed to look at the ways of the English teachers’ questioning strategies in the processes of teaching and learning and the reasons that made them use certain questioning strategies. The participants in this study were English teachers. We used observation and interviews as our data collection techniques. The observation was used to look at the teacher’s questioning types used in the daily practices of teaching in the EFL classroom while the interview was used to understand the reasons that made them use those types of questioning strategies. Our findings showed three types of teacher’s questioning strategies used by teachers in their teaching and learning processes including convergent, divergent, and procedural questions. Teachers mostly used convergent questions (yes/no and short answers). We also found five reasons why teachers preferred to those types of questioning strategies including recalling students’ understanding, attracting students’ attention, increasing students’ thinking in higher order level, and engaging students in learning activities. Implications and recommendations are also discussed.