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All Journal Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan International Journal of Education Jurnal Ilmiah Bahasa dan Sastra English Review: Journal of English Education JURNAL PROFESI KEGURUAN ELT Forum: Journal of English Language Teaching Journal of English Language and Education UNNES International Conference on ELTLT Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching
Novia Trisanti
Universitas Negeri Semarang
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : Jurnal Ilmiah Bahasa dan Sastra

 1 
English English Isnaini, Linda; Trisanti, Novia
(JIBS) JURNAL ILMIAH BAHASA DAN SASTRA Vol. 12 No. 1 (2025): JIBS (Jurnal Ilmiah Bahasa dan Sastra)
Publisher : Fakultas Bahasa dan Sastra Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jibs.v12i1.12044

Abstract

Current educational trends emphasize the increasing focus on teachers' strategies for questioning to enhance student engagement in the classroom. Despite the growing recognition of these practices as effective techniques for active learning, there is a lack of research investigating how teachers' questioning strategies affect how students engage. This study aimed to investigate how the questioning strategies influence students' engagement during classroom interaction. The research employed a qualitative case study analyzing the teacher’s questioning strategies and students' engagement during the classroom instructional process and the teacher’s interview. The participants were an English teacher and a vocational high school class in Semarang, Central Java, Indonesia. The study revealed that the teacher used five types of teacher’s questioning strategies proposed by Chen (2016): wait time, probing, repetition, paraphrasing, and simplifying. Among the most frequently used were wait times and probing types of strategies. In addition, the strategies in question affect the students' engagement; for example, waiting time encourages behavioral and cognitive engagement, probing increases cognitive engagement, and simplistic and repetitive language use increases affective and behavioral engagement. These results emphasized the need for teacher questioning to engage students in classroom activities. Therefore, by understanding how the teacher’s questioning affects the students' engagement, the teacher could improve their questioning strategies skills to engage students and encourage active participation in classroom interaction.
Co-Authors Aenurrifah, Ahmad Aunilah Ainul Hufron, Ainul Alamanda Mutia Safitri Budi Hermawan Dian Pratiwi Didi Sukyadi Fujiono, Fujiono Gabby Allen Vica Isfara Galuh Kirana Dwi Areni Galuh Kirana Dwi Areni Galuh Kirana Dwi Areni Gultom, Valerina Emma Hasian Intan Permata Hapsari Isfara, Gabby Allen Vica Isnaini, Linda Isti Nurhayati Putri, Vivien Pandu Wicara Sri Wahyuni Sri Wuli Fitriati Suherdi, Didi Sutarno Sutarno Tumini Tumini, Tumini Widhiyanto Widyawati, Eka Yunita Widyawati, Eka Yunita zulfa Sakhiyya