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Moh. Firmansyah
Universitas Madako Tolitoli
Education

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Teacher questioning strategies during the classroom interaction of eleventh grade at SMK muhammadiyah tolitoli Moh. Firmansyah; Risnawati Risnawati
Jurnal Madako Education Vol 9 No 1 (2023): Juni
Publisher : Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/jme.v9i1.277

Abstract

This study aimed to determine the types of questions used by English teachers. The study was carried out in SMK Muhammadiyah Toli Toli. A qualitative descriptive design was employed to conduct this research. One English teacher who teaches in SMK Muhammadiyah Toli-Toli became the subject of this study. Observation and interview were the instruments used by the researcher to collect the data, which were then analyzed qualitatively. The researcher took the data in two meetings. After collecting the data, the data were analyzed based on Miles and Huberman, which consisted of three techniques: data reduction, data display, and conclusion. This study showed that, based on Richard and Lockhart's theory, the types of questions used by the English teacher include procedural questions (15 data) and convergent questions (14 data). The teacher frequently used procedural questions in a classroom. However, the researcher did not find that the teacher used different questions.
The correlation between metacognitive strategy and listening comprehension of seventh semester students at madako university Moh. Firmansyah; Ismail Yunus H; Sri aqidah Ekri Ekri
Jurnal Madako Education Vol 10 No 1 (2024): Juni
Publisher : Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/jme.v10i1.803

Abstract

This study aimed to determine the significance of the relationship between metacognitive strategies and students' listening comprehension skills. This research employed a quantitative correlational design. The samples consisted of 12 seventh-semester students selected through purposive sampling. The data were collected using a metacognitive strategy questionnaire and a listening comprehension test adopted from the TOEFL examination. The data were analyzed using the Pearson Product-Moment correlation technique with the SPSS v19 statistical program. The results of the analysis revealed that the sig. (2-tailed) The value was 0.944, which is greater than the significance level of 0.05, indicating no statistically significant correlation between the two variables. Furthermore, the correlation coefficient (r = 0.113) indicated a very weak relationship between metacognitive strategy use and listening comprehension. Based on these findings, the null hypothesis (H₀) was accepted, and the alternative hypothesis (Hₐ) was rejected. These results suggest that the use of metacognitive strategies alone may not directly influence students' listening comprehension performance in this context. The findings imply that other factors—such as linguistic competence, vocabulary mastery, or the quality of listening instruction—may play a more dominant role. Therefore, it is recommended that future research involve a larger sample size and include additional variables to understand better the complex factors affecting listening comprehension.
Co-Authors Ismail Yunus H Risnawati Risnawati Sri aqidah Ekri Ekri