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Enhancing Classroom Interaction Through Teacher Questioning Strategies: An Analysis of Question Types and Student Engagement in EFL Learning Rahmaeni Rahmaeni
Majesty Journal Vol. 7 No. 1 (2025): Digital Literacy_Language teaching_Artificial Intelligence in Higher Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i1.14

Teacher questioning plays a crucial role in shaping student engagement and learning outcomes in English as a Foreign Language (EFL) classrooms. However, previous research indicates that many EFL teachers predominantly use display questions, which limit students' opportunities for critical thinking and communicative competence. This study investigates the types of questions employed by teachers in an EFL classroom at SMAN 3 Enrekang and examines their impact on student participation. Using a qualitative descriptive approach, data were collected through classroom observations and video recordings, which were analyzed using Miles and Huberman’s interactive model. The findings reveal that display questions were the most frequently used, followed by yes/no, referential, and open-ended questions. While display questions effectively assess comprehension, they often elicit brief, factual responses rather than promoting in-depth discussion. In contrast, referential and open-ended questions, though less frequent, encourage longer, more meaningful student responses, fostering higher-order thinking. Challenges such as curriculum constraints, student language proficiency, and teacher questioning habits contribute to the limited use of diverse questioning strategies. These findings suggest that EFL teachers should adopt a more balanced approach to questioning, incorporating both lower-order and higher-order questions to enhance classroom interaction. The study highlights the need for teacher training programs to equip educators with effective questioning techniques and recommends further research on the long-term impact of questioning strategies on language acquisition. By refining classroom discourse, this study contributes to improving pedagogical practices and fostering active student participation in EFL learning environments.

The Application of Show and Tell (S&T) Methods in Teaching Vocabulary in Indonesian Junior Secondary School Rahmaeni Rahmaeni
Majesty Journal Vol. 6 No. 1 (2024): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.36

The research aimed to find out the effectiveness of the show-and-tell method in boosting students’ vocabulary. The writer applied a quasi-experimental design with an experimental class and a controlled class. The populations of this research were the eight class students of SMP Negeri 7 Enrekang in the academic year 2023/2024 with a total number of 39 students. The sample of this research was VIII A (22 students) as experimental group and VIII B (17 students) as controlled group. It was taken by using a purposive sampling technique. This research applied the show-and-tell method in the experimental group and the problem-based learning method in the control group. The instruments of the research were pre-test and post-test which consisted of 25 numbers. The result of the data indicated that there was a significant difference between students’ post-tests in the experimental class and the controlled class The mean score of the post-test (91.45) in the experimental class was higher than the mean score of the post-test (76.94) in the controlled class. From the result of data analysis, it could be determined that the hypothesis was accepted. It revealed that the use of the show-and-tell method was effective in boosting students’ vocabulary mastery among the eighth-grade students of SMP Negeri 7 Enrekang. It is therefore, English teachers suggested applying the show-and-tell method in teaching the English process since it can make the English learning process more enjoyable, fun, and effective.

An Analysis of Imperatives Used by the Teacher in EFL Classroom Interaction in Indonesian Secondary School Rahmaeni Rahmaeni; Nurwafiqah Amirah Budi
Majesty Journal Vol. 6 No. 2 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i2.41

The way teachers communicate with students significantly affects the success of learning. Giving imperatives is one of the methods teachers use to communicate with students and enhance the effectiveness of the teaching and learning process. This research aimed to analyze the imperatives used by teachers in EFL classroom interactions in Indonesian secondary schools. The study employed a qualitative design. The subjects of the research were a representative English teacher and students from class XI IPS at SMAN 3 Enrekang, selected using a purposive sampling technique. Data were collected through classroom observations, video recordings, and interviews. The data were then analyzed using an interactive model of data analysis, which included data collection, data display, data condensation, and conclusion drawing/verification. The findings revealed that the teacher used different expressions when giving imperatives during the teaching and learning process, including positive, brief, and negative imperatives. The teacher employed imperatives to manage the classroom and instruct students. The use of imperatives was effective because students generally understood the teacher’s expectations, although the teacher sometimes needed to repeat certain imperatives to ensure student compliance. Students were able to grasp the imperatives easily because the teacher usually gave brief instructions. However, when the teacher used a different style of imperative, students sometimes became confused and struggled to respond immediately.

Factors Influencing Students’ Anxiety in Speaking English: A Case Study at SMA Muhammadiyah Kalosi Triastuti Triastuti; Ita Sarmita Samad; Rahmaeni Rahmaeni
Majesty Journal Vol. 6 No. 2 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i2.58

This study investigates the factors influencing students' anxiety in speaking English at SMA Muhammadiyah Kalosi, aiming to identify specific challenges and propose practical solutions to enhance speaking performance. Employing a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document analysis of 33 high school students. The results reveal that self-perception, fear of ridicule, feelings of inability, lack of preparation, and fear of making mistakes significantly contribute to speaking anxiety. Observational data corroborate these findings, highlighting symptoms like rapid breathing and nervous laughter. Reducing anxiety includes thorough preparation, mental training, and authentic materials like English songs and films. The study emphasizes the importance of a supportive classroom environment and provides insights into effective anxiety management techniques. These findings have implications for English language teaching practices, suggesting that creating a safe space for making mistakes and incorporating engaging materials can enhance students' confidence and speaking skills. The study contributes to the broader discourse on language anxiety and offers a foundation for future research in diverse educational settings.

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