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All Journal Linguistic, English Education and Art (LEEA) Journal Abdimas: Papua Journal Of Community Service Linguistic, English Education and Art (LEEA) Journal
Hayat M. Ohorella
Universitas Muhammadiyah Sorong
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Optimalisasi Peran Mahasiswa dalam Program Asistensi Mengajar di SD Inpres 1 Malawei Lisda Asiyah Putri; Inang Inang; Muh. Fadli Hasa; Dian Saputra; Hayat M. Ohorella
Abdimas: Papua Journal of Community Service Vol. 5 No. 2 (2023): Juli
Publisher : LP3M Universitas Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33506/pjcs.v5i2.2569

Abstract

One of the teaching campus implementation programs is in the form of teaching assistants that give students the opportunity to support their learning process in primary schools in different villages and towns in Indonesia, especially in the 4T areas (Foremost, Outermost, Disadvantaged and Transmigration areas), one of which is SD Inpres 1 Malawei which is located in Sorong City, West Papua Province. In this program, participating students are responsible for supporting the school with its key processes: the operational aspects. It also helps in teaching and learning processes, technology adaptation and school operations. In addition, the student assistance process is carried out in the form of responsibility in improving literacy and numeracy for students at SD Inpres 1 Malawei, Sorong City. The outcome of this program, especially in the field of education, is that it instills in students empathy and social sensitivity to problems in the lives of those around them, as well as their cross-disciplinary cooperation and problem-solving skills. I have. It enhances the diversity of student knowledge and origins, develops student insight, character and soft skills, and enhances the proper role and contribution of the university and students in the development of society.
Lecturers' Questioning Strategies in EFL Classroom Interaction at an Indonesian University Hayat M. Ohorella; Hasanudin; Dian Saputra; Villia G. Joseph; Rezkiah Hartanti
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/z6k9a045

Abstract

ABSTRACT This study examined the questioning strategies used by three lecturers in an English Education Department at a university in eastern Indonesia, focusing on both the types of questions they employed and the reasoning underlying their use. A qualitative descriptive case study design was employed, combining non-participant classroom observation with semi-structured interviews. Each lecturer was observed during one complete teaching session of approximately 90 minutes; classroom interactions were audio-recorded, transcribed, and analyzed by categorizing question types and questioning-control techniques, while interview data were analyzed thematically to identify the lecturers' underlying rationales. The findings suggest that the lecturers applied both question-planning strategies (open-ended, follow-up, probing, and evidence-eliciting questions) and question-controlling strategies (individual nomination, whole-class address, wait time, and repetition or reformulation of questions). The selection of strategies was shaped more by the flow of ongoing classroom interaction than by predetermined lesson plans. Despite variation in the range of strategies used, all three lecturers shared the goals of sustaining engagement, activating prior knowledge, and encouraging deeper thinking, with one lecturer placing particular emphasis on analytical rather than recall-based responses. The findings position questioning as a flexible, interactionally responsive pedagogical practice rather than a fixed technique, and provide English departments with concrete, evidence-based entry points for lecturer training aimed at expanding question-controlling repertoires. Future research should extend observation across multiple sessions and a more institutionally diverse sample to examine whether the deliberate broadening of question-controlling strategies produces measurable gains in student participation and language output over time. Keywords: Classroom discourse, Classroom interaction; EFL lecturers; Higher education; Questioning strategies
Lecturers' Questioning Strategies in EFL Classroom Interaction at an Indonesian University Hayat M. Ohorella; Hasanudin; Dian Saputra; Villia G. Joseph; Rezkiah Hartanti
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/z6k9a045

Abstract

ABSTRACT This study examined the questioning strategies used by three lecturers in an English Education Department at a university in eastern Indonesia, focusing on both the types of questions they employed and the reasoning underlying their use. A qualitative descriptive case study design was employed, combining non-participant classroom observation with semi-structured interviews. Each lecturer was observed during one complete teaching session of approximately 90 minutes; classroom interactions were audio-recorded, transcribed, and analyzed by categorizing question types and questioning-control techniques, while interview data were analyzed thematically to identify the lecturers' underlying rationales. The findings suggest that the lecturers applied both question-planning strategies (open-ended, follow-up, probing, and evidence-eliciting questions) and question-controlling strategies (individual nomination, whole-class address, wait time, and repetition or reformulation of questions). The selection of strategies was shaped more by the flow of ongoing classroom interaction than by predetermined lesson plans. Despite variation in the range of strategies used, all three lecturers shared the goals of sustaining engagement, activating prior knowledge, and encouraging deeper thinking, with one lecturer placing particular emphasis on analytical rather than recall-based responses. The findings position questioning as a flexible, interactionally responsive pedagogical practice rather than a fixed technique, and provide English departments with concrete, evidence-based entry points for lecturer training aimed at expanding question-controlling repertoires. Future research should extend observation across multiple sessions and a more institutionally diverse sample to examine whether the deliberate broadening of question-controlling strategies produces measurable gains in student participation and language output over time. Keywords: Classroom discourse, Classroom interaction; EFL lecturers; Higher education; Questioning strategies
Co-Authors Dian Saputra Hasanudin Inang Inang Lisda Asiyah Putri Muh. Fadli Hasa Rezkiah Hartanti Villia G. Joseph