<![CDATA[This study explores English teachers’ experiences in applying basic questioning techniques during classroom learning and examines the challenges that influence their implementation. Using a descriptive qualitative design, the study involved two English teachers at SMP Negeri 26 Makassar. Data were collected through semi-structured interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data collection, data condensation, data display, and conclusion drawing and verification. The findings show that both teachers regarded questioning as an integral part of classroom interaction, although they differed in the intensity and distribution of their questioning. Questions were used in the preliminary, core, and closing stages of learning to activate prior knowledge, monitor understanding, maintain attention, connect learning with students’ experiences, encourage explanation, and evaluate learning. The study also identified four interrelated challenges: low student self-confidence, differences in English language ability, limited instructional time, and low student participation in question-and-answer activities. To address these challenges, teachers simplified questions, provided thinking time, used probing questions, and encouraged pair or small-group discussion before individual responses. The findings indicate that effective questioning is not determined only by the quality of a question itself, but also by the teacher’s responsiveness to students’ abilities, emotional readiness, participation patterns, and classroom time. The study contributes a context-sensitive account of questioning from teachers’ perspectives and highlights the need to treat questioning as an interactional practice rather than merely an assessment technique.]]>
Copyrights © 2026
