An Analysis of English Teacher’s Questioning Strategies: A Case of Eight Case Grade in Junior High School

dr. ir. suciana wijirahayu, m.pd; siti aminah, m.pd;

ELKA RIZKI DIAN FITRI NUR AULIA. An Analysis of English Teacher’s Questioning Strategies: A Case of Eight Case Grade in Junior High School. A Paper, Jakarta, The Study Program of English Education, The Faculty of Teacher Training and Pedagogy, The. University of Muhammadiyah Prof. DR. Hamka, 2019.
The purpose of the study from determine are types of questioning strategies in
asking teachers at school. Questions teachers use to help students be more active
and increase interaction between teachers and students in the EFL Classroom. The
design of this study is qualitative. The study took two participant subjects from
SMPN 100 and SMPN 21. Data collection of this study was carried out through
recording, observation, and interviews for observations carried out three
observations in each session and one meeting for interviews. The instruments used
were observation sheets, interviews, and documents. Researchers use triangulation
to analyze. The results showed that the teacher used the questioning strategy by
applying several types of questions in each teaching session taking place in class.
Using probing and factual questions in asking dominant questions depend on the
material the teacher transfers to students. Sometimes teacher also slides display
questions and yes / no questions in the teaching session to see whether students
understand the questions used by the teacher and yes / no question questions are
given to determine the truth of the assumptions given. And divergent, referential,
and high-order thinking questions are only given at some time. The teacher also
implements other strategies, namely repeating questions, waiting for students'
answers, questions translated into Indonesian, choosing volunteers as targets to
ask questions if questions cannot be answered, and giving students appreciation
such as applause. In the teacher class, there are several problems such as
classroom conditions such as crowds, difficult individual control, lack of student
vocabulary, lack of student confidence, students have difficulty in translation.
This finding also has a positive effect on the question and answer strategy used by
teachers in learning activities in EFL Classroom, namely increasing student
interaction between teachers in classroom learning activities. In this study,
researchers provide suggestions that very important questions are given by
teachers to increase interaction between teacher and student. I hope this research
will be useful for every teacher and prospective teacher who teaches at school.