Questioning Strategies in EFL Classroom: The Teacher’s Perceptions

Indri Astutik; Novi Indriani; Nurkamilah Nurkamilah

doi:10.35747/tefla.v3i2.827

Indri Astutik Universitas Muhammadiyah Jember
Novi Indriani Universitas Muhammadiyah Jember
Nurkamilah Nurkamilah Universitas Muhammadiyah Jember

DOI: https://doi.org/10.35747/tefla.v3i2.827

Abstract

A crucial ability expected of EFL students is critical and creative thinking ability. Questioning method is regarded as the most important technique for encouraging students to build this ability. Being anxious about making mistakes, students remain silent when teachers ask them. Thus, using questioning strategies in giving questions can be a way to engage them in interactive activities. This research, therefore, aimed to investigate teacher’s questioning strategies in teaching English and the reasons for using them. This study employed qualitative descriptive design by conducting an online interview and giving questionnaire to an English teacher of a private junior high school in Jember. The results of this study showed that the English teacher always (100%) used divergent questions in class in the middle and at the end of learning process. The goals were to know student’s opinion, develop their critical and creative thinking skills and improve their knowledge. Further, the teacher usually (80%) used procedural questions in the beginning of the lesson to maintain time management, check students’ conditions and class routine. Finally, the teacher sometimes (60%) used convergent questions to get short answers from the students and help them recalled the material.

Downloads

Download data is not yet available.

References

Blosser, P. E. (2000). How to ask the right question. USA, Arlington: National Science Teachers Assosiation NSTA.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New Jersey, NJ: Prentice Hall.
Cotton, K. (2001). Classroom questioning. North West Regional Educational Laboratory.
Davis , B. G. (1993). Tools for teaching. By Jossey-Bass Inc, Publishers, 350 Sansome Street, Sanfrancisco, California 94104.
Elder, L. & Paul, R. (2002). The miniature guide to the art of asking essential questions. Santa Rosa, CA: Foundation for Critical Thinking.
Etemadzadeh, A., Seifi, S., & Far, H. R. (2013). The role of questioning technique in developing thinking skills: The ongoing effect on writing skill. Procedia - Social and Behavioral Sciences 70, 1024 – 103.
Gall, M. D. (1970). The use of questions in teaching. Review of Educational Research, 40, 707-720.
Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record,109(4), 877-896.
Harmer, Jeremy. (2007). The practice of english language teaching, fourth. edition. Pearson Longman: Harlow. Hornby, A. S.
Larue, C., 2008. Group learning strategies for nursing students: reﬂections on the tutor role. Int. J. Nurs. Educ. Scholarsh. 5 (1), 1–17.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook, third edition. New York: SAGE Publications.
Nasreen, H,. (2003). Helping EFL/ESL Students by Asking Quality Questions. The Internet TESL Journal, 9(10). October 2003, http://iteslj.org/
Nguyen, D., Pietsch, M., & Gümüs, S. (2021). Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning. Teaching and Teacher Education 106, 103463.
Profetto-McGrath, J., Bulmer S. K., Day, R., & Yonge, O., 2004. The questioning skills of tutors and students in a context based baccalaureate nursing program. Nurse Educ.Today 24 (5), 363–372.
Richard, J. C., & Lockhart, C. (2007). Reflective Teaching in Second Language Classrooms. Cambridge University Press.
Sanders, N. M. (1966). Classroom questions: What kinds? New York: Harper & Row.
Schoen, L. T., & Teddlie, C. (2008). A new model of school culture: A response to a call for conceptual clarity. School Effectiveness and School Improvement, 19(2), 129-153.
Setiawati, L. (2012). A Descriptive Study on The Teacher Talk at EYL Classroom. Indonesian Journal of Applied Linguistics, 1(2), 33-48.
Shank, G. (2002). Qualitative research. A personal skills approach. Merril Prentice Hall, Upper Saddle River.
Shaunessy, E. (2005). Questioning strategies for teaching the gifted. AS: Prufrock Press Inc.
Strother, D. B. (1989). Developing thinking skills through questioning. The Phi Delta Kappan, 71(4), 324-327.
Sujariati and Mahmud. (2016). English Teacher’s Questioning Strategies in EFL Classroom. English Language Education: State of University Makassar.
Wilen, W. W. (1991). Questioning skills for teachers. (3rd ed.). Washington, DC: National Education Association