An analysis of teachers questioning strategies

Abstract

The objectives of this study are;1) to know kinds of teachers' questioning strategies that teacher use in the classroom. 2) to know the way the teachers use the questioning strategies in the classroom. The design of the research is descriptive qualitative. The writer got the data of this research from interview notes. The observation sheet source of the data research were from the teacher and students. The Instrument used are observation sheet, interview, and document. The techniques for analyzing the data is descriptive. The steps were; comprising interactive reducing the data, presenting the data, and drawing conclusion. The result of this research shows that are: 1) The teaching strategies are; (a) the teaching techniques used lecturing, group project and small group discussion, (b) the seating arrangement, the students seating position changed, (c) the teacher give feedback when the students have difficulties, the teacher give some clue to the students to help them understand the material given, (d) the teacher evaluates the students: the teacher given task and motivations for the students. 2) The problems faced by the teacher are the classroom conditions, the crowded conditions, controlling individually, the interaction between the teacher and students in the classroom is ineffective, the students' less vocabulary, the limited media and the problems faced by the students are lack of confidence, the students have difficulties in translation. The conclusion are Not all English teachers in SMP PGRI 01 Semarang have good understanding of how to implement teacher's questioning. Some of them still have some problems with their understanding. It is caused by some reasons, such as: (1) the teachers do not want to get out of their comfort zone, some of them are thinking that the most important part of teaching is how to make the students understand the materials; (2) they can not move on from their old views of teaching English in the classroom; (3) last but not least, because the training done by the authoritative government is not sufficient to make them mastering teacher's questioning.

“What’s Up With the Instructor's Questions in Whatsapp?” Students’ Voices

“…In this regard, in total over the six sessions, the convergent questions were found to be the most frequent type of questions used by the instructor with 148 questions (52%), followed with 78 divergent questions (27%), 58 procedural questions (20%), and 2 rhetorical questions (1%) consecutively. This study in line with a study conducted by Dos, Bay, Aslansoy, Tiryaki, Cetin, and Duman (2016) who found that the two most frequently used questions comprised convergent and divergent questions.…”

Reflection-based questioning: Aspects affecting Myanmar students’ reading comprehension

“…(2016) suggested that the questioning strategy helps students develop their interest in the lesson content by promoting students’ rational thoughts, allowing teachers to eliminate their confusing thoughts, highlighting important ideas and concepts, evaluating their understanding, and encouraging their participation in the lesson. Therefore, questions and questioning skills are essential for language teachers to motivate students not only to provide appropriate responses but to ask questions themselves ( Bulent et al., 2016 ).…”

Teacher’s questioning skills and students’ responses in science subject based on parenting style perspectives

“…Although all these mentioned indicate correct uses, teachers further stated that they use divergent questions to determine whether students comprehend certain concepts, to activate their prior knowledge and to ensure that students express themselves. However, using convergent questions for the previously-mentioned purposes is easier and more reasonable (Bulent et al, 2016;Çakır & Cengiz, 2016). Therefore, based on the results of the study, the type of Batam elementary school teacher questions needs to be improved.…”

“…Moreover, the study explained that teachers are expected to ask higher-level questions for higher-level learning. In addition to improving students" critical thinking skills, high-level questioning stimulates students" active participation and facilitates learning (Bulent et al, 2016;Nalole, 2010). Student responses to the questions given by the teacher during learning were also studied in this study.…”

“…It is proved question's technique of teachers needed to be improved; 3) only a few students asked the question, even though still much to be explained in real phenomena. It happened because students were familiar with low-level questions that only need to be memorized (Bulent et al, 2016).…”