An Analysis of Teachers’ Questioning Strategies in Elt (English Language Teaching) the Classroom Interaction at Eleventh Grade Sma Muhammadiyah 1 Unismuh Makassar

Erianti, Ayu; Akib, Erwin; Baso, Farisha Andi

doi:10.26618/exposure.v7i1.1348

Cited by 5 publications

(7 citation statements)

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“…Waiting and giving the more time to know the students answer are usually done by the teacher. The result is similar with the previous study by Erianti (2018). The study reports that display question can enhance the students' knowledge related to the material and also most of students like if the teacher asks to the students.…”

Section: (Students Silent) T: What Time Did You Get Up In the Morning?supporting

confidence: 90%

Teacher’s Questioning Strategies Used in the English Speaking Class of Junior High School

Irawati

Nirmalasari

Styati

2021

JELTL

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<em>The objective of this research is to identify the types of the teacher’s questioning strategy used in the English speaking class of junior high school. The research was using a qualitative approach. This study was carried out in a teacher and students speaking English in two classrooms. The data were collected from classroom observation and documentation. This study shows that the teacher applies all the questioning strategy. In this case, the types of questioning strategies are strategy are structuring, pitching and putting clearly, directing and distributing, pausing and pacing, prompting and probing, listening to replies and responding and sequencing. The questions are started modals like will and can and auxiliary do and did and linking verbs is and are. The teacher also starts the question with wh-questions like what, when, why, where, who and how questions. The result of this study can make the teacher controls the lesson, guide the students’ response, and promote interaction in classroom. The students can contribute to share, show and express their idea when they are given questions by the teacher.</em>

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Section: (Students Silent) T: What Time Did You Get Up In the Morning?supporting

confidence: 90%

Teacher’s Questioning Strategies Used in the English Speaking Class of Junior High School

Irawati

Nirmalasari

Styati

2021

JELTL

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“…When memorizing strategy is applied, the students are encouraged to study more and improve their vocabulary mastery. Peters and Levin in Ariyana and Nanda (2017) pointed out that by using memorizing strategy, students are able to summarize words and grouped them into keyword. This would make the students feel easier to remember the words or phrases which they would memorize.…”

Section: How Teacher Can Help the Students To Overcome The Difficultiesmentioning

confidence: 99%

“…This would make the students feel easier to remember the words or phrases which they would memorize. Ariyana and Nanda (2017) in their research explained that the teacher asked the students to memorize several vocabularies related to the topic that would analyze and the meaning of the words.…”

Section: How Teacher Can Help the Students To Overcome The Difficultiesmentioning

confidence: 99%

Students’ Difficulties Analysis in Reading Comprehension at The Second Grade of MTs Nurul Ikhlas

Rizki Asani

2022

12 Waiheru

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Regarding the basic competence of the second grade of junior high schools in Curriculum 2013, the pupils are supposed to comprehend the generic structure, social function, and language features in reading material (narrative, descriptive, recount, and so on). However, the students still have some difficulties comprehending a text. This could be known by identifying some previous studies related to reading comprehension difficulties in Indonesia. They have problems finding the main idea and specific information in the text, making inferences, or identifying the meaning of the word. Thus, this paper tried to analyze the difficulties that the students faced when comprehending an English reading text, to determine the reasons why the students are having problems with those difficulties, and to examine how a teacher can help the students to overcome these difficulties. This research used a mixed method and was classified as descriptive research. The participants of this research consisted of second-grade students and an EFL teacher of MTs Nurul Ikhlas Ambon. Reading comprehension tests, questionnaires, and interviews were used by the researcher to collect the data. Then, the data were analyzed by using descriptive quantitative analysis; calculating the result of students’ reading comprehension test and calculating the scale of the questionnaire. Moreover, the qualitative data was done by describing the interview result. The research revealed three findings. Firstly, the difficulty faced by the students when comprehending an English reading text was identifying vocabulary. Secondly, the students completely agreed that the reading process, student background knowledge, language knowledge, and motivation were factors that influenced them to have problems with those difficulties. And lastly, the strategies that can be used by the teacher to overcome the difficulties were memorizing strategy, reciprocal teaching, question-answer relationship, and fun learning strategy.

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“…The success or fail of the learning also depends on the teacher talk. Teacher talk is of crucial importance, not only for the organization of the classroom but also for the processes of acquisition (Erianti, Akib & Baso, 2018). It is important for the organization and management of the classroom because it is through language that teachers either succeed or fail in implementing their teaching plans.…”

Section: Introductionmentioning

confidence: 99%

Analizing The English Teacher Talk In Efl Classroom Interaction

Siregar

Lismay

2023

Educativo: Jurnal Pendidikan

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The study used qualitative research design. The purpose of this study was to identify and explore information about teachers' conversation in classroom interaction at SMAN 1 Banuhampu. The key informant of this research is the 11th grade English teacher at SMAN 1 Banuhampu. Furthermore, the supporting informants are the 11th grade students of SMAN 1 Banuhampu. To collect data, observation and interview were used. Based on the findings, the research questions are answered. First, what are the formal features of teachers' speech? The formal features of teachers' speech in class 11 of SMAN 1 Banuhampu are that teachers have slow speaking speed, long pauses, frequent pauses, exaggerated pronunciation, simplified pronunciation, basic vocabulary, slow level of subordination, declarative statements that are often repeated, and often independent. Furthermore, the functional features of teacher speaking in class 11 of SMAN 1 Banuhampu are that the teacher speaks the most in class I, the teacher uses teacher speech in asking questions, and the teacher also uses teacher speech in giving feedback.

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An Analysis of Teachers’ Questioning Strategies in Elt (English Language Teaching) the Classroom Interaction at Eleventh Grade Sma Muhammadiyah 1 Unismuh Makassar

Cited by 5 publications

References 0 publications

Teacher’s Questioning Strategies Used in the English Speaking Class of Junior High School

Teacher’s Questioning Strategies Used in the English Speaking Class of Junior High School

Students’ Difficulties Analysis in Reading Comprehension at The Second Grade of MTs Nurul Ikhlas

Analizing The English Teacher Talk In Efl Classroom Interaction

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