Teachers' questioning strategies in an EFL Classroom interaction : A case study of a vocational high school

Lestari, Dian Rizki (2023) Teachers' questioning strategies in an EFL Classroom interaction : A case study of a vocational high school. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

Teachers play an important role in the student’s learning process. In the teaching process, the teacher must know the ability of the students, how far the students comprehend the material that has been studied, and control the students’ participation. Therefore, teachers need to choose and consider some strategies during their teaching. One of the most influential strategies in teaching is questioning. This study aims to report how English teachers use questioning strategies during EFL classroom interaction and what types of questioning strategies are used by English teachers in EFL classroom interaction at Vocational High Schools. This research is designed with a case study approach. The participant of this research is one EFL teacher with criteria who uses questioning strategies in teaching English. The researcher collected the data through interviews and observations. The data were analyzed by using Miles and Huberman's theory of qualitative data analysis. The finding is that two questioning strategies are mostly used by a teacher in classroom interaction out of four types of questions from Wangru’s theory, there are prompting and repeating, the teacher used probing and redirecting just a few times. The question given by the teacher is various, sometimes questions related to the material and questions that just elicit the students’ response. Therefore, the students can be active in the learning process so that their skills can be improved. This research can be concluded that the questioning strategies can reach the interactive learning process.

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