An Analysis of Teachers’ Questioning Strategies During The Classroom Interaction

BELAK, Wandelina (2023) An Analysis of Teachers’ Questioning Strategies During The Classroom Interaction. Undergraduate thesis, Universitas Katolik Widya Mandira Kupang.

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Abstract

This research is entitled "An Analysis of Teachers’ Questioning Strategies During the Class Interaction". This study aims to find answers to two research questions, namely: (1) What kind of questioning strategies are used by English teachers during class interactions? (2) What is the frequency of the questioning strategies used by the English teacher during class interaction? The purpose of this study was to find out the types of questions used by English teachers. This research uses descriptive qualitative research. This research was conducted at SMP Negeri 10 Kupang, specifically the eighth-grade class. The subjects of this study were eighth-grade English teachers. Researchers focused on only 4 teachers because only 4 teachers were teaching the eighth grade. The data collection technique used by researchers is observation. Researchers took data in 4 meetings from 4 English teachers in video form. After the data was collected, the data were analyzed based on Long & Sato's Taxonomy of Questioning Types (in Ellis, 1994). The results showed that based on Long & Sato's theory, the types of questions used by English teachers included closed, open, display, referential, procedural, convergent, divergent, interaction and instructional questions. Teachers often use these questions in class. The frequency of using the 10 types of questions in the classroom process by the four teachers is as follows; closed questions as many as 25 questions, display question as many as 35 questions, referential question as many as 20 questions, procedural question as many as 25 questions. convergent question as many as 8 questions, divergent question as many as 3 questions, interaction question as many as 5 questions, and instructional question as many as 8 questions. What makes this research different from previous research lies in the object of research. Previous research used the same type of questions to stimulate students to be active in class. As well as previous research more focused on the students themselves. Meanwhile, this research prioritizes teacher creativity in using these questions in terms of how relevant these types of questions are to the interaction process in the classroom, and the frequency of emergence of each type of question from each teacher, in the process of interaction in the classroom. The similarities between this study and previous research are in the types of questions, and research locations.

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