Teachers’ Questioning Strategies Used By The Teachers of The Tenth Grade At SMKN 4 Banjarmasin

Abstract

Questioning is one of the essential activities in the educational process, especially in teaching English. The type and the implementation of questions have to be designed and prepared carefully as a suitable strategy. This study aims to discover the questioning strategies the tutors utilized and their performance in the classroom. The method of this study was descriptive qualitative. The study subjects were two English teachers, which later mentioned as tutors, who taught tenth graders in SMKN 4 Banjarmasin. The data were gathered from observations, interviews, and audiovisual materials. The data were analyzed using conversation analysis. The results showed the questioning strategies that the teacher utilized are brief questions, structuring, focusing, redirecting, spreading, wait time, prompting, sorting, probing, classroom interaction, except the change of cognitive demand (questions that demand based on L2 learners mental process). The first teacher implemented the questioning strategies in pre- (questions related to background knowledge or games) and while- (questions related to the exercise) activity. Meanwhile, the second teacher implemented them in pre- (questions related to background knowledge or games), while- (questions related to the exercise), and post-activity (questions in a short review). It is suggested that the teacher utilize various questioning strategies to stimulate, acknowledge, motivate L2 learners’ understanding that may improve the educational process regarding their needs in improving their teaching strategies. For further study, this could be a reference to explore more about questioning strategies or to see it from the L2 learners’ perspectives.