A good teaching learning process involves the students as well as the teachers as a single main resource in the classroom. Teachers must also be aware of their student's outputs before and after learning, because the interaction between teachers and learners is one of the most important activities in the classroom.
Scopes and Limitation
Statements of the Problems
Objectives of the Study
Significances of the Study
The researcher assumed that all students would enjoy learning English, that they would be more interested in answering the teacher's questions, and that they would receive clear information. This study may also inspire other researchers to conduct future research on issues related to the implementation and development of teacher questioning strategies to improve the quality of education.
Systematic Discussion
Contains about introduction which deals with the background of study, scopes and limitation, statements of the problems,
Contains about theoretical analysis, it consists of some previous studies discuss about the teacher’s questioning
It covers: research design, research location and role, data source, technique of data research location and role, data source, technique of data collection, data analysis, checking data validity and research procedure.
Deal with the result or finding and discussion of the study that is loaded of result that contains general data, data description,
Present the conclusion of the study and suggestion for futher to make the better study and others
The Definition of Question
A question is any sentence in the interrogative form that can arouse students' interest in the content elements to be learned and help them acquire knowledge. Thus, the teacher will know how familiar or interested he is in the material, and feedback from the teacher will be needed to promote progressive learning.
The Definition of Strategy
The teacher should keep the students focused on the lesson by asking interesting and simple questions. The teacher chooses a technique that suits the method, and the teacher's strategy differs from that of other teachers.
The Definition of Questioning Strategy
Teacher questions are considered one of the most important and important teaching techniques used in the teaching and learning process. This means that the teacher must have a thorough understanding of the types of questions that will be asked of students as part of the learning process.
Types of Questioning Strategy
Students may be quiet because they don't understand what the teacher is asking, don't know how to respond, or are shy. Students may be quiet because they don't understand what the teacher is asking, don't know how to respond, or are shy.
The Functions of Teacher Questioning Strategy
Questions can be used to review previously learned material to build a knowledge base for the new material to be learned. Additionally, questions can be used to clarify relationships within the content being discussed as the new material is developed. It can be scary for students to have to initiate a conversation or topic of conversation.
If the teacher can master the use of questions to categorize them, they can encourage students to talk in class during the learning process. It means that the teacher can create an effective teaching and learning process by asking questions.
Classroom Interaction
Classroom interaction is a teaching method that actively engages students in the learning process rather than viewing them as passive recipients. Turn taking, question and answer, meaning negotiation and feedback are all examples of classroom interaction. According to Chaudron, interaction between students and teachers is crucial for the learning process.33 According to the previous statement, interaction in the classroom is critical because the teaching and learning process would not be possible without it.
As we all know, good interaction improves the transmission of the message and fosters a positive interpersonal relationship between the teacher and students, resulting in higher student achievement in language acquisition. Interaction sequences are completed by the teacher providing feedback on the student's response after the student's response to the question.
The Application of Questioning Strategy a. Questioning at the Beginning of the Class
In other words, the questions are used to keep the student's attention focused on the lesson learned. Questions that draw the student's attention to silent elements of the lesson result in better lesson comprehension than questions that do not. Teachers often quiz students at the end of the lesson because it is necessary to know the student's understanding, assess the student's learning process, test the student's input, and improve both the quality of teaching and the teaching-learning process. evaluate to determine whether or not they are running smoothly. .
To assess student understanding of this section, teachers should use recall and reference questions. Based on the functions, the teacher asks questions in this session as a diagnostic tool or comprehension check when the teacher needs to assess the student's understanding and quality of learning.
The Reasons of Teacher in Using Questioning Strategy
When teachers ask students a question, they should ask each student, get the correct answer, and then evaluate it. Each round of interaction focuses on one student at a time, with teachers asking questions, evaluating, and then moving on to the next student. According to Adler, the art of asking questions is one of the fundamental skills of good teaching.40 In other words, teachers used questions to stimulate students' thinking about a concept and challenge them to engage in a higher level of thinking appropriate to the content and learning. the results.
Dillon argued that teachers used questions to promote critical thinking skills and insight by uncovering new or related relationships.
The Importance of Teacher’s Questioning Strategies in the Classroom Interaction
Previous Studies
As a result, the researcher recommended the use of questioning strategies because the researcher discovered that the teacher's questioning strategies increased the students' thinking and created interaction in the classroom. An Analysis of Teachers' Questioning Strategies During Classroom Interaction at PIBA UIN Alauddin Makassar. The findings of the research also showed the positive effects of the teacher's use of questioning strategies in the English learning activity in the classroom and the improved motivation of the students in learning English.
The fifth previous study is entitled “English Teacher's Questioning Strategies in English Foreign Language Classroom at SMAN 1 Bontomarannu. The differences between the researcher's article and the previous research are centered on the different types of questioning strategies used during English classroom interaction.
Research Subject
It describes the types and what are the types of questioning strategies used by teachers in MAN 2 Ponorogo. This qualitative methodology is concerned with gathering information from various sources in order to gain a better understanding of the subject, including their opinion, perspective and attitude.46 According to Ary, the qualitative method focuses on understanding social phenomena from a human perspective. study participants.47 In this study the researcher describes: 1.
Research Setting
Data Collection
Techniques and Instruments 1. Observation
In a semi-structured interview, the researcher has a general idea of how he or she wants the interview to go and may even have a set of prepared questions, according to Nunan and Bailey.
Data Analysis
The researcher tried to draw a conclusion and verify it by looking for meanings in each observed phenomenon. Verification can be as simple as a fleeting second thought running through the analyst's mind as he writes, with a brief return to field notes, or it can be more extensive, involving lengthy argumentation and evaluation among colleagues to develop intersubjective consensus, or with extensive efforts to replicate a finding in another data set.
Validity (Data Triangulation)
It aims to condense organized information into an easily accessible, compact format so that analysts can see what's going on and draw justified conclusions or move on to the next step of viewing the analysts. It means that the researcher used more than one method to obtain the data during the data collection process. To validate the data, the researcher compared the data obtained from data observation and data interview.
After classroom observation, the researcher checks the data to compare the data observation with the data interview and theory.
Research Planning
- The Background of MAN 2 Ponorogo
- Vision and Mission of MAN 2 Ponorogo
Stream analysis takes place during the data collection process and after data collection is completed. The research questions are: 1) What types of questioning strategies do the English teachers use in the classroom at MAN 2 Ponorogo?. As a form of madrasah preparation to become a quality madrasah, MAN 2 Ponorogo held several educational programs.
The location of Man 2 Ponorogo is south of Selo Aji Terminal where there are Islamic boarding schools including Thorikul Huda Cekok Islamic Boarding School, Nurul Hikam Keniten Islamic Boarding School and Ittihatul Ummah Boarding School. This strategic location allows MAN 2 Ponorogo to become a madrasa that continues to grow and has better prospects.
Data Description
- Findings on the Types of Questioning Strategies that Used by the Teachers
- Observation - 2 Extract 1
- Observation – 1 Extract 1
- Observation – 2 Extract 1
- Findings on the Reasons of Questioning Strategy that Used by the Teachers
- Teacher A (XI MIPA
- Teacher B (X D)
The teacher asked the students to complete the task based on a question about the material. This means that the teacher used procedural questions to find out whether the students have finished or not. In extract 2, it showed that the teacher asked the question to ensure the student's understanding of the material.
Extract 3 showed that the teacher wanted to know how well the students understood the material. The teacher asked the students to assess each other's knowledge with the question "What is recounting?". A procedural question where the teacher asked the words but wanted to make sure the students understood them.
The teacher simply asked the students to explore the material further to see how far the student's understanding had progressed.
Discussion
- An Analysis of the Types of Questioning Strategies that Used by the Teachers
- An Analysis of the Reasons of Questioning Strategies that Used by the Teachers
The teacher used procedural questioning in which the teacher asked students related and relevant questions. The teachers claimed that they asked the students a question based on the circumstances of the students or the class and that the students could get an explanation from the teacher. In this example, the teacher used the question to assess the student's concentration so that the teacher could decide what to do during the lesson based on the student's performance.
Additionally, the teacher used convergent questioning in which he allowed students to expand on their answers. The teacher then used divergent questioning to prompt students to respond with higher-order thinking.
Suggestions
After that, the students, in this case English Education students, need to be taught questioning strategies that will help them in their future teaching careers and encourage student engagement in the classroom. 34;The case study method: Critical thinking enhanced by effective teacher questioning skills." The 18th Annual International Conference of the World Association for Case Method Research & Application, 1985: P.2. 34;The effect of Teachers' Questioning Behavior on EFL Classroom Interaction: An Classroom Research Study. The Reading Matrix (online series)." www.ccesenet.org/journal.html.