An Analysis of Teacher’s Questioning in Reading Class (original) (raw)
Related papers
Teachers' quality questions contribute to enhancing students' existing thinking and reasoning skills. The practice of teacher questioning in the EFL reading classroom is critical in supporting student learning, especially in such contexts where there is limited research on these issues as in Indonesia. This study investigated the practice of teacher questioning and teaching reading in secondary schools in Indonesia. Teachers from three grade 11 classes from three different secondary schools participated in this multiple-site case study which was employed to generate rich explanatory data across sites. Data were gathered from the teachers in the form of observations, interviews, and textbook analysis. The findings from this study show that the teachers relied on the textbooks for pedagogies for teaching reading and for the kinds of questions they asked to assist in reading comprehension. The teachers were exposed mainly to low-level questions. Thus, they faced some challenges in generating high-level questions in these conditions, and required assistance in order to do this. The study provides important information about the practice of questioning strategies in a foreign language context in Indonesia and put forward implications for changes in reading lessons.
2012
The research aims to: (1)find out whether and to what extent ReciprocalQuestioning technique can improvethe students’ English reading skill; (2) describe how the class situation iswhen Reciprocal Questioning technique is applied in teaching reading.The research is conducted through Classroom Action Research (CAR). It is implemented to find a solution of students’ problem relates to their low reading skill and motivation in reading. The research is conducted in two cycles from August 2011 to February 2012 implementing Reciprocal Questioning technique to improvestudents’ English reading skill of the ninth grade at SMPN 1 Kawedanan in the academic year of 2011/2012. The research procedure consists of planning, action, observation, and reflection. In collecting the data, the methods used by the researcher are test, observation, interview, and questionnaire. In the research, the researcher acts as the teacher who conducts the action research. She is helped by the previous English teacher...
PROJECT (Professional Journal of English Education), 2020
Teachers are facilitators that assist students to make the learning process easier and more comfortale. Techer question is a part of learning process. The aim of this research is to find out the types of questions asked by teachers in teaching and learning process. This research is descriptive research. Participant of this research are two English teachers at SMP PGRI Bandung. The data collection used two instruments namely audio recording and note taking. From this research, researcher found that open ended questions are mostly occur in the classroom beside ; yes/no questions, short answer questions, display questions, referential questions and non retrieval questions. During research, there are three kind of languages used by teachers, they are English, mixed English-Indonesian, and Indonesian.
Types of questions teachers use and their importance in the reading classes of English
2007
This article proposes to analyze the teacher's questions in English as a Foreign Language reading classes of the secondary school to verify the extent to which they use the questions from an adequate way to instigate students' critical reading. As part of my MA dissertation about Reading studies in English, I attempted to describe the teachers' profile in Florianopolis public schools, Santa Catarina, in the reading instruction by the questioning perspective to discuss pedagogical impllcations in the questions asked by those teachers. DOI: 10.28998/0103-6858.2007v1n39p159-172
An Investigation of Teachers’ Questioning in the English Reading Classrooms – a Case Study
Hue University Journal of Science: Social Sciences and Humanities
Questions are a crucial part of classroom life and so questioning is one of the strongest tools at a teacher’s disposal as it engages students in the learning process and challenges levels of thinking. Many of the questions teachers ask in each lesson are concerned with the recall of textbook information. The question then is how classroom questioning strategies can become more effective; therefore, help teachers fulfill their mission of language instructions and development of students’ language competence. The study aims at exploring the questioning strategies used by teachers in the reading classes, through a case study where 3 classes of Reading (by one teacher who voluntarily joined in the study) was audio-recorded and observed. Teacher’s questions (and classroom interaction) were transcribed and categorized. Findings revealed that there are two main categories of questions, audience-oriented questions and content-oriented questions. Audience-oriented questions were found to be...
The Use of Questioning Strategy to Improve Students’ Reading Comprehension
ELLITE: Journal of English Language, Literature, and Teaching
This research is a classroom action research which was conducted at SMA Muhammadiyah Jember. It is aimed at improving students’ reading comprehension by the use of questioning technique. The second grade students were taken as the subjects of the research. They are all thirty-two students. The data were collected from in-depth-interview during the process of teaching and learning and test which was given in the end of the process. In the first cycle, there were twenty students (62.5%) who gain the criteria of success. Meanwhile, in the second cycle, twenty-six students (81.25%) gain the target score. This showed that the students were successful in reading comprehension class. The conclusion of the study is that the use of Questioning Strategy can improve the second grade students’ reading comprehension of SMA Muhammadiyah 2 Jember.Keywords: reading comprehension, questioning strategy.
Levels of Questions used by English Teachers at SMP Negeri Poso Kota Utara
2020
The objectives of this research are to find out level of questions used by the teachers in teaching English at SMP Negeri Poso Kota Utara and to find out of students’ responses from the teacher’s questions. Researcher uses descriptive qualitative method. The data of this research is obtained from observation at SMP 5 Poso Kota Utara and SMP 1 Poso Kota Utara. The result of this research shows that knowledge, comprehension and evaluation are the most frequently used level of questions, while the students’ responses are correct, incomplete, and no response. Keywords: levels of question, Bloom’s taxonomy, EFL teachers, EFL students
Teachers' Questioning in EFL Classroom: Facts and Expectations at Senior High School in Ambon
Proceedings of the International Conference on English Language Teaching (ICONELT 2017), 2018
This study examined the real practical situation of teachers' questioning in English as a foreign language (EFL) classroom. It focused on a) the level of teachers' questioning based on revised Bloom Taxonomy, b) the ways of teachers in generating questions and c) the challenges that teachers face in formulating questions. A case study was employed as the research design. Purposive sampling was used in selecting three English teachers in a high school as the participants of the study. The data was gathered from classroom observation, in-depth interview and document review. The findings revealed that the levels of teachers' questioning were ranged from remembering until evaluating categories. Furthermore, in generating questions, teachers followed several principles in preparing and producing questions. Regarding the challenges, teachers still have constraints in formulating questions particularly for the high level of thinking questions. They also have difficulties in applying some principles in generating questions. The findings of this study suggested that teachers need to empower their critical thinking through their reflective teaching, therefore, they will aware about their weaknesses and strengths in posing questions as one way to measure the students' understanding of teaching materials as well as to enrich their conceptual and procedural knowledge on questioning in EFL classroom.
EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS, 2018
This research deals with teacher questions in senior high school English classroom. The study was conducted to answers three of problem statement. The study was conducted at SMA Muhammadiyah 1 UNISMUH Makassar with the descriptive qualitative method. The study was carried out by observing, interview and taking video recordings of 1 English teacher and 15 students. The researcher takes 2 class in one meeting consist of 90 minutes each class. The result showed that procedural (13%), display (74%) and referential (13%) questions were found in the type of teacher questioning strategies used. However, the reason why teacher used the types of the question is according to the function of the question type. Then the effect of the question to the students based on 6 questions that researcher asked. 60% students agree with the Q1 and 40% disagree. For the Q2 100% students agree with the question that researcher ask and also the Q3 100% students agree with the question. While for Q4 60% students agree and 40% of them disagree. 40% agree and 60% disagree to Q5 and 80% agree and 20% disagree for the Q6.
Teachers’ Questions in Elementary School English Learning: Types and Functions
2020
Question types usually used in classroom learning are display questions and referential questions. Many teachers mostly used display questions in their classroom learning. However, studies showed that display questions limit the students’ opportunity to produce the language. Therefore, this present study aimed to analyse the contribution of teacher questions’ types in English classroom learning to classroom interaction. The participants of this qualitative study were three sixth grade English teachers from three different Islamic schools in Yogyakarta. The data were collected through classroom observation. The result shows that the teachers used both display and referential questions, and all teachers used display questions more frequently. Furthermore, the result of the analysis shows that referential questions received longer responses than display questions. It also indicated that referential questions gave the students more opportunities to practice the language. However, both d...