Abstract
Evidence is mounting that teacher question can assist EFL students in various purposes in teaching learning process. However, teacher’s lack of knowledge about questioning taxonomy could become a failure in leading students’ learning. This study investigates questioning strategies, the taxonomy of questions-type, and their application by teacher in advanced prose class, to scaffold students’ learning. Classroom observations, field notes and videotape recording, were employed to collect the data. Findings indicate that among four types of questioning strategies, redirecting was the most frequently used to initiate students’ responses and to probe more into students’ understanding. Other findings show that low-cognitive questions were common. Of those, knowledge-based questions were the most frequently used to confirm students’ understanding of the materials they learnt, but, the higher-level questions were rarely used. It was also found that teacher employed questioning strategies ineffectively to manage the class; insufficient time responded to a complex level of questions; the number of questions created confusion. Some changes to create effective classroom questioning and a stronger connection between the level of question and the questioning strategies are discussed.
Highlights
Whenever the teacher has given a various of good questions to the students, it will not guarantee that the interactive classroom will be created, unless the teacher knows how to manage their questions in the right time (Wragg & Brown, 2001)
Such situation above seems to create a paradox: on the one hand, questions have become a fundamental device in teaching learning process, but on the other hand, the ineffective questioning strategies could make the failure in creating the interactive classroom learning
This present study attempts to investigate in greater depth focusing on some questioning strategies underlying the classroom questioning, namely ; rephrasing, redirecting, probing and reinforcement as proposed by Goodwin et al (1992)
Summary
This level of question requires the students to grasp the meaning of information, to interpret ideas and to predict using knowledge. They are asked to translate their knowledge into their own words. The words in the parantheses, says I am not original speaker, but I am on original listener, Apa artinya?. The extract above has illustrated the situation in which the teacher has applied knowledge question In this way, the teacher state certain quotation from the novel, asked the students to translate “the words in the parantheses, says I am not original speaker, but I am on original listener, Apa artinya?(what is meant?)”. The teacher does not directly ask them to translate into their own words
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