TEACHERS’ QUESTIONING TECHNIQUES IMPLEMENTED IN EFL CLASSROOM INSTRUCTIONAL PROCESS AT JUNIOR HIGH SCHOOL

EKA SURYA NINGSIH, 12203183006 (2022) TEACHERS’ QUESTIONING TECHNIQUES IMPLEMENTED IN EFL CLASSROOM INSTRUCTIONAL PROCESS AT JUNIOR HIGH SCHOOL. [ Skripsi ]

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Abstract

ABSTRACT Ningsih, Eka Surya. Nim.12203183006. 2022. Teachers’ Questioning Techniques Implemented In EFL Classroom Instructional Process At Junior High School. A Thesis of English Education Department. Faculty of Education and Teacher Training. State Islamic University (UIN) Sayyid Ali Rahmatullah Tulungagung. Advisor. Dr. Erna Iftanti, S.S., M.M Keywords: Type Question, Teachers’ Questioning Technique, Reasons, Implication Students' learning of English as a Foreign Language (EFL) has a common problem faced by teachers in the classroom because students are passive, where the student's learning process does not respond and avoids interaction with the teacher. One of the key methods of teaching English in the classroom learning process is using question and answer as a learning tool to increase passive class interaction. The research problem formulations are 1) What types of questions for students in junior high school by teachers during the classroom instructional process in the EFL class? 2) What questioning techniques the teacher’s question techniques in junior high school? 3) What are the reason for implementing the teacher question techniques in junior high school? 4) What is the implication of implementing such question techniques for the student’s English performance? The aims of this research are: 1) To identify the types of questioning during teaching and learning in the classroom. 2) To identify the techniques of implementing the teacher’s question techniques in junior high school. 3) To identify the reasons of implementing the teacher’s question techniques in junior high school. 4) To identify the implication of implementing such question techniques for the student’s English Performance. The research design used was qualitative with a qualitative descriptive type. The subjects of this study were English teachers and students of MTs Negeri 10 Blitar. The sample of this research is class XIII A of MTs Negeri 10 Blitar. The study used interviews and observations as research instruments. And this study analyzes the data with data reduction, data appearance, and conclusion. The results of the study based on observations and interviews, it was found that all types of questions were implemented by the teacher to encourage students to respond based on various types of thinking, namely knowledge, comprehension, application, anythesis, evaluation. For the technique of asking there are four techniques used by the teacher, namely repetition, rephrasing, simplification, decomposition. And with the conclusion of the reasons and implementation of the four questioning techniques used by the teacher for students during the learning process in the classroom, it succeeded in encouraging students to respond to questions, such as from knowledge questions which are the lowest level of cognitive processes to the highest level, namely evaluation questions. All of these questioning techniques are useful to encourage students to respond to questions and maintain class interaction and will influence students' English performance.

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