ABSTRACT
ANALYSIS OF TEACHERS’ QUESTIONING STRATEGIES IN
TEACHING ENGLISH AT SMAN 5 KENDARI
WA ODE NIRWANA
A1D2 14 048
This study discussed the teachers’ questioning strategy in teaching English in which was intended to analyze and describe the types of cognitive question are applied by the English teachers and the purposes of the teachers’ questions in teaching. The researcher employed qualitative design with recording, observation, and interview as the instruments in collecting data from four English teachers of SMA Negeri 5 Kendari. The researcher conducted eight observations to collect the data. The questions were collected, listed, and analyzed according to Bloom's Taxonomy that consisted of low order thinking skills: knowledge, comprehension, and application, and high order thinking skills: analysis, synthesis, and evaluation. The findings showed that among 92 questions there are 26.1% is knowledge level (C1), 44.5% is comprehension (C2), 2.2% is application (C3), 16.4% is analysis (C4), synthesis (C5) and evaluation (C6) were equal in which each of them is 5.4%. The results indicate that the knowledge and comprehension questions were frequently asked by the teacher respectively while it leaves little opportunity for synthesis and evaluation level. Secondly, the results showed the teacher asked lower cognitive questions is 72.8% than the higher one is 27.2%. In contrast, develop the ability to think was mostly chose (33%) as their purpose in asking questions rather than to know students’ understanding (25%). Therefore, to make the purpose is realized, the teacher must extend the higher level of questions. The higher level of questions in Bloom’s Taxonomy can be employed to follow-up the basic questions. As the result, this study will be useful for teachers to be aware of the questioning strategy that before asking questions, it is necessary to decide the purpose. As questioning strategy answered why and what question to be asked, it will guide the teacher to choose the appropriate types of question to be inquired in teaching English to accomplish the purposes.
Keywords: Questioning Strategies, Cognitive Question, Low-Level Question, High-Level Question, Teaching English