“ EFL TEACHERS QUESTIONING STRATEGY IN READING

CLASS “

ISMIK JIHANIYAH
200210401077

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ARTS DEPARTMENT

THE FACULTY OF TEACHER TRAINING AND EDUCATION

JEMBER UNIVERSITY

2022
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 TABLE OF CONTENT

COVER......................................................................................................................................
TABLE OF CONTENT.............................................................................................................
CHAPTER I...............................................................................................................................
INTRODUCTION......................................................................................................................
1.1 Research Background..................................................................................................
1.2 Research Question.......................................................................................................
1.3 Research Objective......................................................................................................
1.4 Research Contributions...............................................................................................
1.4.1 Empirical Contributions.............................................................................................
1.4.2 Practical Contributions..............................................................................................
CHAPTER II..............................................................................................................................
LITERATURE REVIEW...........................................................................................................
2.1 EFL in Reading Class..................................................................................................
2.2 Teachers’ Questioning Strategy..................................................................................
2.3 Types Of Teacher’ Questions......................................................................................
2.4 Questioning Strategy in EFL Reading Class...............................................................
2.5 Previous Studies........................................................................................................
CHAPTER III...........................................................................................................................
RESEARCH METHODOLOGY.............................................................................................
3.1 Research Design.............................................................................................................
3.2 Research Context............................................................................................................
3.3 Research Participants......................................................................................................
3.4 Data Collection Methods................................................................................................
3.4.1 Observation..............................................................................................................
3.4.2 Interview..................................................................................................................
3.5 Data Analysis Method....................................................................................................
REFERENCES.........................................................................................................................

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 CHAPTER I
INTRODUCTION

1.1 Research Background

The use of questioning strategies is an important aspect of effective

language teaching and learning. In English as a Foreign Language (EFL)
classes, questioning strategies can play an important role in facilitating
language acquisition and encouraging student active engagement.
Questioning has been recognized as an important teaching tool that
promotes engagement and enhances student’s ability to recall previous
knowledge and experiences. In terms of knowledge from a questioning
strategy, that explained in their findings that Questioning in the
classroom encourages students to engage in classroom activities.
Questioning recall their previous knowledge and the teachers have been
using questions in the classroom as a teaching tool to assess students'
knowledge, promote comprehension, and stimulate critical thinking
(Sujariati, et. al., 2016)
The experience of EFL teachers and asking strategies are closely
related. Studies have shown that teachers who have more experience tend
to use a wider range of strategic questions in their classrooms. They can
effectively use convergent and divergent questions to stimulate critical
thinking and increase student creativity (Pandey, 2022). In addition,
experienced teachers tend to modify techniques, asking them based on
the needs, interests, and abilities of their students, which leads to better
learning outcomes.
In the context of language learning, a questioning strategy is used
by teachers in all language learning skills. One of them is learning
reading class. Reading has received more attention than other aspects of
education. This ability is the basis for successful learning and cognitive
skills. Reading is also a fundamental tone of the learning process (Lervåg

4
et al., 2009). Therefore, teachers must ask various questions to guide
understanding in the learning process. It is the competence of the teacher
to explore students' reading skills that can be driven by using the
questioning strategy.
The EFL teacher's strategy of asking about classroom reading is
essential given that in one study, it was reported that teachers also asked
more closed questions in reading comprehension, leading to the limited
number of questions students generated. This study emphasizes the need
for teachers to ask more open-ended questions and encourage students to
generate questions that will allow them to practice and apply questioning
strategies in the classroom. Observations found that students seemed to
participate more actively when teachers used various strategies. The
findings also provide insight into what particular strategies are used for
and indicate that performance questions are the most commonly used
strategy. (Farrelly et al., 2021)
Another study states that the teacher directs students with one of
the inferential strategy questions to train students' understanding of
higher levels of thinking in understanding a text. At this stage, successful
students are students who can conclude a text. They can also predict
storylines while reading narrative texts. Students can also re-explain their
conclusions from the narrative texts they read (Javed et al., 2016).
Based on previous research from this study, it appears that a lot of
research has been conducted, but only a few have conducted research that
includes teachers' questions in reading classes which are of particular
interest to researchers in the field of education. However, there needs to
be more studies on teachers strategy in EFL reading classes in contexts
with limited resources, such as in Indonesia. The current study thus
covers the practice of teacher questioning in EFL reading classes in the
high school context. More specifically, this research aims to explore the
use of questions by teachers at the high school level in English as a
foreign language (EFL) context and examine the types of questions that
are often used. However, the teacher's questions are more dominant in

5
displaying questions when doing exercises during and post-reading
phases.

1.2 Research Question

The question that could be asked for this research is “ What are the
teachers strategy in EFL Reading Class during? ”

1.3 Research Objective

The Objective of this research is to explore EFL teachers'

questioning strategies Reading Class during EFL Classroom at Senior
Highschool

1.4 Research Contributions

1.4.1 Empirical Contributions

This research is expected to inspire future researchers to
implement subsequent research dealing with teachers questioning
strategy in Reading Class

1.4.2 Practical Contributions

The practical implications of this research can be significant for EFL

teachers and this research is expected to be helpful, especially for
English teachers as a consideration in using questioning strategies
during reading class. The teacher is expected to get information related
to questioning strategies that can be used in reading class. For the
English teacher, this research can be a resource to be more aware of
questioning strategies during reading class.

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 CHAPTER II
LITERATURE REVIEW

2.1 EFL in Reading Class

Johnson (2008) shows that the teaching of English as a foreign
language or English as a Foreign Language (EFL) refers to the teaching
and learning of English in countries where English have not used as
nationally language. This means a situation where English is learned as a
foreign language by individuals living in a country where that language is
not the official or dominant language. English learning in the context of
EFL often takes place in the classroom and involves formal instruction
by a teacher. Teaching English as a Foreign Language (EFL) reading
skills holds significant importance in language learning. Reading plays a
crucial role in language development, comprehension, critical thinking,
and cultural understanding for EFL learners. However, there are also
challenges associated with teaching EFL reading.
One of the main characteristics of EFL learning is targeting
towards specific goals. EFL learners often have specific objectives, such
as improving their communication skills in education contexts. These
goals shape the focus and content of English language instruction,
ensuring relevance and practicality for learners. The non-native context
in which English is taught and learned is another important characteristic.
EFL learners reside in countries where English is not the primary
language spoken or the official language. This context affects language
learning activities and the application of English skills outside the
classroom. EFL learners may have limited exposure to English in real-
life situations, resulting in fewer opportunities to practice and reinforce
their language skills (Liu, 2020)
The varying levels of proficiency among EFL learners pose another
challenge. Some students may have a solid grasp of English, while others
may still be in the early stages of language development. This
discrepancy in proficiency levels necessitates differentiated instruction

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and additional support to cater to the diverse needs of learners. Teachers
must employ strategies that cater to the varying proficiency levels,
ensuring that all students have opportunities to progress and succeed in
their reading skills.
Despite these challenges, the importance of teaching EFL reading
cannot be overstated. Reading skills significantly contribute to language
development and overall language proficiency. Through reading, EFL
learners expand their vocabulary, improve comprehension abilities,
acquire grammar knowledge, and refine their language usage. Reading
comprehension also enhances critical thinking skills as learners engage
with texts, analyze information, make inferences, and draw conclusions.
These critical thinking skills are valuable in both academic and real-life
contexts. Moreover, reading materials provide insights into different
cultures, societies, and perspectives. EFL learners gain a broader
understanding of the world through exposure to diverse texts, fostering
intercultural competence and empathy. They develop a deeper
appreciation for cultural differences and expand their horizons beyond
their own immediate surroundings. And teaching EFL reading is essential
for language development, critical thinking, and cultural understanding
(Rido et al. ., 2020). While there are challenges associated with EFL
reading instruction, such as limited language use and varying proficiency
levels, teachers must employ effective strategies and create supportive
environments to address these challenges. By recognizing the importance
of EFL reading and implementing appropriate instructional methods,
teachers can empower EFL learners to become confident and proficient
readers of the English language.

2.2 Teachers’ Questioning Strategy

The questioning strategy is a process of asking and giving
questions that the teacher can use during the learning process.
Additionally, questioning is described as the instructional tool to
stimulate the students about the material to be learned and the direction

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about what they are to do (Astrid et al., 2019). The argument for this
practice is that the teacher acts as a model in questioning skills. Students
are expected to imitate the teacher's questions to help them build their
own questioning skills There are several strategies of questioning, such
as the teacher indicating the questions by organizing questions first, then
appointing students, asking questions to the whole class, promoting
students to start the questions, and moving close with the students when
asking questions (Rido et al. ., 2020). Teacher competency in teaching
has the potential to encourage student engagement in becoming
independent learners, who actively use technology to learn outside the
classroom. As a significant social agent, teachers play an important role
in promoting independent language learning using technology outside the
classroom (Lai et al., 2016). Through an active question and answer
session between the teacher and students, students can be well involved
when they have prior knowledge of the material being discussed. The use
of prompting questions can help establish patterns of positive and active
interaction between students in the classroom.
By using this strategy, students can be guided to find relevant clues
in answering questions properly. They can also understand the meaning
of the text, catch the message being conveyed, and be able to make
conclusions. Cooper (2010) explains that the use of inquiry questions in
the classroom is a teaching skill that can improve students' ability to
think at a higher level in understanding reading texts in English as a
foreign language (EFL) reading class. This ability is known in Bloom's
Taxonomy theory (Bloom et al., 1956), where Bloom classifies teachers'
thinking abilities into six hierarchical levels: knowledge, understanding,
application, analysis, synthesis, and evaluation.
Apart from Bloom's taxonomy, there is also a theory introduced by
Barrett known as Barrett's taxonomy. This theory is concerned with the
specific outcomes of the reading comprehension process. Barrett
identified this theory as a guide for teachers in using different types of
questions in teaching reading. He proposed five main categories in this

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 theory, namely: (a) literal understanding, (b) reorganizational
understanding, (c) inferential understanding, (d) evaluation
understanding, and (e) appreciative understanding (Smith & Barrett,
1979). In the teaching process, the questions asked have the aim of
guiding students in understanding and highlighting the messages
contained in the texts they read. As a teacher, the ability to make
questions is one way for them to stimulate students' thinking in
understanding reading texts (Curtis, 2012).

2.3 Types Of Teacher’ Questions

The findings a research (Yang, 2010) indicate that display

questions are frequently asked while referential questions are asked
infrequently. Also, for the former type of question, the responses elicited
are brief, with little elaboration, but the responses elicited by the latter
type of question are usually longer and more syntactically complex. In
addition, Bloom as cited in Shanmugavelu et al. (2020) stated there are
six types of teachers' questions based on cognitive levels, such as:. In
addition, Bloom as cited in Shanmugavelu et al. (2020) stated there are
six types of teachers’ questions based on cognitive levels, such as:
a. Knowledge questions involve retrieving information from students'
memory, such as how many experiences they have had from camping.
b. Comprehension/understanding questions aim to assess students'
understanding of the material, for example, asking them to state the main
idea of the last paragraph.
c. Application questions require students to apply their knowledge to solve
problems or complete tasks, such as arranging jumbled sentences into a
coherent paragraph.
d. Analysis questions help students organize their ideas and encourage
critical thinking, for example, asking them to draw conclusions from the
text they have read.

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e. Synthesis questions stimulate students' creativity and encourage them to
generate new ideas, such as asking for suggestions to solve a problem.
f. Evaluation questions prompt students to assess and justify their
judgments based on acquired information, such as asking if they agree
with a statement and why.
Questions serve various purposes, including assessing students'
understanding and facilitating deeper thinking. Different types of
questions play a crucial role for teachers in the teaching-learning process,
allowing them to tailor their questioning approach based on specific
needs.

2.4 Questioning Strategy in EFL Reading Class

Another research related to the questioning strategy by Joseph et al.

(2016) reported that in order to increase student self-confidence and
improve reading comprehension performance in various students and
different educational environments, teacher competence is needed in
using questioning strategies in EFL Classes. Before reading, the teacher
selectively explains the background information of the reading text and
new words, phrases, sentence patterns to arouse the students' interest in
reading English. While reading, teachers need to guide students to
analyze and infer reading materials with various critical reading
strategies (Jie et al., 2020)
Referring to the questioning strategy research revealed a significant
interaction between questioning strategies and comprehension measures,
controlling for individual level differences in first language reading
ability (L1), L2 vocabulary size, and topic familiarity. Using the
questioning strategy significantly facilitated students' understanding of
answering questions that required short answers but were not multiple
choice questions. (Liu, 2020)
There are three themes regarding L2 readers' perceptions of
questioning strategies: identifying and memorizing text details,

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understanding main ideas, and interfering with reading fluency. The
success of teaching reading comprehension also depends on the
competence of the teacher and his cognitive abilities in making various
levels of questions and asking strategies that can lead students to give the
right answers when debriefing. So far, few have linked current teacher
competency research to their ability to level questions and ask strategies
in class, even though these two competencies have a significant effect on
student achievement. The more competent the teacher's questions are to
students, the easier it is for students to find the correct answers about the
material being asked. Joseph and Liu's previous research has yet to reveal
the role of teacher competence in creating question levels and using
questioning strategies in class on their teaching performance in
qualitative studies.
Many studies do not reveal how teacher competency in creating
questions and strategies influences students' reading comprehension
qualitatively in the teaching process. They also have not analyzed the
extent to which the use of methods, teacher educational background,
experience, and training contribute to teacher competence in making
levels of questions and asking strategies. Several related studies are
currently lacking and make our need to investigate further. What is novel
about this research is measuring teacher competency in using questioning
levels and asking strategies using the questioning strategy in EFL reading
classroom learning qualitatively. It also assists English teachers in
designing reading lessons for reading comprehension subjects. In depth,
this research also analyzes the teacher's exploration of asking strategies
related to reading in class in supporting teacher competence to improve
students' reading comprehension skills.

2.5 Previous Studies

There are several studies related to EFL Teacher’s Questioning

Strategy in Reading Class, The research conducted by Sunggingwati

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(2013) resulted that 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 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.
Another similar study resulted that the study reveals that effective
classroom questioning requires the teacher to employ a variety of
question types, ranging from simple to complex. This approach is aligned
with Bloom's taxonomy, as revised by Anderson & Krathwol (2001). The
teacher in the study also utilized rephrasing, redirecting, probing, and
reinforcement techniques in her questioning. 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’

13
understanding. Other findings show that low-cognitive questions were
common. (Milawati, 2019)
However, despite the teacher's efforts, there were instances where
the questioning strategies were not effectively implemented. For
example, probing worked well when the students remained focused on
the discussion, but it became a barrier when the class fell silent. This may
be attributed to the teacher posing higher-level questions that required
deeper thinking. Additionally, the teacher sometimes asked multiple
high-level questions simultaneously without allowing sufficient time for
students to respond. Consequently, students became confused and
remained silent because they lacked understanding and needed time to
formulate their answers.
These assertion that ineffective questioning can hinder the success
of questioning strategies. To address these issues, it is crucial for the
teacher to consider the amount of time students need to answer higher-
level questions. Wait-time plays a significant role, allowing students to
think deeply and process the question effectively. Furthermore, the
teacher should sequence her questions from easier to more complex
levels, ensuring a smoother progression of inquiry. This approach
benefits the teacher by assessing students' comprehension of previous
knowledge and enabling the prediction and planning of future classroom
activities.
The correlation between question levels and the strategies
employed by the teacher is evident. Rephrasing strategies are more
frequently utilized when asking lower-level knowledge questions, as
observed in the works of Tan (2007), Shen and Yodkhumlue (2010, p.44-
53), and Wong, R (2010). Rephrasing serves to encourage students to
recall previously learned material. On the other hand, probing strategies
are employed when asking higher-level questions, aiming to stimulate
deeper thinking, encourage clearer self-expression, and foster critical
awareness (Brown, 1975:107). In summary, effective classroom
questioning requires a balance between question levels, wait-time, and

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strategic implementation. Rephrasing and probing strategies play
significant roles in facilitating student engagement and promoting critical
thinking. By applying these questioning strategies appropriately, teachers
can assess student understanding, encourage active participation, and
foster a deeper level of thinking and learning.
The previous researches reviewed above showed that there are
several types of questions implemented in any method and procedure
based on the theory used by each previous researcher. However, from the
previous researchers, there are problems in implementing questioning
strategies. There is still a low understanding of how to implement
appropriate types of questions during reading class. Based on previous
research from this study, it appears that a lot of research has been
conducted, but only a few have conducted research that includes teachers'
questions in reading classes which are of particular interest to researchers
in the field of education. However, there needs to be more studies on
teachers strategy in EFL reading classes in contexts with limited
resources, such as in Indonesia. The current study thus covers the
practice of teacher questioning in EFL reading classes in the high school
context. More specifically, this research aims to explore the use of
questions by teachers at the high school level in English as a foreign
language (EFL) context and examine the types of questions that are often
used. However, the teacher's questions are more dominant in displaying
questions when doing exercises during and post-reading phases.

15
 CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design
The conducted study to utilize a descriptive qualitative research
design, which aims to provide a comprehensive understanding of social
situations. As explained by Dulock (1993), descriptive research focuses on
presenting the characteristics of individuals and situations within a specific
phenomenon. In this particular research, the main objective was to describe
the questioning strategies has employed by senior EFL teachers during
Reading class. Thus, the thematic analysis approach has employed to
examine and gain insights into the utilization of questioning strategies by
teachers in the classroom setting.

3.2 Research Context

This research has conduct at one of Senior Highschool in Jember.
This particular school selects as the research site due to obtaining
permission from the principal and receiving information about the presence
of experienced EFL teachers who have been teaching at the school for the
past decade, making them suitable subjects for the study. The primary focus
of this research to analyze the various types of teacher questions and the
corresponding questioning strategies employed in the reading classes. It is
worth noting that the school under investigation is a public institution
offering English language instruction, with two divisions: compulsory and
specialization. To collect the necessary data, four English classes taught by
two different teachers were selected for observation and analysis.

3.3 Research Participants

The participant of this research was a senior EFL teachers. The
researcher chose a senior teachers because several types of research on
questioning strategies have been carried out over the years of teaching.
Therefore, researchers are interested in knowing how the teacher's asking
strategy will be used in class XII during class interactions.

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3.4 Data Collection Methods
Two data collection methods were utilized in this study, namely
classroom observations with audio records and interviews conducted with
senior EFL teachers who teach in grade XII.

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3.4.1 Observation
The aim of this study to investigate the manner in which teachers
deliver questions to students during reading class. Data collection involved
conducting observations to capture the teacher's utterances. Non-participant
observation has been employed as the specific observation method.
According to Ary et al. (2010), non-participant observation involves the
researcher not actively participating in any activities during the research
process. In this study, the researcher acted solely as an observer without
participating in the research activities. To facilitate data collection, a
recording device employes in the classroom. Recording tersebut akan
digunakan untuk mengambil transcript for intrepetasi data dan
dikelompokkan berdasarkan tema untuk dijadikan codebook. Then, the
duration of the classroom observation approximately 60 minutes. The
researcher focused on observing the types of questions employed by senior
EFL Teachers and their questioning strategies during Reading class.

3.4.2 Interview
To collect the necessary data, a semi-structured interview has
conduct as part of this research. According to Gill et al. (2008), a semi-
structured interview involves the use of key questions to guide the
interviewer in exploring specific areas of interest. In this study, the
researcher interviewed a senior English teacher to gain insights into the
reasons behind their use of various types of questions towards students, their
responses, and the challenges they face during reading class. The interview
has conduct in the Indonesian language, chosen for its mutual convenience
between the researcher and senior EFL teacher. Additionally, the interview
session is audio-recorded to ensure accurate data capture.

3.5 Data Analysis Method

In this research, the teachers’ questioning strategies during reading

classroom were analyzed by using thematic analysis method. According to
Braun, Clarke, and Weate (2016) reflexive quality in thematic analysis is
not about following procedures 'correctly' (or about 'accurate' and 'reliable'
coding, or achieving conflict between coders), but the reflective

18
involvement of researchers, and thoughtful with their data analytic process.
The thematic analysis process method is used to identify, organize, and give
meaning to the thematic patterns that emerge from the data that will be
collected from transcripts of video recordings and interviews. The data
obtained will be transcribed into audio recordings from interviews and class
observations. Transcription aims to transform spoken data into written data
that is easier to analyze. Then, a researcher's initial understanding of the
data or from concepts emerging from related literature emerges for the
creation of a document that lists the codes or themes that will be used to
analyze the data, namely the codebook. The transcribed data will be coded
based on emerging theme will read and identify informations to the themes
specified in the codebook. Each unit of information will be coded according
to the relevant theme. Once the coding is complete, emerging themes will be
identified and labeled. These themes reflect important patterns in the data
that reveal answers to research questions and research objectives with
lagging themes. Once the themes are identified, the researcher looks for
patterns and relationships between the themes. These patterns can include
similarities, differences, or causal relationships between themes that emerge
from the data. In the end, we interpret and present the results, and at this
stage, we involve the findings obtained from the data analysis. We will
relate the findings to the research context and research objectives and come
up with a comprehensive and meaningful explanation. Methods of thematic
analysis allow us to understand the patterns and meanings that emerge from
the qualitative data collected. By using this method, we are able to identify
important findings and provide a comprehensive view of the teachers’
questioning strategies during reading classroom.

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