An Analysis of Pre-Service Teacher’s Questioning Strategies during the ELT Classroom Interaction

Faiqoh Izzati Salwa, I Putu Sukmaantara, Areta Puspa


This research aimed to analyze pre-service teacher questioning strategies during the ELT classroom interaction, especially the types of questions and strategies that were used. The research was conducted at a senior high school in Jember. This research applied descriptive qualitative research. The subject of this research was the pre-service teacher. The data were collected through observation and interviews. The data were analyzed through six steps, the steps were preparing and organizing the data analysis, exploring the data, coding the data, representing the data, interpreting the data, and validating the accuracy of the findings. The findings of this research revealed that the pre-service teacher used 10 types of questions, to be precise prompting, probing, punishment, rhetorical, compliance, knowledge, comprehension, application, analysis, and synthesis questions. Then, the researcher also found that the pre-service teacher used the questioning strategies, such as clarity of the questions, prompting, probing, pausing, directing, punishment, distributing, rhetorical, compliance, and cognitive questions levels. Both of the questions and strategies were used very well by a pre-service teacher, even though there were some aspects which were not used during the questioning process. The further researches are also presented in this study.

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