Using EFL Teachers’ Questioning Techniques with High School Students to Promote Learning

Abstract

Numerous developments that center on the creation of instructional materials and students’ participation in the classroom have occurred in Indonesia’s educational system. It is difficult for teachers to communicate instructional materials to students during the teaching and learning activities. One way to gauge students’ comprehension of a topic is by conveying questions. This study analyzed question techniques applied by EFL teachers and how they employed the strategies in their classrooms. The descriptive qualitative method was selected, involving three female English as a Foreign Language (EFL) teachers in one high school in Indonesia. Observations in different classes and interviews were conducted to gain the data. The results revealed nine types of questioning techniques the teachers actively implemented: 1) knowledge questioning technique, 2) comprehension questioning technique, 3) application questioning technique, 4) analysis questioning technique, 5) synthesis questioning technique, 6) evaluation questioning technique, 7) convergent questioning technique, 8) divergent questioning technique, and 9) procedural questioning technique. How the teachers applied the questioning techniques also discussed according to the function of each strategy. EFL teachers can use various question techniques in handling classrooms effectively to establish and sustain efficient teaching-learning processes.