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 long 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 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 reading class. 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
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 Reading Class during EFL Classroom? ”

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.