CASE STUDY INTO QUESTIONING SKILLS OF PRE-SERVICE ENGLISH LANGUAGE TEACHERS AT PPG PROGRAM

Sri Wuli Fitriati

Abstract


This paper reports the findings of a study examining questioning skills of pre-service teachers of English when they practised peer teaching. A particular attention is given to the pre-service teachers‘ language use in structuring and posing questions. The emphasis is how to question and what types of questions they produce. A body of research has provided a lot of evidence that teachers‘ questioning skills have strong impact on students‘ learning process in the classroom. Therefore, questioning skills are important language repertoire that pre-service teachers should attain. There are four participants who voluntarily took part in this study, two females and two males. They were the students of PPG Program (Pendidikan Profesi Guru, or Professional Education of Teachers) in the year of 2016 at a state university in Semarang. The data were gathered from four peer teaching observations and lesson transcripts. The peer teachings were audiovideo recorded, then transcribed. The lesson transcripts were analysed by using Wu‘s taxonomy (1993) as it provides the basic framework of teacher questioning strategies in EFL classes. The findings revealed that the pre-service teachers have attempted to use varied strategies in questioning. However, their questioning skills need to be improved in terms of the grammatical structure of their questions. Furthermore, they should be explicitly taught strategies to pose questions to establish and maintain engaging classroom interaction.

Keywords


questioning skills, peer teaching, pre-service teachers, PPG program, classroom discourse study.

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DOI: https://doi.org/10.15294/utns.v0i0.583

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