Teacher Questioning Strategies to Promote Students Engagement in EFL Classroom in Islamic Boarding Schools

Abstract: Teachers’ Questioning Strategies to Promote Students’ Engagement in EFL Classroom: The case of Islamic Boarding Schools in Aceh. Objective: The present study aims to investigate the use of questioning strategies during classroom interaction. Methods: There were N=106 students, Aged 14-16 years as students at Islamic boarding schools in Aceh, and English teachers (N=5) participated in this study selected through purposive sampling, documentation, observation, and interview are triangulation of instruments. The data were analyzed by using the descriptive qualitative form by Marzano’s Observational Protocol Sheet (2013). Findings: The findings revealed that teacher mostly employs questioning strategies to check the students’ knowledge and comprehension in the learning process by using many kinds of questions. Furthermore, when it happened to come to promoting children’s critical thinking, this strategy were ineffective because the questions were yes/no questions. Conclusion: it explicitly means that this strategy is effective and beneficial way to the students and teacher in the classroom interaction at school.Keywords: questioning strategies, Islamic boarding school, classroom interaction.Abstrak: Strategi Guru Bertanya Untuk Meningkatkan Keterlibatan Siswa Dalam Kelas Bahasa Inggris di Pesantren Aceh. Tujuan: Penelitian ini bertujuan untuk menyelidiki penggunaan strategi bertanya selama interaksi kelas. Metode: Terdapat N=106 santri berusia 14-16 tahun yang merupakan siswa Pesantren di Aceh dan guru Bahasa Inggris (N=5) berpartisipasi dalam penelitian ini dipilih melalui “purposive sampling”. Data diperoleh dengan menggunakan dokumentasi, observasi dan wawancara . Data dianalisis menggunakan deskriptif kualitatif dengan mengadopsi teori Lembar Protokol Observasi Marzano (2013). Temuan: Hasil penelitian mengungkapkan bahwa sebagian besar guru menggunakan strategi bertanya untuk menguji pengetahuan dan pemahaman siswa dalam pembelajaran. Selanjutnya, dalam upaya meningkatkan kemampuan berkritis anak, strategi ini tidak efektif karena berupa pertanyaan ya/tidak. Kesimpulan: Secara eksplisit, strategi ini dapat menjadi teknik yang bermanfaat bagi siswa dan guru dalam interaksi kelas.Kata kunci: strategi bertanya, pesantren, interaksi kelas.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.20220