QUESTIONING STRATEGY EMPLOYED BY A TEACHER DURING TEACHING AND LEARNING PROCESS AT MA AL MUSLIHUN KALIDAWIR

Lestari, Wiji. Student Registered Number. 12203183013. 2022. “Questioning Strategy Employed by a Teacher during Teaching and Learning Process at MA Al Muslihun Kalidawir”. Sarjana Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic University Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. Susanto, S.S., M.Pd. Keywords: Questioning Strategy, Teaching and Learning Process Questioning is the most common form of communication used in classroom teaching. Questions play an important role in every teaching and learning process. To create an effective teaching, teachers should consider the use of questioning strategies to not only elicit students’ attention, but also stimulate their critical literacy. The types of question used by teacher can help students lift their own levels of understanding toward the concept given or even to build up new ideas. This qualitative study investigated the types of questioning strategies used by an English teacher during teaching and learning process. This study was also directed to investigate to what extent the employed of questioning strategy stimulate students to learn better. The instruments used were observation checklist and interview guide. Furthermore, the subject of this research was an English teacher of MA Al Muslihun Kalidawir. The research findings showed that the teacher applied some types of questions they were remembering, understanding, applying, analyzing, evaluating, and creating and performed the type of questions in each session of teaching. The research finding also showed positive effects from the use various types of questioning strategies which were applied by the teachers during teaching and learning process, such as they helped the students to be more active, stimulate students to critical thinking, help students be brave to share their ideas or opinions in the class, as a connecting bridge for make communication between teacher and students, enhance students’ knowledge, bring students to know what the right answer, and students can find where is their fault