AN ANALYSIS OF LECTURERS QUESTIONING STRATEGIES DURING SPEAKING COURSE AT ENGLISH EDUCATION DEPARTMENT OF UIN RADEN INTAN LAMPUNG

EVI, MAHARANI (2025) AN ANALYSIS OF LECTURERS QUESTIONING STRATEGIES DURING SPEAKING COURSE AT ENGLISH EDUCATION DEPARTMENT OF UIN RADEN INTAN LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This paper explores questioning strategies used by lecturers to enhance students' understanding and critical thinking. Questioning strategies are deliberate techniques designed to engage students deeply, fostering critical thought, understanding, and meaningful classroom discussions. These strategies, such as decomposition, probing, paraphrasing, repetition, and simplification, are employed with specific pedagogical goals, including breaking down complex concepts, encouraging analysis, and ensuring comprehension. These strategies require more complex engagement than general questions, which are often direct and aimed at retrieving specific information or confirming basic understanding. For example, general questions like "What is the complex sentence for that?" aim to gather simple facts, while questioning strategies like "Can you identify incorrect tenses?" encourage students to think critically and analyze content in depth. The paper also compares the questioning approaches of lecturers in first language (L1) and second language (L2) teaching contexts. L1 lecturers often use a flexible, student-centered approach, adapting questions to students' needs and simplifying content for better understanding. In contrast, L2 lecturers take a more structured approach, focusing on guiding students through deeper intellectual engagement with the material by using probing and follow-up questions to stimulate critical thinking. Additionally, the application of questioning strategies in speaking classes is examined. Observations of L1 and L2 lecturers reveal that questioning strategies play a key role in promoting student interaction, fluency, and comprehension. L1 emphasizes student engagement through simplified questioning, while L2 fosters critical thinking and creativity with motivational and challenging questions. Both approaches effectively enhance students' speaking skills by facilitating interaction and reflection. In conclusion, questioning strategies are essential for promoting deeper learning, critical thinking, and student engagement. The distinction between questioning strategies and general questions underscores the importance of tailoring questioning techniques to different teaching contexts and student needs. Keywords: Questioning Strategies, Speaking Class, Speaking Course

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