An Analysis Of Lecturers’ Questioning Strategies At Advanced Language Skill Classroom

The primary goal of this research is to investigate the questioning strategies employed by instructors in an advanced language skill classroom and to ascertain the rationale behind the use of questioning strategies in English lectures. The interview method is used in this study, focusing on the English lecturers from the English Department at Ar-Raniry State Islamic University. The sample consists of 4 (four) lecturers who are responsible for teaching the Advanced Language Skill Class. The data is collected through an interview process. A qualitative method is used to analyze the data. In accordance with the findings, the lecturers used three different questioning strategies, as outlined by Richard and Lockhart (1994), during the instructional and educational process. The lecturers employed a comprehensive range of questioning techniques, including procedural, convergent, and divergent queries, throughout the teaching-learning process. There are multiple justifications for lecturers employing questioning strategies in the teaching-learning process. Academic scholars claim that the implementation of questioning strategies in the classroom setting might facilitate enhanced cognitive engagement among students, fostering deeper levels of critical thinking and attentiveness towards the subject matter under discussion.