Teachers' Questioning in EFL Classroom: Facts and Expectations at Senior High School in Ambon

摘要

This study examined the real practical situation of teachers' questioning in English as a foreign language (EFL) classroom. It focused on a) the level of teachers' questioning based on revised Bloom Taxonomy, b) the ways of teachers in generating questions and c) the challenges that teachers face in formulating questions. A case study was employed as the research design. Purposive sampling was used in selecting three English teachers in a high school as the participants of the study. The data was gathered from classroom observation, in-depth interview and document review. The findings revealed that the levels of teachers' questioning were ranged from remembering until evaluating categories. Furthermore, in generating questions, teachers followed several principles in preparing and producing questions. Regarding the challenges, teachers still have constraints in formulating questions particularly for the high level of thinking questions. They also have difficulties in applying some principles in generating questions. The findings of this study suggested that teachers need to empower their critical thinking through their reflective teaching, therefore, they will aware about their weaknesses and strengths in posing questions as one way to measure the students' understanding of teaching materials as well as to enrich their conceptual and procedural knowledge on questioning in EFL classroom.