Teacher's Questioning Pattern and Strategy in English Language: A Case Study Approach

Abstract

This study analyzes the questioning patterns and strategies used by English teachers in junior high school classrooms and explores the pedagogical reasons behind their implementation. Employing a qualitative case study approach, data were gathered through classroom observations and in-depth interviews with two English teachers in Karawang. The result revealed that teachers employed three main questioning patterns interrogative (78.33%), imperative (13.33%), and declarative (8.33%) with interrogative patterns being dominant. Six questioning strategies were identified: open-closed questions (28.33%), follow-up questions (21.67%), prompting (18.33%), open-ended questions (11.67%), student-relevant questions (10%), and tag questions (8.33%). These strategies were implemented to check comprehension, stimulate interaction, manage classroom engagement, and promote student confidence. The pedagogical reasons primarily focused on supporting learning outcomes and maintaining effective classroom communication, especially in rural contexts where students lack English exposure. This study highlights purposeful questioning as a key component of interactive English teaching in EFL contexts.