THE CONTRIBUTION OF MULTIPLE QUESTIONING STRATEGIES TOWARDS STUDENTS’ MOTIVATION

Supriusman Usman

Abstract


Abstract: The current study aims at identifying how multiple questioning strategies (MQS) used by English teachers can increase students’ motivation as perceived by teachers and students. From teachers’ perspective, the current study focuses on the teachers’ knowledge, preparation and skills in multiple questioning strategies, and implementation in the classroom. From students’ point of view, the study attempts to find out how multiple questioning strategies are implemented by teachers contribute students’ motivations.This research used survey design with two sets of questionnaires for eliciting data from 160 teachers and 1800 students adopting stratified random sampling from 40 junior high schools from Pekanbaru, Riau province. The pilot study result indicates that the constructs in the questionnaire have high level of reliability (0.772 and 0.962).  The obtained data were analyzed using SPSS 22.0 involving both descriptive and inferential statistics. The results from the teachers’ perspectives reveal that that the overall level of knowledge and questioning skills are sufficient enough, while the teacher’s preparation level is almost satisfactory. Teachers are more likely to implement individual-based questions rather than group-based and whole-class strategy. Leading questions and rhetorical questions are frequently used compared to probing, funnel, open and close-ended questions. Result from inferential statistics shows that there are some significant differences for some constructs based on gender and teaching experience. The result of regression analysis indicates that teachers’ preparation is the main contributor to the implementation of multiple questioning strategies. The findings of students’ perspectives show that individual-based questioning strategy is frequently used by teachers. The findings show that despite implementing multiple questioning strategies, students’ motivation level is far from being perfect. There are significant differences in terms of implication of MQS based on students’ gender. The overall data finding might suggest that teachers need to be given  training in MQS  tom improve their knowledge and skill.


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