Zahra, Anisa (2023) Teachers’ Questioning Levels in Teaching English at Language Development Unit. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

This study aims to find out the process of applying the level of questions used in learning at the university level. This research method uses descriptive qualitative method. Data obtained from observation, interview, and documentation and processed through data condensation, data display, conclusion drawing and verification. The participants in this study were three English lecturers. Based on the research objectives, the findings are divided into two points. First, there are two levels of questions in the learning process, namely low-level questions and high-level questions. Each level has three types of questions, namely knowledge, comprehension, and application type questions which belong to low-level questions, and analysis, synthesis, and evaluation type questions which belong to high-level questions. The second finding is that there are three ways teachers ask questions in the classroom, where in the preliminary activities teachers tend to use low-level questions, while activities teachers tend to use low-level questions but there are also some high-level questions, and at the post activities teachers provide conclusions related to learning material.

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