SURYANIHARAHAP, - (2022) EXPLORING LECTURERS’ QUESTIONING STRATEGIES TO IMPROVE STUDENTS' MOTIVATION TO SPEAK ENGLISH IN CLASSROOM LEARNING ACTIVITIES. Thesis thesis, UNIVERSITAS ISLAM NEGERI SULTAN SYARIF KASIM RIAU.

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Abstract

ABSTRACT Suryani Harahap, (2022): Exploring Lecturers’ Questioning Strategies to Improve Students’ Motivation to Speak English in ClassroomLearningActivities(ACaseStudyatthe Language Center of an Islamic Higher Education InstitutioninNorthSumatra) This study is aimed to find lecturers‟ questioning strategies, types of questioning used by the teacher and students‟ motivation to speak English. This study is conducted by using qualitative research design. The data source of research was taken from two subject participants; there were 3 English lecturers who taught at IAIN Padangsidimpuan, North Sumatra and 5 students from each class. Observation and interview were used as techniques of collecting data. The data was processed inqualitative analysis. Then,the clarificationof the l ec turers‟ questioning strategies, types of questioning us ed by the teacher in the classroom and students‟ motivation to speak English used One-on-one interview with the lecturersandfocusgroupdiscussioninterviewwiththestudents.Infinding,itwas found that there were some questioning strategies used by the lecturers that referred to Wangru questioning strategies. They were probing 54 %, prompting (23%), redirecti ng 18 % and repeating 5%. For the types of questi oning refer to Wajnryb‟s theory. They were referential questions 27%, display questions 23%, yes/noquestions22%,short-answerquestions22%,open-endedquestions5%and imaginative question/non-retrieval 1%. While, the students‟ motivation to speak English through lecturers‟ questioning strategies were referred to Maslow‟ theory. Itwasfoundthatthestudentshavedifferentmotivation tospeak English.Itmeant that there were levels of students‟ motivation. Five students had an inclusion level of mot ivation from Mrs. THH‟s class, five students had entertainment level of motivation from Mrs. WFH‟s class and five students had an edificati on level of motivation from Miss. ALS‟s class. In conclusi on, the results of this study show thatforquesti oningstrategiesusedthemostfrequentlywasprobi ng. Thelecturers frequently used that questioning strategy because it can increase students‟ participation and can involve in the learning process. Then, in the types of questioning, referential question was the most frequently. They used the most frequentlythattypeofquestioningbecauseitbecausetogetnewinformationfrom the students about a certain topic and get them to talk. While, the lecturers‟ questioning strategies can motivate students to speak English, it shown that the studentshadvarious thelevelofmotivation. Keywords:Questioningstrategies,MotivationtospeakEnglish

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