Questioning is one of the stages of scientific approach in the
implementation of the 2013 curriculum. Asking questions is a vital part of student
learning. Teachers ask students questions in order to get their minds working and
thinking. Students ask questions in order to gain more knowledge or satiate their
curiosity. In case when student has trouble asking questions in the classroom, they
might miss an important step and become lost. Highlighting the important role of
questioning, there is a situation in which the implementation of questioning does
not meet the curriculum needs. On the other hand, the students have some
difficulties in asking question while the teacher cannot lead the learning process
through the stages of scientific approach. Therefore this study is aimed to analyse
the teacher’s strategies to encourage students to ask questions in order to fill the
stages of 2013 curriculum.
This qualitative case study produced descriptive data. The data were
strategies performed by the English teacher. In order to complete the source of
data, supported documents and some informants were involved in this study.
Dealing the aims of the study, purposive sampling was used to collect the sample
under the consideration that the sampling was conducting several strategies to
encourage students to ask question. Observation, documentation, and interview
were conducted to collect the data. To enhance the trustworthiness of the data
analysis, the triangulation technique was used. After being checked, the data were
analyzed based on interactive model analysis proposed by Miles and Huberman
(1994: 10).
The results pointed out that there were four performed strategies in the
classroom; brainstorming, think-pair-share, using visual aid, and group work.
However there were only two strategies proven succeed in enhancing the students’
activeness during the learning process; using visual aid and group work.
Regarding to the implementation of the strategies, they were in line with the
theory of teaching strategies. Furthermore, the analysis resulted that the teacher’s
constraint in implementing those strategies were internal and external factor of the
students. In conclusion, the result of this study supported the role of the teacher in
implementing some strategies to encourage the students to actively ask questions
during the learning process.
Keywords: ask, case study, teacher’s strategies, question