A Study on The Use of Classroom Questioning Strategy in Teaching Speaking Skills

Abstract

The research aimed to review and elaborate on how the use of classroom questioning strategies can enhance the teaching of speaking skills, as well as how students respond after these strategies are applied. This study was conducted using the library research method. The data sources consisted of two types: primary data, which were taken from the Socratic method (Boghossian, 2004), and secondary data, which were drawn from documents based on scientific articles and two undergraduate theses from 2018 to 2023. Drawing from several research studies, the findings highlight various approaches to implementing questioning techniques. Despite differences in implementation, all strategies aim to stimulate students' interest and build their confidence in speaking English. Student responses varied, with most expressing enthusiasm and interest in topics they understood. However, some students occasionally mixed languages or provided incorrect answers. These variations are a natural part of the learning process, underscoring the importance of adaptive and engaging questioning strategies in language learning.