Teachers' Questioning Strategies as a Scaffold to the Middle School Students' Knowledge Building in Constructing Hortatory Exposition Texts: A Thematic Analysis
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| Title: | Teachers' Questioning Strategies as a Scaffold to the Middle School Students' Knowledge Building in Constructing Hortatory Exposition Texts: A Thematic Analysis |
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| Language: | English |
| Authors: | Wawan Gunawan, Yanty Wirza |
| Source: | International Journal of Language Education. 2025 9(1):18-36. |
| Availability: | International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Grade 11 High Schools |
| Descriptors: | Middle School Teachers, Questioning Techniques, Scaffolding (Teaching Technique), Writing Instruction, Grade 11, English (Second Language), Second Language Instruction, Foreign Countries, Linguistics, Instructional Effectiveness, Middle School Students |
| Geographic Terms: | Indonesia |
| ISSN: | 2548-8457 2548-8465 |
| Abstract: | This study aims to analyze themes as elements of teachers' questioning strategies as a scaffold for learners to understand and construct knowledge and their contribution to presenting knowledge in writing. This study followed a qualitative case research design involving two teachers who differed in their experience profiles in the teaching of hortatory exposition to 11th-grade EFL students in the Indonesian context. The data included teachers' questions and students' texts analyzed by deploying the conception of a Theme system in Systemic Functional Linguistics to identify how themes present a topic, contribute to the management of interaction, and structure ideas. The findings show that both teachers emphasized more on topical themes that function to familiarize the learners with the topics than themes that function to hedge and confirm the topics. These thematic features contribute to constructing emerging and distinctive features of the students' hortatory exposition writing. It was found that the novice teacher posed more frequent questions on all themes that indicated more varied questioning strategies. Moreover, the quality of the students' hortatory exposition essays relied on the presentation and sequence of themes and arguments attributed to the teachers' questions. Overall, the study indicates the significance of teachers' questioning strategies for eliciting the students' presentation and construction of knowledge in their argumentative style. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467657 |
| Database: | ERIC |
| Abstract: | This study aims to analyze themes as elements of teachers' questioning strategies as a scaffold for learners to understand and construct knowledge and their contribution to presenting knowledge in writing. This study followed a qualitative case research design involving two teachers who differed in their experience profiles in the teaching of hortatory exposition to 11th-grade EFL students in the Indonesian context. The data included teachers' questions and students' texts analyzed by deploying the conception of a Theme system in Systemic Functional Linguistics to identify how themes present a topic, contribute to the management of interaction, and structure ideas. The findings show that both teachers emphasized more on topical themes that function to familiarize the learners with the topics than themes that function to hedge and confirm the topics. These thematic features contribute to constructing emerging and distinctive features of the students' hortatory exposition writing. It was found that the novice teacher posed more frequent questions on all themes that indicated more varied questioning strategies. Moreover, the quality of the students' hortatory exposition essays relied on the presentation and sequence of themes and arguments attributed to the teachers' questions. Overall, the study indicates the significance of teachers' questioning strategies for eliciting the students' presentation and construction of knowledge in their argumentative style. |
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| ISSN: | 2548-8457 2548-8465 |
