FINDINGS AND DISCUSSION

b. It could improve the students’

the classroom action research by

grammar in speaking English.

applying Questioning

Technique

achieved better improvement. In other The improvement of grammar in words, the indicators of vocabulary,

speaking was found from the list of fluency, comprehension, accent and

questions provided by lecturer because grammar

achieved much better the sentences for the answer can be improvement compared with the

obtained from the question given. students’ speaking ability before

Then, it was due to reminding the carrying out the research.

students of grammatical points and telling them to manage themselves

Based on the data above, it was before they did presentation. Basically,

found that Questioning Technique could the students know much about grammar

increase the vocabulary most, lead the because they have been studying since

students to comprehend what to say, they were in elementary level, but when

lead to have good grammar, lead to they used spoken English, they were not fluency of pronunciation, and lead to so careful and could not manage

fluency of speaking because the

themselves.

students knew what they want to say and In short, Questioning Technique

c. It could improve the students’

gave useful

contribution

to

vocabulary in speaking English.

improvement of the students’ speaking The students could also increase

ability. much vocabulary and develop a lot of

2. The factors

improved

the

ideas. Trough the activities of

students’ speaking ability through

Questioning Technique really led them

Questioning Technique

to enrich their vocabulary and ideas. It was found that the vocabulary provided

Questioning Technique has made in the list of question in order that the

a lot of changes toward the improvement of students’ speaking students could generate the ideas since

he/she got the vocabulary. As a result, it ability. Referring to the observation

enabled the students to speak much. checklists, field notes and interview

from the first cycle up to second cycle, it can be clarified as in the following:

IJIELT , Vol. 3 No. 1 June 2017 | 113 IJIELT , Vol. 3 No. 1 June 2017 | 113

Questioning Technique could build up

fluency in speaking English.

the students’ confidence and improve Next, Questioning Technique was

the students’ participation in teaching and learning activities.

very helpful to get more ideas in order to speak more fluently, which helped

The findings above were the students explain ideas easily. The

supported by Morgan and Saxton in students knew what they wanted to do

Brualdi(1998):a) The act of asking or say and they did not spend much time

questions helps teachers keep students to express their ideas

actively involved in lessons; b)While answering questions, students have the

e. It could improve the students’

opportunity to openly express their

ideas and thoughts; c) Questioning students enables other students to hear

English.

Students’ involvement in the different explanations of the material by activities of questioning was big

their peers; d)Asking questions helps because they understood what they

teachers to pace their lessons and wanted to say from the question being

moderate student behavior; and e) given

Questioning students helps teachers to

f. It could improve the students’ evaluate student learning and revise confidence and participation in

their lessons as necessary.

speaking English.

However, the ideas above were Questioning Technique could not

general. In this research, it was found only improve the students’ speaking

that Questioning Technique improved ability in terms of accent, grammar,

all of indicators of speaking ability, vocabulary,

improve students’ participation and comprehension but also the students’

fluency,

and

build up students’ confidence. The confidence and participation because

Students’ accent was improved through they were active to participate in

the activities of questioning because the teaching and learning activities

lecturer pronounced the correct word particularly in all activities of

when the students made wrong Questioning Technique and they did not

pronunciation, The Students’ grammar worry about making mistakes in

was improved through the list of the speaking English when they were asked

questions and the lecturer also reminded to do presentation because they know

the students of grammatical points and what to say or do in the presentation.

telling them to manage themselves before they did presentation, The

B. Discussion

Students’ vocabulary was improved as With reference to the findings of

it was provided in the question because this research, it was found that

they students developed vocabulary Questioning Technique could better

related to the topic being discussed, The improve the second year students’

Students’ fluency was improved speaking ability at the English

because before speaking and they knew Education Department of UIN Suska

what to say from the questions, The Riau in academic year 2008/2009. The

Students’ comprehension was improved improvement was in terms of accent,

from the questions given because they grammar, vocabulary, fluency and

involved in the activity, The Students’ comprehension.

In

addition,

participation was improved through the

114 | IJIELT , Vol. 3 No. 1 June 2017 114 | IJIELT , Vol. 3 No. 1 June 2017

speaking ability in terms of accent, in all activities, and the Students’

grammar, vocabulary, fluency and confidence was improved because they

and students’ had preparation and they knew what to

comprehension,

participation and confidence as well. It say or do in presentation.

can be implied that Questioning Technique is very useful strategy in

CONCLUSION,

IMPLICATION,

teaching speaking.