TEACHERS’ QUESTIONING STRATEGIES IN EFL

CLASSROOM INTERACTION AT UNIVERSITY OF

KANJURUHAN MALANG

GORGONIA VALERIA TELI KLAU

150401090009
 1.1 Background of Study

1.2 Research Problems

1.3 Research Objectives

CHAPTER I
INTRODUCTION

1.4 Significance of the Study

1.5 Scope and Limitation

1.6 Definition of the Key Terms

 2.1 Research
Design

2.6 2.2 Subject

Triangulation of the Study

CHAPTER II

RESEARCH
METHODOLOGY

2.5 Data 2.3 Research

Analysis Instruments

2.4
Procedure of
Data
Collection
 3.1 TYPES OF
TEACHERS’
QUESTIONS

CHAPTER
III
RESEARCH
3.3 STUDENTS’ FINDINGS
RESPONSES 3.2 THE
TOWARD FUNCTIONS OF
TEACHERS’ QUESTIONS
QUESTIONS
 CHAPTER IV DISCUSSION

4.1 TYPES OF
TEACHERS’
QUESTIONS

4.2 THE
FUNCTION OF
QUESTIONS

4.3 STUDENTS’
RESPONSES
TOWARD
TEACHERS’
QUESTIONS
 5.1
CONLUSION

5.2
SUGESSTION

CHAPTER V
CONCLUSION
AND SUGGESTION
1. What types of questions does EFL teacher tend to
use in the classroom interaction?
2. What are the functions of the questions asked by
EFL teachers in the classroom interaction?
3. How do the students respond to EFL teacher’s
questions?

BACK
1. To investigate the type of question used by EFL
teacher in the classroom interaction.
2. To investigate the function of questions asked by
EFL teachers in the classroom interaction.
3. To describe the students respond toward EFL
teacher’s questioning.

BACK
 BACK
Theoretically Practically
This study is For teacher
expected to The result of this study are expected to give a
contribute to the contribution in Educational setting regarding the
learning use of teachers’ questioning strategy.This study
can serve a reflection tool on how teachers’
perceptions or questioning strategy should be performed in the
concepts of teaching and learning process. This method can
teaching and also help the teacher to understand the way to
learning strategy handle students in teaching learning English using
for students and questioning strategy.
teachers
especially to
raise students’ For the students
achievement This method can motivate the students learn
English by using English well, and improve their achievement.
certain Teachers’ questioning strategy can bring the
questioning students to joyful situation in teaching and
learning, and can make them active or
strategies. interactive in teachinng and learning process.

For the next researchers

This study is expected to be used as a
reference for the next research and
teaching and learning.
 In this study the scope of the problem is
limited to analyze teachers’ questioning
strategies in EFL classroom interaction at
University of Kanjuruhan Malang in academic
year 2018 – 2019.

BACK
Questioning, as a general way used by the teachers in the class, play
an important role in the classroom teaching.

Teachers’ questioning or classroom questioning is the main part

of classroom teaching, and it is one of teaching methods to get
the aim of classroom teaching.

Teachers’ questioning strategy (Qashas,2016). Questioning

strategies are essential to the growth of critical thinking skill,
creative thinking and higher level thinking skills and give
positively affect achievement.

Classroom interaction: the teacher and the students are making an

interaction in the classroom by communicating with each other.

BACK
 Data Collection

Determining the setting

Interviewing
Steps in collecting the
data

Observation

Transcribing the data

BACK
 Data Analysis

Transcribing the data

Identify and classify the teacher’s questioning

Categorizing the type of teacher questioning

Describe students’ respond toward teacher’s

questioning

BACK
 Types of Teachers’ Questions

Types of Observation 1 Observation 2 Total Percentage

Questions

T1 T2 T1 T2

Procedural 4 5 3 3 15 36.6%

Display 6 8 4 - 18 43.9%

Referential 5 - 3 - 8 19.5%

Percentage = Frequency x 100% 41

Total utterance

BACK
 The Function of Teachers’
questions
Function of Questions Observation 1 Observation Total Percentage
2
T1 T2 T1 T2
Check learner’s 6 8 - - 14 34.14%
understanding

Elicit information 5 - - 3 8 19.51%

Control the classroom - 2 - - 4.87%

Focus attention on a 6 8 - - 14 34.14%

particular issue or
concept

BACK
 BACK
Students’ Respond Toward
Teacher’s Questioning

The Length of students’ Responses for Different Type of Questions

Length of One word Two words Three words Four word or
students’ Sentence
response
No. % No. % No % No. %
of of . of of
ques ques qu qu
tions tions est esti
ion ons
s
Procedural 7 17.0 5 12. - - - -
7% 19
%

Display 5 12.1 1 2.4 2 2.8 7 17.

9% 3% 7% 07
%

Referential 4 9.75 - - 1 2.4 3 7.3

% 3% 1%