Devi Liviana Wati , 2201415029 (2019) TEACHER QUESTIONING STRATEGIES TO CREATE CLASSROOM INTERACTION IN EFL CLASSES (A Case of English Teacher of State Junior High School 2 Pati). Under Graduates thesis, UNNES.

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Abstract

This study reports on a study aimed at examining English language teacher about questioning strategies to create classroom interaction in EFL (English as a foreign language) classes. I used a case study design in this study which focused on the descriptive analysis. This study was conducted in State Junior High School 2 Pati. The participants of this study are an English teacher and seventh grade students in two classes. The data were obtained by using classroom observation and teachers- students’ interview. I used Bloom’s Taxonomy Revised (2001) and Chen’s theory (2016) to categorize and analyze the data findings due to know if the teacher questioning can create classroom interaction. The result of the analysis showed that the teacher posed all of the types cognitive level questions based on Bloom Taxonomy Revised (2001) in both classroom observation. Questions that encourage more interaction in the classroom was higher level questions that are applying, analyzing, evaluating and creating. Those higher level questions were dominant found in the first classroom observation than in the second class. In order to keep students active in responding questions, the teacher used questioning strategies. They are wait time, repetition, paraphrasing, simplification and probing according to Chen’s theory (2016). The most frequent strategy used by the teacher in two classes was wait time. As a feedback through the teacher’s questions, students responded the teacher’s question in different way; such as restricted or elaborated response even non-response. It was found that restricted responses more frequently produced by the students when teacher posed questions. It can be concluded that the teacher use all types of cognitive level questions and some questioning strategies to gain responses from the student in the classroom. It was believed that the more intense the teacher asks questions to students, the more active students speak. Interaction among teacher and students would be create well. Therefore it is necessary for the instruction to use questioning to encourage students’ activeness to create classroom interaction in EFL classes.

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