Modi Nur Kholisoh, 2201416070 (2020) TEACHERS’ QUESTIONING STRATEGIES AND STUDENTS’ PERCEPTIONS TOWARD CRITICAL QUESTIONS IN EFL CLASSROOM INTERACTION (A Case Study of Teaching English at Senior High School 1 Semarang). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This study aims to find out teachers’ questioning strategies and students' perceptions of critical questions in EFL classroom interaction. This research was conducted during the COVID-19 pandemic, in which the classroom interaction was online. I used a case study design that focused on the descriptive analysis. This study was conducted at Senior High School 1 Semarang. The participants in this study are two English teachers and two classes. The data were gained by using classroom observation, interview, questionnaire, and documentation. I used Chen’s theory (2016), Turney, et al (1983), Kauchack & Eggert (1989), and Revised Bloom’s Taxonomy (2001) to categorize and analyze the data findings due to know teachers’ questioning strategies and students’ perceptions toward critical questions in EFL classroom interaction. The result of the analysis showed that the teachers used all of the teachers' questioning strategies and they posed critical questions based on Revised Bloom’s Taxonomy (2001). Teachers questioning strategies used by the teachers when posing critical questions were wait-time, repetition, paraphrasing, simplifying, and probing, according to Chen’s theory (2016). The obvious strategy to elicit students’ responses toward critical questions was probing. In line with this, the teachers also combined the teachers questioning strategies with the skill of basic questioning to elicit students’ critical answers. The students didn’t perceive critical question as a threat, although it was difficult to answer. However, they perceived critical question as a challenge for them. It can be concluded that the students perceived critical question as a motivational question.

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