25 after 15 seconds, leave it unanswered. Tell the students to think about the answer
and you will raise the question again at the beginning of the next class period.
F. Related Research
Research on questioning indicates that teachers, whether in content classrooms or language classrooms ask many questions Ellis, 1993. In their
study of six ESL teachers, Long and Sato 1983 found that 938 questions were asked by teachers in six elementary ESL lessons. Young 1992: 90 states that,
“Persistence of questioning is a favorite teacher methodology. Roughly 60 of all classroom talk comprises questions, and nearly all of them are asked by teachers.”
A research conducted by Ying 2011 investigated the present situation of English teachers’ questioning in senior high school both from teachers’ and
students’ views, and to provide positive strategies. He proposes positive strategies for teachers’ questioning that are firstly, teachers should make an effort to get
students interested in the questions. Teachers can provide different kinds of questions just beyond students’ current level and relate the contents of questions
with students’ daily life experiences. Secondly, teachers should pay more attention to the referential questions, guiding students to think actively and apply
them into practice flexibly to improve students’ abilities of logical thinking, integrating analysis, and communication. Appropriate teacher questioning plays
an important role in classroom teaching. In a senior high school English classroom, the types of questions are not only those with exact answers but also
the questions need students to think and discuss. Another study was done by Hamiloglu 2012 on examining types of
teachers’ questions and the frequency of the use of those types of questions in the
26 EFL classroom. The findings show that in terms of the purposes teachers’
questions convey in the class, convergent questions are the most frequently used ones with 52 in 98 questions. As these types of questions generally include
YesNo, short answer and display type questions, over use of convergent questions are not favored in an EFL context.
A significant number of research findings related to classroom questions indicate that questions play a crucial role in the classroom and that teachers need
to improve their questioning strategies Sadker and Sadker, 1982. The above studies lack the teachers’ aims of asking such type of a question
to their students. This has guided my study in a junior high school context and helped me justify why teachers use questions in their classrooms. In this study I
focus on finding out type of question that teachers used in daily teaching and learning process. Soon after I find it, I quantify the frequency of which type of
questions used at the most. By doing so, I can relate the findings into the goal of language learning in which students can
G. Theoretical Framework
