students, teacher may ask a question that demands an answer from the students. Therefore, if the teacher is able to employ questioning as a tool to interact with the
students, interactive situation in the classroom might be happened. Moreover, questioning can elicit student‘s participation that will be the opportunities for the
students to practice using English and will make the students to have further thought about the lesson.
By knowing kinds or types of questions, the teacher proficiency in asking questions improved and be better. The teacher is informed types of questions, so
he will know which one is better to be used in teaching the students in the classroom.
2.2.2.1 Types of Teacher Question
Richards Lockhart 2000 classify the questions into three categories in terms of the purpose of questions in classrooms; procedural, convergent, and divergent.
Procedural questions have to do with classroom procedures, routines, and classroom management. They are used to keep the teaching process flows
smoothly. The application of this type can be found when the teacher asks about assignments. For example:
Did everyone bring their homework? Do you all understand what I want you to do?
How much more time do you need? Can you all read what Ive written on the blackboard?
Did anyone bring a dictionary to class? Why arent you doing the assignment?
Convergent questions encourage similar student responses, or responses that focus on a central theme which asked by the teacher. These responses are
often in form short answers, such as ―yes‖ or ―no‖ or short statements. They do
not need the students to engage in high-level thinking in order to come up with a response but often focus on the recall of previously presented information. For
example: How many of you have a personal computer in your home?
Do you use it every day? What do you mainly use it for?
What are some other machines that you have in your home? What are the names of some computer companies?
What is the difference between software and hardware?
Divergent questions are quite different from convergent questions. These questions encourage diverse responses from the students which are not short
answers and which require students to engage in higher-level thinking. They encourage students to provide their own information rather than recall previously
presented information. For example: How have computers had an economic impact on society?
How would businesses today function without computers? Do you think computers have had any negative effects on
society? What are the best ways of promoting the use of computers in
education?
By knowing the type of the questions, the teacher gets an idea of what kind of question would be appropriate with the situation occurred during the
teaching learning activity in the classroom. Informing the types of the question during the research would be useful information for the teacher. Hence, the
teacher will know how to apply or question their students appropriately and make
his talk be more effective and efficient by avoiding unimportant question, so the teacher can interact with the students effectively.
2.2.2.2 Basic and Advanced Questioning
