TEACHER’S QUESTIONING STRATEGIES IN CLASSROOM INTERACTION.
TEACHER’S QUESTIONING STRATEGIES IN
CLASSROOM
INTERACTION
(A Case Study)
A Research Paper
Submitted as a Partial Fulfillment of the Requirements for the Sarjana
Pendidikan Degree
Siti Nur Hadiani
0908880
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
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Teacher’s Questioning Strategies in
Classroom Interaction (A Case Study)
Oleh Siti Nur Hadiani
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Siti Nur Hadiani 2014 Universitas Pendidikan Indonesia
Januari 2014
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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PAGE OF APPROVAL
SITI NUR HADIANI (0908880)
TEACHER’S QUESTIONING STRATEGIES IN CLASSROOM INTERACTION (A Case Study)
Approved by: First Supervisor
Pupung Purnawarman, M.S.Ed., Ph.D. NIP. 196810131998031001
Second Supervisor
Fazri Nur Yusuf, S.Pd., M.Pd. NIP. 197308162003121002
Head of Department of English Education Faculty of Language and Fine Arts Education
Indonesia University of Education
Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001
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Teacher’s Questioning Strategies In Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRACT
This study investigates the questioning strategies employed in classroom interaction in one public senior high school in Cimahi. This study, thus, intends to explore what questioning strategies are applied by the teacher in the classroom interaction along with teacher’s and students’ perceptions of the questioning strategies applied in the classroom interaction. To meet the purposes of the study, a case study was employed. The data were obtained from classroom observation, interview with the teacher and interview with students. The basic frameworks of questioning strategies analysis are relied on Chaudron (1988), Wu (1993), Anwar (2000) and Tsui et al (2004) frameworks. This study revealed that the teacher employed several questioning strategies namely rephrasing, blank-filling, code-switching, probing, simplification, exemplification, repetition, and decomposition
in eliciting the students’ responses. However, the most dominant questioning strategy employed by the teacher was rephrasing strategy since this strategy was
effective in eliciting the students’ responses in the classroom interaction. This result was supported by the result of the interview with the students which revealed that the most helpful questioning strategy for the students was rephrasing strategy. The teacher and the students generally gave positive perceptions toward questioning startegies. For the teacher, questioning startegy is one of the teacher’s
tools in eliciting students’ responses. Meanwhile, for the students, questioning strategies are really helpful in comprehending the teacher’s questions and also helpful in gaining confidence to express their ideas verbally. Based on the findings, it is recommended that future research concerning the implementation of questioning strategy in Indonesia should be enriched with more attention to the correlation between the implementation of questioning strategies and students’ achievement.
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAK
Penelitian ini meneliti strategi bertanya yang digunakan guru dalam interaksi kelas di sebuah SMA negeri di Cimahi. Maka dari itu, penelitian ini bertujuan untuk menelaah strategi bertanya apa yang digunakan oleh guru dalam interaksi kelas beserta persepsi guru dan siswa mengenai penggunaan strategi bertanya tersebut dalam interaksi kelas. Dengan mempertimbangkan tujuan dari penelitian ini, studi kasus dipilih sebagai metode yang cocok untuk digunakan. Data yang dibutuhkan dikumpulkan dari beberapa instrumen yang digunakan, yakni observasi kelas, wawancara dengan guru dan wawancara dengan siswa. Kerangka kerja dasar yang digunakan dalam menganalisis strategi bertanya dikembangkan berdasarkan kerangka kerja dari Chaudron (1988), Wu (1993), Anwar (2000) dan Tsui et al (2004). Berdasarkan hasil temuan, rephrasing, blank-filling,
code-switching, probing, simplification, exemplification, repetition, dan decomposition
adalah jenis strategi bertanya yang sering digunakan oleh guru dalam usaha memperoleh respon siswa. Meskipun demikian, strategi bertanya yang paling dominan digunakan oleh guru dalam interaksi kelas adalah strategi rephrasing karena, berdasarkan hasil analisis, strategi ini efektif dalam mendorong siswa untuk memberikan respon. Hasil analisis ini juga didukung oleh hasil wawancara dengan siswa yang mengungkapkan bahwa strategi bertanya yang sangat membantu siswa dalam memahami pertanyaan guru adalah strategi rephrasing. Secara umum, guru dan para siswa memberikan persepsi positif terhadap penggunaan strategi bertanya. Bagi guru, strategi bertanya merupakan salah satu cara guru dalam memperoleh respon dari siswa. Sedangkan bagi para siswa, strategi bertanya sangatlah membantu mereka dalam memahami pertanyaan yang diberikan oleh guru dan juga sangat membantu siswa dalam menumbuhkan kepercayaan diri untuk mengemukakan pendapat maupun ide mereka secara verbal. Berdasarkan hasil temuan, direkomendasikan untuk penelitian selanjutnya untuk lebih memfokuskan penelitian terhadap korelasi antara pengimplementasian strategi bertanya dan pencapaian siswa.
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TABLE OF CONTENTS
STATEMENT... i
PREFACE... ii
ACKNOWLEDGEMENT... iii
ABSTRACT... v
TABLE OF CONTENTS... vi
LIST OF FIGURE... ix
LIST OF APPENDICES... x
CHAPTER I INTRODUCTION 1.1Background of the Study ... 1
1.2Research Questions ... 3
1.3Aims of the Study ... 3
1.4Scope of the Study ... 4
1.5Significance of the Study ... 4
1.6Research Methodology ... 4
1.6.1 Design ... 4
1.6.2 Subjects of the Study ...5
1.6.3 Data Collection ... 5
1.6.4 Data Analysis ... 6
1.7Clarification of Terms ... 7
CHAPTER II THEORETICAL FOUNDATION 2.1 Teacher’s Questions in Classroom ... 9
2.2 Functions of Teacher’s Questions...13
2.3 Teacher’s Questioning Strategies in Classroom ... 15
2.4 Types of Teacher’s Questioning Strategies ... 16
2.5Classroom Interaction and Questioning Strategies ... 26
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CHAPTER III RESEARCH METHODOLOGY
3.1Research Methodology... 31
3.2Research Site and Subjects of the Study... 32
3.3Data Collection... 32
3.3.1 Classroom Observation (Video Recording)... 33
3.3.2 Interview...33
3.4Data Analysis... 35
3.5Validity and Reliability... 37
3.6Concluding Remarks... 38
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1Findings... 40
4.1.1 Teacher’s Questioning Strategies in Classroom Interaction... 40
4.1.1.1 Rephrasing...45
4.1.1.2 Blank-filling...48
4.1.1.3 Code-switching... 50
4.1.1.4 Probing...52
4.1.1.5 Simplification...53
4.1.1.6 Exemplification...54
4.1.1.7 Repetition...56
4.1.1.8 Decomposition...57
4.1.2 Teacher’s Perceptions of the Questioning Strategies Applied in Classroom Interaction...59
4.1.2.1 Teacher’s Perceptions toward the Implementation of Questioning Strategies...60
4.1.2.2 The Advantages and Disadvantages of Applying Questioning Strategies in Classroom Interaction...64
4.1.2.3 Students’ Perceptions of the Implementation of Questioning Strategies Applied by the Teacher...67
4.1.3 Students’ Perceptions of the Questioning Strategies Applied by the Teacher in Classroom Interaction... 64
4.2Discussions...72
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4.2.2 Teacher’s Perceptions of the Questioning Strategies Applied in Classroom Interaction... 74 4.2.2.1 Teacher’s Perceptions toward the Implementation of Questioning
Strategies...74 4.2.2.2 The Advantages and Disadvantages of Applying Questioning Strategies in
Classroom Interaction...77 4.2.2.3 Students’ Perceptions of the Implementation of Questioning Strategies
Applied by the Teacher...79 4.2.3 Students’ Perceptions of the Questioning Strategies Applied by the Teacher in
Classroom Interaction... 79 4.3Concluding Remarks... 81 CHAPTER V CONCLUSIONS AND SUGGESTIONS
4.4Conclusions... 83 4.5Suggestions...85 BIBLIOGRAPHY...86 APPENDICES
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LIST OF FIGURE
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LIST OF APPENDICES Appendix 1 Lesson Transcripts
Appendix 2 Interview Transcript with Teacher Appendix 3 Interview Transcript with Students
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CHAPTER I INTRODUCTION
This introductory chapter discusses the background of the study along with the research questions, aims and significance. It also discusses clarification of terms used in this study as well as the paper organization.
1.1 Background of the Study
Fundamentally, one of the purposes of language teaching is to make the students able to communicate in target language. In Indonesia, where English is taught as a foreign language (EFL), classroom may be the only place for students to get the most exposure to the language since they do not use English in their daily life. Therefore, it is expected that teacher can give sufficient experience to the target language during the lesson by encouraging the students to participate and to get involved more.
Language teaching itself can refer to the interactive process between students and teacher or among the students themselves (Flanders, 1960). At this point, interaction becomes an important part in language teaching since the students can learn English through interaction with a teacher and sometimes with their classmates (Spratt et al, 2005). Interaction is a major part of educational practices that is also acknowledged as a major source for language acquisition (Suherdi, 2010; Damhuis and De Blauw, 2008). The interaction that is expected to happen in the classroom is an active interaction between the students and the teacher, where the students and the teacher are interactive. Unfortunately, the expected active interaction desired rarely occurs during teaching and learning process due to the less motivation to participate possesed by the students, especially in Indonesia.
Students in Indonesia are still shy in participating during teaching and learning process. In addition, Husnaini’s (2005) and Stianingrum’s (2010) findings in their studies show the percentage of teacher talk is more than 60%. The percentage shows that teacher mostly dominate the interaction in the classroom. Meanwhile, the students are rarely active and participative in the whole classroom interaction. Teacher’s domination of classroom interaction can discourage the students to participate and speak more in the target language. The students may get exposure to the target language by listening to the teacher’s talk dominating the
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interaction, but on the other hand, the students get less experience to use and to apply the exposure they get from the teacher.
One of important roles to play by the teacher in the classroom is as the initiator and sustainer of interaction (Brown, 2001). Regarding this, teacher may differently have their own ways to activate and to initiate the interaction in their classroom. However, the most common way or strategy to initiate the classroom interaction is by asking questions to the students since questioning is one of the best ways to develop teacher’s role as an initiator and sustainer of interaction (Brown, 2001).
The students are expected to actively give responses to the questions being asked to them since every question that the teacher gives to the learners needs an answer or responses from the learners. Then, there will be active interaction and communication established between teacher and students when the students give answer (Sari, 2011; Caesin, 1995). Regarding questioning, Brown (2001) points out that appropriate questioning in an interactive classroom can fulfill a number of different functions, such as giving the student opportunity to produce language comfortably, initiating a chain reaction of student interaction among themselves, and providing students with opportunities to find out what they think by hearing what they say.
Unfortunately, asking questions to the students does not always work in some cases regardless the repertoire of questions that can be applied by the teacher in the classroom. Teacher, sometimes, fails to encourage the students to speak more by answering the questions due to certain circumstances, such as the question that is not understood by the students or the length of the question that is too long. For that reason, it is important to not only look at the type of the questions but also the questioning strategies employed by the teacher since developing a repertoire of questioning strategies is also one of the best ways for teacher to establish and sustain the interactive classroom interaction (Brown, 2001). Questioning strategies may also provide necessary stepping stones for the students to communicate (Brown, 2001).
Teacher, as the initiator and sustainer of interaction in the classroom, can select and apply appropriate questioning stretegies in order to encourage the students to be involved in the classroom interaction. There are many types of
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questioning strategies that can be applied by the teacher. However, from so many types of questioning strategies applied by a teacher, this study will only be based on typical questioning strategies proposed by Chaudron (1988), Wu (1993), Anwar (2000) and Tsui et al (2004) frameworks. According to the aforementioned frameworks, repetition, rephrasing, simplification, decomposition, probing, exemplification, blank-filling, code switching, and wait-time are the most common strategies used by the teacher to get the desired answer or responses from the students.
Departing from the explanation above, this study is aimed to investigate the questioning strategies applied by the teacher in classroom interaction along with teacher’s and students’ perceptions toward the questioning strategies applied in classroom interaction. A public senior high school in Cimahi is selected to be the site of this study. Then, an English teacher and her 38 students in eleventh grade are selected to be the subjects of this study.
1.2 Research Questions
Departing from the background above, this study attempts to answer the following questions:
1. What are questioning strategies applied by the teacher in classroom interaction?
2. What are teacher’s perceptions toward the questioning strategies applied in classroom interaction?
3. What are students’ perceptions toward the questioning strategies applied by the teacher in classroom interaction?
1.3 Aims of the Study
Given the aforementioned research questions, the main purpose of the study is to investigate the questioning strategies applied by the teacher in classroom interaction along with the teacher’s and students’ perceptions toward the use of questioning strategies in classroom interaction. Teacher’s perceptions are focused on three aspects, namely teacher’s perceptions toward the implementation of questioning strategies, the advantages and disadvantages of questioning strategies and teacher’s considerations in applying questioning strategies. Meanwhile, the
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students’ perceptions are focused on the most helpful questioning strategy for the students along with the students’ perceptions toward the implementation of questioning strategies.
1.4 Scope of the Study
The study will be limited merely on finding out the questioning strategies applied by the teacher in classroom interaction. In addition, the scope of the study will also be expanded on investigating the teacher’s and the students’ perceptions toward the questioning strategies employed by the teacher in the classrooms. Teacher’s perceptions are focused on three aspects, namely teacher’s perceptions toward the implementation of questioning strategies, the advantages and disadvantages of questioning strategies and teacher’s considerations in applying questioning strategies. Meanwhile, the students’ perceptions are focused on the most helpful questioning strategy for the students along with the students’ perceptions toward the implementation of questioning strategies.
1.5 Significance of the Study
The results of the study are expected to provide a comprehensive description about the questioning strategies in classroom interaction in order to elicit students’ responses, so that the teacher can trigger the students to be more engaged and be active in the lesson. In addition, it is also expected to give valuable contributions to the English teacher regarding classroom interaction that can be used to cope with problems encountered while encouraging the students to speak more so as to give effective English teaching to the language students.
In relation to the study program of English Education, this study is expected to contribute a positive impact for English teaching models, particularly for the better and the more effective questioning strategies.
1.6 Research Methodology 1.6.1 Design
In relation to the research questions above, this research will use qualitative method embracing the characteristics of case study research. The qualitative
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method is applied in order to investigate more on the real process or emphasize on the natural setting.
By applying qualitative study, the data will be collected, coded, and classified into some categories. The data will be collected through two different instruments namely classroom observation and interview. The data collected will be coded and labelled by using IRF (Initiation-Response-Follow up) coding system proposed by Sinclair and Coulthard (1975). Then, the data will be analyzed using some related frameworks, such as Wu’s framework, Tsui et al, Anwar, and Chaudron’s framework. Those frameworks will be further discussed in chapter II. The use of those frameworks are intended to acquire and to discuss some findings before it arrives to a final conclusion of the study.
1.6.2 Subjects of the Study
An English teacher and her students in eleventh grade from a public senior high school in Cimahi serve as the sybjects of this research. The teacher is chosen as she uses English in most of her classroom language. Hence, the teacher and her classes taught are considered to be the potential participants to investigate the effective questioning strategies in eliciting students’ responses, to find out the teacher’ perceptions of the effective questioning strategies applied in their classrooms, and also to investigate the students’ perceptions toward the questioning strategies applied by the teacher.
1.6.3 Data Collection
There are two kinds of data that will be gained in this study. They are field notes and interview notes. Field notes are gained through classroom observation, while interview notes are collected through interview.
- Classroom observation
The observation will be equipped by video recording. Video recording is employed to get the details of teacher’ questioning strategies in eliciting students’ responses and students’ responses toward the questions given by the teacher that are not covered through direct observation.
The primary data will be collected through this process of observation. The result from video recording will be in the form of transcriptions of each question
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and questioning strategies applied, and also students’ responses toward the questions and questioing strategies given by the teacher. After being transcribed, the data collected through classroom observation will be coded using IRF (Initiation-Response-Follow up) system proposed by Sinclair and Coulthard (1975) then to be further analyzed and discussed using Wu’s framework, Tsui et al, Anwar, and Chaudron’s framework. The frameworks are further explained in chapter II.
- Interview
In order to support the data gained from classroom observation, an interview is also conducted in this study. This instrument is employed to investigate teacher’s the students’ perceptions of the questioning strategies employed by the teacher in the classroom interaction.
The data gained from this instrument will be in the form of interview notes. The interview will be a semi-structured interview in which the participants will be asked some questions dealing with the questioning strategies applied by teacher in the classroom. The teacher and some of her students will be the interviewee. The students involved in this interview process are selected based on their level of participation during teaching-learning process. The interview process will be recorded by audio recorder to create an interview transcription. The classroom observation and interview will be conducted several times in order to get the more detailed description of questioning strategies that are effective in eliciting students’ responses as well as the teacher’s and the students’ perceptions of the questioning strategies applied by the teacher in the classroom.
1.6.4 Data Analysis
The data are collected from classroom observation and interview. In addition, classroom observation will be equipped by video-recording. The data collected from both instruments will be analyzed through several steps in order to answer the research questions stated beforehand.
The data taken from video recording will be analyzed to find out what kind of questioning strategies that are used by the teacher and are effective to elicit students’ responses. Therefore, the transcription from the video recording will be firstly explored and coded by using IRF (Initiate-Response-Follow up) coding system by Sinclair and Coulthard (1975). The IRF structure is employed for coding
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and labelling the teacher’s and students’ utterances during the whole process of teaching and learning. It is expected that by using IRF coding system, the transcription can be easier and clearer to be analyzed.
After being coded, the transcription will be analyzed, classified and categorized using some related frameworks such as Wu’s framework, Tsui et al., Anwar, and Chaudron’s framework. It is expected that from this analysis, the study can investigate the questioning strategies applied by the teacher in eliciting and gaining students’ responses.
Meanwhile, the data taken from interview is an interview transcription. The transcription will also be explored and coded to acquire teacher’s and students’ inner thoughts toward the questioning strategies applied in classroom interaction. Finally, the data gained through interview is also expected to be able to validate the previous data collected from classroom observation.
1.7 Clarification of Terms
In order to avoid unnecessary misunderstanding, some terms are clarified as follows:
1.7.1 Teacher’s Questions
Questions asked by the teacher during the teaching-learning process as one of the best ways to encourage the students to be involved in the process. It is also a way to initiate interaction between teacher and students in order to give opportunities to the students to produce language as well as giving the opportunities to find out their own self-discovery (Brown, 2001: 169-171). In addition, Chaudron (1988) defines teacher’s question as the basic tool for teacher to achieve instructional goals as well as to focus on learners’ attention, to boost learner language production and to assess learners’ mastery upon the lesson.
1.7.2 Teacher’s Questioning Strategies
Teacher’s questioning strategies refer to the strategies employed by the teacher in giving questions to the students in order to elicit information needed and also to gain the students’ responses during teaching and
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learning process in classroom interaction. It also refers to the teacher’s strategies to elicit verbal responses from the students which are manifested in modification of question (Wu, 1993).
1.7.3 Classroom Interaction
Classroom interaction can be defined as the whole interactions occurring inside the classroom between teacher and students or among the students themselves. Flanders includes teacher talk and students talk as two important parts in the classroom interaction.
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III
RESEARCH METHODOLOGY
This chapter presents methodological aspects of the study. It covers method of the study, research site and subjects, data collection method, data analysis method, and validity and reliability of the study. It provides the description of how the study was conducted.
3.1 Research Methodology
As discussed in the previous chapter, this study is aimed to investigate the questioning strategies employed by the teacher along with the teacher’s and
students’ perceptions toward the use of questioning strategies in managing classroom interaction. Teacher’s perceptions are focused on three aspects, namely
teacher’s perceptions toward the implementation of questioning strategies, the
advantages and disadvantages of questioning strategies and teacher’s considerations
in applying questioning strategies. Meanwhile, the students’ perceptions are
focused on the most helpful questioning strategy for the students along with the
students’ perceptions toward the implementation of questioning strategies. Therefore, the findings from this study are expected to provide information regarding teacher’s questioning strategies in classroom interaction.
Considering the issue which were investigated in this study and also cosidering that this study was focused on the process of classroom interaction in a natural setting, a qualitative study embracing the characteristics of case study is considered appropriate to be applied in this study.
There are several characteristics of a case study in analyzing a subject. The characteristics are identified by activities during the investigation to the respondents in naturalistic setting. Bassey (1999) mentions that case study is a study involving taking extensive data from the subject being questioned or observed, trying to extract some meaning from the data obtained through the observation, and then trying to express and describe the meaning in a cogent way. Therefore, in this study, the primary data were collected through classroom observation equipped by video recording. The observation was conducted three times by focusing on the interaction between students and teacher during the teaching-learning process. In
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this sense, this study is occured in nature where there is no manipulating data given by the respondents since the data are obtained through direct observation.
In case study, the data usually collected and analyzed are in the form of interview data, observation data, document data, and audio-visual data (Cresswell, 2009). Therefore, the instruments such as observation, video recording, and interview are usually employed in the process of collecting the data. This is relevant to this study where the data were collected through observation by using video recording and the supported by interview.
3.2 Research Site and Subjects of the Study
The site of this study was one of public senior high schools in North Cimahi. An English teacher and her students in XI IPA 2 class were the subjects of this research. The class consists of 38 students in their first semester. The school was chosen due to the availability of access to conduct the study there.
The teacher is selected to be the subject of this study on the basis of several considerations. The considerations are the availablity and the experience of the teacher. The English teacher involved in this study has taught at the school for more than 10 years. It is obviously not a short period to have an experience in teaching. In addition, the teacher also mostly uses English as the medium of instruction in her class. Hence, the teacher and the class taught by the teacher were considered to be the potential subjects in this study. It was expected that this study is able to investigate the effective questioning strategies applied by the teacher in eliciting
students’ responses. Moreover, this study was intended to find out the teacher’s and the students’ perceptions toward the questioning strategies employed in the
classroom interaction.
3.3 Data Collection
There were two kinds of data collected in this study; they were transcription of classroom observation and interview notes. In order to gain both of kinds of data, there were two instruments used by the researcher to collect the data needed. The instruments were:
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3.3.1 Classroom Observation (Video Recording-based observation)
In this study, observation was used in collecting the data needed. The observation was specifically conducted in the classroom setting, since this study attempts to investigate the questioning strategies applied by the teacher. Classroom observation was conducted in this study in order to obtain the data directly from the subjects of the study. In addition, Hatch (2002) states, the goal of observation is to understand the culture, setting, or social phenomenon being studied from the perspective of the subjects.
By doing observation, it was expected that the researcher will have the opportunity to get as much information as possible regarding the issue being investigated. Unfortunately, there was a difficulty in carrying out the observation. It was true that several behaviors of interest occur rapidly in an educational setting. Then, this kind of behavior may be missed by the observer while doing the observation. Therefore, video-recording was utilized as the primary strategy in gathering and collecting the data needed in this study in order to get the details of the behaviors that were not covered through direct observation. Based on Hatch (2002), the use of video recording in collecting the data can provide a way of capturing contextualized face-to-face social behavior in greater detail that can be accomplished using other means.
In order to get the best understanding of the site and the individuals, conducting multiple observations over time is purposefully suggested (Cresswell, 2012, p. 215). Hence, observation and video-recording were conducted several times, which were started from 3 October 2013 to 17 October 2013. Each lesson was recorded for 2 hour lessons, which was equal to 90 minutes. In addition, the type of observation conducted in this study was nonsubject observation since the researcher played a role of a nonsubject observer who visits a site and record notes without being involved in the activities of the subjects (Cresswell, 2012).
3.3.2 Interview
In order to support the data gained from classroom observation, an interview was also conducted in this study. This instrument was employed to investigate
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classroom interaction. In addition, personal interview was chosen to be applied in this study.
The interview process was conducted after finishing the classroom observation and video-recording process. The interview was conducted from 6 January 2014 to 11 January 2014. There were totally ten subjects interviewed in this study. Those ten subjects included a teacher and nine students. The nine students are chosen based on their level of participation in the classroom. They are considered the representatives of the students who perform high, fair, and low participation in the whole classroom interaction. Therefore, there were three students from each level of participation. The students were selected based on the result of pre-observation conducted in the beginning of the study.
Semi-structured interview was employed in this study. It is intended to give much greater freedom to ask, in case of need, supplementary questions or even to ommit certain questions if the situation so requires (Kothari, 2004). However, even though being given freedom, since this is a semi-structured interview, the interviewer still needs to follow some predetermined questions and procedures. For
the teacher, the questions in the interview included teacher’s questioning habit in classroom interaction, teacher’s perception toward the questioning strategies
applied in classroom interaction, teacher’s rationales in applying questioning strategies and the advantages and disadvantages of applying questioning strategies
from the teacher’s perspective. Meanwhile, for the students, the questions given
were related to students’ perceptions and opinions of the questioning strategies applied by the teacher in classroom interaction, the most helpful questioning
strategy from the students’ perspective, and the advantages and disadvantages of
the implementation of questioning strategies in classroom interaction. (The full transcripts of the interview can be seen in Appendix 2 and 3)
The interview process was recorded by audio recorder. The use audio recorder was intended to help the interviewer in gaining the more detailed data during the interview. There are several strengths of the use of audio-recording in obtaining the data needed from interview process. They are (1) preserving the actual language of the interviewee, (2) the data can objectively be recorded, (3) the data characteristic is natural, (4) it records interviewer’s contributions as well, and (5) the data can be re-analyzed after the interview (Walker, 1985, as cited in Nunan,
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1992, p. 153). Cosenquently, the data gained from this instrument were in the form of interview notes and audio-recording. The audio recording was transcribed and analyzed to answer the second and third research questions regarding teacher’s and
students’ perceptions toward the questioning strategies applied by the teacher in the
classroom interaction.
3.4 Data Analysis Method
There were several steps conducted in analyzing the data collected in this study since the data were also collected through several instruments. The analysis was intended to answer the research questions stated in the previous chapter.
The first data analysis conducted was data analysis from observation. The observations used in this study were classified into two types, namely pre-observation and post pre-observation. Pre-pre-observation was intended to know the general situation and general characteristics of the teacher and the classrooms who were the subjects of this study. Also, it was intended to get the focus of what is going to be observed. Meanwhile, post observation was intended to collect the primary data needed for this study.
The data collected from post observation were in the form of video transcriptions transcribed from the video recording. The data gained from video recording were analyzed to find out what kind of strategies that are effective to
elicit students’ responses. Then, the stages of analyzing the data from video recording were as follows:
1. Transferring the video into computer in order to make it easier to analyze the data.
2. Watching and observing the video carefully.
3. Taking notes of some significant events or situation that may occur during the teaching-learning process. There was no check-list equipped in this taking notes process.
4. Transcribing the video to display the language used in the classroom. 5. Coding the data obtained from the video. The data were coded by using
IRF (Initiation-Response-Follow up) coding system proposed by Sinclair and Coulthard (1975).
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6. Classifying and categorizing the questioning strategies appeared in the three lessons then make a tally of the frequences of questioning strategies in the lessons video.
7. Calculating the number of questioning strategies employed by the teacher in the whole classroom interaction. This was intended to see the percentage of questioning strategies applied by the teacher.
8. Classifying and categorizing the questioning strategies employed by the teacher using Chaudron (1988), Wu (1993), Anwar (2000) and Tsui et al. (2004) frameworks. The questioning strategies were classified into several categories, such as repetition, rephrasing, simplification, decomposition, probing, exemplification, blank-filling, code switching, and wait-time according to the characteristics of the questioning strategy itself.
9. Interpreting and discussing the data to address the research questions regarding the effective questioning strategies applied by the teacher in the classroom.
10.Concluding/drawing conclusions of the findings. The findings and discussions place into conclusions and suggestions to exemplify the study entirely.
It is expected that from this analysis, the study can investigate the strategies applied by the teacher in eliciting information needed and in eliciting students’ responses through the aspect thoroughly observed.
Meanwhile, the data collected from interview was in the form of an interview transcription. The transcriptions were also explored and coded to acquire
teacher’s and students’ inner thoughts toward the questioning strategies applied in establishing communicative classroom interaction.
In order to support the result of the analyzed data from video recording, an interview was conducted in this study. The interview involved the teacher and some nine students. The nine students were selected based on their level of participation in the classroom; high, middle, and low level of participation. Therefore, there were equally three representatives from each level of participation.
The questions of the interview were focused on the teacher’s and the
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by the teacher in the classroom interaction. Audio recorder was utilized during the interview process. Hence, the data were analyzed similarly with how the data collected through video recording was analyzed. The stages of analyzing the data collected through interview can be seen as follows:
1. Transferring the audio file into computer in order to make it easier to analyze the data.
2. Listening to the audio carefully.
3. Selecting the data, which was the appropriate data and which was not. 4. Transcribing the audio file to make it easier to be analyzed.
5. Analyzing the transcription of the data collected through interview. The analysis was focused on addressing the second and the third research
questions, which were related to teacher’s and students’ perceptions toward the effective questioning strategies applied in classroom interaction. The result of this analysis was intended to support the result of video recording data analysis.
6. Interpreting and discussing the data taken from the interview process to address the research questions.
7. Concluding the findings into conclusions and suggestions for further study.
3.5 Validity and Reliability of Research Instruments
Throughout the process of data collection and analysis, it is important for a researcher to make sure that the findings and interpretation of the study are accurate. Therefore, validating findings is an important stage to be conducted in order to make the study more valid and reliable.
In order to avoid some biases and subjectivity in capturing the research findings in this study, the researcher applied two kinds of strategies in validating the research findings namely triangulation and member checking.
To apply this trustworthiness, three instruments of collecting the data were employed which were video recording, classroom observation, and interview. It was expected that by using multiple or various methods in collecting the data, this study can reduced bias causing the subject.
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Meanwhile, member checks or member checking is a process in which the researcher asks one or more subjects in this study to check the accuracy of the result of the study (Creswell, 2012). Member checks or member checking was applied in this study in order to determine whether the findings are accurate. In addition, Alwasilah (2000) mentions several advantages that can be taken from applying member checks or member checking. They are (1) preventing the misinterpretation of the subjects’ answers during interview process, (2) preventing the misinterpretation of subjects’ behavior during observation process, and (3) clarifying the subjects’ perspectives toward certain process occuring. Therefore, in this study, the researcher involved taking the findings back to the subjects. Due to some considerations, the subject involved in member checking process was the teacher. The teacher, then, was asked to read and check the research findings including the questioning strategies applied by the teacher in her classroom and her perceptions toward the questioning strategies applied in her classroom interaction.
3.6 Concluding Remarks
This chapter has described the methodology underpinning the study. This study was mainly aimed at investigating the questioning strategies applied by the teacher in eliciting students’ responses. Furthermore, this study also attempts to
find out the teacher’s and students’ perceptions toward the questioning strategies used by the teacher in classroom interaction. Since this study was focused on the process of classroom interaction in a natural setting, a qualitative study embracing the characteristics of case study is considered appropriate to be applied in this study.
An English teacher and 38 students of a public senior high school in Cimahi were involved in this study as the subjects. Qualitative approach was chosen to be used in analyzing the data gained through classroom observation (video-recording) and interview. The analysis of the data collected through video-recording were based on some theoretical frameworks namely Chaudron (1988), Wu (1993), Anwar (2000) and Tsui et al. (2004) frameworks. Further explanation regarding the aforementioned frameworks has been presented in Chapter II.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter discusses two main points. Firstly, it draws the conclusions of the study conducted based on the research questions submitted and elaborated in the first chapter. Secondly, it submits some suggestions for teachers who are willing to employ questioning strategies in their teaching.
5.1 Conclusions
This section presents the conclusions of the study conducted based on the three research questions mentioned in chapter I earlier. The main purpose of the study is to investigate what questioning strategies are applied by the teacher in classroom interaction. Furthermore, this study is also intended to find out the
teacher’s and the students’ perceptions of the questioning strategies in classroom
interaction. The perceptions were focused on three aspects, namely teacher’s perceptions toward the implementation of questioning strategies, the advantages and disadvantages of questioning strategies and teacher’s considerations in applying questioning strategies. Meanwhile, the third section also discusses the students’ perceptions toward the questioning strategies applied in classroom interaction. The perceptions were focused on the most helpful questioning strategy
for the students along with the students’ perceptions toward the implementation of
questioning strategies.
In regards to the first research question, the findings showed that the teacher employed several questioning strategies in classroom interaction namely rephrasing, blank-filling, code-switching, probing, simplification, exemplification, repetition, and decomposition. However, based on the analysis of data collected from classroom observation, the most frequent questioning strategy applied by the
teacher in eliciting the students’ responses is rephrasing strategy.
Most of the time, this strategy effectively elicits responses from the students. The reason why the teacher prefered employing this strategy to the other strategies was because the teacher can help the students to comprehend the questions easier by either giving clue or providing or-choice related to the response expected. At the same time, the teacher still can give the students exposure to the target language (English) and still can make the students think since the students
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will analyze what kind of answer or response expected by the teacher by giving certain clues or certain choice.
Meanwhile, from the nine questioning strategies proposed in chapter II, there is an unidentified strategy in the three lessons of video-recording namely wait-time. The teacher infrequently gave longer wait-time for the students to give responses. Regarding this, the teacher stated that the students often fail to answer the questions and they will just keep silent when the teacher applied wait-time strategy. Therefore, the teacher prefered employing the other questioning strategies to wait-time strategy.
For the second research questions, there were several findings that can be pointed out. Firstly, related to the teacher’s perceptions toward the implementation of questioning strategies, the teacher generally showed positive perception. She found out that generally questioning strategies applied in her lessons were helpful for her in managing classroom interaction. The questioning strategies that was found to be the most helpful was rephrasing.
The second finding was related to the advantages and disadvantages of applying questioning strategies. Based on the analysis, the advantages of applying questioning strategies in classroom interaction were triggering the students to be more active in participation, more confident in speaking English and to be more engaged in the lesson. Meanwhile, by applying questioning strategies, the teacher can check the students’ progress in comprehending the materials, check the
students’ knowledge of related materials, and also check the students’ readiness
before the teaching-learning process starts. Meanwhile, for the disadvantages, employing questioning strategies inevitably takes longer time to wait for the students to give the answer and response correctly. Then, sometimes employing questioning strategies can be burdensome for the teacher since the teacher is expected to be as creative as possible in modifying the questions.
Then, the third finding related to teacher’s perceptions was teacher’s
considerations in applying questioning strategies in classroom interaction. There were some considerations to be considered carefully by the teacher in applying questioning strategies in classroom interaction. The first consideration was the
students’ level of language mastery. In order to be able to elicit the students’
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teacher can give the questions that are relevant to the students’ level of language mastery. The second consideration was the goals of the lesson. Then the last consideration was time. The time allotted in classroom is obviously very limited, therefore the teacher needs to make sure to use it wisely so the other activities that have been planned can be achieved effectively in the classroom.
The last research question was related to the students’ perceptions of questioning strategies applied by the teacher in classroom interaction. The students’ perceptions were focused on finding out the most helpful questioning strategy for the students and the students’ perceptions toward the implementation of questioning strategies. Based on the findings, the students also find rephrasing strategy as the most helpful questioning startegy in making them easier to comprehend the teacher’s questions. According to the analysis of the data collected through interview, four out of nine students said that rephrasing strategy really helped them in understanding the questions and in getting the correct answer. Moreover, the students also said that the strategy also helped them to learn English since the teacher will still give them an English questions, even though rephrasing strategy was employed.
In regards to the students’ perceptions toward the implementation of questioning strategies, the students found that questioning strategies are really helpful in making them comprehend the questions given by the teacher better. Moreover, questioning strategies also help the students in gaining their confidence to express their ideas verbally since several strategies, like rephrasing, provide clues or choice of the answers. Clues and choices of the answer can build the
students’ confidence in giving the answer.
5.2 Suggestions
From the conclusions stated in the previous section, there are some suggestions that can be recommended. The suggestions will deal with the teachers and the students in relation with the implementation of questioning strategies in the classroom interaction.
The first suggestion is related to the implementation of questioning strategies. Teacher, as the initiator and sustainer of the classroom interaction should be able to create the interactive interaction and atmosphere in the classroom. Then,
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one of the best ways to create the interactive classroom interaction is by employing questioning strategies. There are several questioning strategies that can be employed by the teacher in eliciting the students’ responses. The questioning strategies that can be applied are rephrasing, blank-filling, code-switching, probing, simplification, exemplification, repetition, decomposition, and wait-time. However, since the findings of this study showed that the teacher mostly applied rephrasing strategy in classroom interaction. Employing rephrasing strategy can be suggested to be applied more to elicit the responses from the students since the students involved in this study also found that the most helpful strategy for them was rephrasing strategy. Rephrasing strategy can be applied when the teacher wants to ask certain questions related to concept or to check the students’ comprehension.
In addition, it is also suggested that the teacher can apply the other questioning strategies as well. Based on the result of the analysis, there are some strategies that are better to be applied more and there are some strategies that should be considered carefully to be employed. Probing, simplification, exemplification, and decomposition are categorized into better strategies to be applied more. This is because the aforementioned strategies are strategies that can develop students’ thinking skills and develop the teacher’s creativity. Probing strategy can be applied when the teacher wants to check the students’ further knowledge or comprehension about certain learning material. Probing can also be applied in the beginning of the class when the teacher wants to check the students’ prior knowledge related certain topic.
Simplification and decomposition strategies can be employed when the questions given are too long or too complicated to be comprehended by the students. By applying these two strategies, the teacher can make the form of the questions to be simpler and more digestable for the students. Then, exemplification strategy can be applied when the teacher wants to help the students to get the point of what is being asked. This strategy can also be applied when the teacher asks question about certain topic that has not been explained beforehand. The students are expected to be able to think about the expected answer through the example given.
Meanwhile, blank-filling and repetition strategies are said to be the strategies that need to be applied carefully. The frequency of the use of those two
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aforementioned strategies need to be minimized. The teacher said that sometimes blank-filling and repetition were not helpful in eliciting the students’ responses. Blank-filling sometimes failed to elicit the expected responses from the students since the students tended to give random answers freely. Meanwhile, repetition strategy is also considered less helpful in helping the students to comprehend the question better since the problem lies on the question itself from the start. Therefore, it is suggested that teachers can minimize the use of blank-filling and repetition strategies in classroom interaction. Blank-filling can be applied when the expected answer is the key point or the key word of the learning material. Then, repetition strategy can be more applied in getting the students’ attentions to the questions.
In addition, it is also suggested that the teacher can apply more wait-time strategy in the classroom interaction since wait-time is really useful in developing
students’ thinking skills. Wait-time can be applied everytime the teacher asks
questions to the students though the teacher still needs to consider the time allotment carefully. Therefore, the teacher somehow needs to be more patient in waiting for the students’ response.
In applying the questioning strategies, the teacher should consider several considerations related to the level of students’ language mastery, the goal of the lesson, and the time allotment. Thus, the teacher should be selective in applying certain questioning strategy in eliciting the students’ responses. Besides helping the students to comprehend the questions given, the questioning strategy applied by the teacher should also facilitate the students in developing their thinking skill.
The next suggestion proposed is related to the students’ perceptions of the questioning strategies applied in the classroom interaction. Since the students feel that the implementation of questioning strategies is helpful to make them easier in comprehending the questions given by the teacher, the students themselves should be brave in expressing their ideas. The students are not expected to be always dependent on the teacher’s questions. They are expected to be more active and participative in the classroom interaction by triggering themselves to be willing to learn more.
Then, finally the findings of the study are expected to be able to provide comprehensible and understandable information related to the questioning
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strategies in classroom interaction or any similar studies that will be carried out, especially for the students of English Education Department at Indonesia University of Education.
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu REFERENCES
Alwasilah, A. C. (2000). Pokoknya Kualiatif: Dasar-dasar Merancang dan
Melakukan Penelitian Kualitatif. Jakarta: PT. Dunia Pustaka Jaya.
Anwar, Z. (2000). Interactional Features as Implemented in Teaching English at
Madrasah Aliyah Negeri (MAN) 4 Jakarta. Bandung, UPI. Unpublished
Research Thesis.
Bassey, M. (1999). Case Study Research in Educational Settings. Buckingham: Open University Press.
Bond, N. (2007). Questioning Strategies that Minimize Classroom Management
Problem. KAPPA Delta PI Record, 19-21.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to
Language Pedagogy. New York: Addison Wesley Longman, Inc.
Chaudron, C. (1988). Second Language Classrooms (Research on Teaching and
Learning). Melbourne: Cambridge University Press.
Cohen, L. & Lawrence, M. (1977). A Guide to Teaching Practice. London: Methuen Inc.
Cotton, K. (1988). Classroom Questioning. NWREL: School Improvement Research Seies (SIRS). Retreived December 11, 2013, from,
http://www.nwrel.org/scpd/sirs/3/cu5.html.
Courter, S. P. B. et al. (1996). Strategies for Effective: A Handbook for Teaching
Assistants. Madison, WI: University of Winsconsin System Board of
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Teacher’s Questioning Strategies In Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research (4th Ed.). Boston:
Pearson.
Damhuis, R., & Blauw, A. D. (2008). High Quality Interaction in the Classroom
Interaction: A Focus for Professional Learning. L1 Educational Studies in
Language and Literature, 8(4): 107-126. Retrieved 2012, from
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Doff, A. (1988). Teach English: A Training Course for Teachers. Cambridge: Cambridge University Press.
Fawzi, A. H. (2009). Teacher’s Questioning Strategies in an EFL Classroom (An
Interaction Analysis of Teacher SMP Negeri 1 Lembang, Bandung Barat Regency). Bandung, UPI. Unpublished Research Paper.
Fisher, R. (1995). Teaching Children to Learn. England: Stanley Thornes.
Harmer, J. (2001). The Practice of English Language Teaching. Edinburgh: Pearson Longman.
Harmer, K. (2003). Second Language Writing. New York: Cambridge University Press.
Hatch, J. A. (2002). Doing Qualitative Research in Education Settings. New York: State University of New York Press.
Husnaini. (2005). Teacher Talk and Learner Talk in Classroom Interaction (An
Interaction Analysis to An English Language Class at SMPN 29 Bandung).
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Khadidja, K. (2010). The Effect of Classroom Interaction on Developing The
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Siti Nur Hadiani, 2014
Teacher’s Questioning Strategies In Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Kothari, C. R. (2004). Research Methodology: Methods and Techniques. New Delhi: New Age International (P) Ltd, Publisher.
Loughran, J. (2010). What Expert Teachers Do: Enhancing Professional
Knowledge for Classroom Practice. Singapore: KHL Printing Co Pte Ltd.
McMillan, J. H. (1992). Research in Education: A Conceptual Introduction 5th
Edition. USA: Harper Collins Publishers.
Mehan, H. (1979). “What time is it Denise?” Asking Known Information
Questions in Classroom Discourse. Theory Into Practice, 18, 285-294.
Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press.
Nunan, D., & Lamb, C. (1996). The Self-Directed Teacher. New York: Cambridge University Press.
Oyesola, G. O. (1990). Questioning Technique in Classroom Management.
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Suherdi, D. (2010). Classroom Discourse Analysis “A Systemiotic Approach”. Bandung: CELTIC Press.
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Teacher’s Questioning Strategies In Classroom Interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Wiggle, S. E. (1999). Higher Quality Questioning. Education Digest, 65 (4), 62-63.
Wu, K. Y. (1993). Classroom Interaction and Teacher Questions Revisited. RELC Journal, 24 (2): 49-68. Retrieved July 20, 2013, from,
http://rel.sagepub.com/content/27/2/30.full.pdf+html
Yu, W. (2010). An Analysis of College English Classroom Questioning. Journal of Language Teaching and Research 1 (2): 136-144. Qingdao University of Science and Teachnology. (online) Retreived December 30, 2013.
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aforementioned strategies need to be minimized. The teacher said that sometimes blank-filling and repetition were not helpful in eliciting the students’ responses. Blank-filling sometimes failed to elicit the expected responses from the students since the students tended to give random answers freely. Meanwhile, repetition strategy is also considered less helpful in helping the students to comprehend the question better since the problem lies on the question itself from the start. Therefore, it is suggested that teachers can minimize the use of blank-filling and repetition strategies in classroom interaction. Blank-filling can be applied when the expected answer is the key point or the key word of the learning material. Then,
repetition strategy can be more applied in getting the students’ attentions to the
questions.
In addition, it is also suggested that the teacher can apply more wait-time strategy in the classroom interaction since wait-time is really useful in developing
students’ thinking skills. Wait-time can be applied everytime the teacher asks questions to the students though the teacher still needs to consider the time allotment carefully. Therefore, the teacher somehow needs to be more patient in
waiting for the students’ response.
In applying the questioning strategies, the teacher should consider several considerations related to the level of students’ language mastery, the goal of the lesson, and the time allotment. Thus, the teacher should be selective in applying
certain questioning strategy in eliciting the students’ responses. Besides helping the
students to comprehend the questions given, the questioning strategy applied by the teacher should also facilitate the students in developing their thinking skill.
The next suggestion proposed is related to the students’ perceptions of the
questioning strategies applied in the classroom interaction. Since the students feel that the implementation of questioning strategies is helpful to make them easier in comprehending the questions given by the teacher, the students themselves should be brave in expressing their ideas. The students are not expected to be always
dependent on the teacher’s questions. They are expected to be more active and
participative in the classroom interaction by triggering themselves to be willing to learn more.
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88
strategies in classroom interaction or any similar studies that will be carried out, especially for the students of English Education Department at Indonesia University of Education.
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REFERENCES
Alwasilah, A. C. (2000). Pokoknya Kualiatif: Dasar-dasar Merancang dan Melakukan Penelitian Kualitatif. Jakarta: PT. Dunia Pustaka Jaya.
Anwar, Z. (2000). Interactional Features as Implemented in Teaching English at Madrasah Aliyah Negeri (MAN) 4 Jakarta. Bandung, UPI. Unpublished Research Thesis.
Bassey, M. (1999). Case Study Research in Educational Settings. Buckingham: Open University Press.
Bond, N. (2007). Questioning Strategies that Minimize Classroom Management Problem. KAPPA Delta PI Record, 19-21.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Addison Wesley Longman, Inc.
Chaudron, C. (1988). Second Language Classrooms (Research on Teaching and Learning). Melbourne: Cambridge University Press.
Cohen, L. & Lawrence, M. (1977). A Guide to Teaching Practice. London: Methuen Inc.
Cotton, K. (1988). Classroom Questioning. NWREL: School Improvement Research Seies (SIRS). Retreived December 11, 2013, from, http://www.nwrel.org/scpd/sirs/3/cu5.html.
Courter, S. P. B. et al. (1996). Strategies for Effective: A Handbook for Teaching Assistants. Madison, WI: University of Winsconsin System Board of Regents.
(4)
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research (4th Ed.). Boston:
Pearson.
Damhuis, R., & Blauw, A. D. (2008). High Quality Interaction in the Classroom Interaction: A Focus for Professional Learning. L1 Educational Studies in Language and Literature, 8(4): 107-126. Retrieved 2012, from http://www.dare.uva.nl/document/13108.
Doff, A. (1988). Teach English: A Training Course for Teachers. Cambridge: Cambridge University Press.
Fawzi, A. H. (2009). Teacher’s Questioning Strategies in an EFL Classroom (An Interaction Analysis of Teacher SMP Negeri 1 Lembang, Bandung Barat Regency). Bandung, UPI. Unpublished Research Paper.
Fisher, R. (1995). Teaching Children to Learn. England: Stanley Thornes.
Harmer, J. (2001). The Practice of English Language Teaching. Edinburgh: Pearson Longman.
Harmer, K. (2003). Second Language Writing. New York: Cambridge University Press.
Hatch, J. A. (2002). Doing Qualitative Research in Education Settings. New York: State University of New York Press.
Husnaini. (2005). Teacher Talk and Learner Talk in Classroom Interaction (An Interaction Analysis to An English Language Class at SMPN 29 Bandung). Bandung, UPI: Unpublished Research Paper.
Khadidja, K. (2010). The Effect of Classroom Interaction on Developing The Learner's Speaking Skill. Constantine University.
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Kothari, C. R. (2004). Research Methodology: Methods and Techniques. New Delhi: New Age International (P) Ltd, Publisher.
Loughran, J. (2010). What Expert Teachers Do: Enhancing Professional Knowledge for Classroom Practice. Singapore: KHL Printing Co Pte Ltd. McMillan, J. H. (1992). Research in Education: A Conceptual Introduction 5th
Edition. USA: Harper Collins Publishers.
Mehan, H. (1979). “What time is it Denise?” Asking Known Information Questions in Classroom Discourse. Theory Into Practice, 18, 285-294. Nunan, D. (1992). Research Methods in Language Learning. Cambridge:
Cambridge University Press.
Nunan, D., & Lamb, C. (1996). The Self-Directed Teacher. New York: Cambridge University Press.
Oyesola, G. O. (1990). Questioning Technique in Classroom Management.
Retreived December, 2013, from
http://www.unilorin.edu.ng/journals/education/ije/dec1990/QUESTIONING %20TECHNIQUE%20IN%20CLASSROOM%20MANAGEMENT.pdf Sari, Y. P. (2011). An Analysis of Teacher’s Questioning Strategies in A Public
Senior High School in Bandung. Bandung, UPI. Unpublished Research Paper.
Suherdi, D. (2010). Classroom Discourse Analysis “A Systemiotic Approach”. Bandung: CELTIC Press.
Spratt, M. A. P. et al. (2005). The TKT (Teaching Knowledge Test) Course. Cambridge: Cambridge University Press.
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Wiggle, S. E. (1999). Higher Quality Questioning. Education Digest, 65 (4), 62-63.
Wu, K. Y. (1993). Classroom Interaction and Teacher Questions Revisited. RELC Journal, 24 (2): 49-68. Retrieved July 20, 2013, from, http://rel.sagepub.com/content/27/2/30.full.pdf+html
Yu, W. (2010). An Analysis of College English Classroom Questioning. Journal of Language Teaching and Research 1 (2): 136-144. Qingdao University of Science and Teachnology. (online) Retreived December 30, 2013.