ABSTRACT

Nisa, Yunita Hidanatun. 2023. Types of Tearchers’ Questions during Classroom Interaction in Listening and Speaking for Professional Purposes Class at ELESP Lambung Mangkurat University, Sarjana’s Thesis, English Language Education Study Program, Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin. Advisor: (I) Elvina Arapah, M.Pd ;(II) Emma Rosana Febriyanti, M.Pd

Keywords: display questions, referential questions, classroom interaction.

            In the classroom, teachers are likely to ask a large number of questions, teachers should regulate their questions so that they can help students in thinking. Although being in the same class, the students have different learning styles, interests, and personal backgrounds. It implies that the types of questions used in the classroom have an impact on students' critical thinking abilities. Long and Sato (as cited in Kurniawan, 2011 in Khotimah, 2019) identified two sorts of questions that teachers can ask: display questions and referential questions. Then, this research aims to determine what are the display and referential questions used and how are they used by the teachers during classroom interaction.

            This research employed qualitative approach. The design of this research was descriptive. This research was conducted at Lambung Mangkurat University. In this research, the data source was the students in English Language Education Study Program batch 2021 and the instruments used to collect the data were observation and audio recording. The collected data were analyzed by reducing the data, presenting the data, taking the conclusion or verification. The researcher used data triangulation to show the trustworthiness of the data.

            The result of this study shows that display questions (124 questions) were delivered more frequently than referential questions (69 questions) which came about because at the time the question of current learning was to answer questions based on audio. Therefore, the teacher's questions will be made to examine the students' comprehension. Both types of questions can give the same role in helping the students in the learning process. The questions used by the teacher with some strategies such as wait-time, distribution of questions, modification of questions, and reaction to students’ response.

            It can be concluded that using the appropriate types of questions and questioning strategies are effective to engage students in the learning process. It contributes the students’ level of thinking and enables the students to participate actively in classroom.