TEACHER’S QUESTIONING IN CLASSROOM INTERACTION

The title of this thesis is Teacher’s Questioning in Classroom Interaction. This study
are aimed to find out the types of questions used by teachers and describing teacher’s
questioning in the teaching-learning process. The data of this study were taken from
two teachers and two schools in grade ten first semester academic year 2016/2017.
First teacher is from SMA Yayasan Pendidikan Syaffiyatul Amaliyyah (YPSA)
Medan and the second teacher is from SMA Swasta Tunas Pelita Binjai. The writer
applies the two theories, from Adedoyin (2010) is about teacher’s questions and
Xiaoyan (2008) is about classroom interaction. This is a descriptive qualitative
research; the data were collected by recording the teaching and learning process and
interviewing the English teacher. The transcript of the teaching and learning process
and the interview were made. The description of teacher’s questions in teachinglearning
process was finding.
Based on the research findings, it was discovered that the teacher utilized certain
types of questions. Referential-open questions that were used by the teacher were
considerably fewer than the display-closed questions. Referential-open questions that
can elicit longer responses had the percentage 15%. On the other hand, display-closed
questions had the percentage 85%. Questions that are categorized as display/closed
questions were widely used for checking students’ understanding of the materials
questions that categorized as referential/open questions were widely used for looking
for certain information from the students. This study also found that the relation
between teacher’s questions and teaching-learning process is teacher’s questions
brought the process of classroom interaction from begin at last. Teacher’s questions
built interaction between teacher and students from pre-activity, main-activity, and
post-activity