TEACHER QUESTIONING STRATEGIES AND STUDENTS’ RESPONSES IN CLASSROOM INTERACTION

This study was aimed to find out the teacher questioning strategies used and how
students respond to teacher questions in classroom interactions. This study used
descriptive qualitative methods to achieve the research objectives. There are three
steps in collecting data, namely observing classroom interactions to find out the
questioning strategies used by teacher, recording data using video and audio
recordings, and interviewing teacher. Interviews were used as additional
information for this study. The results showed that teacher used four types of
questions according to Blosser (1975) in classroom interactions, namely probing
questions 45 times (61%), factual questions 13 times (17%), divergent questions 8
times (10%), and higher order questions 8 times (10%). And dominantly used
lower-order thinking responses (89%) than higher-order thinking responses
(10%).