Students’ Perception Toward English Teachers’ Questioning in Classroom Interaction

Abstract

This research focused on English teachers’ questioning and students’ perception toward teachers’
questioning in classroom interaction. The qualitative method was used in this research that
emphasized on discourse analysis. Two English teachers and twenty students in Senior High School 1
Pinrang were the samples that were taken through purposive sampling technique. There were three
steps in collecting data such as video recording, observation checklist and interview. In process of
collecting data, there were some steps namely observing the teaching and learning process to
find out the questioning strategies used by English teachers, recording the data by using
audio and video recording, filling the observation checklist while recording. Thus, the
interview was done to find out the students’ perception toward the teachers’ questioning. As
the result, there were three types of questioning that were used by the English teachers in classroom
interaction namely procedural, convergent and divergent question. Furthermore, twenty students who
were the sample in this research gave positive perception toward the English teachers’ questionings
that teachers’ questionings were the way to motivate in learning process, improve the interaction and
the English ability especially in vocabulary.