TEACHERS’ QUESTIONING TECHNIQUES IMPLEMENTED IN EFL CLASSROOM INSTRUCTIONAL PROCESS

ABSTRACT Wardah, Shofia (17203163073). Teachers’ Questioning Technique Implemented in EFL Classroom Instructional Process. A thesis of English Education Department, Faculty of Tarbiyah and Teacher Training, State Islamic Institute (IAIN) of Tulungagung 2020. Advisor: Dr. Hj. Ida Isnawati, M.Pd. Keywords: Teachers’ Question, Teachers’ Questioning Technique. A common problem that EFL (English as a foreign language) teachers faced is to deal with a passive class, where the students are unresponsive and rather to avoid interaction with the teacher. Students often are reluctant to make response even if they understand the question, know the answer, and are able to produce the answers. Therefore, there is one of the key from language teaching method, which is using questioning as a learning tool to promote classroom interaction. In order to strategies as the way of teaching especially teaching English, questioning techniques can be the right solution in the face of curriculum of 2013 and the class activity which is passive. The formulation of research problems are: 1) What types of questions are implemented by the teacher during EFL classroom instructional process? 2) What questioning techniques are applied by the teacher during EFL classroom instructional process?. As the objectives of this study are: 1) To identify the EFL teachers’ types of question during EFL Classroom instructional process 2) To identify the questioning techniques are applied by the teacher during EFL classroom instrucrional process. Research method of this study was using qualitative research design with type of descriptive qualitative. The subjects are English teacher and students of MA Ma’arif Udanawu exactly at class X IIS 2. The researcher uses interviews and observations as the instruments of the research. The data analysis in this research are data reduction, data display, conclusion drawing. Based on the result of the observation and interview, it was found that all of the types of question was implemented by the teacher to encourage students responses based on different kind of thought process, namely knowledge, comprehension, application, analysis, synthesis and evaluation. The questioning techniquues applied by the teacher are repetition, rephrasing, simplification and decomposition. The conclusion of this research is all of the types of question was implemented by the teacher to encourage students responses based on their different kind of thought process. It starts from knowledge question which is the lowest level of cognitive process until the highest level that is evaluation question. For the questioning techniques, there are four questioning techniques apllied by by the teacher. All of those questioning techniques are useful to encourage students to respond teachers’ question. Types of question and questioning techniques mentioned above can be used in attempt to elicit responses from the students to sustain classroom interaction and promote their thinking skills