The Analysis of Teacher Questioning Strategies in Classroom Interaction at Eleventh Grade of SMA N 3 Purworejo the Academic 2016/2017

Abstract

This study investigates the questioning strategies in classroom interaction in senior high school in Purworejo. This study has a purpose to explore what questioning strategies are applied by the teacher in the classroom interaction along with teacher’s perceptions of the questioning strategies applied in the classroom interaction. To meet the purposes of the study, the researcher obtained from classroom observation, videorecording, interview with the teacher. This study revealed that the teacher employed several questioning strategies namely prohibing question (8.8 %), wait-time question (4.4 %), open and closed question (22.2 %), funnel question (42.2 %), leading question (15.5 %), and rethorical question (6.6 %) in eliciting the students’ responses. However, the most dominant questioning strategy employed by the teacher was funnel questioning strategy since this strategy was effective in eliciting the students’ responses in the classroom interaction. This result was supported by the result of the interview with the teacher which revealed that the most helpful questioning strategy for the students was funnel questioning strategy. The teacher generally gave positive perceptions toward questioning strategies. For the teacher, questioning startegy is one of the teacher’s tools in eliciting students’ responses. Meanwhile, for the students, questioning strategies are really helpful in comprehending the teacher’s questions and also helpful in gaining confidence to express their ideas verbally. Based on the findings, it is recommended that future research concerning the implementation of questioning strategy in Indonesia should be enriched with more attention to the correlation between the implementation of questioning strategies and classroom interaction.