ENGLISH TEACHERS’ QUESTIONING STRATEGY AND STUDENTS’ RESPONSES IN CLASSROOM INTERACTION AT THE TENTH GRADE OF SMAN 1 MANNA

Students' responses to questions might be influenced by the teacher's skill and
approach. After the teacher asks a question, students may become silent, however
teachers can break the silence by employing particular strategies when asking
inquiries. This research aimed to find out questioning strategies English teacher used
and also students’ responses on teachers’ questioning strategies. This study was
conducted at SMAN 1 Manna, South Bengkulu and used qualitative design as a
method. The participants of this research were two English teachers and 68 students
of two tenth grade classes. The data was collected by observation chekclists and field
notes and it was analyzed by using thematic analysis. The results showed that every
strategy was employed by the tenth grade teachers of SMAN 1 Manna. However,
their approaches varied according to the students' engagement and participation. Wait
time was a strategy used in nearly every meeting, meanwhile probing strategy was the
least employed. In addition, the students’ response were varied. The initiated
response was the most common one displayed by students. In contrast, students
showed non-verbal responses the least in responding to teachers’ questioning
strategy.
Key Words: English Teacher, Questioning Strategy, Students’ Responses,
Classroom Interaction