THE EFFECT OF TEACHERS' QUESTIONING BEHAVIOR ON EFL CLASSROOM INTERACTION: A CLASSROOM RESEARCH STUDY

Lukas Ginting

Abstract 

This qualitative-quantitative study is conducted as a classroom research. Focusing on two question types, display and referential, it explored recurring patterns of questioning behavior and their interactive effects were observed through non- participant observation. Forty reading comprehension classes in ST1KP and STIR RIAMA were observed by the investigator. The findings indicated that display questions were used by teachers more frequently ihan referential questions. Also, ii was concluded that NOT all referential questions could create enough interaction. Further elaboration on the results may be found in the study report

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