Widiyanti, Winda (2022) TEACHER’S QUESTIONING TECHNIQUES IN ENGLISH CLASSROOM INTERACTION AT VIII GRADE MTSN 1 MURUNG RAYA. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Questioning technique is a good way of enhancing learner classroom interaction. In MTsN 1 Murung Raya, exactly at class VIII that is located in Jalan KH Ahmad Dahlan Puruk Cahu. It has numerous students with various family background. Based on pre-interview, the teacher said that most of students are shy and unconfident to communicate, moreover to express their ideas using English in the classroom. Thus, the teacher always uses questioning techniques for interaction with students‘ in classroom. Based on that phenomenon, the researcher is interested in knowing what the technique of questioning that the teacher used for interaction with students in classroom and how does teacher apply questioning technique. In this study, the researcher used descriptive qualitative through observation at VIII class of MTsN 1 Murung Raya. The researcher analyze the data by recodring video when the teacher doing teaching learning activity. The data were analyzed using Miles and Huberman‘s procedures that consists of three main components: data reduction, data display, and conclusion drawing and verification. The findings of this study indicated that from of the questioning technique, the result shows the researcher found procedural question in the beginning and convergent question in the middle and the end class. The researcher found when the teacher use divergent question but there is no answer by the students. Moreover, In applying the question technique, mostly teacher used questions in the beginning with the total of 9 questions with the purpose to encourage students' motivation to learn more and increase students' curiosity with the lesson is going. The second is questioning at the middle with 8 questions that function to asked about the materials, it is very effective in producing achievement. The last, questioning at the end with the total 7 questions that has functions to test students input and evaluate both teachers' teaching quality and the teaching learning process whether have been running well or not.

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