Masfa Maiza
Dwi Rukmini
Ahmad Sofwan


This study examined the use of teachers’ basic questionings of Sydney Micro Skill (1983) in Teaching English as a Foreign Language (TEFL). There were nine components of teachers’ basic questionings, namely structuring, focusing, phrasing, redirecting, distributing, reacting, pausing, prompting, and changing the level of cognitive demand. The objectives of this study were to describe the types of basic questionings, explain the teachers’ ways in keeping the students active to respond their questions and explain why the teachers use those teachers’ basic questionings. It was a qualitative research which was also supported by quantitative data. It used audio visual, observation/field note and interview to collect data. The result showed that most of English teachers applied those nine components to build a good classroom interaction and the dominant was distributing. The teachers had four ways in keeping the students active to respond their questions; they used questions randomly, interesting medium while delivering the questions, active in motivating the students, and promoted a group discussion. Moreover, the teachers also had reasons why they used those teachers’ basic questionings, such as to find out the students’ attitudes, determine the students’ understanding, and to motivate and appreciate the students.


How to Cite
Maiza, M., Rukmini, D., & Sofwan, A. (1). TEACHERS’ BASIC QUESTIONINGS USED BY ENGLISH TEACHERS IN TEACHING ENGLISH. English Education Journal, 5(1). Retrieved from https://journal.unnes.ac.id/sju/eej/article/view/6845


Broughton et al. 2003. Teaching English as a Foreign Language. London: University of London Institute of Education.
Brown, Douglas. 2004. Language Assessment Principles and Classroom Practices. New York: Pearson Education Turney, et al. 1983. Sidney Micro Skills Redeveloped Series 1 Handbook. Sydney: Sydney University Press.
Chun-miao, X. 2007. A Study of Teacher Questioning in Interactive English Classroom. Sino-US English Teaching, 4, (4), pp. 29-37.
Cotton, K. (1988). Classroom Questioning. North West Regional Educational Laboratory. The Office of Educational Research and Improvement (OERI), U.S.DepartmentofEducation.http://www.learner.org/workshops/socialstudies/classroomquestioning/pdf. accessed on April 22nd 2014.
Dagarin, Mateja. 2004. Classroom Interaction in English as a Foreign. Ljubljana: Birografika Bori.
Fauziati, Endang. 2010. Teaching English as a Foreign Language. Surakarta: Era Pustaka Utama.
Mauigoa, Lila. 2006. Enhancing Teachers’ Questioning Skills to Improve Children’s Learning and Thinking in Pacific Island Early Childhood Centres. Journal Articles.
Miles, M.B., and Huberman, A.M. 1984. Qualitative Data Analysis: a source book of new methods. Beverly Hills: Sage Publications.
Orlich, Donald C et al. 1980. Teaching Strategies: A Guide to Better Instruction. D.C. Heath: (Better World Books) Mishawaka.
Richard, J.C. and C. Lokart. 1994. Reflective Teaching in Second Language Classroom. Cambridge: Cambridge University Press.
Sadker and Sadker. 1990. Questioning Skill in (Eds._ Cooper, J.M. (1990) Classroom Teaching Class, Fourth Edition. Massachussets: D.C. Heath Company.
Tan, Zhi. 2007. Questioning in Chinese University EL Classroom. Regional Language Centre (RELC) Journal, Vol. 38, No. ),pp. 87-102.