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Questioning, as a technique that stimulates thinking process, is identified as the most crucial step of thinking, which has attracted researchers’ attention for many years. It is considered as one of the crucial elements to create effective teaching and learning processes. This term, deriving from a Latin verb, means “ to seek”. It is a process of forming and wielding a series of information to develop answers and insights. According to relevant researches, Gall (1970) initially gives a definition of teacher questioning. He deems that questioning is one of the basic methods that teachers apply to facilitate students’ thinking and learning. That’s to say, through asking questions, teachers have the ability to advance classroom dialogue, facilitate students’ thinking, and encourage participation. Besides, some researchers explain questioning from the perspective of questioning processes and steps. For instance, questioning can be defined as a teacher utterance which is commonly used as an activation technique in teaching (Ur, 2012), and it is mainly within such pattern, that is Initiation-Response-Feedback (IRF) pattern, a pattern of dialogue between the teacher and students. Put another way, this pattern is a process of the initiation of teachers, the responses of learners, and then the feedback of teachers. Wilen and Kindsvatter (2000) consider questioning as an effective way to activate students interaction, thinking and learning. It puts emphasis on facilitating students’ thinking and leading them to achieve learning objectives.

Chapter Three Methodology ............................... 22

3.1 Research Questions ................................ 22

3.2 Research Participants ............................ 22

3.3 Research Instruments .............................. 23

Chapter Four Results and Discussion ............................ 29

4.1 Features of Teacher Questioning ......................... 29

4.1.1 Question Types ................. 29

4.1.2 Waiting Time ............................... 33

Chapter Four Results and Discussion ........................................ 29

4.1 Features of Teacher Questioning ............................. 29

4.1.1 Question Types ............................... 29

4.1.2 Waiting Time .............................. 30

Chapter Four Results and Discussion

4.1 Features of Teacher Questioning

The qualitative data analysis in this study mainly consists of the following processes: data reduction, data presentation, and making conclusions. The process of data reduction is done by the selection, classification, and deletion of the unrelated information. Moreover, the data presentation is carried out through arranging and organizing these data in such a way that it can assist the process of drawing conclusions. In this part, the features of teacher questioning in Junior middle school English class will be demonstrated thoroughly.

4.1.1 Question Types

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