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All Journal Register : Journal of English Language Teaching and Learning of FBS UNIMED
Muthia Fitriani
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Humanities Education Languange, Linguistic, Communication & Media

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Teacher Questioning Strategies in English Classroom Interaction at SMA Negeri 1 Percut Sei Tuan Sefrina Simbolon; Muthia Fitriani; Ayu Lestari; Aqsha Dinanti
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/bwzmw547

Abstract

This study aimed to analyze the implementation of teacher questioning strategies in English classroom interaction at SMA Negeri 1 Percut Sei Tuan. This study applied a qualitative descriptive research design. The data were collected through classroom observation using video and audio recordings during the teaching and learning process. The data were analyzed based on the questioning strategies proposed by Wu (1993), namely rephrasing, simplification, repetition, decomposition, and probing. The findings showed that the teacher implemented all five questioning strategies during classroom interaction. Among the five strategies, decomposition became the most dominant strategy with 24 occurrences (28.2%), followed by probing with 20 occurrences (23.6%), rephrasing with 15 occurrences (17.6%), simplification with 14 occurrences (16.5%), and repetition with 12 occurrences (14.1%). The implementation of questioning strategies helped students understand the lesson more easily, encouraged students’ participation, and maintained classroom interaction during the teaching and learning process.
Teachers’ Oral Feedback in Teacher-Student Interaction at Tenth Grade of SMA Swasta Cerdas Murni Ayu Lestari; Johannes Jefria Gultom; Aqsha Dinanti; Muthia Fitriani; Sefrina Anastasya Simbolon
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/b4qw9r33

Abstract

This research aims to identify the types of oral feedback used by the teacher in teacher-student interaction based on the theory of Tunstall and Gipps (1996). This research was conducted at SMAS Cerdas Murni Grade X-1 using a descriptive qualitative method. The subjects of this research were one English teacher and 26 students. The instruments used in collecting the data were classroom observation through video recordings. The recorded data were transcribed into written form to identify the teacher’s oral feedback during classroom interaction. The findings showed that the teacher used five types of oral feedback, namely evaluative feedback 13 (32.5%), corrective feedback 4 (10%), descriptive feedback 6 (15%), interactional feedback 9 (22.5%), and motivational feedback 8 (20%). Evaluative feedback was identified as the most frequently used type of feedback in the classroom. The findings indicate that oral feedback plays an important role in creating a communicative classroom atmosphere and helping students understand and respond to the teacher’s feedback in English.
Co-Authors Aqsha Dinanti Ayu Lestari Johannes Jefria Gultom Sefrina Anastasya Simbolon Sefrina Simbolon