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All Journal Jurnal Bahasa dan Sastra Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) International Journal of Education Journal of English and Education EDUCAFL : E-Journal of Education of English as a Foreign Language ELT Forum: Journal of English Language Teaching Indonesian EFL Journal ACITYA Journal of Teaching & Education Inspiring: English Education Journal CONCEPT Interference: Journal of Language, Literature, and Linguistics English Language Education Reviews International Journal of Learning and Instruction (IJLI) JEPAL (Journal of English Pedagogy and Applied Linguistics) Academic Journal Perspective : Education, Language, and Literature Tamaddun UNNES International Conference on ELTLT INTERACTION: Jurnal Pendidikan Bahasa
Agung Ginanjar Anjaniputra
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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EFL Learners’ Responses to Teacher questions: A Case Study in an Indonesian Junior High School Ana Maemanah; Agung Ginanjar Anjaniputra
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.5679

Abstract

This study looks at how teacher questioning methods influence classroom interaction in an English as a Foreign Language (EFL) situation. Its goal is  to identify the types of questions used by teachers and to investigate how these questions shape interactional patterns during classroom conversation. Using a qualitative descriptive methodology, data were collected from classroom observations during three lessons, yielding 132 instructor questions. The data were transcribed, coded, and classified into four types: display questions, referential questions, procedural questions, and checking comprehension questions. The findings show that display queries were the most common and consistently produced short, predictable responses, resulting in interactional sequences that swiftly ended. Although allowed for more personalized responses they were not expanded through follow-up methods. Procedural and verifying comprehension questions were primarily used to manage classroom flow and confirm comprehension, with little contribution to interactional growth. Overall, classroom engagement was described as teacher-led, short, and with limited discourse expansion. According to the study, the efficiency of questioning is determined not only by the type of question employed but also by how teachers handle interactional sequences, which includes their ability to encourage student responses and facilitate deeper discussions. It proposes that more follow-up tactics should be used to generate more meaningful and student-centered classroom on their answers and facilitating peer discussions.
Co-Authors Ana Maemanah Anam, Zuhrul Atya Nur Ramadhanti Aziz, Agda Faisal Devi Fatmala Elis Homsini Maolida Fajri, Karunia Octaviani Farida, Alief Fatma Hetami Hapsari, Christianti Tri Hartono, Rudi Ilma Fitriyana Issy Yuliasri Khoirunnisa, Firda Natasya Nia Kurniawati Nurhalisa, Hafidzah Pasca Kalisa Pringgadani, Ridha Muhibbin Amil Rahmawati, Aprilia Afifatur Solihah, Nining Ma'rifatus Sri Wuli Fitriati Subhan Subhan Vina Aini Salsabila Zharfa, Ratri Izzati