Questioning Strategies and Feedback Management in Teaching English in EFL Setting Classroom (A Case Study on Teacher-Students' Interaction at SMP Pembangunan Jaya Bintaro)

dr. santi chairani djonhar, m.a; dr.ir. suciana wijirahayu, m.pd;

The objective of the research is to reveal the structures of classroom interaction, in term of initiative-respond-feedback (IRF), in EFL classroom setting, as well as to identify what beliefs that might be behind the teacher‘s decision and judgment during the preference of questioning and feedback strategy implementation. Moreover, the research was also conducted in order to locate some challenges that the teacher faced while having the interaction. This research required the involvement of one teacher and five selected students from second grade of SLTP Pembangunan Jaya Bintaro. The teacher was selected due to her ability to perform standardized learning interaction under the application of 2013 Curriculum Scientific Approach while the students were chosen because of their sufficient participation during the interaction. The method applied in this research was case study. The design of research is a conversation analysis of interaction. It means that the initiative-respond-feedback interaction was analyzed by breaking down the transcripts into extracts which were further coded based on Jack C. Richards and Lockhart category of question and feedback, Long‘s Category of Feedback Strategies, and Simon Borg‘s Theory of Teacher‘s Beliefs. Furthermore, instruments used in this research were video-recording, interview, field notes, and supporting documents. The result of the research showed that most of the questions appeared in the classroom discussion were display questions rather than referential question. Display questions involved low level of Bloom Taxonomy which were able to invite students‘ participation, but lack of deep understanding of materials. Besides, meta-linguistic feedbacks were dominated the feedback strategies used by the teacher through explaining students‘ responses