Almubarak, M. R. (2021). The Questions Used By The English Teacher in Classroom Interaction at SDN 016 Samarinda Seberang. Thesis English Department. Faculty of Teacher Training and Education, Mulawarman University. Samarinda. Advisors: (1) Dr. Bibit Suhatmady, M.Pd and (2) Dra. Ida Wardani, M.Pd.


The purpose of the study is to know the types of questions used by the English teacher in classroom interaction. This research was conducted in SDN 016 Samarinda Seberang. This study focused on types of questions such as: (1) Descriptive Questions; (2) Analysis Questions; (3) Evaluation Questions; (4) Compare/Contrast Questions; and (5) Causal-Relationship Questions.
The design of this study was qualitative study which purpose was to illustrate the questions used in classroom interaction. The research subject was chosen through purposive sampling resulting one subject to be analyzed. The subject was an English teacher from SDN 016 Samarinda Seberang who has more than five years of teaching experience. There were 2 research instruments used in this study. They are observation sheet and interview. The data were taken from 3 English teaching videos which were transcribed and observed by using observation sheets. The collected data were classified into five types of questions. Afterward, the researcher triangulated the data by cross-checking the data related to data acquired from the interview.
The result of the study showed the English teacher in sixth grade students of SDN 016 Samarinda Seberang used four types of questions: descriptive questions (N=39), analysis questions (N=75), evaluation questions (N=18), and compare/contrast questions (N=7). While the data from the interview showed that the teacher facilitated her students by giving them questions related to the topic and guide them to answer properly. Although causal-relationship questions were not used in her teaching, she succeeded to get her students to understand the lesson in the classroom by providing more media to be analyzed by her students. She also agreed that questioning is very crucial in teaching to confirm students’ understanding.