Teachers Question Types and Students Speaking Performance in EFL Classroom

Fadilah, Dinda (2021) Teachers Question Types and Students Speaking Performance in EFL Classroom. Skripsi thesis, Universitas Negeri Padang.

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Abstract

Questioning could help students in improving their speaking skills along with critical thinking skills. Thus, this study was aimed to find the most asked question type used by teachers and what type of question that could encourage students to speak more in EFL classrooms in SMAN Kota Padang. The data were collected from classroom observation and stimulated recall interviews with the teachers. From the data analysis, it was found that LOTS questions were the most asked question. However, HOTS questions were able to encourage students to speak more compared to LOTS questions. From the interview, it was found that students could answer the questions longer with the help of stimulus, or the questions helped them to relate with daily life surroundings. On the other hand, some active students and their backgrounds could affect the classroom's questioning activity. Students with limited knowledge of vocabularies or timid personalities found it harder to speak longer, so they tend to answer the questions with few keywords only. The finding suggested that question type could encourage students to speak longer under some circumstances.

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