An Analysis of Teachers’ Referential Question in Reading Class

Teachers must use some strategies to encourage students actively involved and willingly participate in the teaching and learning process. One effective way to increase students’ participation in reading class is to ask some questions such us referential question. The aims of this study are to find out the questioning strategies used by the lecturers when they employed the referential question in the class, and to discover the students’ responses towards teacher referential questions at academic reading classes of department of English language education of UIN Ar-Raniry. The participants of this research were three lecturers and 53 students who took academic reading class. This mix method involved semi-structured interview and questionnaire. From the result of interview, there were some questioning strategies used by the lecturers; distribution of the question, direction of the question, modification of the question, and wait time. Moreover, the result of questionnaire showed that most of the students gave positive response toward questioning strategies used by the lecturers. In addition, most of the students also agreed that they became enthusiast, motivated and also confidence in answering the lecturer’s question when the lecturers used several of questioning strategies in the classroom.