Teacher's questions play significant part in teaching unexceptionally in teaching reading. Ineffective questions made by teachers lead to misconception among the students. Besides, the domination of low-level type of questions within reading class has low access in promoting reading comprehension. This study was focused on investigating the types of questions used by the teacher and the purposes underlying the questions in reading activity. The study used qualitative method by observing reading classroom interaction specifically in teacher's questions. The findings showed that teacher applied various types of questions during a reading lesson with the most frequent use of convergent (50,41%/61 of 121) and display (75,20%/91 of 121) type of questions. It also revealed that mostly the purpose underlying teacher's questioning was to encourage students' thinking and focus on the content of reading text (38.01%/46 of 121). By the frequent number of both convergent and display questions dominating the reading classroom, it can be concluded that teacher still used typically a lower-level type of question. It was then suggested that teacher purposely plans and promotes a higher-level type of question for the future classrooms.
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