Please use this identifier to cite or link to this item: https://repository.uksw.edu//handle/123456789/2209
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dc.contributor.authorMuhu, Pinta Tri Amelia-
dc.contributor.authorMambu, Joseph Ernest-
dc.contributor.authorKristono, Lanny-
dc.date.accessioned2013-04-26T01:40:47Z-
dc.date.available2013-04-26T01:40:47Z-
dc.date.issued2009-07-
dc.identifier.issn1412-5161-
dc.identifier.urihttp://repository.uksw.edu/handle/123456789/2209-
dc.descriptionEnglish.Edu, Vol. 9, No. 2, July 2009, p. 191-208en_US
dc.description.abstractThis study attempted to investigate students' responses to teacher's questions. Specific attention is paid to syntactical complexity of responses. The present study employed a qualitatve method. Three observations investigated the type of questions that were frequently used by the teacher who is a non native speaker and the effect of the types of questions on the length of students' responses in Reading Across Gemes class inEnglishDepartment of Satya Wacana Christian University. The data in this study found that closed/display questions were frequently used by the teacher, while referential questions were rarely used during the lessons. Consequently, closed/display questions elicited brief and short responses. The present study's implication is mainly to develop teacher's techniques in giving questions that can enhance classroom interactions especially in an ESL setting.en_US
dc.language.isoenen_US
dc.publisherFaculty of Language and Literature, Satya Wacana Christian Universityen_US
dc.subjectteacher's questionsen_US
dc.subjectyes/no questionsen_US
dc.subjectclosed display questionsen_US
dc.subjectopen/referential questionsen_US
dc.subjectstudents' responsesen_US
dc.titleStudents' Responses to Teacher's Questions in an EFL Reading Classen_US
dc.typeArticleen_US
Appears in Collections:English.Edu 2009 Vol. 9 No. 2 July



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