1 EEJ 5 (1) (2015) English Education Journal http://journal.unnes.ac.id/sju/index.php/eej TEACHERS’ BASIC QUESTIONINGS USED BY ENGLISH TEACHERS IN TEACHING ENGLISH Masfa Maiza  Dwi Rukmini, Ahmad Sofwan Prodi Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Negeri Semarang, Indonesia Info Artikel ________________ Sejarah Artikel: Diterima Juni 2015 Disetujui Juli 2015 Dipublikasikan Agustus 2015 ________________ Keywords: TEFL, teachers’ basic questionings, classroom interaction ____________________ Abstract ___________________________________________________________________ This study examined the use of teachers’ basic questionings of Sydney Micro Skill (1983) in Teaching English as a Foreign Language (TEFL). There were nine components of teachers’ basic questionings, namely structuring, focusing, phrasing, redirecting, distributing, reacting, pausing, prompting, and changing the level of cognitive demand. The objectives of this study were to describe the types of basic questionings, explain the teachers’ ways in keeping the students active to respond their questions and explain why the teachers use those teachers’ basic questionings. It was a qualitative research which was also supported by quantitative data. It used audio visual, observation/field note and interview to collect data. The result showed that most of English teachers applied those nine components to build a good classroom interaction and the dominant was distributing. The teachers had four ways in keeping the students active to respond their questions; they used questions randomly, interesting medium while delivering the questions, active in motivating the students, and promoted a group discussion. Moreover, the teachers also had reasons why they used those teachers’ basic questionings, such as to find out the students’ attitudes, determine the students’ understanding, and to motivate and appreciate the students. © 2015 Universitas Negeri Semarang  Alamat korespondensi: Kampus Unnes Bendan Ngisor, Semarang, 50233 E-mail: pps@unnes.ac.id ISSN 2087-0108