The objective of this study to was investigate: 1) The process of teaching and learning EFL students’
reading comprehension during classroom interaction through teacher’s
questions?; 2) Types of questions are used by the English teacher during the
EFL classroom interactions; and 3) The problems and solutions faced by the
students’ during classroom interaction through teacher’s question in students’
reading comprehension. Data collection techniques included observation and interviews. The data
analysis processes encompassed through field notes, and transcript of
interview. The findings of this
study revealed that: 1) The teaching and learning
process were not going perfectly: a) There was a missing step of the teaching
process in whilst activity, b) The teacher did not ask the students about
finding reference and inference of reading text. 2) The procedural questions
were more frequently used by the teacher: a) The procedural questions used at
the beginning, middle, and also the end of the class, b) The divergent question
was only slightly used by the teacher. 3) In addition, the problems and solutions
faced by the students: a) The students have less of vocabulary, b) The students
have difficulties in writing and how to read the text, c) In addition, the
solution from the teacher is the teacher asks a simple question in the class
that is useful to make the students habitual speak in English, even though
answering briefly, d) The solution from the students that the students trying
to open a dictionary, ask their friend, and the last also ask their teacher. Therefore,
based on these findings, teacher's questions are
important in teaching and learning process to create class atmosphere and also
students' understanding.
