An Analysis of a Local and International University-Graduated Teachers Questioning in English for Specific Purposes Class Alsuna: Journal of Arabic and English Language

Findings The results indicated that both of the teachers asked higher-order questions in referential type more frequently than teachers in other studies and it could trigger communication effectively. the teachers delivered the questions within their styles. The local educated teacher used mixed IndonesianJavanese and English to help the students understood the questions and respond well, but the internationally educated teacher employs the questions into whole English. She probes the questions a lot of time to make the questions understandable and simpler. The wait time given was much longer. Some analysis questions were composed to gain the student's braveness to express their answer.

the referential questions. Moreover, he concluded that display questions produce more chance for the exchanges of teacher and student in English classrooms although the involvement of the student is minimal (12.4 %) (Nunan 2005).
So far, however, there has been little discussion about the teacher's questioning usage in English for a specific purpose class with a local graduated University (Indonesia) teacher and an International graduated University teacher. The teacher is a prominent aspect of language teaching in class. He or she could be the real live input and the role model of the language practice. Since many years ago, English teaching in class mostly believed that having a native speaker of English from the English speaking country means that the teaching and learning process would be better than having the non-native teacher in class (Mariño 2011).
There is a big dichotomy between native and non-native teachers. Marino (2011) even compares that the native speaker is good because of some reasons. They acquire the first language of which she or he is a native speaker of English in childhood. The native speaker has intuitions (in terms of acceptability and productiveness) about his or her grammar, then the native speaker has a unique capacity to produce fluent spontaneous discourse, which is facilitated by a huge memory stock of partly or completely lexical units. The native speaker has a unique creative capacity that enables him or her to write or speak creatively. Speaking creatively probably belongs here too as does linguistic creativity and originality (Road and Province 2018). Native speakers are not the only model English learners may follow; of course, they have acquired the language and hence, they are supposed to speak it properly; but it is also true, that talking a language, does not mean managing it to a whole extent (Sköldvall 2015).
As it is well known, spelling and grammar are some of the weak areas of native speakers; while foreign-language speakers are taught, basically, in terms of the grammar and the right writing of a language (Rizki 2018). This is the way we "understand" their language, whereas they just "hold" and "use" it without knowing the special features of its language.
Non-native speakers have different uses of second languages than native-monolingual If it is true that non-native speakers may have certain abilities and advantages due to the fact they are managing two languages, how are these skills taken into account in the field of language teaching (Ziad hadla 2013). Non-native speakers may have greater abilities when teaching students a second language because they can teach learning strategies more effectively, provide learners with more information about the second language, anticipate students' needs Vol. 3 (1), pp.19-35 An Analysis of a Local and International University-Graduated Teachers Questioning in English for Specific Purposes Class and difficulties when learning the second language, be more concerned to the needs and problems of their students, share the students' mother tongue when necessary and to achieve a greater experience and understanding when teaching-learning the language (Trim 1992 In studying internationally, they experience "life-changing," "turning point," "experience of a lifetime," "eye-opening," and "horizon-broadening." (Paul and Elder 2013). Stilianos et al. (2013) stated that because of the international study, students can gain experience in different educational systems and be involved in other learning processes. The students can gain critical thinking and the communicative situation in other educational systems. Besides, the students would experience multiculturalism and intercultural education.
Studying abroad means that they get worldviews and it creates globally-minded students" (Wright 2016). The foreign country study abroad, especially for students studying a foreign language, is clearly seen as the best path towards a higher level of intellectual and cognitive development. It is a unique and novel experience that heightens students' perceptions of the world they live in, as well as a unique chance to utilize each students' critical thinking skills and improve them (Mozeleski 2013). McKeown (2011) in Miller (2014 mentioned the statement that the change in behaviour. The support for that statement comes from research further mentioned related to cultural and linguistic input that is separate from the students' home culture and language when an individual experiences another culture, they are changing the input that helps them form cognitive and intellectual schemas about the world and how it works (Mozeleski 2013). It would require that a person be interacting regularly with an environment, and it could also be inferred that those who have different environments may be at different stages of development. It may also be inferred that if one changes one's environment, and thus the impact, then one would see a different impact from the environment compared with those who did not change their environments (Hui 2015).

Methodology
A qualitative study used here in order to effectively provide a general and satisfactory description of the teachers' questioning used by both teachers. The qualitative research design conducted to make the findings be presented in open-ended, non-numerical data analysed through non-statistical methods.
Two teachers which each of them is from Local (Indonesian) University graduated teacher and International (Australian) University graduate teacher were included in this study.
The intention of selecting them is to get a picture of how they use the questioning in the class from the side of local University graduation and abroad University graduation which likely engaged more with the native speaker. Besides, the students of an ESP class joined in this study because it can be clearly seen that they join the ESP class in order to master the communication in English that is why we need to see how the teacher elicits their communication skills by stimulating them through teachers' questioning.
Furthermore, data triangulation implemented to avoid the bias of the study. Class observation, Teachers interview, and student's questionnaire will be done in this study to get deeper data needed in the study. Then the data collected were coded by using the display and referential codebook and will be described in open-ended findings. The collection of raw data includes 5 times sections of classroom observations in which each observation lasted for 90 minutes, 60 minutes teacher interview, and the students' questionnaire. The audio-taped data during the teaching and learning process observation are transcribed verbatim individually by the researcher and used as the major source for data analysis. In addition, the audio-taped data was transcribed by using the transcription conventions adapted from Tseng (1992) in Rohmah (2017) for classroom discourse (Taufiqur Rohmah 2017).

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The coding of teacher questioning from the observation and interview are critical exchanges of introduction in the process of Initiation-Response-Follow-up (IRF), whereas the function of the initiation move is to generate the chance for others to partake in the exchange.
By having initiating questions, the teacher leads and controls the entire class. Moreover, the challenge for the teachers of language is how to provide students with more opportunities to talk and how to provoke more language production from the students.
Furthermore, the coding of teacher question types in the study is adopted from Verplaetse (1995) in Enoising (2006)  The data gained from the teachers' questions during the teaching and learning process. It was analysed through some steps to capture the expression used by the teachers in employing questions in the classroom. Generally, Miles et al. (2014) classify data analysis into three concurrent flows of activity, such as: data reduction, data display, and conclusion drawing or verification (Miles and Huberman 2014).
In data reduction, the data is selected from the words, phrases, or sentences of the English teachers' questions in class. The data will be grouped into a display and referential questions made by the teachers and compiled deeply into the questions which can direct to develop the critical thinking of the students and found out the way how the teachers employ the questions.
Then, in transcribing the data, the researcher used coding for selecting, categorizing, and simplifying the transcription, and the coding system is adopted from Allwright and Bailey (1991).

CODE EXPLANATION
T Teacher S1 Student using numbers (S1,S2,S3)  To get the authenticity of the data, the observations were done the minimum to get the real condition of the teachers' questioning and the response of the students. Data triangulation was implemented to validate and strengthen the data findings by cross verifying the information.

SS
This study was done based on some limitations such as the questioning will be classified based on the theory of Walsh that teacher questioning is divided into two types, display, and referential questioning. The participants of the study were chosen from the teacher graduated from local and International University who got a scholarship in their previous study.

State of The Arts and Distinguish
This study is proposed to be done to see the teacher's questioning by the local graduated university and abroad graduated university teacher in ESP class since that the research toward non-native English teachers who achieved local and International education background has not been investigated thoroughly related with the questioning in class. As we could see from the previous researches above mostly the research was done emphasizing on the native and non-native speakers, the big dichotomy distinguish was based on those two considerations without considering the fact that there were also non-native speakers who teachers, in term of Indonesian graduated or Abroad graduated are also commonly seen to teach them, but then a study to see how they help the students and eliciting the communication in rarely being investigated.
However, most of the teachers ask questions and use the type of questions in class to request more open, realistic, and factual information rather than only student reasoning (Debora Tri Ragawanti 2009). The type of questions that fit that criteria are the type of teacher's questions proposed by Walsh (2011) where it will be the grand theory in framing this study. He said that there are two types of teacher questioning, "display and referential" question (Walsh 2011a

Result and Discussion
The classroom observations in the local educated teacher were done in the ESP class.
The material of the lesson was about simple sentences and experience. The concept of the simple sentence and experience were given previously to the class, while the class observation was employed mostly on the application and presentation of the subject matter. The questionanswer process occurred in that circumstance. Meanwhile, the classroom observation with the internationally educated teacher was done in ESP class as well. The material of that day was quite challenging, they were introduced to material of different cultures to stimulate their interest in speaking in English. The first observation was the introduction of English-speaking country culture and the second observation was about the difference in shopping abroad. For

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the first meeting, the teacher played a videotaped of social life in Australia. The video showed the atmosphere in Australia and some students from different backgrounds share their experience of living and studies abroad and in the second observation, the students were given an audio playing of a shopping situation abroad. The main discussion and questioning of the teaching and learning process were done mostly after the recording played by the teacher.
The usage of display and referential questions by both of the teachers serve some purpose in triggering communication in English. It was found out that the intention of asking the display question in the class was to elicit a response, check the understanding, guide learners towards a particular response, and recall information, meanwhile, the referential question aims to elicit a longer response, stimulate discussion and encourage conversation.
The questions which promote communication could be made from these two kinds of question, regarding the purpose. For the detail, it can be seen from the  Additionally, during the teaching and learning process, the local educated teacher used English and Indonesian and sometimes mixed between. In relation to the students' native language, teachers sometimes employ native language in doing classroom talks as well as

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longer response, to stimulate discussion, and to encourage conversation concept and recognition of the information.
As it was previously found that in this study showed that both of the local and internationally educated teachers used some questions in ESP class, categorized in display and referential questions, to serve some aims toward the students. While display questions are the ones whose answers are already known to the teachers, referential questions' answers are not known and they are completely based on the respondents' knowledge (Brock 1986). Ellis (1994) discriminates these two types as open and closed questions. While display questions are likely to be closed, referential ones are more likely to be open questions. The finding is inconsistent with the literature review that the usage of display questions are to elicit a longer response, checking to understand, recall information, guiding toward particular response and referential questions are to elicit a longer response, stimulate discussion, encourage conversation (Walsh 2011b). Eliciting response purpose questions were implemented several times more than other purposes in order to let the students interact and precede their oral practice although the response of the students was just in short. The students were just answering in yes or no for questions and even a single word such as in question showed that this condition was in line with Nunan (2005) as he mentioned that display questions elicit "short, mechanical responses", it is different with open or referential questions that can cause "lengthy, often complex responses" (Nunan 2005).
What was different from the findings in the previous section was that in this study, both of the teachers, as the non-native English speaker, who differed from the educational background, local and international educated, could contribute more referential questions in the classroom. This contradicted the findings of most teachers as the non-native teachers, as mentioned in (Road and Province 2018), which preferred to use display questions in class. The referential questions made by both teachers outnumbered the display questions. From the interview, they mentioned that they realized the importance of having discussions to promote communication. The interesting things happened in the questions in the class made by the internationally educated teacher were delivered in such a way and added with some analogies if the students could not understand the questions or needed to think, she added the stories of her experiences, she shared her information that motivated the students to be engaged within the lesson and eager to try to answer the questions. The internationally educated teacher has used full English teaching. Whether her classroom talk and especially classroom Vol. 3 (1), pp.19-35 An Analysis of a Local and International University-Graduated Teachers Questioning in English for Specific Purposes Class questioning was entirely in English. Phillipson (1996) in Soyadi (2014)concerns non-native speaker teachers of English as 'ideal' language teachers ever since they obtain English as an additional language; they have the first-hand experience in learning and using language as a second language, thus this experience prepares them to the linguistic and cultural needs of their students (Yazar Soyadı 2015). Mahu (1992) also supports the same idea and claims that non-native speakers have more recompenses when the role of the instructor is important because they have experience as second language learners of English and this experience makes them aware of the target language (Mahu 2012). Therefore, the feature of having experience in the language learning process contributes to the teaching skills of non-native speaker teachers a great deal. Furthermore, non-native speaker teachers can be better in specific areas since they have a fortuitous to benefit from sharing the learners' mother tongue in monolingual classes.
In the findings, the display questions made by the local educated teacher took a greater number in class than the internally educated teacher. It assisted the students to check their understanding, and recall information than the internationally educated teacher was because the local educated teacher had already discussed the theory of the subject matter in the previous meeting and in the day of observation was only concentrate to ask the students to show the application of the theory given, those were simple sentence and past experience on the second meeting. It was different from what the internationally educated teacher did in the observation that the class she taught was right away talking about the subject matter and the discussion section as well. Knowledge and comprehension aspects were also gained in this display question implementation especially in the process of checking understanding and recall information as shown in the findings of Omari (2018) indicated that display questions were on low thinking level (Omari 2018). The results of other studies suggest that responses to questions calling for the recognition or recall of factual information are shorter than responses to higher-order questions calling for interpretation or opinion (Roostini 2011).
However, the questions made by both of the teachers had made up the referential types and served some purposes of this type as well. Some responses showed that by giving referential questions, students could reach longer responses, and actually it represented other purposes like discussion stimulating included some critical thinking aspects within. In stimulating discussion, there is some critical thinking aspect that was promoted by the teachers such as interpretation, analysis, evaluation, inference, explanation, and self-regulation.
The analysis showed that referential questions facilitated more student participation and communication than display questions. Referential questions require students to provide genuine information that neither the teacher nor other students in the class may have. It was found that referential questions elevated student participation particularly when the students were provided with amounts of language to do the task when necessary and given enough time to consider the question and their responses. Generally, most responses appropriately, the ideas, and is quite clear and can be understood. The results also reveal that referential questions are underemphasized by the teachers, although these questions elicit longer and more authentic responses than display questions do. Referential questions encompass the exchange of information and cooperation of meaning among all class participants, which could help teachers get the necessary feedback for eliciting more information from students (Nunan 2005).
With regard to the usefulness of teachers' questions, participants responded positively. As to teacher interviews, the local educated teacher viewed questioning as an effective tool for developing learners' communication skills. An internationally educated teacher also considered questioning as an effective means for enhancing learners' communication skills, but the teacher viewed such an advantage of asking questions was limited to those who actively participate in question-answer interactions. This is what the expert stated that asking questions can be a means through which communication and critical thinking skills can be developed (Seker and Kömür 2008).
In giving the questions, each of the teachers has their own way. The result of the videotaped transcription reveals that while teaching the local educated teacher sometimes mixed her language between Indonesian English and Javanese, and she used Indonesian and Javanese questions for instance She mixed her language in order to make the students easier to understand the questions. The mixing language she used occurred many times in the classroom means that she wants to elevate the knowledge through language that is familiar to the students in order to avoid misunderstanding and easier reception.

Conclusion
This study investigated display and referential questioning and gave an exact explanation on the way the local and internationally educated teacher delivering questions in ESP class to promote English communication. Data on questions-response interactions, the analysis of the intention of giving questions, the classifications of the function of questioning related to critical thinking stimulating, and the techniques used by both of the teachers were collected based on the classroom observation and interview from both of the teachers. All the data gained in this study was treated qualitatively. Based on the data gained through the observation, the questions made by the teacher were classified into types as Walsh (2011) mentioned, display and referential questions (Walsh 2011a). The result showed that the questions made by both of the teachers indicated the response elicitation, understanding checking, information recalling, discussion stimulation, conversational encouragement, and longer response triggering. The result also indicated that both teachers asked higher-order questions relatively more frequently in referential type of question in especially in stimulating discussion regarding lead them to analyze some subject matters and stimulate their communication as well as developing comprehension that could lead to critical thinking empowerment.

Implications of Findings
This study offers recommendations for types of questions and effective teaching techniques for the development of the communicative skills of students, especially in English for Specific Purposes class. Then in the pause between asking questions and waiting for the results of students' answers, the teacher should not be too hasty. It is a good time to wait for an answer between 5 to 10 seconds, to allow students to think critically and the teacher realizes that this is not talking to students, not-native speak.