A STUDY ON SCIENCE TEACHERS’ QUESTIONS USING
ENGLISH AS A MEDIUM OF INSTRUCTION AT
SD MUHAMMADIYAH 4 BATU
THESIS
By:
WAHYU WIDI ASTUTIK
09360187
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
A STUDY ON SCIENCE TEACHERS’ QUESTIONS USING
ENGLISH AS A MEDIUM OF INSTRUCTION AT
SD MUHAMMADIYAH 4 BATU
THESIS
This thesis is submitted to meat on of the requirements to
achieve Sarjana Degree In English Education
By:
WAHYU WIDI ASTUTIK
09360187
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
This thesis written by Wahyu Widi Astutik was approved on August 1st, 2013.
By:
Advisor II, Advisor I,
ii
This thesis was defended in front of the examiners of the Faculty of Teacher
Training and Education of University of Muhmmadiyah Malang
And accepted as one of the requirements to achieve
Sarjana Degree in English Education
On August 1st, 2013
Approved by:
Faculty of Teacher Training and Education
University of Muhmmadiyah Malang
Dean,
Dr. Muhammad Syaifuddin, MM
Examiners: Signature:
1. Dr. Masduki, M.Pd 1. ...
2. Dian Arsitades, M.Pd 2. ...
3. Rina Wahyu Setyaningrum, M.Ed 3. ...
“And that there i
e is not for man except that [good] for which he st
(QS. An-Najm 39)
es from what they have done. And your Lord is not
what they do”
(QS. Al An’aam 132)
ow up the Lion in You, in order to Inedible by Cats
v
ACKNOWLEDGEMENT
Thanks to the Almighty God Allah SWT, the most merciful and the most
gracious who has gives this mercy so that the researcher would finally finish this
thesis.
The researcher realizes that this thesis would never been accomplished without
the guidance, motivation and kindness from many persons. This is my special
acknowledgements are to the following:
1. Dr. M. Syaifuddin, MM as the Dean of Teacher Training and Education
Faculty at University of Muhammadiyah Malang.
2. Fardini Sabilah, M.Pd as a Chairman of English Department.
3. Rina Wahyu Setyaningrum, M.Ed as the first advisor and Puji Sumarsono,
M.Pd, M.Ed as the second advisor, for their suggestions, invaluable
guidance and advice during the consultation period, and their comments and
corrections during the completion.
4. Zulkifli Hasan, S.Pd as the Headmaster of SD Muhammadiyah 4 Batu who
gave permission in conducting the research.
5. The science teachers of SD Muhammadiyah 4 Batu who gave the support
and for spare time to help her finishing this research.
6. A special thank goes to her beloved father (Warso), mother (Watini), sisters
(Heni and Nanik), her close friends (Rina, Rozi, Olive, Fyah, Mira, Alfiah,
Fatir, Hesti, Emys, Pak. Prai), and C2 classmate for their encouragement,
love, care, and pray so that she can finish this thesis.
This thesis actually has many weaknesses; therefore, the critics and suggestions
that can develop this thesis are very expected for the perfecting. The writer hopes that
this thesis can be useful for the readers.
Malang, 1stAugust 2013
vii
1.2 Statements of the problem... 5
1.3 Purpose of Study... 5
1.4 Significance of Study... 6
1.5 Scope and Limitation... 7
1.6 Definition of Key Terms... 7
CHAPTER II REVIEW OF RELATED TO LITERATURE 2.1 English as a Medium of Instruction ... 8
2.2 Definition of Questioning... 9
2.3 Teachers’ Questions... 11
2.4 Type of Teachers’ Questions... 12
2.5 Students’ Responses... 15
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design... 24
3.2 Research Subject ... 25
3.3 Research Instrument ... 26
3.3.1 Observation ... 26
3.4 Data Collection... 27
3.5 Data Analisis... 27
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS 4.1 Research Findings... 28
4.1.1 The questions used by the teachers ... 28
4.1.2 Type of Questions Dominantly Used by the Teachers... 34
4.1.3 The Students’ Responses... 42
4.2 Discussions... 50
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 55
5.2 Suggestions ... 56
BIBLIOGRAPHY ... 58
APPENDIXES
Appendix 1 Observation Sheet
ix
LIST OF TABLES
Table 1. The Bloom’s taxonomy according to Paule (2002)... 15
Table 2. The example of students’ response, choral... 21
Table 3. The Questions Used by the Teachers... 29
Table 4. Types of Question Used by the Teachers... 34
BIBLIOGRAPHY
Act of the Republic of Indonesia on National Education System. 2003. Jakarta: The Ministry of National Education
Afriani, Lenni. 2009 .Teachers’ Question Used in Teaching English at the 1stGrade of SD Islam Terpadu Insan Permata Malang.Malang: Unpublished Thesis English Department of Faculty of Teacher Training and Education.
Anderson, Lorin. 1989. The Effective Teacher Study Guide and Readings. MvGraw-Hill
Ari, Donald. 2010. Introduction to Research in Education, Eight Edition. Canada: Wadsworth.
Caudron, Craig. 1988. Second Language Classroom Research on Teaching and Learning. Cambridge: Cambridge University Press.
Coper, James M., et al. 2011. Classroom Teaching Skill Ninth Edition. United States: Linda Schreiber-Gander.
Cotton, Kathleen. 2012. Classroom Questioning. Articles on the subject of classroom questioning often begin by invoking Socrates. Online.
http://rsd.schoolwires.com/145410515152938173/lib/1454105151529381 73/Classroom_Questioning_by_Cotton.pdf. Accessed on December 17th at 10.09 am.
Critelli, Alyssa., Tritapoe, B. 2010. Effective Questioning Techniques to Increase Class Participation.E-Journal of Students Research, 2-1.
Cruickshank, R.D., Bainer, D., Metcalf, K. 2010.The Act of Teaching: Sixth Edition. New York: Mcmillan
Education first. 2012. Negara Berbahasa Inggris; Daftar Negara Berbahasa Inggris. Online. http://www.Educationfirst.com. Accesed on March 19th, 2013. At 08:11 am.
Good, T., & Brophy, J. 2000. Looking in Classrooms. Eight Edition. New York: Addison-Wesley Longman
Hasting, Steven. 2003. Questioning: Teaching Ideas. The time educational supplement. http://www.tes.co.uk. Accessed on Feb 6th. 2013. At 06:18 am.
Ibrahim, Jusuf. 2001. The Implementation of EMI (English Medium Instruction) in Indonesian Universities: Its Opportunities, its Threats, its Problems, and its Possible Solutions.Surabaya: Universitas Kristen Petra Press
Ilham, N.I. 2013. Me-Inspiration.(Online),http://www.inspiration.com. Accessed on January 18th, 2013. At 06.00 pm.
Kyriacou, Chris. 2009.Effective Teaching in School.Spain: GraphyCems
Marsh, David. 2006. English as medium of instruction in the new global linguistic order: Global characteristics, local consequences. Finland: University of Jyvaskyla
Masduki. 2009. EFL Teacher Question in Reading Comprehension courses at the Language Center Muhammadiyah University of Malang: A Case Studies. Unpublished Dissertation. Malang: UM
National Research Council. 2005. How Students Learn: Science in the Classroom. Committee on How People Learn, A Targete Report for Teachers, M.S. Donovan and J.D. Bransford. Editors. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academmies Press.
Paule, Michele. 2002. Classroom Questions in English. Online. http://www.londongt.org/teachertools. Accessed on January 18th, 2013. At 4:56 pm.
Rick, Allen. 2006. The Essentials of Science, Grades K-6; Effective Curriculum, Instruction, and Assessment.ASCD
Yin, K.R. 2011. Qualitative Research from Start to Finish. New York: The Guilford Press.
Sejnost, L, Roberta. 2009. Tools for Teaching in the Block. Thousand Oaks, CA: Corwin.
Walshaw and Anthony. 2008. Websters-College-Dictionary-Third-Edition. Online.
http://www.amazon.com/Websters-College-Dictionary-Third-Edition/dp/0618953159. Accessed on January 1st, 2013. At 08.00 am. Wiki. 2007. Method of Using English as a Medium of Instruction.Online
1 CHAPTER I
INTRODUCTION
This chapter presents such topics as: background of study, statements of problem,
purposes of study, significance of study, scope and limitation, and definition of key
terms. Each section is presented as follows:
1.1 Background of Study
In the recent time, English has become a universal language that is used in the
world of technology, education, politics, commerce, and many more. English is also
dominating all aspects of communication. We can see almost all electronic devices
use English. Most countries in Asia are also using English as a medium of instruction
or making the English as a second language after their national language. Philippines,
Singapore, Brunei, and Malaysia are as the examples. According to English First
(2012), English is the communication tool most often used by the world after
Mandarin.
Accordingly, English is the global language, so for those who want to step
forward have to be mastering English. Because of this importance of English,
government of Indonesia made English as a compulsory subject from primary to
university levels. In early 2000, government of Indonesia (GOI) tried to discuss about
the innovation of education in Indonesia by establishing Pioneering International
Standardized School (RSBI). It is stated in the Education Act of the Regulation of
Indonesia chapter 3, article 50, that “government and local governments organize at
2
having international standards of education”. Some schools in Indonesia usually have
cooperation with English speaking countries and bring in foreign teachers. At the end
of the school year, students will be given additional tests from the Directorate
General of Education.
By the time, people can feel some lacks of Pioneering International Standardized
School (RSBI) program. One of the examples is that RSBI makes discrimination
because of the most students who join in RSBI are from rich family. The next is that
one of the RSBI rules is students have to use English almost in all subjects, it is
deliberately ignores the rules of the Indonesian language and contrary to Article 36
UUD 1945 that mentions the language of education is Indonesia. In addition, it is also
supported by the chairman of Supreme Court of the constitution, Mahfud MD, who
said that Education Act, Article 50, Chapter 3 is contrary to the 1945 constitution. So
that, on Sunday, 13thJanuary 2013, according to the Article 50, point 3 about the role of Pioneering International Standardized School (RSBI) status, the Chairman of
Supreme Court of the Constitution, Mahfud MD, and the Minister of Education and
Culture, Muhammad Nuh, agreed to abolish Pioneering International School (RSBI)
in Indonesia starting from 2013–2014 academic years.
However, the RSBI abolition by the Constitutional Court will not affect the
activity of some schools and students learning activity. After RSBI was abolished,
education in Indonesia had a golden chance to dig up its excellent innovation without
being influenced by RSBI title. Then, many schools in Indonesia try to create some
qualified programs in order to attract people interest to the school. Some schools also
3
students. In summary, the quality of education in Indonesia is growing well without
being influenced by RSBI title. Many schools
are always encouraged to compete each other by creating excellent programs.
One of the examples is SD Muhammadiyah 4 Batu which is up to now still keeps
the existence of English competency although RSBI has been abolished by
government. The first reason is because the school is aware that English is the global
language and very importance for thestudents’ future. The second reason is because
this school wants to create a special school character by using English as a medium of
instruction. Related to this effort to keep English competency, luckily teachers in this
school had got some training by lecturers from University of Muhammadiyah Malang
supported by Directorate of Research and Community Services. The researcher was
engaged in this program in several times. The program was started by a workshop
about the use of English as a medium of instruction especially in math and science to
the teachers and then continued with trainings with ten topics which were delivered in
five meetings. The topic at the first meeting was introducing self and introducing
other. The second training was about things around and how to describe things
around. The third training was discussed about understanding reading and
question-answer. The next training continued with topic “how” question and procedure. The
last meeting topic of training was science experiment and math experiment.
As we know, teaching in Elementary school is not easy. Teachers must have a
special skill to handle teaching learning process to make it successful. The researcher
was interested in following the teaching–learning process in Elementary school and
4
teacher to attract students’attention was by questioning. In general, to determine the
teaching-learning process is successful or not, the teacher usually uses questions as an
evaluation to know the students’ understanding and responses toward the material
that had been taught. As stated by Hasting (2003) that one-third of all teaching time is
spent asking questions. According to Coper ( 2011, p. 192), the questioning process is
an essential part of instruction in that it allows teachers to monitor student
competence and understanding as well as increase thought - provoking discussion.
From that opinions, researcher aware that questions can encourage reasoning and that
allow students to brainstorm their prior knowledge rather than accepting “yes or no”
responses. Through encouraging students to formulate responses and express their
opinions, teachers are able to assess how familiar or interested they are in the
material. After students give their responses, giving feedback by teacher is a
necessity. The importance of providing feedback is to encourage student to give
responses while correcting or elaborating on their effort.
The researcher was interested in teacher’s questions in Elementary school,
especially in teaching-learning science because the appropriate types of questions
play an important role in helping students to construct knowledge. Moreover in
Elementary school, the implementation of English as a medium of instruction can be
a good stimulus for students to learn English better than before. By asking questions,
teacher creates an art in the way to lead students for learning science by using English
and it is really amazing when the researcher aware that this questionand the students’
response can be vary. That was why researcher choose the questioning technique as
5
QUESTIONS USING ENGLISH AS A MEDIUM OF INSTRUCTION AT SD
MUHAMMADIYAH 4 BATU”
1.2 Statements of the problem
From the background of study above, the researcher formulates the questions
were as follows:
1. What questions were used by the teachers in the science classes using English
as a medium of instruction at SD Muhammadiyah 4 Batu?
2. Which question was dominantly used by the teachers in the science classes
using English as a medium of instruction at SD Muhammadiyah 4 Batu?
3. How did the students’ responses to the teachers’ questions in the science
classes using English as a medium of instruction at SD Muhammadiyah 4
Batu?
1.3 Purpose of Study
The purposes of the study were formulated to answer the research questions
and the purposes were as follows:
1. To know what questions used by the teachers in the science classes using
English as a medium of instruction at SD Muhammadiyah 4 Batu.
2. To know which question dominantly used by the teachers in the science
classes using English as a medium of instruction at SD Muhammadiyah 4
Batu.
3. To describe the students’responses to the teachers’questions in the science
classes using English as a medium of instruction at SD Muhammadiyah 4
6
1.4 Significance of Study
The researcher hopes that the result of study is going to be useful for students,
teachers, institution, and following researcher. The first is for students, researcher
hopes the study can be used as an encouragement of students’ motivation in using
English in the classroom interaction. Second, for teachers, researcher hopes the study
can give a motivation to have a skill of creating effective questions that can attract
students’ attention in the classroom interaction especially in science class. Teachers
can understand the students’ responses on the teacher questions when a certain
question is addressed. The result of this study is also significant to be a self-reflection
of teachers as the subject of the study. The third is for Institution, the researcher
hopes the result of the study can be used as input for SD Muhammadiyah 4 Batu in
developing English perspective and competency especially in efforts to improve the
use of English as a medium of instruction. And the last is for the next researcher, it is
hoped that this research can be used as one of the references to conduct the same
research. It is also to give contribution for teaching and learning process, especially
teaching using English as a medium of instruction. And, it is hoped that this study can
encourage to create an enjoyable and exciting teaching atmosphere and activity using
7
1.5 Scope and Limitation
The scope of this study is the question used by science teacher using English as a
medium of instruction at SD Muhammadiyah 4 Batu. And this study is limited on the
teachers’ question, type of lower–higher question, and students’ responses through
the question.
1.6 Definition of Key Terms
The researcher gives the definition of the key terms in order to avoid
misunderstanding and ambiguity in the study, they are as follows:
1. Teacher’s questionsare a fundamental strategy through which teachers helps
students’ process ideas or concept. Walshaw and Anthony (2008) note that
questions enable teachers to “engage students in thoughtful and sustained
discourse that can make a difference to learning when the discourse is
centered on powerful ideas” (p. 516).
2. Science is "knowledge attained through study or practice," or "knowledge
covering general truths of the operation of general laws, esp. as obtained and
tested through scientific method and concerned with the physical world."
(Webster's New Collegiate Dictionary).
3. English as a medium of instruction is effort to learn everything includes
science through English. English is as a guidelines and clue to deliver the
knowledge and English is as hint or direction for communicating in teaching