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TEACHER’S

QUESTIONING

IN CLASSROOM INTERACTION

A THESIS

Submitted in Partial Fullfilment of the Requirements forthe Degree of Sarjana Pendidikan

By:

SITI FAHRIZA DAULAY

REG.NUMBER 2122121040

ENGLISH LITERATURE DEPARTMENT

ARTS AND LANGUAGES FACULTY

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ABSTRACT

Fahriza, Siti Daulay. 2122121040. Teacher’s Questioning in Classroom Interaction. A Thesis. Faculty of Languages and Arts. State University of Medan. 2016.

The title of this thesis is Teacher’s Questioning in Classroom Interaction. This study

are aimed to find out the types of questions used by teachers and describing teacher’s

questioning in the teaching-learning process. The data of this study were taken from two teachers and two schools in grade ten first semester academic year 2016/2017. First teacher is from SMA Yayasan Pendidikan Syaffiyatul Amaliyyah (YPSA) Medan and the second teacher is from SMA Swasta Tunas Pelita Binjai. The writer applies the two theories, from Adedoyin (2010) is about teacher’s questions and Xiaoyan (2008) is about classroom interaction. This is a descriptive qualitative research; the data were collected by recording the teaching and learning process and interviewing the English teacher. The transcript of the teaching and learning process and the interview were made. The description of teacher’s questions in teaching-learning process was finding.

Based on the research findings, it was discovered that the teacher utilized certain types of questions. Referential-open questions that were used by the teacher were considerably fewer than the display-closed questions. Referential-open questions that can elicit longer responses had the percentage 15%. On the other hand, display-closed questions had the percentage 85%. Questions that are categorized as display/closed questions were widely used for checking students’ understanding of the materials questions that categorized as referential/open questions were widely used for looking for certain information from the students. This study also found that the relation between teacher’s questions and teaching-learning process is teacher’s questions

brought the process of classroom interaction from begin at last. Teacher’s questions

built interaction between teacher and students from pre-activity, main-activity, and post-activity.

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3. Functions and Purposes of Teacher’s Questions ... 17

4. Classroom Interaction ... 20

5. Theory of Language Learning in the Classroom ... 21

6. Teachers’ Questioning of Interaction in Teaching-Learning Process ... 22

B. Previous Study ... 25

C. Conceptual Framework ... 26

CHAPTER III : RESEARCH METHODOLOGY ... 29

A. Research Design ... 29

B. Data and Data Sources ... 30

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2. Data Sources ... 31

3. Data Collection Techniques ... 31

4. Data Analysis ... 33

CHAPTER VI : RESEARCH FINDING AND DISCUSSION ... 34

A. Research Finding ... 34

1. Types of Teacher’s Questions ... 34

2. The Relation Between Teacher’s Questions and Teaching-Learning Process... 41

B. Discussion ... 43

1. Types of Teacher’s Questions ... 43

2. The Relation Between Teacher’s Questions and Teaching-Learning Process... 44

CHAPTER V : CONCLUSSION AND SUGGESTION ... 46

A. Concussion ... 46

B. Suggestion ... 47

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LIST OF TABLES

Table 2.1 Words Often Found In Knowledge Questions ... 10

Table 2.2 Words Often Found In Comprehension Questions ... 11

Table 2.3 Words Often Found In Application Questions ... 12

Table 2.4 Words Often Found In Analysis Questions ... 13

Table 2.5 Words Often Found In Synthesis Questions ... 15

Table 2.6 Words Often Found In Evaluation Questions ... 16

Table 2.7 Example Of Teaching-Learning Process in Lesson Plan ... 24

Table 4.1 Display And Closed Questions ... 36

Table 4.2 Referential And Open Questions ... 38

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LIST OF FIGURE

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LIST OF APPENDICES

Appendix A

... 52

Appendix B

... 61

Appendix C

... 86

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CHAPTER I

INTRODUCTION

This chapter presents background of the study, problem of study, objective of study,

scope of study, and significance of study.

A. Background of the Study

Teacher’s question or teacher questioning is one of the most common technique in the classroom interaction. Barnes cited in Toni (2013) states that

teachers use questions to channel students into specific modes participation. Base on

method of classroom interaction analysis, teacher’s questioning is one part of teacher talk developed by Moskowits in Foreign Language Interaction Analysis (FLINT).

Adedoyin (2010) states that teachers’ questions are of significant value for many instructional purposes, eliciting student reflection and challenging deeper

student understanding and engagement in the classroom, teacher questioning is an

indispensible part of teaching process. It means that teacher’s question is one important role in teaching-learning process to built interaction between teacher and

students.

In the fact, researcher was finding the lack of interaction between teacher and

students when observed in one of SMA Swasta in Binjai. When teaching-learning

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open the book which have been learn previous. Then he asked the secretary to write

more materials which related to the book. After that, he asked students to translate

some expressions from the materials which had been written in the whiteboard then

he asked students to do the exercise from the book.

The case showed that the teacher only give all the materials for students, and

the students studied by themselves. No interaction between them. Actually,

interaction is very essential for language teacher. Below is the example of teacher and

students interaction.

Teacher : Good morning students? Students : Good morning sir! Teacher : everybody here? Students : yes sir!

Teacher : okay. Today we will continue the lesson about expressing happiness. Sinta, come in.

(Sinta approached the teacher)

Teacher : please write down this expression on the whiteboard. (he ask to Sinta)

Teacher : Sinta will write some expression happiness. After finish it, translate all the expression and try to do the exercise 4.

A common problem that EFL (English as a foreign language) teachers are

facing is to deal with a passive class, where students are unresponsive and avoid

interaction with the teacher, Xiaoyan (2008). From the case above, the problems are

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Questioning is typically implemented by teachers in their teaching process. It

is the basic method implemented by teachers in order to build interaction in the

classroom and also to stimulate language production of students. Unfortunately,

teachers do not realize about the importance of using appropriate questioning types

and strategy to help the students trying to produce language. Student will bored and

unmotivated to speak or perform their language production skill.

Concerning explanation above, the researcher interest to conduct a study

about the type of questions used by teachers and describe the ways of teacher’s questioning in teaching leaning process in SMA Yayasan Shafiyyatul Amaliah

(YPSA) and SMA Swasta Tunas Pelita Binjai. The researcher chooses both of school

because she wants to find out which teachers use questioning frequently in

teaching-learning process and describe which teachers used questioning effectively in the

classroom interaction.

B. The Problems of the Study

Based on the background of the study above, the research makes the

identifications study of:

1. What is the type of questions used by teachers at grade ten SMA YPSA

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2. How are the question built the classroom interaction in the

teaching-learning process at grade ten SMA YPSA Medan and SMA Swasta Tunas

Pelita Binjai?

C. The Objectives of the Study The objectives of the study are:

1. To find out the type of questions used by teachers at grade ten SMA

YPSA Medan and SMA Swasta Tunas Pelita Binjai.

2. To describe the ways of questions of teacher’s questioning in the teaching-learning process at grade ten SMA YPSA Medan and SMA Swasta Tunas

Pelita Binjai.

D. The Scope of the Study

The Scope of the study is finding out the type of questions used by teachers in

classroom interaction and describing the ways of teacher’s questioning in teaching -learning process.

E. Significant of the Study

The findings of the research are expected to be beneficial and be able to give

contribution to the improvement of the effective English teaching and learning

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1. Theoretically: It useful for give better understanding about types of

question utilized by teacher, and understanding the ways of teacher’s questioning in teaching-learning process.

2. Practically: It is useful to give information about types of questions that

can be applied by teachers in order to increase or develop classroom

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CHAPTER V

CONCLUSSION AND SUGGESTION

This is the last chapter of the present study. It is consisted of two subchapters that are conclusions and suggestion.

A. Conclusions

Based on the research findings and discussion in the previous chapter, it could be drawn the conclusion of the present study which were designed to suit the objectives of the study. There are two objectives of the present study; (1) to find out the types of questions used by teachers at tenth grade; (2) to investigate the relation from teacher’s questioning in teaching-learning process at grade ten in SMA Yayasan Pendidikan Shafiyyatul Amaliyyah Medan and SMA Swasta Tunas Pelita Binjai. The conclusion of the present study can be drawn as follows:

1. Dealing with the types of teacher’s questions, it was discovered that the teacher utilized certain types of questions. Referential/open question that were used by teacher were considerably fewer than the display/closed questions had the percentages 15%. On the other hand, display/closed question had percentages 85%. These propositions of type of questions inhibit the students from performing their language competence extensively.

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asking questions, it can attract students attention and participation in the teaching learning process. It start from the pre-activity until main-activity. In teaching learning process Teacher will know how understand students are by these processes.

B. Suggestions

1. For the English Teacher

a. Teacher should be aware of the significance of posing question in classroom. Various types of questions especially display/closed questions and referential/open questions should be used by teacher during the teaching and learning activity because teacher’s questioning can be used

initiate classroom interaction, check students’ understanding and

encourage students oral response in target language.

Well formulated questions should be prepared by teacher before he or she start the teaching and learning processes. The questions are also need to be synchronized with the objectives of the lesson.

b. It is recommended for teacher to study more about asking questions in order to develop teaching skill.

2. For next researchers

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research with a wider scope of the study is expected to give valid generalization.

b. In order to give more insight teacher’s questioning, a quantitative research (i.e. experimental research) about the influence of designed teacher’s

questioning toward students’ understanding of certain materials is worth

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REFERENCES

Adedoyin, Omobola.2010.An investigation of The Effects of Teacher’s Classroom

Questions on The Achievements of Students in Mathematics: Case Study of

Botswana Community Junior Secondary Schools. European Journal of

Education Studies.

Al-Mu’aini , Hussein Ahmed. The Effect of Referential Questions on Student’ oral

contributions. retrieved at: 23.23 PM 25 mei 2016.

Bloom, Benjamin S. et.a1. 1956. Taxonomy of Educational Objective, handbook1;

cognitive Domain. London: Longmans

Bogdan, Charles Robert & Kopp Sari Biklen,. 1998. Qualitative Research in

education, an introduction to theory and methods. USA.

Brown, H.Douglas.2001. Teaching By Principles,: An Interactive Approach To

Language Pedagogy, 2nd Edition. New York: Longman

Chaudron, Craig.1988.Second Language Classroom: Research on Teaching and

Learning, Second Edition. New York: Longman

Cohen, Louis, et.al. 2007. Research Method in Education, 6th edition. New York: Routledge.

Cooper , James M, et.al.2011. Classroom Teaching Skill. CA: Wadsworth

Creswell, John W.2009. Research Design: Qualitative, quantitative, and mixed

methods approaches, 3rd edition. California:SAGE.

Dornyei, Zoltan. 2007. Research Method in Applied Linguistics: Quantitative,

Qualitative, and Mixed Methodologies. UK: Oxford University Press.

Eggins, Suzanne and Diana Slade. 1997. Analyzing Casual Conversation.UK:

Equinox Publishing Ltd

Griffe, Dale T. 2012. An Introduction to Second Language Research Method: Design and Data. US: TESL-EJ Publication.

Hitchock, Graham and David Hughes. 1995. Research and The Teacher: a

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Hong-xi, Yao. 2007. Lessons Depend on Questioning-Questioning Skills of Junior

English Class. Cina: English Teaching and Research of Middle School and

Primary Scool.

Hopkins, David.2008. A Teacher’s Guide to Classroom Research, 4th edition.

London: Open University Press.

Liu Yanfen And Zhao Yuqin.2010. A Study Of Teacher Talk In Interactions In

English Classes, In Chinese Journal Of Applied Linguistics.

Lynch, Tony . 1991. Questioning Roles in the Classroom.ELT Journal.

Ma, Xiaoyan. (2008). The Skills Of Teacher’s Questioning In English

Classes.China: Journal Yangtze Normal University.

Nishimura ,Toshihiro.2012. Teachers’ Questioning Techniques Employed in

Japanese Senior High school’s English Class and the Perceptions of Three

Japanese English Teachers.UK: Edinburg University.

Nunan , David1992. Research Method in Language Learning. New York:

Cambridge University Press.

Ricards, Jack C and Charles Lockhart. 1985. Reflective Teaching in Second

Language Classrooms. New York: Cambridge University Press.

Richards, Jack C, John Platt.& Heide Platt. 1999. Longman dictionary of

Language Teaching and Applied Linguistics. United Kingdom: Longman,

Pearson Education.

Ruwaida, Davvi. 2015. Teacher’s Talk On Giving Question In Teaching English

At Man Kunir Wonodadi Blitar. Tulungagung: Iain Tulungagung.

Sadker, David, et.al.2011. Questioning Skill. CA : Wadsworth.

Shomoossi, Nematullah. 2004. The Effect of Teachers’ Questioning Behavior on

EFL Classroom Interction: A Classroom Research Study. The Reading

Matrix.

Toni. Arman And Farzad Parse. (2013). The Status Of Teacher’s Questions And

Students’ Responses: The Case Of An Efl Class. Journal Of Language

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Vebriyanto, Danu Angga .2013.Teacher’s Questions In Efl Classroom

Interaction .(A Descriptive Study Of Teacher And Students Interaction Of

Class Xi At Smk Palapa Semarang In The Academic Year Of 2012/2013).

Gambar

Table 2.1 Words Often Found In Knowledge Questions ..........................................
Figure 2.1 Tree Diagram ........................................................................................

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