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
i
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
viii
LIST OF APPENDICES
Appendix A
... 52Appendix B
... 61Appendix C
... 861
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
2
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
3
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
4
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
5
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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