APPROVAL SHEET TEACHERS’ QUESTIONS AND STUDENTS’ RESPONSES IN EFL CLASSROOM : A Case Study in a Public Senior High School in Bandung.

(1)

CHAPTER II ………. 11

REVIEW OF RELATED LITERATURE ……… 11

2.1 Teachers’ Questions ……….……… 11

2.1.1 Questions ………..……..………….. 12

2.1.2 The Purposes of the Questions ………....………… 13

2.1.3 The Function of Questions ……….. 14

2.1.4 The Types of Teachers’ Questions ……….. 14

2.2 Teachers’ Questionsand EFL Classroom Activities …….. 18

2.2.1 Classroom Interaction and Questioning …… …….. 21

2.3 Questioning Strategies ……….………. 22

2.4 Students’ Responses ……….……… 26

2.5 Previous Studies on Questioning ……….………. 29

CHAPTER III ……… 32

METHODOLOGY ……….. 32

3.1 Research Design ……… 32

(2)

3.3 Research Setting and Participants .……… 34

3.4 Data Collecting Techniques ……….. 37

3.4.1 Observation ………. 37

3.4.2 Interview ………. 39

3.4.3 Video Recording ………. 40

3.5 Data Analyzing Techniques ………... 41

CHAPTER IV ……….. 45

DATA PRESENTATION AND DISCUSSION ………. 45

4.1 Teachers’ Questions and Students’ Responses ………….. 45

4.1.1 Knowledge Question ……… 47

4.1.2 Comprehension Question ………. 53

4.1.3 Application Question ……… 57

4.1.4 Inference Question ……….. 61

4.1.5 Analysis Question ……… 64

4.1.6 Synthesis Question ……… 67

4.1.7 Evaluating Question ………. 71

4.2 Questioning Strategies in EFL Classroom ………. 81

4.2.1 Repeating ………. 82

4.2.2 Rephrasing ……….. 85

4.2.3 Simplifying……… 86

4.2.4 Decomposition ………. 88

CHAPTER V ………. 102

CONCLUSIONS AND RECOMMENDATIONS ………….. 102

5.1 Conclusions ……….. 102

5.2 Recommendation ………. 105

REFERENCES ……….. 106

(3)

LIST OF TABLES

1. Table 1 Questioning Patterns of Teachers ……… 13 2. Table 2 Levels Thinking with Bloom’s Taxonomy and

Cognitive Processes ……….. 18

[image:3.595.124.486.159.555.2]

(4)

LIST OF FIGURES

(5)

CHAPTER I

INTRODUCTION

1.1 Background

The study about questioning and students’ response to the teachers’

questions in English Foreign Language (EFL) classroom is challenging because

question plays role to the developing of teaching strategy. Teacher question has

been the focus of research for many years (Gerot, 1989, cited in Nunan, 1991:

192) because questioning plays crucial role in classroom instruction and in the

educational process that has been identified as an important aspect of classroom

interaction in teaching learning situation that teacher can display, draw reference

from, comprehend, confirm and clarify the students’ knowledge (Willen, 1987; Sadker and Sadker, 1990).

In the teaching and learning processes, teacher questioning is the primary

instigating aspect that occurs during the lesson. Research shows that teachers need

to ask a lot of questions to initiate this process. Lourdusamy (2005: 34) supported

that one interactive routine that often happens in the classroom is the

question-and-answer method that is used by the teacher during the lesson to monitor the

understanding of the students and to seek their views and opinions. The

interactive question-and-answer routine creates a communicative situation which

depends on how teacher initiates the interaction and applies the right type of

(6)

Questioning helps teacher to build an interactive activity to improve

students’ ability in communication. In language learning, the interactive and

dynamic teaching and learning processes become the main aspects in creating

conducive language learning that will promote students achievement (Rosenshine

cited in Brualdi, 1998).

In traditional teaching and learning process where teacher dominates the

classroom activity, it is useless to create an interactive activity because the teacher

always gives lengthy explanations and lectures, drills repetitively, and makes too

many judgments about the students’ answers (Gebhard, 1996: 49). This statement

is also supported by Johnson (2001) who says that some teachers in a traditional

teaching start by giving the student declarative knowledge on the chosen topic and

telling them about what they have to do. Long and Sato (1983) cited in Nunan

(1986: 194) also found that teachers asked more display questions and fewer

referential questions. It can be seen that teachers tend to use more

low-level-cognitive question than higher-level-low-level-cognitive questions (Brualdi, 1998).

Foreign language learning must include the development of children’s

basic communication abilities in English by encouraging enjoyment and

motivation in learning to build an interactive teaching and learning (Pinter, 2009:

99). Teacher should be aware to use the higher-level-cognitive questions to rise

activities that involves attention, noticing and understanding to the subject by

creating question-and-answer method (Thornbury, 205:41) This kind of question

requires students to use higher order thinking or reasoning skills. This statement is

(7)

teacher question to give students the impetus and opportunity to produce

comfortable language, initiate key language, initiate a chain reaction of students’

interaction and provide the students with opportunities to find out what others

think by hearing what they say.

Questions can also be used to test out students’ awareness of the affect of their behavior in teaching and learning process as Wong (2005: 138) stated that a

misbehaving student may not be aware of the effect his behavior and can help him

learn to behave more appropriately. Suherdi (2009: 157) emphasized that the

composition and proportion of question types, tasking and teacher explanation are

the keys to building language competence, positive attitude, independent and

responsible thinking and personal leadership skills.

The use of various types of teacher questions in classroom is beneficial

to foreign language learning if it can elicit students’ responses. An interactive

classroom environment depends on how students response to the teachers’

questions. If the teacher wants the students, as language target, to master language

skills, the teacher should build the creative and interactive classroom environment

to achieve active participation by the students. Students’ response quality can be evaluated in relation to the teaching learning goals by measuring right word

choice, understanding of the grammar and the feedback quality as well as and also

mastery of the language data (Suherdi, 2009).

The teacher has role to educate students to reach a level of accepted

educational competence (Wettasinghe, 2005: 194) by initiating the interaction to

(8)

language teaching learning occurs in conversation as an objective of

understanding and interpreting that can increase achievement among students

(Pinter, 2009; Slavin, 1988; Wong, 2005). The communicative situation in

learning process needs questioning that can initiate a chain reaction of feedback.

Leng (2005: 97) supported that communicative situation creates the dynamic

process that facilitates interaction between students and students, and students and

teachers.

It also provides opportunity to observe student process of thinking.

When students respond to the teachers’ questions, teacher takes the response as

the feedback to gain achievement in language teaching and learning. Questioning

pushes the reaction as the feedback. The feedback can be stated as students’

responses to the teacher’s questions to build interactive teaching and learning process. Interactive teaching and learning depends on how a teacher uses the right

strategy to create an interactive condition when using questioning methods.

This study was conducted to find out the answers to the following

research questions:

1. What questions do the teachers usually use in EFL classroom to

elicit students’ responses?

2. How do students respond to the teachers’ questions during teaching

learning process?

3. What strategies do the teachers apply when the questions are not

understood by the students to create an interactive teaching and

(9)

1.2 Objectives of the Study

Questioning strategy is not a new research topic; however it is still an

interesting and pertinent issue in regard to the development of language teaching

and learning research. This statement was supported by Walsh (2006) who claims

that the purpose of searching the teachers’ questions is to promote the awareness

of teacher in using their questions during classroom interaction. Teachers’ use of

the right type of question and how they apply questioning in order to create

interactive learning processes in the classroom is the true art of the effective

language teacher. Leng (2005:62) described the effective teachers as being

teachers who promote student learning that enhance their cognitive, social

effectiveness and personal development’.

In the language teaching and learning-process, an effective teacher tries

to create an interesting classroom by applying questioning. In teaching and

learning activities teachers sometimes find difficulty in using the appropriate type

of questioning. This situation makes the situation in the class stagnant and boring.

Teachers need to apply questioning strategies that make students feel interested

and active in the classroom activities. Hence the need to investigate how teachers

choose and apply question types and what strategies they use when their questions

are not understood by the students as well as how students respond to the

teachers’ questions.

This study was designed to investigate the teacher questions that are

(10)

the methods that are applied by the teachers when their questions are not

understood by the students as well as to investigate the quality of students’

responses to the teachers’ questions during the classroom teaching learning

process.

1.3 Significance of the Study

Teachers’ questions create to determine the quality of students’ learning. From the theory perspective, teachers’ questions can be categorized as knowledge

questions, comprehension questions, application questions, inference questions,

analysis question, synthesis question, and evaluation questions. Teacher will apply

questioning strategies when students do not know how to respond and answer the

questions incorrectly. Some questioning strategies that can be used by the teacher

to elicit the response from student are rephrasing, simplification, repetition and

decomposition.

When teacher applies questioning, teacher needs responses from the

students. The responses from the students can be categorized as verbal or

nonverbal including the use of gestures, facial expressions, eye contact, and

conversational distance.

It is hoped that the answers to this research will help to formulate a new

view and way of thinking about teaching and learning methods and evaluation

techniques. This research will also develop the teaching strategy to create

(11)

1.4 Definitions of Key Terms

1.4.1. Teachers’ Questions

Teachers’ questions have a central function in teaching and learning. A

teacher as “a professional question-asker” needs question formulating skill

because types of questions they create determine the quality of students’ learning (Suherdi, 2009: 156). This study includes a description of teacher question from

Kinsela and Bloom (1959) and cited in Brown (1994: 166) which has seven

question and instruction categories consisting of knowledge questions,

comprehension questions, application questions, inference questions, analysis

question, synthesis question, and evaluation questions.

1.4.2 Students’ Responses

During teaching and learning process, teacher questions need responses

from the students. The responses from the students can be categorized as verbal or

nonverbal. Verbal communication can be defined as spoken communication,

including the use of words and intonation to convey meaning, while the nonverbal

communication is defined as “silent” communication, including the use of gestures, facial expressions, eye contact, and conversational distance (Levine,

1993; Suherdi, 2009). Brown (1994: 163) also categorized students’ responses

such as specific response means responding to the teacher within specific and

limited range of available or previously practiced answers, open ended or student

(12)

during which a piece of audio-visual equipment, confusion, and laughter means

student is giggling in the class.

From some previous studies, it was noted that the students used verbal

response because they understood the questions from the teacher enabling the

teacher to elicit the response from the students more easily. The students used

non-verbal response because of some burden: e.g. they had difficulty

understanding the questions, they did not know the answer and or they had

psychological problems such as being shy, afraid or nervous. These varied

responses from the students can be categorized as communication feedback.

1.4.3 EFL Classroom Activities

Classroom activities in English Foreign Language (EFL) teaching and

learning are the focus of the research. According to Chavez (2006) - For foreign

language learners, the classroom is the primary forum for them to use and

experience the target language. Similar to Chavez, Pinter also stated (2006) that

teaching English as foreign language is challenging because students learn

English as a school subject and had limited opportunity to practice the language

outside school so that they had no immediate need or clear motivation to use and

learn English.

It is for this reason that teachers have to have the skill to prepare,

organize and manage questioning in order to develop the suitable interactive

classroom activities that can be defined as ideal for creating interaction between

(13)

1.5 The Structure of This Thesis

This thesis consists of five chapters introduced separately as follow:

Chapter I introduces to the whole of the study which includes the

background for conducting study on teacher questions and then presents the

research questions and the purposes of the present study. At the end of this chapter

the researcher presents the key terms most frequently used in this study and the

description of the thesis structure.

Chapter II discusses the theoretical views on which the present study is

based. The theoretical views include the nature of questioning in classroom

teaching learning interaction as well as the types of questions, the students’

responses, and also the questioning strategies employed when the questions are

not understood by the students. Finally, this chapter ends by presenting some

related studies conducted by a number of researchers concerning the use of

questions in classroom language learning.

Chapter III constitutes the methodological aspect of this thesis. In this

section, the researcher elaborates on the methodological issues of the present

study. The elaboration includes the research design, research method, research

validity, participants, research setting, techniques of gathering data, and

techniques of analyzing data respectively.

Chapter IV presents the findings and discussion. This analysis is

presented in sequence starting from types of teacher questions and student

(14)

their questions were not understood by the students. At the end of each

presentation of the findings the researcher draws conclusions in relation to

specific research questions.

Chapter V is the conclusion or summary. This part summarizes the

findings obtained from the present study. At the end of this section, the researcher

provides recommendations for conducting further related studies based on topical

limitations of the present study and puts forward some suggestions for the further

(15)

CHAPTER III

METHODOLOGY

This research is an attempt to seek answers to a number of phenomenon

or aspects relating to where teachers asked questions and how students responded

to them. The research into teachers‟ questions and students‟ responses in the EFL

classroom includes details of the research design, research validity, the

participants, the research setting, techniques of gathering data, and technique of

analyzing data respectively.

3.1. Research Design

This research applied a qualitative research design. The reason for using

qualitative design is that this design is an appropriate way to explore daily

behavior, in this case the behavior of teacher and students in classroom. In

qualitative research, the researcher tries to understand participants‟ experiences

with the central focus of the study in natural setting that refers to the ordinary,

everyday worlds of participants (Heigham and Croker, 2009).

There are several methods in qualitative research such as ethnography,

phenomenology, grounded theory and case study (Alwasilah, 2008). This research

ended when the researcher found the saturated data in the data collecting process

(Sugiyono, 2009). The transferability of its findings would be limited to the

context of the present study.

This research used descriptive case study style because the researcher

(16)

gain a deeper understanding of a case or phenomenon with procedural descriptive

data viewed as part of a whole (Hood, 2009; Bogdan and Taylor, 1975). This

statement similar to that of Creswell who stated that:

Case study in which the researcher explores a single entity or phenomenon (“the case”) bounded by time and activity a program, event, process, institution, or social group and collects detailed information by using a variety of data collection procedures during a sustained period of time (1994, 12).

The research about teachers‟ questions and students‟ responses in the

EFL classroom was a case study because the researcher presented a description on

teacher questioning that is used during the process of teaching and learning

English in classroom setting. For this purpose the researcher applied a case study

which is part of descriptive method to find information from a research object that

is bounded by time.

3.2 Establishment of Trustworthiness

The researcher used some techniques suggested by Rallis and Rossman

(2009) included:‟ prolonged engagement, triangulation, and participant validation‟

to ensure validity in this research. Prolonged engagement or „being there‟ was

used because of the accessibility of the researcher to the research field. The

researcher was present and spent time with the participants over a five year period

in the setting so that the researcher was able to make a detailed research of the

target phenomenon.

Triangulation was used for constructing validity (Alwasilah, 2000) and

(17)

study used interviews, observations and video recording. The triangulation

carried out based on interviews with teachers and students and also classroom

observation to catch all questioning- answering activities. This study was

validated by presenting detailed descriptions on the process and the setting based

on the field notes during the observation.

This study also took another step to ensure validity of procedure in the

form of participant validation. Participant validation was conducted as member

checking. The researcher made the participant check in transcribing and

interpreting the video recorded data. The participants were asked to make sure that

the transcription was valid based on the recorded data and whether they identified

questions in the transcription as questions or not so that the researcher and the

participants had the same perception in determining the utterances as questions or

not.

This study used these techniques to enable the researcher to maintain the

quality of data gathering and subsequent analysis. The researcher used these

techniques according to situation and condition in field research so that the

researcher could explore daily behavior and students in classroom, and understand

participants‟ experiences with the central focus of the study in natural setting.

3.3. Research Setting and Participants

This study was conducted in a Public Senior High School located in

Bandung. The reason for choosing this school was the accessibility of the

(18)

The first group was XI Natural Science which consisted of nine classes. The

second group was XI Social Science which consisted of two classes. These two

groups (Social and Natural Science) were at the first semester of academic year

2011/2012 and the teaching-learning was conducted in morning shift from 6.30

am to 01.30 pm. The students received English lessons twice a week.

This research involved two English teachers, both female, to get the data

of teacher questioning. The fact that these two participants were the colleagues of

the researcher enabled the researcher to maintain and utilize this close

relationship. Both participants are certified teachers. Those two teachers were

coded as teacher A and teacher B. They had been teaching English for more than

ten years and had broad experience in teaching English.

Teacher A has been teaching in the research field for about more than 15

years. She graduated from a local university majoring in English after attaining a

Diploma degree (D3) in the same university and passed the teacher certification in

2009 with a good grade. During the research process she was class teacher for

class XI Natural Science 6. She applied teaching and learning method based on

her experiences and combined it well with the latest curriculum.

Teacher B got a Diploma (D2) in 1982 from a local university that led

on to her becoming a Junior High School teacher. She has S1 degree from two

local state universities majoring in Communication in 1991 and English Education

in 2000 and she has a Management Magister degree from a private university in

Bandung. She has been teaching English in research location since 2009. During

(19)

passed the teacher certification in 2008 with a good grade because of her teaching

achievement in another Senior High School. With her strong education

background, she has been able to apply a variety of techniques to the teaching and

learning process.

Meanwhile, students who participated in this research were involved 90

students divided into two groups of students. The first group was Class XI Natural

Science which consisted of nine classrooms. The students were selected into this

classes based on their existing group. They were selected based on their rank

when they were in the last semester of the first year. They showed the best

achievement in most subjects because the input came from the highest ranked

students in the school. In this regard they had been classified as gifted students as

they were from the high achiever group of students.

The second group was class XI Social Science which consisted of two

classrooms. Some of them had other activities outside school and were busy in

doing activities in sports, art, etc. so that they were sometimes absent from the

class to take part in matches or competitions etc. This situation made them lower

achievers by comparison to the other class.

The data also collected when the students were in the second year of

Senior High School in the academic 2011-2012. These two class groups showed

some interesting characteristics especially during observation to collect the data

(20)

3.4 Data Collecting Techniques

This study used multiple procedures to collect data including;

observation, interviews and video recording to gather data on problems or issues

and to answer research questions. The researcher used observation for several

reasons, they were that; teachers and students follow familiar routines and

activities in school, observation was used to triangulate or provide additional

evidence for the research study and because the practice of language teaching,

teachers and researcher always requires making sense of a complex situation

(Cowie, 2009:168). This research used in-depth interview to reveal some

information to answer research questions.

3.4.1 Observation

Observation was used as a major technique among data collecting

techniques. This study used observation to make detailed examination of what

types of questions were applied by the teachers, and what were the responses that

have been given by the students to the teachers‟ question, and observed what were

the questioning strategies that have been applied by the teachers when their

questions were not understood by the students in the natural setting of the

ordinary, daily activities at school. This study used observation to make detailed

examination of participants‟ behavior in the natural setting of the ordinary,

everyday world of participants (Heigham and Croker, 2009: 166).

The researcher used himself as the research instrument to capture the

data that were used to answer the research questions. To investigate teachers‟

(21)

watched and made detailed notes details from the back during EFL classroom

activities.

In this research, the researcher observed the participants in their

classroom. The researcher played the role of non-participant observer because the

researcher was in the classroom to collect data only and not to take part in any

classroom activities. The observation were collected from the natural classroom

situation as possible, and watched from the back of the classroom so as not to

interfere in any classroom activities. The field notes were made by the

investigation on the questions that were used by the teacher, the responses from

the students to the teachers‟ questions and some details that were useful to answer

research questions.

The researcher engaged himself in detailed description about the

language learning activities occurring in the classroom. Detailed description refers

to the rich, vivid descriptions and interpretations that researchers create as they

collect data or the writing about a research setting needs to be as detailed and rich

as possible so that readers can feel like they are there with the researcher (Geertz

cited in Heigham and Croker, 2009).

The observations focused on the research questions as the observation

guidelines which were to find out the type of questions that were used by the

teachers in EFL classroom activities, the responses that were presented by the

students to the teachers‟ questions and the questioning strategies that were applied

by the teachers where their questions were not understood by the students. This

(22)

teachers who were being investigated by their colleague. According to Heigham

and Croker (2009: 169) being observed can stir up visceral responses in many

teachers especially where being observed by a colleague.

This study conducted 24 observations, 12 observations were made on

each group (Natural Science and Social Science classes). During the observation,

all participants taught different topics. In class XI Natural Science class, the

teacher taught Genre Narrative at first, while in class XI Social class the teacher

taught Genre Analytical Exposition. Before observing each class, the teacher

introduced the researcher to the students and then the observer took place in the

back of the class. During the observations, the researcher made field notes of all

the classroom activities and used the researcher himself as the research

instruments to make description from the research activity during the classroom

activities.

3.4.2 Interview

This research used interviews only to gain specific information about

teachers‟ understanding of what types of questions that were used in their

classrooms. Interviews were used to support the data gained from observation and

video-recording techniques. Interview was used through verbal interaction

between interviewer and respondent directly (Sevilla, 1992). Similar to Nasution

(1982) that interview is classified as verbal communication to collect information.

This research used opened and closed interviews. The interview was

(23)

while closed interview has been done when researcher asked some questions and

the subject did not know or realize about the interview (Moleong, 2004; Heigham

and Croker, 2009).

The opened interview was used in the classroom or teachers‟ room after

observation or video-recording techniques to discuss about the situation in the

classroom. The researcher asked some questions to the participants to support the

data from observation and video-recording about the information that could not be

revealed from those techniques. The participants knew and realized being

interviewed so that this process can be classified as the open interview technique.

The closed interview technique was used to collect the data from

students about the reason of their responses to the teachers‟ questions. The closed

interview is used when the students were asked in informal situation, and they did

not realize that they were being interviewed by the researcher because the

researcher asked the questions several days after observation and video-recording

techniques. The interviewed was done in the middle of daily conversation.

3.4.3 Video Recording

The data collection most were taken from observation in natural

classroom situation as possible where the researcher watched from the back of the

classroom and made the field notes about the questions that were used by the

teacher, the responses from the students to the teachers‟ questions and some

(24)

To support the data collection, this study conducted the video recording

to catch all the teaching and learning process in the classroom so that the

researcher can collect the data from the specific activities. Video recording was

also used to interpret some objectives features that the researcher was not being

influence of the classroom activities circumstance.

The researcher sat and watched in the back of the class while the data

from video recording were taken by one of the students. Video recording was not

used in entire research process. The study conducted four (4) video recording

techniques because of the limited source of systems during research collecting

data. Video recording was used only when the participants applied questioning in

the classroom. Video recording was off when the participants involved in writing

and drama or role play activities. Along the collecting data the researcher

concerns with the relationship among colleagues. The researcher always tries to

keep good relationship because sometimes being observed can stir up visceral

responses in many teachers, especially observed by a colleague (Cowie, 2009).

3.5 Data Analyzing Techniques

This research collected the data from video-recorded, observation,

and interview techniques. The data from video-recorded and observation were

categorized and analyzed, while the information from interview was used to

support the data from video-recording and observation techniques. There were

(25)

From field notes observations, the researcher made description of each

observation based on the observation guidelines during the observation. The result

of the description will be used to provide more detail context when classifying

types of questions and interpreting the meaning of certain utterances.

First, the researcher counted the frequency of teacher questions that were

applied by the teachers in their classrooms based on the framework of Brown

(2001) questions categories. The categories are Knowledge question,

Comprehension questions, Application questions, Inference questions, Analysis

questions, Synthesis questions, and Evaluating questions. The next step was

arranging the hierarchy of teachers‟ questions based on the frequency of

questions, into the table of teachers‟ questions frequency to find out which

questions mostly used by the teachers in their classrooms.

After arranging the hierarchy of questions, the next step was analyzed

the response from the students. The students‟ responses can be categorized verbal

communication as spoken communication, including the use of words and

intonation to convey meaning, while the nonverbal communication including the

use of gesture, facial expression, eye contact, and conversational distance.

The last step was categorizing the questioning strategies that were used

by the teachers when their questions were not understood by the students. The

researcher analyzed the field notes to find out which teacher questions could elicit

student responses and which ones should be applied the questioning strategies

(26)

From video-recording data, the researcher made transcription and gave

several codes to indicate specific features of the transcription. The researcher

applied codes T for teacher, S for one student, Ss for many students, “*” For

pausing, “….” for no response, and for nonverbal responses.

The researcher made classification of the utterances into two categories,

teacher questions category and student responses category. After all the utterances

have been categorized, then the researcher classified all the teacher questions

based the taxonomy of question which adapted from the framework of Brown

(2001). The researcher analyzed the transcription to find out which teacher

questions could elicit student responses and which ones could get inappropriate

responses.

The next step was categorizing the questioning strategies from the

transcriptions of video-recording. The transcription were coded which questioning

strategies that were used by the teachers when their questions were not understood

by the students. The researcher analyzed the transcriptions to find out which

teacher questions could elicit student responses and which ones should be applied

the questioning strategies such as rephrasing, simplification, repetition, and

decomposition.

The next step was analyzed the response from the students. The

students‟ responses can be categorized as communication feedback. The feedback

from the students can be verbal and nonverbal communication (Suherdi, 2009,

Brown, 1994, and Levine, 1993). In teaching and learning process in the

(27)

silent but they give responses by using their body language such as nodding or

shaking their head, facial expression, eye contact, and conversational distance.

Some students‟ responses can be expressed by laughter or use the native language

(Brown, 1994).

The last step was the researcher made the participant check in

transcribing and interpreting the video recorded data. The participants were asked

to make sure that the transcription was valid based on the recorded data and

whether they identified questions in the transcription as questions or not so that

the researcher and the participants had the same perception in determining the

utterances as questions or not.

This research methodology can be figured out from the research

framework that was starting from determining the research background, formulate

the problem into research questions which were showed up because of the lack of

theories and realities, determining the collecting and analyzing data techniques,

presenting the research findings and elaborating with the theories.

This research was design to explore daily behavior of teacher and

students in classroom and presented in details bounded by time. This study was

validated by presenting detailed descriptions on the process and the setting based

on the field notes during the observation, and also took another step to ensure

validity of procedure in the form of participant validation to enable the researcher

to maintain the quality of data gathering and subsequent analysis according to

(28)

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This section is the end part of this thesis. In this chapter the researcher

elaborates the conclusions that can be drawn from the present study and some

possible recommendations for conducting further related studies.

5.1 Conclusions

This thesis investigated Teacher Questioning in EFL Classroom

Activities of two English teachers in a Senior High School in Bandung. The

purpose was to identify the teachers’ questions in EFL classroom, students’

response to the teachers’ questions during teaching and learning process in the

classroom, and questioning strategies the teachers applied when the questions

were not understood by the students.

The findings of the present study show that the two participants used

various of questions during their teaching and learning activities. Both

participants taught the same language topics using different materials during their

EFL classroom activities.

The research findings showed that the teachers used questions in the

classroom to achieve a variety of purposes. Teacher A, who teaches in a Natural

Science class, taught the communicative material and generic structure. Teacher B

who used questions in Social Science class, taught how to use analyze statements

(29)

topic and the speaker or writer position followed by the main arguments and

elaborated with point supporting development.

From the findings, teacher A used 68% knowledge questions in her EFL

class during research, and teacher B used 81% knowledge questions in her EFL

class during research. This finding supports the previous studies conducted by

Brualdi (1998) that teachers spend most of their time asking low-level cognitive

questions than high-level-cognitive questions. Brualdi (1998) also stated that in

traditional teaching and learning method, most teachers use questions that only

focus on memorizing with sort answer from students as feedback. This type of

question is believed to give small opportunity to students’ understanding and also

gives small opportunity to students’ achievement because it limits them to the

understanding of the subject matter only.

This study also reveals that the students responded with verbal and non

verbal responses. They gave verbal responses by directly answering the questions

with their own words or by making sounds without answering the questions such

as yelling, while the non verbal responses that they gave were smiling, shaking of

the head, nodding or even just being silent. The responses from the student can be

categorized as communication feedback which matches with the statements from

Suherdi (2009), Levine (1993) and Brown (1994) that verbal communication as

spoken communication, includes the use of words and intonation to convey

meaning, give their own ideas, opinions, reaction and or feelings while the non

verbal responses/feedback communication is “silent” communication and or facial

(30)

including the use of gestures, facial expressions, eye contact and conversational

distance. The students gave a variety of responses depending on the question that

was given by the teacher and their ability to comprehend its content.

The teachers’ questions facilitated interaction between students and

students, and students and teachers and also provided the opportunity to observe

students’ process of thinking. Teachers’ questions created interactive activity with

the active participation of the students to construct useful representations of

knowledge learning that that engaged students in the lessons. The active

classroom environment was designed to encourage interactive participation and to

increase students’ understanding. This condition was similar to the condition

described by Rosenshine cited in Brualdi (1998) and Pinter (2009) that: learning

occurs in conversation as a result of understanding and interpreting and a good

students-teacher interaction promotes students learning.

This study also reveals that both teachers used various questioning

techniques to modify questions when their questions failed to generate student

responses. Those techniques were repeating, simplifying, rephrasing and

decomposing the questions. In this case, the findings support the study of Wu

(1993). Concerning this finding, it is concluded that questioning strategies were

used when students did not give relevant reaction, and some even simply did not

react at all.

Regarding those findings, it is expected that this study contributes

something to the area of related research and more specifically to the language

(31)

reveal only partial views of classroom questioning, it is aimed to give further

insights on the importance of using quality questioning in the language classroom

and promotes teacher awareness of the importance of using questions properly to

facilitate students in learning a foreign language.

As this study involved a small number of participants over a short period

of time research, the holistic influence of teacher questioning to students’

achievement could not be fully revealed. In addition, this research covers three

aspects only, so this research does not provide views from all perspectives of

language learning. To this end, a research involving more participants and

longitudinal research could be recommended to be carried out in the future.

5.2 Recommendations for Further Research

For further investigation the following aspects could be aspects worthy

of being taken into consideration. Firstly, a further study could be focused on

what question produce the most satisfying answers from the students. Such a

study could be directed to aspects of classroom teaching: 1) how a teacher creates

the materials that can produce satisfactory responses from students, and 2) what

kind of classroom activities support the use of different types of questions.

Secondly, further studies can be directed toward the influence of teachers’

questions to classroom interaction. This type of study could focus on how

(32)

REFERENCES

Alwasilah, Adeng Chaedar. (2009). Pokoknya Kualitatif. Bandung, Pustaka Jaya.

Akmaludin, (2009). Types of Teacher Questions and Student Respunses in EFL

Classroom Activities. Thesis, Post Graduate School, UPI:

Unpublished.

Allwright, D. (1983). Interaction and Negotiation in Classroom: Their Role in

Learner Development. Available in

http://www.ling.lancs.ac.uk/groups/crile/docs/crile50allrigh.pdf.

Ang, Rebecca P. “Enhancing Teacher Competencies: Fundamental Issues and Skills in Counselling”. Classroom Management: Facilitation Teaching

and Learning. Ed. Khine, Myint Swe, A. Lourdusamy, Quek Choon

Lang, and Angela F.l. Wong. Singapore. Pearson Prentice Hall. 2005. 219-246.

Bogdan, C.R. and Steven J. Taylor. (1975). Introduction to Qualitative Research

Methods. New York: John Wiley and Son.

Borjars, Kersti, and Kate Burridge (2001). Introduction English Grammar. New York, Oxford University Press Inc.

Brown, H.D. (2001). Teaching By Principles. An Interactive Approach to

Language Pedagogy. Englewood Cliffs: Prentice Hall.

Brock, C.A. (1986). The Effect of Referential Question on ESL Classroom

Discourse. TESOL Quarterly.Vol.20.No.1 March 1986.

Bot, Kees de, Wander Lowie and Marjolijn Verspoor. (2005) Second Language

Acquisition. An Advanced Resource Book. New York, Routledge.

Broughton, Geofrey, Christopher Brumfit, Roger Flavell, Peter Hill, and Anita Pincas. (1980). Teaching English as a Foreign Language. London and New York, Routledge.

Brualdi, Amy C. (1998). Classroom Questions. ERIC Clearinghouse on

Assessment and Evaluation Washington DC.

http://bern.library.nenu.edu.cn/upload/soft/0-article/+025/25113.pdf

Chaudron, C (1998). Progress in Language Classroom Research Evidence from

the Modern Language Journal, 1916-2000. The Modern Language

(33)

Chavez, M. (2006). Classroom- language in Use in Teacher-Led Instruction and

Teachers‟ self-Perceive…..International Review of Applied Linguistics in Language Teaching, 44, (1), 49-102.

Clegg, A. (1987). Why Question, in Ed. Wilen, William (1987) Question,

Questioning, and Effective Teaching. Washington: National Education

Association of Unitred States.

Cowie, Neil. “Observation”. Qualitative Research in Applied Linguistics: A

Practical Introduction. Ed. Heigham, Juanita, and Robert A. Croker.

London, Palgrave Macmilan. 2009. 165-181.

Creswell, John W. (1994). Research Design Qualitative and Quantitative

Approach. USA. Stage Publication Inc.

Croker, Robert A. “An Introduction to Qualitative Research”. Qualitative

Research in Applied Linguistics: A Practical Introduction. Ed.

Heigham, Juanita, and Robert A. Croker. London, Palgrave Macmilan. 2009. 3-24.

Darn, S. (2008). Asking Questions. Retrieved on March 28 2009 from http://www. Teachingenglish.org.uk/think/articles/asking-questions

Dawson, Catherine. (2009). Introduction to Research Methods: A Practical Guide

for Anyone Undertaking a Research Project. United Kingdom, How to

Books Ltd.

Emilia, Emi. (2008). Menulis Tesis dan Disertasi. Bandung, Alfabeta.

Ellis, R. (1986). The Study of Second Language Acquisition. Oxford. Oxford University Press.

Ellis, K. (1993). Teacher questioning behavior and student learning: What

research says to teachers. (Paper presented at the 1993 Convention of

the Western States Communication Association, Albuquerque, New Mexico). (ERIC Document Reproduction No. 359 572).

Freeman, Donald. “What Makes Research „Qualitative‟? Qualitative Research in

Applied Linguistics: A Practical Introduction. Ed. Heigham, Juanita,

and Robert A. Croker. London, Palgrave Macmilan. 2009. 25-44.

Gebhard, Jerry G., (2005). Teaching English as a Foreign or Second Language: a

Teacher Self-Development and Methodology Guide. The University of

(34)

Gerot, Linda. (1995). Making Sense of Functional Grammar: an Introductory

Workbook. Gerd Stabler Antipodean Educational Enterprises.

Harmer. J. (2001). The Practice of English Language Teaching. Pearson Education Ltd.

Harmer. J. (2001). The Practice of English Language Teaching. Third Edition Completely Revised and Updated. Malaysia:Pearson Education Ltd.

Harmer. J. (1991). The Practice of English Language Teaching. New Edition. New York: Longman Group UK Limited.

Hood, Michael. “Case Study”. Qualitative Research in Applied Linguistics: A

Practical Introduction. Ed. Heigham, Juanita, and Robert A. Croker.

Johnson, K. (2001). An Introduction to Foreign Language Learning and

Teaching. Longman. Pearson Education. UK

Khine, Mynt Swe and A. Lourdusamy. “Application of Discipline Models in

Classroom Management”. Classroom Management: Facilitatin

Teaching and Learning. Ed. Khine, Myint Swe, A. Lourdusamy, Quek

Choon Lang, and Angela F.l. Wong. Singapore. Pearson Prentice Hall. 2005. 173-192

Krashen, Stephen D. (2008). Language Education: Past, Present and Future.

RELC Journal, 39,187.

Krashen, Stephen D. (1982). Principles and Practice in Second Language

Acquisition. Pergamon Press Inc.

Lang, R.H. and Evans, ND. (2006). Models, Strategies, and Methods for Effective

Teaching. USA: Pearson Education, Inc.

Larsen, Diane-Freeman. (1986). Techniques and Principles in Language

Teaching. Oxford University Press.

Lynch, T. (1991). Questioning Roles in Classroom. ELT Journal, 45, 201-210.

Lourdusamy, A. “Establishing a Conducive Learning Environment”. Classroom Management: Facilitation Teaching and Learning. Ed. Khine, Myint

Swe, A. Lourdusamy, Quek Choon Lang, and Angela F.l. Wong. Singapore. Pearson Prentice Hall. 2005. 3-22

Lourdusamy, A. “Enhancing Positive Behaviour in The Classroom”. Classroom

(35)

Swe, A. Lourdusamy, Quek Choon Lang, and Angela F.l. Wong. Singapore. Pearson Prentice Hall. 2005. 23-44.

Leng, Yeap Lay. “Becoming and Being a Teacher: Attribute of Effective Teachers”. Classroom Management: Facilitation Teaching and

Learning. Ed. Khine, Myint Swe, A. Lourdusamy, Quek Choon Lang,

and Angela F.l. Wong. Pearson Prentice hall. Singapore. 2005. 61-84.

Leng, Yeap Lay. “Repertoire of Knowledge and Skills for Effective Teaching”.

Classroom Management: Facilitation Teaching and Learning. Ed.

Khine, Myint Swe, A. Lourdusamy, Quek Choon Lang, and Angela F.l. Wong. Pearson Prentice hall. Singapore. 2005. 85-116.

Levine, Deena R. (1993). Beyond Language: Cross Cultural Communication. Regents/Prentice Hall. Englewood Cliffs, New Jersey.

Moleong, Lexy J. (2000). Methodologi Penelitian Kualitatif. Bandung, PT. Remaja Rosda Karya.

Nasution, S. (1997). Metode Penelitian Naturalistik Kualitatif. Bandung, Tarsito.

Nunan, D. (1987). Communicative Language Teaching: Making it Work. ELT

Journal, 41, (2).

Nunan, D. (1991). Language Teaching Methodology A Textbook for Teacher. London: Prentice Hall International (UK) Ltd.

Orlich, Donald, Robert J. Harder, Richard C. Calahan, Donald D. Kauchak, R.A. Pendergrass, Andrew C. Keogh, Constant C. Kravas. (1985). Teaching

Strategies: A Guide to Better Instruction. Toronto, D.C. Heath and

Company.

Ornstein, A.C. (1987). Questioning: The Essence of Good Teaching. NASP

Bulletin, 71-79.

Ornstein, A.C. (1990). Strategies for Effective Teaching. Chicago: HarperCollinsPublishers, Inc.

Pinter, Annamaria. (2006). Teaching Young Language Learners. Oxford University Press.

Rallis, Sharon F., and Gretchen B. Rossman. “Ethics and Trustworthiness”.

Qualitative Research in Applied Linguistics: A Practical Introduction.

(36)

Richards. JC. (2002). Curriculum Development in Language Teaching.

Richard, Keith. “Interviews”. Qualitative Research in Applied Linguistics: A Practical Introduction. Ed. Heigham, Juanita, and Robert A. Croker.

Sadker and Sadker (1990). Questioning Skills in (Eds.) Cooper, J.M. (1990)

Classroom Teaching Class, Fourth Edition. Massachusetts: D.C. Heath

Company.

Selinker, Larry and Susan M. Gass. (1994). Second Language Acquisition an

Introductory Course.

Shomoosi, N. (2004). The Effect of Teachers‟ Questioning Behaviour on EFL

Classroom Interaction: A Classroom Research Study. The Reading

Matrix, 4, (2).

Slavin, R. (1988). Educational Psychology: Theory into Practice. Englewood Cliffs, NJ: Prentice Hall.

Snell, Jonathan. (1999). Improving Teacher-Student Interaction in the EFL Classroom: An Action Research Report. The Internet TESL Journal, Vol. No. 4, April 1999. http://iteslj.org/

Sugiyono. (2009). Memahami Penelitian Kualitatif. Alfabeta. Bandung.

Suherdi, Didi. (2009). Mikroskop Pedagogik: Alat Analisis Proses

Belajar-Mengajar. UPI Press. Bandung

Suherdi, Didi. (2009). Classroom Discourse Analysis: A Systemiotic Approach. UPI Press. Bandung.

Thornbury, Scott (1996). Teacher Research Teacher Talk. ELT Journal, 50, 279-289.

Thornbury, Scott, ed. Jeremy Harmer. How to Teach Speaking. England: Pearson Education Limited, 2005.

Walsh, S. (2006). Talking the Talk of TESOL Classroom. ELT Journal 60, 133-141.

Wilen, W. (1987). Effective Questions and Questioning: A Classroom Application, in Ed. Wilen, William (1987). Question, Questioning, and

Effective Teaching. Washington: National Education Association of

(37)

Wettasinghe, Cyraine Marissa. “Managing Discipline in Schools and The Classroom”. Classroom Management: Facilitating Teaching and

Learning. Ed. Khine, Myint Swe, A. Lourdusamy, Quek Choon Lang,

and Angela F.l. Wong. Singapore. Pearson Prentice Hall. 2005. 193-218.

Wong, Angela FL. “Using and Managing Teacher-Centred Approaches

Effectively”. Classroom Management: Facilitating Teaching and Learning. Ed. Khine, Myint Swe, A. Lourdusamy, Quek Choon Lang,

and Angela F.l. Wong. Singapore. Pearson Prentice Hall. 2005. 117- 144.

Wu, Kam-Yin (1993). Classroom Interaction and Teacher Questions Revised.

RELC Journal, (24), (22), 49-68. Accessed on May 22 2008.

Yin, K. Robert. Alih Bahasa M. Djauzi Mudzakir. (2002). Studi Kasus (Desain

(38)

APPENDIXES

Field Note of observation 1

Day/Date : Wednesday / 2 November 2011 Time : 2 x 45 minutes

Teacher : Teacher A Lesson material : Narrative Number of students : 45/ xi science 6 Observer : Iskandar Dz

Description of activities:

Teacher A asked the students to introduce themselves. Teacher A asked some questions to the students. The teacher then begins the class by asking the students whether they have finished their narrative assignment. The students were asked to tell about their narrative stories they have chosen from various English newspapers, magazines, books or internet. This task was assigned at the previous meeting a week before this observation. Here, the teacher called the students individually to present their narrative stories in front of her. She also sometimes went around to other students for checking students‟ works and asking many questions about the stories. During this session, the teacher asked the students about stories they interested in, the reasons of choosing them, how they get the sources (newspaper, magazine, internet, books), what the stories are about, and what difficulties they got when making the stories. It was found that Teacher A used more knowledge questions than others.

(39)

Day/Date : Thursday / 3 November 2011 Time : 2 x 45 minutes

Teacher : Teacher A Lesson material : Narrative Number of students : 45 / xi science 6 Observer : Iskandar Dz

Lesson two of Teacher A was about students‟ ability in writing Narrative. Here the students in class science 6 were asked to prepare script of their writing individually. At the time of observation, the teacher asked the students to discuss and demonstrate their writing in group. During this discussion and demonstration, the teacher gave suggestions on how to write with the right language features related to this genre. For this, the teacher only gave general instructions and suggestions to each group. More specific suggestions were only given to one group. As a result, there were some data about questioning gained from this lesson.

(40)

Day/Date : Friday / 4 November 2011 Time : 2 x 45 minutes

Teacher : Teacher A

Lesson material : Narrative Text Through Drama Number of students : 45 / xi science 6

Observer : Iskandar Dz

Lesson three of Teacher A was about students‟ performance in speaking activities. Here the students in class science 6 were asked to prepare script of drama in group of seven. At the time of observation, the teacher asked the students to discuss and demonstrate the drama in their own group. During this discussion and demonstration, the teacher gave suggestions on how to perform the roles and the intonation of the utterances on the script. For this, the teacher only gave general instructions and suggestions to each group. More specific suggestions were only given to one group. As a result, there were no data about questioning gained from this lesson.

(41)

Day/Date : Wednesday / 9 November 2011 Time : 2 x 45 minutes

Teacher : Teacher A Lesson material : Narrative Number of students : 45 / xi science 6 Observer : Iskandar Dz

(42)

Day/Date : Monday / 14 November 2012 Time : 2 x 45 minutes

Teacher : Teacher B

Lesson material : Analytical Exposition Number of students : 45 / social class

(43)

Field note of observation 6

Day/Date : Wednesday/ 16 November 2011

Time : 2 x 45 minutes

Teacher : Teacher B

Lesson material : Analytical Exposition Number of students : 45/ xi social 1

(44)

Day/Date :Wednesday/ 23November 2011 Time : 2 x 45 minutes

Teacher : Teacher B

Lesson material : Analytical Exposition Number of students : 45/ xi social1

(45)

Day/Date :Wednesday/ 7 December 2011

Teacher : Teacher B Lesson Material : Passive Voice Number of students : 45 / xi social 1 Observer : Iskandar Dz

(46)

Day/Date : Thursday/ 8 December 2011 Time : 2 x 45 minutes

Teacher : Teacher A Lesson Material : Passive Voice Number of students : 45 / xi science 6 Observer : Iskandar Dz

(47)

Day/Date :Friday/ 9 December 2011 Time : 2 x 45 minutes

Teacher : Teacher A

Lesson Material : Expressions of making and cancelling an appointment Number of students : 45 / xi science 6

(48)

Day/Date : Monday/12 December 2011 Time : 2 x 45 minutes

Teacher : Teacher B

Lesson Material : Expressions of making and cancelling an appointment Number of students : 45 / xi social 1

(49)

Day/Date : Wednesday/14 December 2011 Time : 2 x 45 minutes

Teacher : Teacher B

Lesson Material : Expressing satisfaction and dissatisfaction Number of students : 45 / xi social 1

(50)

Day/Date : Thursday/15 December 2011

Teacher : Teacher A

Lesson Material : Expressing satisfaction and dissatisfaction Number of students : 45 / xi science 6

(51)

Day/Date : Friday/16 December 2011

Teacher : Teacher B Lesson Material : Report

Number of students : 45 / xi social 1 Observer : Iskandar Dz

Description of activities

(52)

Day/Date :Monday/ 19 December 2011

Teacher : Teacher B

Lesson Material : Report

Number of students : 45 / xi social 1 Observer : Iskandar Dz

(53)

Day/Date : Wednesday /4 July 2012

Teacher : Teacher A

Lesson material : Report

Number of students : 45 / xi science 6

Description of activities :

These lessons were characterized as one of the genre in third semester based on curriculum. This class was attended by forty five students. The lesson was about report. The activities began by listening to the text of report given by the teacher. After that teacher explained the language feature of report then giving written examples on the board. Then the class discussed the sample of the text and

(54)

Day/Date :Thursday/12 July 2012

Teacher : Teacher A

Lesson Material : Report

Number of students : 45 / xi science 6

(55)

Day/Date : Monday/16 July 2012

Teacher : Teacher A

Lesson Material : Expressions of congratulation and compliment

Number of students : 45 / xi science 6 Observer : Iskandar Dz

(56)

Day/Date : Wednesday/18 July 2012

Teacher : Teacher B

Lesson Material : Expressions of congratulation and compliment Number of students : 45 / social class

Lesson nineteen of teacher B was conducted to learn about expression. The

activity was started by showing the dialogue about the charet‟s competition in

(57)

Day/Date : Monday/23 July 2012 Time : 2 x 45 minutes Teacher : Teacher A

Lesson Material : Hortatory Exposition Number of students : 45 / Science class Observer : Iskandar Dz

(58)

Day/Date :Wednesday/ 25 July 2012 Time : 2 x 45 minutes

Teacher : Teacher B

Lesson material : Hortatory Exposition Number of students : 45 / Social Class Observer : Iskandar Dz

(59)

Day/Date :Wednesday/ 4 August 2012

Teacher : Teacher A

Lesson Material : Spoof

Number of students : 45 / Science class

(60)

Day/Date : Thursday/12 August 2012

Teacher : Teacher A

Lesson Material : Spoof

Number of students : 45 / Science class

(61)

Day/Date : Monday/3 Sept 2012

Teacher : Teacher B Lesson material : Spoof

Number of students : 45 / Social Class

Observe : Iskandar Dz

The lessons were characterized as one of the genre in fourth semester based on the curriculum. This class was attended by 45 students. The lesson was about Spoof. The activities began by listening

APPROVAL SHEET TEACHERS’ QUESTIONS AND STUDENTS’ RESPONSES IN EFL CLASSROOM : A Case Study in a Public Senior High School in Bandung.

TABLE OF CONTENTS

CHAPTER II ………. 11

CHAPTER III ……… 32

CHAPTER V ………. 102

CHAPTER I

1.1 Background

1.2 Objectives of the Study

1.3 Significance of the Study

1.4 Definitions of Key Terms

1.4.2 Students’ Responses

responses from the students can be categorized as communication feedback.

1.5 The Structure of This Thesis

CHAPTER III

3.1. Research Design

3.2 Establishment of Trustworthiness

3.3. Research Setting and Participants

3.4 Data Collecting Techniques

3.4.1 Observation

3.4.2 Interview

3.4.3 Video Recording

3.5 Data Analyzing Techniques

CHAPTER V

5.1 Conclusions

5.2 Recommendations for Further Research

REFERENCES

APPENDIXES