TYPES OF TEACHER’S QUESTIONS IN ENGLISH CLASSROOM AT MADRASAH ALIYAH NEGERI INSAN
CENDEKIA JAMBI
THESIS
ALMI KHOTIMAH NIM. TE151538
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA
SAIFUDDIN JAMBI
2019
TYPES OF TEACHER’S QUESTIONS IN ENGLISH CLASSROOM AT MADRASAH ALIYAH NEGERI INSAN
CENDEKIA JAMBI
THESIS
Submitted as a Partial Fulfillment of the Requirements to Obtain An S. Pd Degree (S.1) in English Education
ALMI KHOTIMAH NIM. TE151538
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2019
DEDICATION
In the name of Allah SWT the most gracious and the most merciful, Who has given the researcher mercy and blessing, health and ability to finish thesis. Sholawat to the Prophet Muhammad SAW his coming really change the world.
Special Thanks to:
My Parents, my beloved father Darno and my beloved mother Saniah who always give me everlasting love, guidance, motivation, always praying for me and supporting me to finish this thesis and to be successful in the future.
My beloved sister and brother, the first sister Suliyah, second sister Muntamah, third brother is Timbul Suseno, fourth sister Aslamiah, the last sister Rini kusnawati and my brother/sister in law who always supporting, motivation and praying for me.
My beloved nephew and niece, the first Lia WidiaWati, second Azizah Nur Aini, third Farel Dwi Saputra, fourth febiana Nailin Ma’na, fifth Andhika Alvin Prasetya, six Azura Aurelia Wicoro, the last Arshaka Virendra Hermansyah who always make me happy
My first advisor Dr. Faurina Anastasya, M. Hum and My second Advisor Faiqah Mahmudah, M. Pd who guided me, advised me and supported me to finish this thesis.
All of my lecturer who teach me since I don’t know anything till I graduated.
My Close friends ( closed friends) Cici Fitrina, Akramah, Depita Putri, Astari Maylani, Dini Eka Andestina Special thanks for you all who always guidance, always besides me when happiness, sadness and all condition.
All of my beloved classmate in A class of English Department, I thank them for the spirit, motivation and togetherness.
And also big thanks to all my friends English Education Program academic year 2015, thanks for your sharing and participant.
The entire school apparatus Madrasah AliyahNegeriInsanCendekia Jambi especially to Mr. Sultanuddin, M.Pd, M. Pd who guidance, motivation and allowing me to research and all students thanks for your participant.
All of people who keep supporting me wherever you are.
May Allah SubhanahuWaTa’ala bless us.
Aameen.
MOTTO
َلْعَي اَمَو ُاللّٱ الَِّإ ٓۥُهَليِوْأَت ُم
اانَماَء َنوُلوُقَي ِمْلِعْلٱ ىِف َنوُخِس َّٰارلٱَو ۗ
اَنِّبَر ِدنِع ْنِّم ٌّلُك ۦِهِب ٓالَِّإ ُراكاذَي اَمَو ۗ
ِبََّٰبْلَ ْلْٱ ۟اوُل ۟وُأ
“And no one knows its true interpretation except Allah. But, those firm in knowledge say, "We believe in it. All of it is from our Lord." And no one will be reminded except those of understanding”(Q.S Al imran : 7)
ACKNOWLEDGEMENTS
Alhamdulillah, firstly, the researcher expresses to Allah SWT the greatest gratefulness for all the blessing and chances given so that I could finally finish this thesis as one of the requirements to get undergraduate degree (S.1).secondly, sholawat and salam always be given to my prophet Muhammad SAW.
The researcher realizes that this thesis would have not been completed without the help, advice and guidance from many people. Therefore, in this opportunity the researcher would like to express thanks and gratitude the following paties and their contribution:
1. Dr. H. Hadri Hasan, MA., as the Rector of the State Islamic University of SulthanThahaSaifuddin Jambi.
2. Dr. Hj.Armida, M. Pd as the Dean of Faculty of Education and Teacher Training of TheState Islamic University of Sulthan Thaha Saifuddin Jambi.
3. Dr. H. Lukman Hakim, M.Pd. as The Vice of Academic Affair Dean Faculty of Education and Teacher Training, Dr. Zawaqi Afdhal Jamil, M. Pd.I as The Vice of General Administration Dean Faculty of Education and Teacher Training, and Dr. H. Kemas Imron Rosadi, M. Pd.,asThe Vice of Students Affair Dean Faculty of Education and Teacher Training.
4. Amalia Nurhasanah, M. Hum as the Chairwoman of English Education Program.
5. All lecturers at the Faculty of Education and Teacher Training of The State Islamic University of Sultha Thaha Saifuddin Jambi.
6. All lecturer of the English Department for teaching precious knowledge, sharing philosophy of live and giving wonderful experience.
It is expected that this thesis will give contribution to the Students of English Education Program especially in learning process. Then, the researcher realized that this thesis is still far from being perfect.
For that reason, the researcher hope constructive critics and suggestion from readers for the perfection of this thesis. May Allah SWT always gives guidance and blessing to us. Amin YaRabbalAlamin.
Jambi, 24 mei 2019
Researcher,
Almi Khotimah TE.151538
ABSTRAK
Nama : Almi Khotimah
Jurusan : Pendidikan Bahasa Inggris
Judul : Menganalisis strategi bertanya guru di dalam kelas di Madrasah Aliyah Negeri Insan Cendekia Jambi.
Tujuan dari penelitian ini adalah untuk mengetahui jenis pertanyaan guru yang diterapkan oleh guru dalam proses belajar mengajar di kelas sebelas Madrasah Aliyah Negeri Insan Cendekia Jambi. Metode dalam penelitian ini menggunakan deskriptif kualitatif. Peneliti menggunakan deskriptif kualitatif untuk menganalisis jenis pertanyaan yang digunakan dalam proses belajar mengajaran yang dilakukan oleh guru dikelas XI IPA1. Instrumen yang digunakan dalam penelitian ini ialah wawancara, observasi dan dokumentasi. Data dikumpulkan dengan mengamati kelas sebelas dengan mengambil rekaman video. Untuk mendapatkan data, Penulis menggunakan teknik triangulation terdiri dari observation dan interview. Temuan menunjukkan bahwa ada pertanyaan Display dan referensial selama observasi kelas.
Guru menggunakan pertanyaan display dengan memberikan pertanyaan singkat.
Pertanyaan-pertanyaan itu juga dimodifikasi dengan mengulangi pertanyaan sebelumnya. Sebaliknya, pertanyaan referensial diajukan dengan memberikan pertanyaan yang lebih panjang, dan dimodifikasi dengan memberikan petunjuk.
Berdasarkan temuan ini, dapat menjadi pedoman guru untuk mengajukan pertanyaan di kelas bahasa dengan cara yang lebih baik, terutama latar belakang pengetahuan siswa tentang topik yang diminta untuk mendapatkan respon atau jawaban yang baik dari siswa. Hasil penelitian ini dapat membantu bagi guru untuk mengelola pembicaraan guru dalam proses belajar mengajar di kelas.
Kata Kunci : pengetahuan, display question, referential question, dan komunikasi
ABSTRACT
Name : Almi Khotimah
Study Program : English Education Program
Title : An Analysis of Teacher Questioning Strateges in English Classroom at Madrasah Aliyah Negeri Insan Cendekia Jambi.
Abstract
The purpose of this research was to find out types of teacher question applied by English teacher in teaching learning process at the elevent grade at Islamic Senior High School (MAN) Insan Cendekia. The design of this research was descriptive qualitative. The researcher applied descriptive qualitative to analyze types of teacher questioning strategies conducted by an English teacher at science class 1 in teaching.
The techniques for collecting data were interview, observation and documentation.
The data were collected through observing the eleventh grade classroom by taking video-recording. To gather the data, the writer used triangulation technique consists of observation and interview. The finding shows two kinds of question they are that there are the display questions and the referential questions patterns during the classroom observation. The teacher employed the display questions by giving shortly questions. The questions were also modified by repeating the previous questions. In contrast, referential questions were posed by providing longer question, and modified by giving clues. Based on these findings, it can be the guidance of the teacher to pose the question in language classroom in better ways, especially the background knowledge of the students about the topic asked in order to get the good response or answer from the students. The result this study can be helpful for the teacher to manage the teacher’s talk in teaching and learning process in the classroom.
Keyword: knowledge, display question, referential question and communication
TABLE OF CONTENTS TITLE COVER
PAGE TITLE
THESIS APROVAL/FINAL TASK OFFICIAL NOTE
ORIGINAL THESIS STATEMENT DEDICATION
MOTTO
ACKNOWLADGEMENTS ABSTRAK
ABSTRACK
TABLE OF CONTENTS LIST OF TABLE
LIST OF APPENDICES
CHAPTER 1: INTRODUCTION
A. Background of the Study……… 1
B. Focus of the Problem……….. 3
C. Problem of the Study……….. 3
D. Objective of the Study……… 3
E. Significances……….. 4
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Definition of Question……… 5
B. Definition of Questioning Strategy……… 6
C. The Purpose of Questioning Strategy……… 7
D. Types of Question……….. 8
E. Purposes of Teacher’s Questioning……… 12
F. Teacher’s Role……… 14
G. Islamic Senior high school MAN Insan Cendekia Jambi……….. 15
H. The Previous Study……… 15
CHAPTER III: METHODOLOGY OF THE RESEARCH A. Research Design……… 18
B. Location and duration of the research………... 19
C. Subject……….. 19
D. Data collection……….. 20
E. Technique of data analysis……… 23
F. Trustworthines……….. 23
G. Schedule of the research………... 24
CHAPTER IV: FINDING AND DISCUSSION A. Findings 1. Display Questions……… 25
2. Referential Questions………. 33
B. Discussion 1. Display Questions……….. 36
2. Referential Question……….. 39
CHAPTER V: CONCLUSION AND SUGGESTION
A. CONCLUSION………... 41 B. SUGGESTIONS……….. 42
BIBLIOGRAPHY APPENDICES
CONSULTATION CARD
CHAPTER I INTRODUCTION
A. Background of the Study
In teaching learning English, there is a process which is called asking or giving questions. It can be from the teacher to students or the students to the teacher.
Questioning to students must be applied in questioning strategies. Mccomas (2014), states that a questioning strategies are the ways which are used to ask something to the students in gaining a purpose in teaching. In teaching learning process, the teachers need to know the ability of the students and how far the students understand the material which has been taught. Furthermore, the teachers have to know the output of the students before or after teaching by giving questions. So there must be an interaction between teacher and students and then followed by feedback from the students.
We cannot deny that teachers have a very important role in the process of teaching and learning in the classroom. Therefore, teachers have a variety of strategies to build the classroom atmosphere. There are many ways to build an active classroom learning environment and one of them is by asking students questions.
In teaching and learning process, sometimes teacher only teach without questioning. Some factors for it because they are in hurry, they do not well understand the material, they do not care about the students or they are lazy. Brown (2001) suggests that one of the best ways of the teacher being an initiator and sustainer of interaction is by employing questioning strategies in teaching and learning process.
Cited by Bloom's taxonomy (1956) of question types are: closed, open, display, referential, procedural, convergent, divergent, rhetorical, interaction, instructional and conversational. That taxonomy will guide the researcher to find out the types of question that teacher use. Bloom's Taxonomy is the widely accepted as guidelines for teachers in building up students' cogniive skills.
According to Gattis (2002:41), a question is one of the most important tools in guiding and extending students' learning. It can help the teachers to develop their own strategy to enhance the students work and thinking. Therefore, it will be effective when it allows students to become fully involved in the learning process. In terms of lesson planning, teachers significantly think about the types of questions for students.
Shaunessy (2005) argues that teacher is not only as the facilitator of learning but also she should have necessary instruction to the students how to develop and pose the question, and to encourage and support students to share the idea. She states that questioning strategies are essential to the growth of critical thinking skill, creative thinking skill, and higher-level thinking skill, and give positively achievement; most classrooms use this strategy as a regular part of learning.
Based on the experience of the researcher when doing a PPL in one of the private school in Jambi, the students don’t understand about the material. The students just listen, kept silent, and most students only pay attention after teacher explains material without interaction between teacher and student, when the researcher observed in MAN Insan Cendikia Jambi, a researcher found that students will more interactive when the teacher used teacher questions in English classroom.
MAN Insan Cendekia is a best and popular school in Jambi Province. This school use Curriculum 2013. The writer has conducted an interview with English teachers in MAN Insan Cendekia Jambi, he said that this is a favorite school for students in the outside who want to continue their school. Not only the teacher but also the students from this school have high level intelligence especially in English.
The students of MAN Insan Cendekia earned many achievements for their English competencies, such as; debate, olympiads and speech.
That the reason why the researcher will try to do the research in MAN Insan Cendekia Jambi. Based on the observation, the teacher used the teachers questioning strategy. There are English teacher in MAN Insan Cendekia Jambi, many students are interested and enthusiast in learning English process, because the teacher used strategy. After the teacher give the material the teacher give a question and than the
students get the point if the students answer the question. Students also selected after the researcher considered which senior high school which was good enough to observe.
Islamic Senior High School (MAN) Insan Cendekia is a popular school in Jambi Province. MAN Insan Cendekia is a High Level National School. This school use Curriculum 2013. The students of this school have a high level intelligence. They are like English very much. Some of students more easily understand about the material. They always get high score in English. This is of course contributed from the great English teacher, the activity create by English teacher and how the teacher apply a good atmosphere to used question.
In this research, the researcher want to know what kind of questions in teaching English process by the teacher at Islamic Senior High School (MAN) Insan Cendekia. It is important for the teacher especially for the researcher to improve teacher’s questions.
Therefore, the researcher wanted to analyze the teachers question in teaching English applied by an English teachers at the Madrasah Aliyah Negeri Insan Cendekia Jambi. It is interesting because it helps the researcher and reader to more craetive in used the learning strategy, so that students understand the material conveyed by the teacher. Based on the explanation above, the researcher was interested in conducting research entitled “An Analysis of Teacher’s Questions in English Classroom at Madrasah Aliyah Negeri Insan Cendekia Jambi”.
B. Focus of Problem
In this study, the writer focused on the analysis of types of questions that the teachers usually use in the classroom in term of display question and referential question. The subject of this study were in limited for the English teachers at MAN Insan Cendekia Jambi in academic year 2018/2019.
C. Prolems of the Study
Based on the overview above, the researcher formulated the problem as follows:
What are types of questions that the teachers use for the students in the classroom?
D. Objectives of the Study
The purpose of this study was to find out:
The types of questions that the English teacher used in the classroom by English teacher at (MAN) Insan CendekiaJambi.
E. Significance of the Study
The significance of this study could be in terms of theoretically and practically.
1. Theoretically, for the teacher and students, this study provides information or it will be a source about the type of questions that is useful in teaching and learning process.
2. Practically, for English teacher, this study will be consideration to apply questions in teaching English in the classroom. For the students, because asking question has many benefits, this study can help them to be more active and interested in learning English. For the next writer, this study is hopefully useful for further writer in the next study that is related to the use type of questions in teaching English in the classroom as the reference.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Definition of Question
Question is a sentence, phrase, or gesture that seeks information through a reply. It means that question is when the teachers say something like words, phrase or sentences which are needed to replay by the interlocutor or listener. Some definition of vocabulary is proposed by some experts.
Question is sentences that ask for information and express or feel doubt something. Meriam-Webster (2019, [Online]) defines that question is any sentences which have an expression of an interrogative form used to test knowledge. In the same line Cambridge Dictionary (2019, [Online]) describe question is sentence or phrase used to find out information and also to test someone knowledge or ability.
According to Gattis (2002), a question is one of the most important tools in guiding and extending students' learning. It can help the teachers to develop their own strategy to enhance the students work and thinking. Therefore, it will be effective when it allows students to become fully involved in the learning process. In terms of lesson planning, teachers significantly think about the types of questions for students.
The teachers likewise need to clear the goals of questions to their students. Therefore, through this process, lesson plan will help teachers to plan good questions along with effective answers session.
A question has an important role in the classroom activity. Through questioning the teachers can obtain student‟s attention in the process of teaching and learning. Arifin (2012, cited in Zohrabi et al., 2014) states questioning has an important role in language classroom are to facilitate students to have comprehensible input, to stimulate students to produce language production (output), and also to create interaction in the classroom.
From that definition, it can be stated that question is the statement which is used to test someone knowledge, to get information, and to stimulate someone‟s thought for producing any word as a reply.
B. Definition of Questioning Strategy
Harvey (2000) state the questioning strategy is most effective when it allows pupils to become fully involved in the learning process. He states that while the lesson in planning, it is absolutely vital that teacers think about the types of questions will be asked to students. It also needs to be clear on what the intended outcomes of the question/answer session should be. It means that the questioning technique will help a teacher to plan questions and answers session effectively when the teacher plays the questions effectively based on the students need and the question types to be involved fully students interaction.
According to fries gather. J . (2008), questioning strategy is one the most important dimensions of teaching and learning. It give tutors the chance to find out what students know and understand, and it allow students to seek clarification and help. It means that through questioning, the teachers able to know what the students know and what they do not know. Questions help teachers and learners in teaching learning process.
Hence, the initiative to solve that problem is she used the question to make them more active. By asking the question, she may stimulate them to more active and brave to share knowledge or ideas, and in order to make the English subject more interesting. Browne & Keeley (2007) state that a question system is more consistent to increase the spirit of curiosity, wonder, and intellectual to critical thinking. From the definition above, the writer can generalize that the meaning of the question is instructional cues or stimuli that convey students to seek information on what they have already known and learned and directions for what they are to do and how they are to do it.
C. The purpose of questioning strategy
Many reason why teacher should give some questions to their students either the question are addressed to an individual students or the whole class in their classroom. The teacher used various question and questioning types as their strategy in questioning not only to promote classroom interaction. But also to encourage the students to communicate in a real-life setting, to build a closer connection with the students, and to help the students deal wit difficulty in expressing themselves because of their limited vocabulary. The questions are used frequentely at the end of the lesson but sometimes at the beginning and the middle of teaching and learning process.
Why do we ask question? According to Richard and Smith (2000) teachers asked question to their student are to access information, to analyze information and to draw some conclusion. Other factors why teacher should use questioning strategy in teaching and learning process because question not only as a thing to get an answer. But the function of question are also to motivate, to test, to assess, to revise, to explore, to explain, to encourage, to control and to students’ understanding in learning process.
In conclusion, the purpose of teachers questioning in teaching and learning process are to engage students into discussion and to create an active class to make an effective teaching and learning process.
Questions serve to develop students’ interest in a topic and to motivate students to become involved in lessons supporting their construction of meaning.
Teachers often use questions as a means to evaluate students’ preparation or lack thereof. Additionally, questions are used to review and summarize previous lessons and assess achievement of instructional goals or objectives. Most importantly, teachers use questions to develop critical thinking skills and nurture insights by exposing new or related relationships.
The purposes are generally pursued in the context of classroom recitation, defined as a series of teacher questions, each eliciting a student response and, on occasion, a teacher reaction to that response.
D. Types of Question
Cited by Bloom's taxonomy of question types are: closed, open, display, referential, procedural, convergent, divergent, rhetorical, interaction, instructional and conversational. That taxonomy will guide the researcher to find out the types of question that teacher use. In the other hand, the taxonomy will be guidelines for a teacher in giving the appropriate question for students.
Bloom's Taxonomy is the widely accepted as guidelines for teachers in building up students' cognitive skills. It can be applied to assess learning on a variety of cognitive levels from lower- to higher-order thinking.
The explanations of each type of question in Bloom‟s taxonomy are as follows.
1. Knowledge
This is the first level and the lowest level of Bloom‟s taxonomy.
According to Bloom at al. (1956) (Sadker et al., 2011 cited in Cooper et al., 2011) “Knowledge, as defined here, includes those behaviors and test situations which emphasize the remembering, either by recognition or recall, of ideas, material, or phenomena”. It means in the knowledge question; the students require recognizing or recalling idea or information.
To answer this question the students only remember facts and definitions that have been learned previously.
2. Comprehension
Sadker et al. (2011, cited in Cooper et al., 2011) defines comprehension question is demonstrate an understanding of facts and idea
by organizing, comparing, translating, interpreting, giving descriptors, and stating main ideas.
3. Application
Solve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different or new way (Sadker et al., 2011, cited in Cooper et al., 2011)
4. Analysis
he fourth level question of Bloom's taxonomy is Analysis. An analysis in here it means to examine and break information into parts by identifying motivates or causes (Sadker et al., 2011 cited in Cooper et al., 2011). Make inferences and find evidence to support generalizations.
5. Synthesis
In the synthesis level, the students compile information together in a different way by combining elements in a new pattern or proposing alternative 12 solutions (Sadker et al., 2011, cited in Cooper et al., 2011) 6. Evaluation
This is the last level and the higher level question of taxonomy. Sadker et al. (2011, cited in Cooper et al., 2011) argues evaluation question require the students to judge the importance of the idea, solution, aesthetic work, and to offer the opinion on the issue.
There are many ways to classify what kinds of questions are used in the classroom. The simplest way to conceptualize the possibilities is to think of a range of questions (Brown, 2001). Long and Sato (as cited in Kurniawan, 2011) identified two types of questions that may be asked by teachers; display questions and referential questions.
1. Display Questions refer to ones that the teachers know the answer and which are designed to elicit or display particular structures. For example, ‘what’s the opposite of up in English?’ Lightbown and Spada (2013) define display question is teachers ask the question that they
know the answer. Wikipedia (2019, [Online]) adds a display question is a type of question where the questioner already knows the answer, this question used in language education in order to elicit language practice.
Hence, it can be concluded that display question is a question asked by the teachers that they already know the answer to the question so that the one can display their knowledge. It is the types of question to check students' understanding of the material they have been studied.
In the display question refers to the question which serves to several functions and also use as a teaching routines for the beginning of the process. For example: good morning? How are you today?. Display question have to do with classroom procedures and routines and classroom management as opposed to the content of learning.
Furthermore, to Shomoosi (2004) “display question refers to those questions for which the teacher knows the answer beforehand; such questions are usually asked for comprehension check, confirmation check, or clarification request”. It means that these kinds of questions request information has been known by the teacher.
Mostly before the teacher gives this question they give information for them firstly. For example, the teacher holds a picture, then, she show to her students in front of the class and she said this is a picture.
After that, the teacher asked her students "can you mention what it is,”
with information before, the students can easily predict what their teacher‟s aim is to find out the answer.
Additionally, more example question of display question, what is the meaning of school? What is the color of this pencil? can you give me the example of the wild animal? and what is the meaning of monkey?.
The teacher uses display questions in EFL classrooms to generate practice in the target language and to increase students’ participation in
the form of natural conversation. Lin (2011) notes that display questions are to test students’ knowledge of fact. This type of questions is as a question in which teacher wants to test students to recall the previous fact from their memory after learning a lesson.
2. Referential Questions refer to the questions that the teachers do not know the answers to, and can gain various subjective information. For example, “Why don’t you do your homework?” In contrast, the referential question is a type of question asked by the teacher that they do not know the answer (Lightbown and Spada, 2013). The teacher wants to know particular information from students Wikipedia (2019, [Online]) adds referential question is questions for which the answer is not yet known. This question commonly elicits a long response from students. This question not only focuses on the meaning but also provides an opportunity for students to express their ideas without any restrictions and develop output in the target language.
Furthermore, Shomoossi (2004) defines "referential question are those questions for which the answer is not known by the teacher.
Such questions may require interpretations and judgments from the students". It means that referential question provides an opportunity to students to express their ideas without any restrictions and develop an output of the target language.
For example, the teacher holding up a picture of the president, and said, "this is a president picture, what do you think about him?” Here the students may give various answers with this picture without teacher knows the answer. In this study, the writer only analyzes display question and a referential question that teacher usually use in the classroom. The more examples of referential question, what did you do last night? what do you usually use handphone for? do you know the
function based on the part of your body? and what is the responsibility of teacher?.
Referential questions were asked gave significantly longer and more syntactically complex responses. Referential questions involve the exchange of information and negotiation of meaning among all class participants.
E. Purposes of Teacher’s Questions
There are many purposes why the teachers ask a question to their students. Ma (2008) said that questioning serves two purposes, those are to introduce students to a topic and to check or test student's ability of understanding, or practical skills of language.
Additionally, Blosser (2000) writes some purposes for teachers giving questions to the students, mentioned as follows.
1. Help Students Review
The function of the question here is to raise their curiosity and interest in the topic in discussing. According to Blosser (2000), the use of questions may help students review. It means that before beginning the lesson, teachers ask some question to their students related to the material that will be studied. For example, the lesson today talks about the function of the job or profession, before coming to the lesson, the teacher ask students about a variety of occupation.
2. Check on Comprehension
This is one of the purposes give question to the students. The use questions to make students recall their prior knowledge that have been learn or to check their understanding the material being explain. For example: when we present new vocabulary or structure, we can check their understanding by using the new language in a question. Besides,
when we present text we can use a question to check that students have understood its content.
3. Stimulate Critical Thinking
Giving question is an important thing from teacher‟s ability to build conducive atmosphere in the classroom to stimulate ability in thinking (Yunarti, 2009). Asking question which is appropriate, good, easy to understand and relevant to the topic which talking about, can stimulate students to critical thinking. Students try to analyze and explore the answer, for example; when the teacher ask them about definition and function of the present tense, they answer using their own word while not all is correct, so directly we don't say that is not correct but almost right. It may stimulate them more think again about that question.
4. Encourage Creativity and Encourage Discussion
The question that teacher pose give the opportunity to their students more creative to expand their answer. Hence, to get a good answer, the students pushed to build interaction or discussion with his friend or that his belief is able to solve that question.
5. Control Classroom Activities
Mccreay (2013, cited in Sibarani, 2017) argues that classroom management is method uses to maintain a classroom atmosphere that is conducive so that the process teaching and learning will achieve.
Mayberry and Hartle (2003) add that classroom management is all of the teacher's responsibilities and activities that provided motivation and involvement students in the learning process, it includes students participation in class. Questioning is one of the method that teacher used to manages or control classroom more conducive. For example, when the students boring, so it will make them not focus on the lesson and
encourage them doing 17 no is with their friends, to solve that problem the teacher used question to get them attention.
Teacher pose question to their students in the classroom has many purposes, they are to develop interest and to motivate students to become actively involved in lessons, to evaluate students' preparation and check on homework, to develop critical thinking skills and inquiring attitudes, to review and summarize previous lessons, to assess achievement of instructional goals and objectives, and also to stimulate students to pursue knowledge on their own.
Teacher questions may serve different functions, including focusing attention, exercising disciplinary control in the course or an instruction, encouraging students’ participation and moving the lesson forward among others.teacher questions are considered to be important because of their potential power “to facilitate either Target Language production or correct and meaningful content-“to facilitate either Target Language production or correct and meaningful content-related responses by students".
F. Teacher’s Role
The teacher has an important role in teaching learning process in the classroom. Mayberry and Hartle (2003) point out the effective classroom teacher prepares and organizes the classroom with on implementing the curriculum. It means before pose the question the teacher should plan the method or technique, it means too that the teachers decide all things that they need to teach, such as what to teach, what models and presents the new materials and who selects supporting materials for classroom use, how to increase classroom atmosphere and also how to pose the question in an appropriate chance.
All themes can be explained as follows; (a) Before teaching, she prepares the material by seeing the syllabus as guidance to teach. By checking the syllabus the teacher has the illustration what material she should teach. (b) She arranges lesson
plan, what models and presents the new materials and who selects supporting materials for classroom use. (c) Increase classroom atmosphere. The teacher may use media as stimulation tool for making active students. The examples for making students active during teaching and learning process are game, music or other media to make student enjoy and reduce the boredom in classroom activity. And (d) pose a question in an appropriate chance.
In the beginning, it may make student more curiosity to learn the material or review their knowledge. In the last lesson, the purpose from the question to check their understanding or comprehend, the topic has been learning. When teachers ask a question to the students, teachers should ask to every student, get the right answer and then evaluate it. Each round of interaction involves one student at a time, with the teachers asking.
G. Islamic senior high school (MAN) Insan Cendekia Jambi
The state Islamic Senior High School Insan Cendekia Jambi (Madrasah Aliyah Negeri Insan Cendekia Jambi) is one of favorite school in Jambi. Islamic senior high school (MAN) Insan Cendekia has known as MAN IC or INCEN is Islamic Senior High School that has boarding school. This school is located in whole Indonesia in construction by the ministry of religious affairs. The differences of Islamic senior high school (MAN) Insan Cendekia with other schools is this school hold the principles where there must be balanced knowledge (science and technology with faith and god fearing) in students’ life. Islamic senior high school (MAN) Insan Cendekia is always selective when accepting their students.
There are twenty schools named MAN Insan Cendekia in Indonesia. There are Islamic senior high school (MAN) Insan Cendekia Serpong, Islamic senior high school (MAN) Insan Cendikia Gorontalo, etc. Furthermore, MAN Insan Cendekia is one of them because located in Jambi Province. This school has accreditation A and also the school is run with national standard. The curriculum used by this school is
2013. The total number of students is 344 studentof which consists of 27 students.
The time for learning is from 7 AM to 4 PM.
H. The Previous Study
A number of studies have been conducted to investigate teacher‟s questioning skill. The writer finds some of the similar study with this study., but they focus in investigating types of question frequently used by teachers in classroom.
The first study is Siti Nur Hadiani (2014) conducted a study the title is teacher’s questioning strategies in classroom interaction. This study about the This study investigates the questioning strategies employed in classroom interaction in one public senior high school in Cimahi. This study, intends to explore what questioning strategies are applied by the teacher in the classroom interaction along with teacher’s and students’ perceptions of the questioning strategies applied in the classroom interaction. To meet the purposes of the study, a case study was employed. The site of this study was one of public senior high schools in North Cimahi. An English teacher and her students in XI IPA 2 class were the subjects of this research. This result was supported by the result of the interview with the students which revealed that the most helpful questioning strategy for the students was rephrasing strategy.
The second study is Vebrianto (2013) conducted a study the title is “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.
This study is a descriptive-qualitative research in which attempted to describe the types of questions that the teacher usually applies in the classroom during teaching and learning process, to describe the effects of applying the levels of questioning for the students‟ understanding of English, and to identify students‟ oral responses towards teacher questions. In this study, the data were collected by recording and interviewing the English teacher. Base on the research findings Referential questions used by the teacher were considerably fewer than the display questions. This finding
is similarity between Vebrianto‟s study and the study present on the descriptive- qualitative approaches used the technique collecting data uses recording and interviews the English teacher.
The third study is Mita Sari (2018) conducted a study the title is teacher’s question in the junior high school english classroom of SMP N 8 Batanghari”. This study aims to answer the question what are the problem in classroom questioning in english, and how to increase the effectiveness of the questioning. The finding of the study showed that display question (92%) was higly used by the teacher than a referential question (81%). In display question, the biggest category of question s asked by the teacherwas complete pronominal question (49,05%), which are question in the form of WH question. Besides 7(8,1%) referential question, there were 4 pronominal question and 3 complete verbal question.
Based on the explanation above, in this research focus on analysis types of questions that the teachers usually use in the classroom in term of display question and referential question by teacher at MAN Insan Cendekia Jambi. The different of this research and the other research, in the first study by Hadiani Siti Nur, this study about the investigates the questioning strategies employed in classroom interaction in one public senior high school in Cimahi, the second a study about teacher‟s questions in EFL classroom interaction by Vebrianto, Vebrianto attempted to types, effects of applying the levels of questioning for the students understanding of English, and to identify students oral responses towards teacher questions, and the last a study the title is teacher’s question in the junior high school english classroom of SMP N 8 Batanghari”. This study aims to answer the question what are the problem in classroom questioning in english, and how to increase the effectiveness of the questioning.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This research applied qualitative method especially conversation analysis.
Gay (2006) stated that descriptive qualitative method used to determine and describe the way things are test analysis. The purpose of the research is to analyze the teacher’s questions in teaching English applied by an English teacher at Madrasah Aliyah Negeri Insan Cendekia Jambi. This research used qualitative descriptive as a design of research because research focuses on analyzing of teachers questions in English classroom at MAN Insan Cendekia Jambi. It means this research was focused on types of the teacher used questions. By using qualitative method, the researcher hope to get data cleared and sure.
The design of this study was qualitative study. According to Johson and Cristensen (2008) design is a section that presents the plan or strategy used to investigate the research question. Qualitative is meant for exploring and understanding the meaning individuals or groups as describe to a social or human problem, also the process of research involves emerging questions and particulars to general themes and making interpretation of the meaning of data (Creswell, 2014).
In this study, the writer described teacher questioning types of question in a natural setting. In the qualitative study, the data usually collected and analyzed were in the form of interview data, observation data, document data, and video recording data (Creswell, 2014). Therefore, the instruments such as observation, video recording, and interview were usually employed in the process of collecting the data.
This was relevant to this study where the data were collected from observation used video recording and the supported by the interview.
B. Location and Duration of the Research
The research of this study was conducted at Islamic Senior High School (MAN Insan Cendekia) Jambi. It is located in Jl. Lintas Jambi - Muara Bulian KM.
21 Pijoan, Jambi Luar Kota. Madrasah Aliyah Negeri Insan Cendekia Jambi is among the 20 of the MAN Insan Cendekia in Indonesia. This is a favorite school for students in the outside who want to continue their school. Not only the teacher but also the students from this school have high level intelligence especially in English.
The students of MAN Insan Cendekia earned many achievements for their English competencies, such as; Debate, Olympiads and Speech.
The school has splendid facilities to support the teaching and learning process, which are sufficient to accommodate the whole number of students and to support the teaching and learning process. Then, this school also has a library that provides a lot of books and other learning materials that can use as the medium to support students‟
understanding about the giving lesson. Duration of the research start from march to may 2019.
C. Subject
Subject of this research was an English teachers at MAN Insan Cendekia who eleventh grade in Islamic Senior High School (MAN) Insan Cendekia Jambi. In MAN Insan Cendikia have two english teacher, the researcher took one class where teacher teach. There was; elevent grade in science class. One class consisted of 27 students.
In this study, the researcher used purposive sampling as sampling procedure.
In purposive sampling, the researcher specified the characteristics of the population of interest and locates individuals who have those characteristics (Johnson and Christensen, 2008). The site of this study was at MAN Insan Cendekia Jambi. An English teachers and her students in XI class was the participants of this study. The reason chooses this school because the availability of access to conduct the study
there. There was no similar previous study and other researcher who take MAN Insan Cendekia Jambi as the object for their studies.
The teacher was selected to be the participant of this study on the basis of several considerations. The researcher and the teacher have a good relationship. The considerations are the availability and the experience of the teacher. It is obviously not a short period to have an experience in teaching.
In addition, the teacher also mostly uses English as the medium of instruction in her class. The teacher taught four classes, all of these classes are second grade, then the teacher recommended the class XI as the participation on this study. Hence, the class taught by the teacher will be considered to be the potential subjects in this study. It is expected that this study was able to investigate the effective questioning strategies applied by the teacher in the classroom. Moreover, this study intended to find out the teachers‟ questions type.
D. Data Collection
In gathering the data in this study, the researcher used classroom observation (by means Audio Visual) and interviews the English teacher. Creswell (2014) suggests that data collection steps should include the setting of the study, collecting information through unstructured or semi-structured observations, documents and interviews and visual material, as well as stabling the protocol for gathering information.
In accordance with qualitative approach, the sources of data adopted the
‘nature’ of classroom setting, teaching and learning process at the senior high school.
The present research was aimed at investigating the teacher questioning strategies which were used by teacher, to know the reasons and the effects of the use the questioning strategies. In this research, there were three instruments used by the researcher. Those were: classroom observation/classroom recording, video recording, and interview. The researchers did observation in the class to collect the data by using
recording and a little note. The researchers also did interview as the instruments to collect the data.
1. Classroom Observation
Observation The aim of this research is to explore the deliver questions executed by the teacher to the students during teaching and learning of anything teaches materials. The observation which will conduct in collecting data as the data was the utterances produced by the teacher. The type of observation used in this research is a non-participant observation in which the researcher does not participate in the activity being observed. In addition, a recorder was placed in the classroom.
Therefore, for collecting the data researcher used field note to observe.
According to Creswell (2006, p.239) observation is when the researcher takes field notes on the behavior and activities of individuals at the research site. In field note the researcher record and ask general question to participant.
Field note is all of the data taken from object of the research.
According to Friska (2014) field note is the researcher should make a note about all event during the research.
The researcher took filed notes a teacher that include ; the style of teacher in teaching English, how the teacher opened the class until closing and all the activity applied by teacher, etc. Then, researcher took a picture or videos as evident. The researcher made field note to supporting the observation. The researcher observed one class where teacher teach.
In observation stage, the goal of research were to observed the teacher activities used types of questioning in teaching english process, how the teacher handled their class during the lesson from opening until closing.
Classroom observation as a means is video recording or visual data collection, which is a process of collecting data using visual sources, such as photographs, drawings, paintings, films and video (Johnson and
Cristensen, 2008). The writer recorded the whole part of teaching and learning process in the classroom using audio-visual in order to get the data during the interaction between teacher and students in a natural setting.
2. Interview
One of the ways to collect data was to interview research participants.
According to Sugiono (2012), the interview is a process to collect the data to find out respondents' feeling and thought about their world and environment. Furthermore, according to Ary et al. (2010), interviewer is used to get the data on subjects' opinion, beliefs, and feeling about the situation in their own word. Johnson and Cristensen (2008), add an interview is a data collection method in which an interviewer (the researcher or someone working for the research) asks questions of an interview (the research participant). In this study, the writer conducted face to face interview the English teacher by an interview guide that has been prepared. The purpose used interview the English teacher was to find out the reason or purposes why the teacher used those types of questions for her students in the classroom. When the researcher interviewed the English teacher, the researcher used tape recorder to record all of the conversation between researcher and English teacher. It helped the researcher to remember the interview.
3. Documentation
Documentation is mean that things on written. According to Arikunto (2009) documentation is data source that in form written like books, magazines, documents. The researcher used documentation to supporting the observation and interview to collecting the data. In documentation section, the researcher took the data from files written and picture.
Therefore, there were some documents can help the researcher to collecting the data such as the material of lesson, school profile. The goal
of documentation was to collecting the pictures and videos to supporting the researh as evident of the research.
E. Technique of Data Analysis
To analyze the data, the writer employed several steps. First, the writer collected all data from observation by means audiovisual and recorded the interview with the English Teacher. Second, the writer transcribed and coded the data. All of the record the data, either video record from classroom observation (audio-visual) or audio record from the interview was transcribed. According to Creswell (2014), coding is a process of organizing the data by text or image segments and write the word into category. Johnson and Christensen (2008) add coding is marking segments of data with symbols, descriptive words or category names. Then, the writer identified teacher‟s questioning types into the display and referential question. The last step, the writer analyzed the data. Then, after analyzing the data writer made conclusions from the research finding which is related to the purposes of the study.
F. Trustworthiness
In order to verify the accuracy or the validity of the research finding, the writer used certain procedures. According to Creswell (2014), validity is one of the strong points in qualitative research. It was to check, verify and clarify the accuracy of the finding on the perspective of the researcher, participants, and the readers of the account.
The first procedure to verify the accuracy or the validity of the research finding was triangulation. Data triangulation is multiple data sources to help understand a phenomenon (Johnson and Cristensen, 2008). Different sources of data from observation (by means of audio video) and interview to obtain and examine in order to build a coherent explanation.
The second procedure was peer debriefing. Creswell (2014) argues that this procedure is used to enhance the accuracy of the report or explanation. In this
procedure, a person is involved to make a review and questions about the study. This procedure can enhance the validity of the study. In the present study, the peer debriefing is English lecturer at education administration State Islamic University Sultan Thaha Syaifuddin and my supervisor of the study.
G. Schedule of the research
Schedule of research is important to guide the researcher to do research. It can see in this table.
Table of research SCHEDULE OF RESEARCH
NO Activities jan feb mar apr may 1 Proposal
arrangement X
2 Consultation of proposal
X
3 Proposal seminar
X
4 Collection data
X
5 Writing thesis
X
6 Thesis
examination
X
CHAPTER IV
RESEACRH FINDING AND DISCUSSION
This chapter focused on the data analysis including the research findings and the result of the study. The analysis data from observation and interview are also presented. After conducting the resesarch, the researcher found two kinds of question, they are: display questions, and referential questions
A. Findings
1. Display questions
The researcher conducted observation in two meetings to get data about teacher questioning strategies activities that was applied by English teacher at Madrasah Aliyah Negeri Insan Cendekia Jambi. The researcher observed in teaching process at one class, they was class IX science 1. During the observation, the researcher utilized an video recorder to record the teaching and learning process and the field notes also used to add some information related to the teacher questions practiced in the classroom.
The questions in the table served the function of display questions, they were controlling classroom management, greeting, checking assignment, checking whether the task is clear, and checking students’ readiness. The facilities and equipments in classroom were well and appropriate, it meant that this class was comfortable and enjoyable when students learning. In this observation, the researcher acted as a non participants observer.
Asking such questions, the teacher is trial to keep the instruction clear and trying to control students to keep focusing on the teaching-learning process. The teacher said that he often used display to greeting and check students’ attention in his classroom during teaching-learning processes.
Teacher’s question or teacher questioning is one of the most common techniques in the classroom interaction. The function of display question is checking learners understanding, and invites the student's interest curiosity in a topic.
Sample question of display question (from recording)
Greeting
- Assalamualikum wr wb -Good morning students -How are you today
checked students’ attendance -Who absen today
Give students spirit -are you ready
display questions have to do with classroom procedures and routines and classroom management as opposed to the content of learning. This was same with procedural question. This research described the use of questioning strategies in teaching classroom through applying some types of questions and using them in mostly session in the teaching. It was found that the teachers applied more than one type of questions. Students’ responses upon teacher’s questions indicate their competence in speaking.
Students may show their ability in expressing the information they have in the form of responses upon teacher’s display and referential questions. Their responses also indicate the meaningful classroom interaction. It is due to that when teacher offers questions and students respond, there is a reciprocal communication.
display questions are likely question in which students have already known the answer and those questions are delivered mostly in the lower level class to check students’ knowledge about the lesson or their new language knowledge, to elicit the
previous information or what they just learned, and those are more likely about the form, structure, and meaning of language. An effective question can be developed as if a teacher knows how to organize the question and in what way that the question has to be employed. This way the teacher employs the questions to the student calls questioning strategy.
Dialog 1 T: Assalamualaikum wr, wb?
S: wa’alaikumsalam wr, wb T: good morning students?
S: good morning Mr T: how are you today?
S: i’m good/fine T: who absen today?
S: eeee, Bunga
T: i want to checked students attendance list?
T: Agung perwira S: hadir
T: aminullah S:present Etc
T: Did you study last night S: yes/no
T: do you remember last week we are study about?
TS: (review materi minggu lalu)?
Before start study the teacher give the spirit T: are you ready for study today?
S: yes, i’m ready
Display questions students can answer the questions correctly, because students can find the answer on the previous material although it is only provide short answer from types of questions. From the analysis of transcription the teaching lerning process the teacher more used display question to interaction for the students.
The researcher gave interview about how to important do you use those kinds question in clasroom? The result of interview:
The teacher said “it Can prepare mentally students before starting discussion of the subject material, give question to students about what is the material will be learned today, make a connection (apperceptions) of the lesson being studied with will be learned”.
Display questions also gave the motivation to the students. Motivation was more important to the students before starting the teaching learning process. the researcher ask to the teacher about questioning strategies to mitivation students in teaching learning process and teacher answered:
“yes, because this questioning strategy is able to encourage students to be motivated to study harder, give the students rewards, values or just sayings good, great can make them happy”.
Motivation is most important things to interest students enjoying the lesson.
Spirit of the students can made situation learning is happy and enjoy, but if the students not happy, and dont have siprit can made the students dont understand about the teacher explain the material.
Display question according to Long and Sato’s theory (2013) is a type of questions in which the answer is already known by the teacher and it seems that teachers know much than the students about the answer (Lightbown and Spada, 2013). Besides that, Lin (2011) notes that display questions are to test students’
knowledge of fact. This type of questions is as a question in which teacher wants to test students to recall the previous fact from their memory after learning a lesson.
The teacher uses display questions in EFL classrooms to generate practice in the target language and to increase students’ participation in the form of natural
conversation (Zhou, 2002). It seems that display question is more delivered in teacher-centered classroom (Qashoa, 2012). By considering the teacher who takes big roles in language classroom, display question may be more beneficial at the beginning level or while commencing a short conversation in language classes (Matra, 2014). This statement clarifies the Maley’s though (2003) which stated that the display question may be helpful for the beginner learners to comprehend the new language.
Based on the mentioned explanation above, display questions are likely question in which students have already known the answer and those questions are delivered mostly in the lower level class to check students’ knowledge about the lesson or their new language knowledge, to elicit the previous information or what they just learned, and those are more likely about the form, structure, and meaning of word, sentences of the language.
In teaching process kinds of questions were different, it is based on the learning material. Display question is the type of question frequently used by the teacher. In the first meeting about song, and than the second meeting about poetry.
The teacher gave some questions in the learning process. The domination of display questions was influenced by the learning material being discussed. The material was about song title is hero and poetry the titlle is trees, every students enjoyed with this material. The students get the new vocabulary, meaning, translation and pronounciatio.
Display question needs short answer, such as yes or no or short statements. It was not requir student to engage in higher level thinking in order to come up with a response, but often focused on recalling previous material.
The students were introduced to some questions regarding about song and poetry. The teacher frequently asked for the translation of certain words or phrases to the students, and to check students’ understanding, how deep they understand the material.
Sample question of display question (from recording)
meaning of word
-what is the meaning of the words
translate of sentence
-what is the meaning of the sentences
question with yes or no answered -do you like song /poetry
-do you like sing a song
question about song -what is your favorite song -what is your favorite singer -What is your favorite genre music
Check understanding the material -do you have any question?
Mention noun, adverb, adjective -can you mention noun from this song -emptiness is noun, adjective or adverb
Display question needed short answer, such as yes or no short statements.
Display questions is found being the questions that commonly used by the teacher in the classroom interaction. It did not requires students to engage in higher level thinking in order to come up with a response, but often focused on recalling previous material. The students also use short statement, which is meaning of word or sentences.
Dialog meeting 1 T: do you like song?
S: yes
T: What is your faovorite song?
Ss: (mention together)
T: putra, what is your faovorite song?
S: love yourself justin bieber
T: dinda, what is your favorite singer?
S: blackpink korea, raisa indonesia
T: silent please? What kinds of genre music?
Ss: pop, dangdut, jazz ect T: do you like this song Ss: yess
T: what is the meaning of hero?
S: pemberani
T: what is the meaning of carry on?
S: bertahan
T:Kamu tau gone itu apa?
S: pergi
T: Asal kata dari went go gone
T: if you look inside your heart. What is the meaning of sentences?
S: jika kamu lihat kedalam hatimu T:what is the meaning of strenght?
S: kekuatan
T: fears, adj, adv. Noun, or verb?
Ss: adjective
Dialog meeting 2
T: what is the meaning of poetry:
S: puisi
T: do you understand:
S: yes
T: what is the meaning of trees?
S: pohon
T: different sound lift and leafy, you can do it?
S: (pronounce)
T: what is the meaning of lift, leafy?
S: mengangkat, rindang
T: what is the meaning of sentences a tree that look at god all day?
S: sebuah pohon yang terlihat pada tuhan sepanjang masa T: what is the meaning intimetely?
S: sarang
The following excerpts were the example of display questions used to ask the translation of words or phrases for the students. The excerpt above illustrates that teacher asked students to translate some words and phrases.
The teacher knew the answer of the questions, so that teacher’s questions are categorized as display questions.
The excerpts above illustrated that teacher asked students to translate some words and phrases. The teacher knew the answer of the questions asked to the students, so that those teacher questions were categorized as display questions because there was only one acceptable answer in order to respond to the questions.
After the student gave the right answer, then teacher convince them with other question to them again, which sentence was correct.
can you write adjective, noun and verb in this song?
