CHAPTER 1
INTRODUCTION
A. Background of the study
Curriculum is a set of planning and arrangement of the purpose, content, material and method in which is used as the manual to implement teaching-learning process to specific objectives of learning (UU No. 20 2003: 10). In response to the law, it is known that from many elements of education resources, curriculum is one of the elements that can give a significant contribution to the realization of developing students’ competence. In other words, curriculum is a broadest term concerning in philosophy purposes that involves a consideration of the objectives, contents, methods chosen to reach the objectives and the design of a whole program of education system including the courses, and the syllabus. In short, curriculum is a set of guidance in teaching-learning process to achieve educational goals (Mulyasa, 2009: 4).
competence. Learning activities performed interactively, inspiring, fun, challenging, motivate students to actively participate and give space enough for innovation, creativity, and independence in accordance with the talent, interest, and physical and psychological development of students.
Learning activities are combination between transferring knowledge and students’ involvement in classroom. Those are reciprocal and multi-dimensional processes both of give affect to each other. In this context, there are two important components. Teachers and Students learn from one to another (Lathan, 1957, cited in Wood & Anderson, 2001: 1) as they build up an environment of learning in the class. Basically, the main goal of KTSP is how to make students and teacher more actively in teaching-learning process. Students must be active in teaching and learning, otherwise teachers should also be active in stimulating the creativity of their students so that two-way dialogue occurs with very dynamic. Unfortunately, the expected active interaction desired rarely occurs during teaching and learning process due to the less motivation to participate possessed by the students, especially in Indonesia (Hadiani, 2014: 2).
their chair, they do not answer teachers’ questions, and sometimes still confuse about what they will do. Students in Indonesia are still shy in participating during teaching and learning process (Hadiani, 2014: 1).
Without interaction between the teacher and the students, education is greatly impeded (Alyssa and Brittany, 2010: 1). There are various methods used to increase class participation, however, the most important method is the use of classroom questions method. According to Croom and Stair (2005: 1) stated that classroom questions are best used as diagnostic tools to help indicate students’ academic progress or to assess students’ critical thinking. Vogler (2005; cited in Omobola Adedoyin, 2010: 2) supported that questions can monitor comprehension, help make connections to prior learning and can stimulate cognitive growth.
Since every question that teacher gives needs an answer or response (Hadiani, 2014:2). The students are expected to actively involve in the teaching-learning process by give responses to the questions being asked to them. Then there will be active interaction and communication build between the teacher and the students. Unfortunately, asking questions to the students do not always work in the classroom (Hadiani, 2014: 2).
more by answering or asking the questions due to certain circumstances, such as the question that is not understood by the students or the length of the question that is too long (Hadiani, 2014: 2).
In addition, researcher also thinks that most students have the same problem in term of questioning. The problem is that students feel shy and afraid to ask to their teachers. Instead, some others tend to be ignorant because they do not know what to ask and how to ask (Cole and Chan, 1994: 184). Further, students are often anxious about the quality of the answers they give in class. They are concerned that if they give the wrong answers the teacher may judge them to be lacking in elementary knowledge of subject matter and other students in the class may tease them (Newman & Goldin, 1990 as cited in Cole, 1994: 185). Therefore, students are often careful when they ask or respond to teachers’ questions. For those reasons, it is important to not only look at the types of the question given by the teachers but also the perceptions of students about their teachers’ questions serve in the classroom.
B. Reasons of Choosing the Topic
This research was conducted based on three reasons:
1. Teacher’s classroom questions have significant role in teaching and learning process.
2. Many teachers of EFL Classes are lack of the proper questioning skills 3. Students’ are lack of initiative to ask and answer question to the teachers
in classroom.
C. Research Problems
This study attempted to answer the following questions:
1. What types of teachers’ classroom question are used in the teaching-learning process?
2. What are students’ perceptions toward the questions applied in classroom interaction?
D. The Objectives of the Research
E. Clarification of terms
1. Students’ Perception
Perception is a process which starts from the sense of organ. This is a process related to acceptance of message or information by human brain. During the process a person continually interacts with his or her environment (Slameto, 2010: 102).
Students’ perception in this study refers to students’ feel and respond of their teachers’ classroom questions.
2. Classroom Questions
A question is any sentence which has an interrogative form or function. In classroom settings, teacher questions are defined as instructional cues or stimulant that convey to students the content elements to be learned and directions for what they are to do and how they are to do it (Cotton, 1998).
Currently, classroom questioning is the most ubiquitous phenomenon detected in classroom, as well as one of the most practical instructional devices used by most the teachers (Cotton, 2003 as cited in Hasan, 2010).
F. Contribution of Research
1. For the students
To encourage students to have an initiative to ask and answer questions. 2. For English teachers
To know what and how to stimulate students to ask and answer questions and it can be a good feedback for teachers in developing their questioning skill.
3. For other researchers
