TABLE OF CONTENTS
2.1.3 Reading Comprehension Strategies ……… ... 15
2.1.4 Reading Activities at Madrasah Tsnawaiyah ……….. … 16
2.1.5 Related Research Studies ………... 17
2.2. Questioning ………. … 23
2.2.1 The Nature of Questioning…………..……… 26
2.2.2 The Stage of Questioning Process……….. 26
2.2.3 Types of Question ……….. 28
2.2.3.1. Literal Comprehension……… ……… 30
2.2.3.1.1 Recognition ……… 30
2.2.3.1.1.1 Recognition of Detail………. 31
2.2.3.1.1.2 Recognition of Main Ideas ……… 31
2.2.3.1.1.3 Recognition of Sequence ……. … 32
2.2.3.1.1.6 Recognition of Character Traits…. 33
2.2.3.1.2 Recall ………. 33
2.2.3.1.1.1 Recall of Details ………... 33
2.2.3.1.1.2 Recall of Main Ideas ……… 34
2.2.3.1.1.3 Recall of Sequence………. 34
2.2.3.1.1.4 Recall of Comparison ………. 35
2.2.3.1.1.5 Recall of Cause and effect Relationships ………. 35
2.2.3.1.1.6 Recall of Character Traits ………… 35
2.2.3.2 Reorganization Comprehension……… 36
2.2.3.2.1 Classifying ……….. 36 2.2.3.2.2 Outlining ………. 37
2.2.3.2.3.Summarizing ………. 37
2.2.3.2.4.Synthesizing ……….. 37
2.2.3.3 Inferential Comprehension ……….. 38
2.2.3.3.1.Inferential Supporting Details……….………….. 39
2.2.3.3.2 Inferring Main Idea ……….. 39 2.2.3.3.2 Inferring Sequence ……….. 39 2.2.3.3.4 Inferring Comparison………. 40 2.2.3.3.5 Inferring Cause and Effect Relationship ……… 40
2.2.3.3.6 Inferring Character Traits ……….. 41
2.2.3.3.7 Predicting Outcomes ………. 41 2.2.3.3.8 Interpreting Figurative Language ……… 41
2.2.3.4 Evaluation Comprehension……… 42
2.2.3.4.1 Judgments of Reality or Fantasy ……….. 42
2.2.3.4.2 Judgments of Fact or Opinion ……….. 42
2.2.3.4.3 Judgments of Adequacy and Validity.. …………. 43 2.2.3.4.4 Judgments of Appropriateness ……… 43
2.2.3.3.5 Judgments of Worth, Desirability, and
2.2.4 Questioning Strategies ……….……… 49
2.2.5 Questioning Interaction in Reading Class ………. …… 51
2.2.6 Concluding Remarks ……….... 56
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ………. 57
3.2 Research Site and Participants ……….. 58
3.3 Data Collection Procedures ………. 60
3.4.1.1 Non Participant Observer ……… 61
3.4.1.2 Seating Arrangement ……….. 62
3.4.1.3 Recording ……… 63
3.4.2 Interview ………. 63
3.5 Data Analysis Method ………. 64
3.6 Validity ……… 66.
3.7 Concluding Remarks ……… 67
CHAPTER IV FINDINGS AND DISCUSSIONS 4.1 Types of Questions ………. 69
4.1.1 Five Question Levels of Barrett Taxonomy ………. 69
4.1.1.1 Literal Comprehension Questions ………. 78
4.1.1.2 Reorganization Comprehension Questions ………. 83
4.1.1.3 Inferential Comprehension Questions ………. 86
4.1.1.4 Evaluation Comprehension Questions ………. 95
4.2 The Questioning Strategies ……… 99
4.3 The Influence of Question Types and Questioning Strategies Used by Teachers on Class Interaction in The Process of Teaching Reading ………... 110
4.4 Concluding Remarks ……….. 122
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusion ………... 125
5.2 Suggestion ……… 127
LIST OF TABLES
Table 2.1 Level of Comprehension of Barrett’s Taxonomy ……… 47 Table 3.1 Teacher Profile ……….. 61 Table 3.2 Data Categorization ……… 67 Table 4.1 Number and Percentage of Question levels based on
LIST OF FIGURES
LIST OF APPENDICES
Appendix 1 : The Teachers’ Transcriptions ……….………. 130
Appendix 2 : The Analysis of Teacher A’s Questions ………... 156
Appendix 3 : The Analysis of Teacher B’s Questions ………... 168
Appendix 4 : The Analysis of Teacher C’s Questions ………. 179
Appendix 5 : The analysis of Teacher A’s Questioning Strategies ……….. 191
Appendix 6 : The analysis of Teachers B’s Questioning Strategies ……….. 190
Appendix 7 : The analysis of Teachers C’s Questioning Strategies ……….. 206
Appendix 9 : The Interview Transcription ..……….. 213
1 CHAPTER I
INRTODUCTION
This chapter discusses the background of the study, the statement of the
problem, the purposes of the study, the methodology, and the significance of the study.
The organization of the study and the definition of key terms is also illustrated in this
chapter.
1.1 Background of The Study
The English teaching policy in Indonesia has undergone significant changes in
the last fifteen years. There have been reformation efforts in educational world,
including reformation of the national curriculum. Since then the focus of the English
language teaching is not only dominated on the teaching English for High School
students but also it has been covered to the Elementary up to University level. It means
that, all of Indonesian students have the great chance to access English nowadays.
The above phenomenon is strongly positive and vital in increasing the
educational quality because English functions not only as a language for science, and
technology, but also as a means of communication in economy and trade, multilateral
relationship, as well as career growth (Jafar, 2008:2). Meanwhile, ninety percents of all
books from elementary libraries at school to university libraries are written in English
(Sunggingwati, 2001:3). Therefore, the ability to grasp and extract that all information
depends largely on the student’s proficiency on reading skill. In other words, reading
skill plays an important role for the students who need to comprehend the whole
2
Since reading is a very important skill for the students, great attention also should be
paid to the teaching of reading, particularly to the teachers’ role in reading activities. It is
due to the fact that a teacher has an important role in the teaching reading as what
Sibarani (2001:2) states that teacher plays a very important role in the classroom
teaching. A teacher is the most important person in the reading class deciding the kind
of experience the children should have. More explicitly, Bond and Dykstra (1990, cited
in Chandra 2005:4) confirm that teacher is a variable underlying students success in
learning to read. It is an obligation for the teachers to stimulate students’ interest in
reading, they must help the students to see that reading is a valuable skill for them. The
students are able, of course, to do learning themselves, but the teacher has a major
effect in reading activity, and can create materials appropriately in a sequence of
increasing difficulty which leads to the students’ improvement in reading skill. As what
Eskey (1983:4) states that to bring students and to give appropriate materials
altogether are very large parts of the reading teacher’s job. Meanwhile, the teacher
also must provide practice and introduce useful reading strategies, such as: SQ3R,
scanning, skimming, inferential reading, and QAR (QuestionAnswer Relationship)
questions, reciprocal teaching (http://fys.nd.edu/reading_learning.htm), in which these can be great ways for the teacher to consider what they will doin their classes to facilitate
overall comprehension in reading (Anderson, 1999:39).
Regarding the reading strategies, questioning is one of the type commonly used
by the English teachers in their reading EFL classes. In line with this, Carriane (1994)
found out that teachers’ questions vary from 30 to 120 questions per hour. While, Borich
3
reacting to questioning. Therefore, by conducting some questioning activities, it is
expected to stimulate students’ asking questioning skill, to promote their thoughts and
to understand the ideas, to be able to diagnoze and recall information, and to activate
student’s knowledge background (Heilman and Blair, 1981:251). Moreover, based on
the previous findings conducted by Talebinezand (2003:44) and Long and Sato (1983:4)
that questions and answers are very common activities if they are exploited
appropriately, they can help students and teachers to judge the usefulness of what they
are doing. In line with this, Scales and Shen (2004:3) furthermore, state that questions
play a central role in reading comprehension instruction because they can be used to
develop concepts, build background, clarify reasoning process, and even to lead the
students to the higher level of thinking. Therefore, posing questioning can be a useful
tool for a skillful teacher to serve numerous useful learning purposes and encourage
students’ level of thinking.
Since the teachers’ questions quality posed to the students at reading activity is
important, this present study is therefore intended to investigate the types of questions
at reading activity in MTs N Model Samarinda.
1.2 Statements of The Problem
Related to the background of the study mentioned above, the researcher
conducts a study concerning the reading comprehension questions used by the
teachers at Mts N Model Samarinda, and the problems are formulated as follows:
1. What types of questions do teachers ask during the process of teaching
4
2. What questioning strategies do teachers use during the process of teaching
reading?
3. What are the influence of question types and questioning strategies used by
teachers in the class interaction during the process of teaching reading?
1.3 Purposes of The Study
In line with the research problems above, this study attempts to describe the
process of reading comprehension questions used by the teachers at Mts N Model
Samarinda. To be more specific, the purposes of the study are:
1. to observe types of questions used by the teachers during the process of
teaching reading?
2. to identify questioning strategies used by the teachers during the process of
teaching reading?
3. to know the influence of question types and questioning strategies used by
teachers on class interaction during the process of teaching reading?
1.4 Methodology
In accordance with the problems of the study stated above, this study applies a
descriptive method. The main focus of this study is to observe or to find out the
teachers’ questions used in reading activities at Mts N Model Samarinda. In this study,
the researcher took three teachers purposively to be oberved as samples, then the
5
on the level of comprehension and some questioning theories related to this study can
be covered through reading activities.
The data collection used in this study are the classroom observation and
interview. In taking the data, the researcher used an observational qualitative design to
know in details the process of the teachers’ questions given to the students during the
reading activities. The data taken from the teachers’ questions were then analyzed by
using types of level comprehensions and other theories supporting this study.
Methodology is further elaborated in Chapter III.
1.5 Significance of The Study
The findings of this investigation illustrate types of questions and questions
strategies used by the teachers to the students in reading activities. Overall findings are
expected to give benefit to the teachers, mainly to the teacher at Mts N Model
Samarinda, other teachers at different level of school grades, and other researchers
who will take a study on the similar field, particularly how to pose or frame the types of
questions to the students in teaching reading comprehension.
1.6 Definition of the Key Terms
To avoid misinterpretation of the terms used in this study, the definition of the
key terms are provided as follows:
Reading class : a room students where learning reading skills in the classroom in
6
Types of teachers’ questions: the questions given to the students that consists of : (a).
Literal, (b) reorganization, (c). Inferential, (d). Evaluation, (e). Appreciation (Barrett,
1968, cited in Clymer, 1968).
1.7 Organization of the Thesis
The thesis consists of five chapters. Chapter one illustrates the background of
the study, the statements of the problems, the purposes of the study, reserach
methodology, the significance of the study, and the definition of the key terms.
Chapter Two elaborates the review of related literatures about reading
comprehension, types of questions, questioning strategies, and other supporting
theories underpinning this thesis.
Chapter Three provides the methodology consists of research design, research
site and participant, data collection methods, and data analysis method.
Chapter Four discusses research findings in connecting to teachers’ questions
given to the students and question strategies used in reading activities, and the
influences of the types of questions and questioning strategies in questioning
interaction.
Chapter Five covers some important points of the findings, and the significances
which are related to the quality of teachers’ questions posed to the students, mainly to
the teachers at MTs N Model Samarinda. The suggestions are also given to the other
7 1.8 Concluding Remarks
This chapter has elaborated the background of the study, the statements of
problem, the purposes of the study, methodology, significance of the study, the
clarification of key terms, and organization of the thesis. In chapter two elaborates in
details the literature review of related theories underpinning the types of teachers’
57 CHAPTER III
RESEARCH METHODOLOGY
This chapter highlightes some important points of research methodology. The
illustration of data gathered from the classroom observation is then discussed in
detalis in this part. It consitsted of research design, research site and subjects,
research instrument, data of collection procedure, data analyzes, and concluding
remarks.
3.1 Research Design
As stated in the first chapter that the objectives of this study are to investigate the
ways the teacher posed the questions types in reading class. To achieve those
objectives, it is necessary to apply a suitable research design. In this study, the
researcher used a descriptive research design to describe the phenomena occurred at
the certain setting, e.g. a student, a class, a school, these are able to collect of very
extensive data to produce understanding of the entity being studied (Fraeken-Wallen
1990:313). By doing this design, it is also to portray a comprehensive understanding of
what the teacher posed or elicited the questions to the students in reading activities at
MTs N Model Samarinda.
This study also belongs to an observational case study of a qualitative research.
In this case, it concentrates on one setting and one particular person and event
58
the data is observation. The focus of observation is on the way the teacher distributed
and elicited types of question to the students in reading activities.
Generally, in an observational case study, before conducting the actual
observation. It can firstly be conducted by pre–observation phase. This is in line with
Alwasilah’s view (2002:211) that observation is often followed by informal observation
and impresionistic as a warming up before conducting a real observation. A preliminary
research was done where for several weeks by observing the whole process of
teaching – learning activities naturally, including the classroom condition, facilities, and
others.
During the preliminary activities, the researcher then stated some research
questions were to design research instruments. Note taking was used as an additional
point to note down everything that appeared at the time of the teacher reciting the
questions to the students. Then the last phase, the data gathered were categorized and
interpreted to get the drawing conclusion.
3.2 Research Site and Participants
Research was conducted at MTs N Model Samarinda, in East Kalimantan. The
school is located on Jln. Harmonika No. 100, Samarinda. The school has become one
of the most favourite schools in Samarinda, particularly for Islamic Junior High Level.
There are several reasons deciding that school to be the setting of this study. Firstly,
MTs N Model is the only state MTs in Samarinda which is recognized as the most
59
the researcher. This school has also a good quality of education, mainly, there are
some “kelas unggulan” available there. More explicitly, in teaching learning objectives,
particularly, for the second grade, the syllabus indicators mention that in terms of
teaching reading, the students are expected to guess meaning or to get information
from the reading text explicitly or implicitly. Based on the reason, it is then considered
to take this school as the site of the study. Then, through discussing between the vice
head master of curriculum division, the teachers and the researcher, then the three
classes chosen was the second-grade.
Regarding the subject observed, the rich data was needed to be able to figure out
how the real condition happened at this classroom. The data gathered was the types of
teachers’ questions posed to, how effective the questions applied in teaching reading
activities, and the influences would appear when the teachers distribute the questions
to the students. For this reason, Fraenkel and Wallen (1994: 313, Merriam,1998)
suggest that in a case study allows an investigation to retain the holistic and meaningful
characteristic of real life events.
Meanwhile, participants in this study were the English teachers who have been
teaching at the school for several years, three of them were taken from the second
classess. Taking the participants to be observed-subjects was done by using the
purposive sampling design (Alwasilah,2003;145). All of them have their own
experiences in teaching English. They are non – native speakers but have completed
their study at college of education, majoring English teacher training. Take, teacher A,
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since 1993 and has been teaching English at MTs since 1996. Her career of teaching
English has been started few senior high schools in other town before being a
fully-public servant at Mts N Model Samarinda. For more complete profile of teachers
respectively, it can be seen at the following Table. 3.1:
Table 3.1. Teachers’ Profile
No Participant Graduation Teaching
experiences
Before collecting the data, the researcher conducted a preliminary research to
get the information regarding: the types of questions, the questioning strategies, and the
influence of these questioning strategies toward students. In this study, the researcher
used two kind of instruments namely: classroom observation and interview. Afterwards,
the researcher went to the field to collect the data by using these instruments in order to
get the rich data needed. Below are the techniques used in obtaining data which are
61 3.4.1 Classroom Observation
As stated earlier, the focus of this study was observational case study, which
aims to gather the rich data that can be collected through the observation in the
classroom. As Bogdan &Biklen (1998:55) state that a researcher simply observes and
records naturally in the classroom in which it is purposely to describe the setting that
was observed, that took place in that setting, the people who participated in those
activities, and the meanings of what was observed from the perspective of those
observed. Therefore, toward an overall observation, several activities was done by the
teachers, including the teaching and learning activities when s/he posed and elicited
the questions and how the questioning interaction occurred among the teacher and the
students. Taking the data were almost conducted in two months, started at the
beginning on November 2008 up to February 2009. Classroom observations then were
conducted for 9 meetings. Three meetings were conducted by the teachers in their
teaching learning activities. Activities that were conducted during the observation will be
presented below:
3.4.1.1 Non Participant Observation
In conducting this observation, the researcher was a non–participant observer in
the teaching– learning activities. She came into the classroom to observe the classroom
activities for several days, before data collection and while data collection. The
researcher believes that it was an efficient way for her to get into the class. Before the
real observation was conducted, this was done for the students to be familiar with the
62
their ideas freely although the researcher was in the class. During the observation
process, there was no interaction happened between researcher, teacher and pupils.
She paid much attention to the process of teacher-students activities in distributing and
eliciting questions in classroom interaction.
Taking a seat at the back is also a way to see the interaction between teacher
and students when the teacher distributes those questions. She also took a note for
several things; recording teacher- students verbal interction, noting down what the
teacher’s expression, impression or ideas that figured out the teacher’s performance,
and talling the questions distributed on the students seating-chart. By taking a note, it is
aimed to record the data of the teacher’s nonverbal behavior and expression, such as;
nodding, raising eyebrow, smiling, or even giving appreciation to the students.
3.4.1.2. Seating- Arrangement
To collect the data of teacher distributing questions to the students, the
researcher was equipped with the seating chart. A seating chart is a map of students’
position in the classroom when the data were being taken (see appendix. 9). According
to Nunan (1989:94, Leng,1982), in particular seating chart will show the number and
direction of questions by the teacher, whether these were directed to the class
generally or specifically individuals, and learners response. Therefore, the researcher
used the seating chart to record the questions posed by the teacher. In this seating
chart, the researcher tallied the position of a student who posed the questions or who
63 3.4.1.3 Recording
The focus of this observation was the way of the teacherposed questions to the
students. A cassette recorder was used to help the researcher to record all activities
happened in the classroom. In the recording process, it recorded utterances verbally
instructed by the teacher within interaction in the classroom. In other words, this study
was equipped with tape recorder as one of the main techniques used, by utilizing the
recorder, the obtained data would be more accurate. The recorded utterances in the
class interaction particularly were considered as a raw data of this study. Those raw
data were then transcribed, to seek types, strategies, and influences of these types of
the questions provided for the students to answer the research problem. There were
three classes of the second grades to be an observed – settings, and three meetings
were recorded by the teachers respectively.
3.4.2. Interview
The second instrument is interview. Interview was conducted after the process
of recording. It was used with the reason that the teachers would give the questions in
different way, so this instrument was used to gain in-depth information about the
teachers’ considerations or reason in giving or reciting the certain question items in
classroom activities The semi- structure interview was used in this study because its
questions have no choice from which the interviewee selects the answers (McMillan &
Schumacher, 1990:176). Thus, the interviewee would feel free to answer the interview
64 3.6 Data Analysis Method
In this phase, the researcher has collected the data needed, then it was soon
analyzed in details. Bogdan and Biklen (1998:159) state that the more data you have on
a given topic, setting, or objects, the easier it will be thought deeply when you attempt
the final analysis. Morever, they confirmed that analyzing data, which involved working
data, organizing them, breaking them into manageable units, synthesizing them,
searching for patterns, discovering what is important and what it is to be learned,
deciding what you will tell others, and need to be done immediately. All collected data
that was taken by observation form constitute the verbal transcription of the teacher’s
utterances in giving questions to the students in the classroom. They consisted of
teachers’ types questions based on Barrett’s Taxonomy and questioning strategies
based on Jacobsen and Eggen’s theories. The data will then be broken down into their
pattern to see the appropriateness between the patterns and questions types.
Partinent with the data collection method and the data needed to be analyzed
further, Miles and Huberman (1994:9, see also,Maleong, 2002) point out that the
procedure of data analysis in this study was conducted into several steps, namely: a)
data collection, b) data reduction, c) data display, d) conclusion drawing.
Data collection on the observation process was the teacher’s verbal transcription,
that was recorded on the tape recorder. The data reduction was carried out by sorting
the relevant data from the transcribed utterances that contains the questions of the
65
Previously to the reduction of data needed, the recorded data was prior
transcribed on the observation form, in order to make the whole process of data
analysis easier. After the transcribed data was written down then sorted until those of
teacher’s questions types were left, data were, then, codified and classified into the
theories underpinning in this study. Meanwhile, the data were codified in accordance
with determined codes. The example of code is TC/4/11/08, represented by TC=
teacher C, while, 4/11/08 indicated the time recorded being taken, while 4/11/08
explained, date, month, and year respectively. Finally, the step was conclusion drawing
to be carried out on the basis of data reduction and data display.
Moreover, in terms of types of question sorted before, each question is
categorized based on the cognitive level of teacher’s questions of Barrett’s Taxonomy
(Barrett, 1968, cited in Clymer,1968) and based on the reference theories adopted in
this study. The second steps of this analysis, the selected data were classified based on
the reference to questioning strategies consisting of redirection, prompting, and probing
(Jacobsen, at.al,1982,142). The next step is to investigate the influences of the type of
questions in classroom interaction. Then, the last step is to calculate the frequency and
percentage of question items respectively. After the whole result of percentage of
question items classified respectively, the research problems then were answered. The
66
Types of Questions 1. Literal
2. Reorganization
The validity of data from observation was taken through member checking. After
the researcher categorized the transcription of teachers’ questions and showed to the
participants, the researcher asked for their comments whether these data are
appropriate in terms of their ways of giving questions to the students in teaching
reading process. The way is to verify the accurateness of data obtained and minimize
bias happened during classroom observation when they are being observed. In line
with this, Maxwell (1996:88) conforms that this is done to reduce a risk of the limitation
67 3.7 Concluding Remarks
Having well-presented the data obtained which was designed in this study, is a
way to figure out of what actual data look. A research design used in this study was a
qualitative research design that applied a observational case study as a method that
was used to process the data needed. The data collection of this study was
observation. These data then, were broken down to their categorization based on the
theories suggested in this study. In order to verify the data obtained and have a fuller
understanding of the phenomenon happened at the setting subject, member checking
is used to clarify the validity of the data obtained. More details and more comprehensive
data analyses, was illustrated further in Chapter Four. The whole methodology is
68
Figures 3.1 Research Methodology
BACKGROUND
Theory Problems Fact
Types of Questions, Questioning Strategies, and Its Influence toward the Students
Research Questions
Validity Data Collection Observation
& interview
Data Analysis, Findings, & Discussions
126
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This previous chapter presents the findings and discussions of the presents
study on the type of questions instructed by the teachers in teaching reading class at
Mts N Model Samarinda. Based on the findings, in the present chapter, several
conclusions are drawn and number of suggestions are put forward. The conclusion
deals with the types of questions used by the teachers is based on Barrett taxonomy,
type of questioning strategies used by the teachers is based on Jacobsen, at.al
(1989:176), and the influence of question types used by teachers toward class
interaction in teaching reading process. Then, the suggestions are drawn based on the
research conclusions.
5.1 Conclusions
Based on the results of the study and the discussion of the findings, It is
concluded that generally, the three teachers applied well the types of questions in
their class respectively. The first, based on Barrett’s Taxonomy as a basis in this study,
it is identified that all teachers applied the question level of literal, reorganization,
inferential, and evaluation of comprehension questions. However, appreciation level of
comprehension is difficult to be constructed by the teachers. The reason underlying of
this condition is related to the differences in teaching experiences and self
development motivation among the teachers. These type of questions can be a very
useful way to motivate the students to involve in the lesson, and motivate the students
127
The second, in terms of question strategies based on Jacobsen,at.al (1989:176),
it is identified that all teachers used redirection more than other two strategies. The
reason underpinning this condition is related to its functions. Firstly, redirection is able
to encourage the students’ motivation at the beginning and during the phase of reading
activities. Secondly, redirection is also able to give information whether the students
comprehend the text presented or not. Actually the second and the third parts, hence,
prompting and probing are considered as supporting ways to make the students
comprehending more the text well, so that they would be able to engaged the students
better in improving their ability in acquiring the questions developed by the teachers.
The third, questioning and answering interaction in the classroom, the teachers
actually were better in eliciting the questions to the students. Commonly, they pose the
questions either based on the questions presented or explicitly stated in the text or
questions made by themselves. But, in some meetings, they make the same questions,
particularly for the first and the second teachers. Those questions are able to make
the student active, however, the types of questions or questioning strategies used at
each meetings do not make students’ improvement regarding their responses. More
or less, questions used are mainly based on the text given. But, different way is
conducted by the other teacher, the teacher seems successful to make his class more
active and interacted well. The teacher enables to develop the types of questions and
the students’ improvement regarding the form of questions.
The fourth, at very beginning a question is posed by the teachers, it would be
set or framed purposefully to meet the text discussed further. The aim is to make the
128
enthusiastic to be involved in their class interaction. Moreover, a teacher should also
be able to process a text effectively and comprehensively. Because a variety of
types of texts used by the teachers would make significantly effect in reading
instruction, including on questioning process. So that, some of the types of questions
used by the teachers could produce the quality of questions and the quality of students’
response, as well.
5.2 Suggestions
This part presents some suggestions based on the findings and the conclusions.
The suggestions are devoted to the teachers and future researchers who are interested
in conducting a similar research. More details are as follows:
Firstly, it would be wise if the teacher realizes that questioning is a means to
help students develop and improve their reading comprehension in the classroom
interactions. Through this study, using cognitive level of Barrett’s Taxonomy as a
basis questions analyzes would be an appropriate way to eliminate the types of
questions adopted by the teachers. Moreover, Barrett’s Taxonomy is also effective in
promoting students’ reading question ability. Therefore, it is recommended for the
teachers to study more about asking questions in order to develop their teaching
competence.
Secondly, in terms of question strategies, the teacher should also use the
combination of those strategies, for example, prompting and probing. Those ways are
to elicit further output from the learners. Mainly, for probing, it is expected that the
129
determines whether the students comprehend the text or not. Probing also encourages
the students to produce more output.
Thirdly, the teachers must be sure that questioning can make the students
develop and evaluate their level of thinking. The teachers are expected to train the
students on how to respond toward those questions by encouraging and giving them
some opportunities to practice questionings rather than to establish their own questions
(based on literal, reorganization, inferential, evaluative , and appreciation) in the reading
activities. To alleviate boredom and develop the students’ own strategy, the teacher are
expected to develop various types of questions and their questioning skills. The
teachers would be more stressed on the importance of the form of questions by
maintaining the classroom interactions effectively. By posing questions to the whole
class and individual student, the teacher can involve all the students in language
learning.
Fourthly, at the time, questions were given by the teachers seemed not to be
done purposefully. Basically, each teacher provided less than 3 seconds to 5 seconds
for waiting the students’ response before s/he turns or changes to other questions.
The waiting time of students’ responses are associated with their improvement or
outcomes, and their creativity in responding the teachers’ questions. In short, based on
their experience, longer time given does not make succeed in taking a time of any
students to speak up or to elicit response. But since, the three teachers are graduated
from English education program, they are supposed to be more creative to develop
teacher made-questions, these are able to engage the students’ response or feedback
130
Fifthly, since this study is focused only on the three English teachers of junior
high school, so the findings, generally, are not much pictured the real questioning
interaction in reading activities, for future detailed and comprehensive study, therefore,
it is expected to conduct the study with different focuses and design. Moreover, by
taking larger samples is expected to get more generalization which can be expanded to
reading comprehension questions applied at elementary school or senior high school.
131
Since the intended objects are to allow students to interact more frequently, questions
should aim at providing more opportunities and motivation for students to interact in the
target language. Teachers should try to improve their questioning skills through
classroom practice and by observing students’ reactions to the questions. Meanwhile,
teacher must adjust the student’s language output by giving comments on their answers
and by helping them to produce answers of high quality. The four types of questions
should be employed more properly and according to students’ response, especially
where students may display their high-level of thinking.
The study provides some implication for future teacher questioning. First, more effective
teacher questioning should be introduced according to specific language learning
environment. The questions asked must base on the cognitive level of the learners, the
purpose of the lessons, the learning materials used and so on. The teacher may
pre-design the questions that will be asked in the class, to make the questions more
relevant and meaningful, at the same time provide more chances for both the
132
learners’ cognitive level should be encouraged. Those that require the higher level of
thinking should.
4. Conclusion Miao.
In both the teachers’ lessons, a lot of time has been spent on closed questions when it
may be better to spend on open or process questions.
5. Implication for Language Teaching
A Study of Teacher Questioning in Interactive English Classroom
37
also be welcomed so that learners can be exposed to more language input. Second, in
SLL context, the teacher should try to get students more engaged in the second
language learning through effective teacher questioning. Since the intended objects are
to allow students to interact more frequently, questions should aim at providing
more opportunities and motivation for students to interact in the target language.
Teachers should try to improve their questioning skills through classroom practice and
by observing students’ reactions to the questions. Meanwhile, teacher must adjust the
student’s language output by giving comments on their answers and by helping them to
produce answers of high quality. The four types of questions should be employed more
properly and according to students’ response, especially where students may display
their high-level of thinking.
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Appendix. 8. The Detailed-distribution of Teachers’ Types Questions
no Level of comprehension The
teachers
TA TB TC
1 Literal 1 51 50 50
Literal 2 6 2 14
Literal 3
Literal 4
Literal 5 9 4 7
Literal 6
TOTAL 66 56 64
2 Reorganisation1 14 2 7
Reorganisation2
Reorganisation3
Reorganisation4
TOTAL 14 2 7
3 Inferential1 36 55 46
Inferential2 5
Inferential3
Inferential4
Inferential5 2 15 9
Inferential6
Inferential7
Inferential8
140
no Level of comprehension The
teachers
TA TB TC
3 Evaluation1 12 20 17
Evaluation2
Evaluation3
Evaluation4
TOTAL 12 20 17
4 Appreciation1
Appreciation2
Appreciation3
Appreciation4