THE TEACHERS’ QUESTIONING TYPES
IN ENGLISH CLASSROOM ACTIVITY OF SMA N 3 PATI IN ACADEMIC YEAR 2015/2016
By
AJENG FITRIA RAHMASARI NIM 201232057
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY
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THE TEACHERS’ QUESTIONING TYPES
IN ENGLISH CLASSROOM ACTIVITY OF SMA N 3 PATI IN ACADEMIC YEAR 2015/2016
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana Program in the Department of English Education
By
AJENG FITRIA RAHMASARI NIM 201232057
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY
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MOTTO AND DEDICATION
Motto
- Failed in struggle does not mean a decline.
- Never give up.
- Do your best every moment.
Dedication
This skripsi is dedicated to:
- Her beloved parents
- Her brother
- Her family
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ACKNOWLEDGEMENT
First of all, the writer would like to thank to Allah SWT who has given a
chance, guidance, mercy, blessing, so she can finish the research entitled “The
Teachers’ Questioning Types in English Classroom Activity of SMA N 3 Pati in
Academic Year 2015/2016.”
In this occasion, the writer would like to express her sincere gratitude to:
1. Dr. Slamet Utomo, M.Pd. as the Dean of the Teacher Training and Education
Faculty.
2. Diah Kurniati, S.Pd., M.Pd. as the Head of English Education Department of
Teacher Training and Education Faculty of Muria Kudus University.
3. Drs. Muh Syafei, M.Pd. as the first advisor, for all his invaluable time and
patience in guiding her during the process of writing.
4. Agung Dwi Nurcahyo, S.S., M.Pd. as the second advisor, for all his
invaluable time and patience in guiding her during the process of writing.
5. All the English Department lecturers who have given much knowledge and
have been teaching and guiding her patiently since the first year of the study
at Muria Kudus University in 2012.
6. The headmaster of SMA N 3 Pati who has given permission to her to do the
research.
7. The teachers of SMA N 3 Pati who guide and help her.
8. Her mother, father, and family who have given spirit, pray and support.
9. Her friends, Edi, Timun, Dita, Icha, Nia, and Elysa who help and guide her
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10. She would also like to express her gratitude to all friends and all people who
always give supports in finishing this skripsi.
She realizes that there are still some lacking in her research because of
limitation knowledge and ability. However, she hopes that this research will be
useful for the researcher herself, the students, the teachers, and the readers.
Kudus, 16th May 2016
The writer,
ix ABSTRAK
Rahmasari, Ajeng Fitria. 2016. Tipe-Tipe Pertanyaan Guru dalam Aktivitas Kelas Bahasa Inggris di SMA N 3 Pati tahun ajaran 2015/2016. Skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Pembimbing: (1) Drs. Muh Syafei, M.Pd., (2) Agung Dwi Nurcahyo, S.S, M.Pd.
Key words: Pertanyaan Guru, Tipe Pertanyaan, Fungsi Pertanyaan
Pertanyaan berfungsi sebagai cara guru untuk mengontrol interaksi di dalam kelas. Pertanyaan guru yang efektif diyakini dapat memusatkan perhatian siswa untuk memahami materi pelajaran, membangun rasa ingin tahu, mendorong imaginasi, dan mendorong mereka untuk mencari pengetahuan baru. Tetapi, pertanyaan yang efektif tidak selalu terjadi. Jadi, sebagai seorang guru, pertanyaan penting untuk mengelola kelas dan membuat siswa lebih aktif di dalam kelas. Dalam mengajar, guru mungkin menerapkan pertanyaan-pertanyaan yang berbeda dan itu tergantung pada situasi di dalam kelas dan guru itu sendiri.
Tujuan dari penelitian ini adalah: (i) untuk menemukan tipe-tipe pertanyaan yang digunakan oleh guru SMA N 3 Pati tahun ajaran 2015/2016 selama proses belajar mengajar (ii) untuk menemukan fungsi-fungsi pertanyaan yang digunakan oleh guru SMA N 3 Pati tahun ajaran 2015/2016 selama proses belajar mengajar.
Penelitian ini adalah sebuah penelitian deskriptif kualitatif. Data dari penelitian ini adalah pertanyaan-pertanyaan yang digunakan oleh guru bahasa Inggris dan sumber data berupa percakapan tiga guru. Penulis mengamati dan merekam tiga guru ketika mereka mengajar di dalam kelas dan membuat transkripnya. Itu dilakukan dalam dua sesi di setiap kelas yang mana durasi setiap sesinya adalah 90 menit. Untuk menganalisis data, penulis mengidentifikasi pertanyaan guru, mengklasifikasi, menganalisis, dan membuat kesimpulan.
Hasil dari penelitian ini menunjukkan bahwa tipe pertanyaan yang digunakan oleh tiga guru SMA N 3 Pati tahun ajaran 2015/2016 adalah dominan pada tipe pertanyaan procedural dengan jumlah 283 pertanyaan. Ini berarti bahwa guru fokus pada pengelolaan kelas, sehingga mereka bisa mengontrol siswa mereka. Hasil penelitian dari fungsi pertanyaan menunjukkan bahwa tiga guru bahasa Inggris SMA N 3 Pati tahun ajaran 2015/2016 cenderung menggunakan strategi yang sama dalam pertanyaan meskipun pada tingkatan, kelas, dan sesi yang berbeda. Pertanyaan sebagai fungsi instructional menjadi yang paling menonjol dengan jumlah 296 pertanyaan. Itu berarti bahwa guru bisa menuntun siswa untuk memahami materi baru lebih baik dan lebih mendalam.
x ABSTRACT
Rahmasari, Ajeng Fitria. 2016. The Teachers’ Questioning Types in English Classroom Activity of SMA N 3 Pati in Academic Year 2015/2016. Skripsi. English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisor: (1) Drs. Muh Syafei, M.Pd., (2) Agung Dwi Nurcahyo, S.S., M.Pd.
Key words: Teachers’ Questions, Type of Questions, Function of questions
Questions serve as the way of the teachers for controlling the classroom interaction. Effective teachers’ questioning is believed to focus students' attention to understand lesson content, arouse their curiosity, stimulate their imagination, and motivate them to seek out new knowledge. But, effective questioning does not always happen. So, as a teacher, it is important to manage the class and make students be more active in the class. In teaching, the teachers may implement different questions and it depends on the situation and teachers themselves.
The objective of this research: (i) to find out kinds of questioning types used by the teachers of SMA N 3 Pati in academic year 2015/2016 during teaching and learning process (ii) to find out the questioning functions used by the teachers of SMA N 3 Pati in academic year 2015/2016 during teaching and learning process.
This is a descriptive qualitative research. The data of this research is
teachers’ questions used by the English teachers. The data source is three
teachers’ talks. The writer did observation and video recording three teachers when they taught in the classroom and transcribed it. It is conducted in 2 sessions in each class which each session is 90 minutes. To analyze the data, she identifies
the teachers’ questions, classifies, analyzes, and makes the conclusion.
The result of this research shows that type of questions used by three English teachers of SMA N 3 Pati in academic year 2015/2016 are dominant in procedural question with the total of frequency is 283 questions. It means that the teachers focus on managing the class, so they can control their students. The result of question functions shows that three English teachers of SMA N 3 Pati in academic year 2015/2016 use the same strategy in questioning although in different levels, classes, and sessions. Questions as instructional function are the dominant one with the total of frequency is 296 questions. It means that the teachers can guide the students to understand the new materials better and more deeply.
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LIST OF APPENDICES ... xv
CHAPTER I INTRODUCTION
1.6 Operational Definition ... 6
CHAPTER II REVIEW TO RELATED LITERATURE 2.1 Teaching English in SMA N 3 Pati ... 8
2.2 Communication Strategy ... 10
2.3 Scaffolding Talks ... 11
2.3.1 Teachers’ Role ... 12
2.3.2 Teachers’ Talk ... 12
2.3.3 Students’ Talk ... 13
2.4 Classroom English ... 14
2.5 Classroom Interaction ... 15
2.6 Students’ Responses ... 15
2.7 Teachers’ Questions ... 16
2.8 Characteristic of Effective Questions ... 18
2.9 Type of Teachers’ Questions ... 19
2.10 Function of Teachers’ Questions ... 21
2.11 Review of Previous Research ... 23
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CHAPTER III METHOD OF THE RESEARCH
3.1 Design of the Research ... 27
3.2 Data and Data Source ... 27
3.3 Data Collection ... 28
3.4 Data Analysis ... 30
CHAPTER IV FINDING OF THE RESEARCH 4.1 Research Finding ... 34
CHAPTER V DISCUSSION 5.1 Type of Teachers’ Questions Used by the English Teachers ... 71
5.2 Function of Teachers’ Questions Used by the English Teachers ... 79
CHAPTER VI CONCLUSION AND SUGGESTION 6.1 Conclusion ... 84
6.2 Suggestion ... 85
REFERENCES ... 86
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LIST OF TABLES
Tables Page
3.1 Observation Protocol ... 29
3.2 Classifying Type and Function of Questions for Each Teacher ... 32 3.3 Classification of Type and Function of questions used by
Three Teachers ... 33
4.1 Result of Type and Function of Questions Analysis Used by
the English Teacher (T1) when Teaching at X MIA 4 in Session 1 ... 35 4.2 Result of Type and Function of Questions Analysis Used by
the English Teacher (T1) when Teaching at X MIA 4 in Session 2 ... 39
4.3 Result of Type and Function of Questions Analysis Used by
the English Teacher (T2) when Teaching at XI MIA 5 in Session 1 ... 48
4.4 Result of Type and Function of Questions Analysis Used by
the English Teacher (T2) when Teaching at XI MIA 5 in Session 2 ... 53 4.5 Result of Type and Function of Questions Analysis Used by
the English Teacher (T3) when Teaching at XII MIA 1 in Session 1 ... 56
4.6 Result of Type and Function of Questions Analysis Used by
the English Teacher (T3) when Teaching at XII MIA 1 in Session 2 ... 64 4.7 Classification of Type and Function of Questions Used by
Three Teachers ... 70
5.1 The Result Frequency of Questioning Types Used by
Three English Teachers at Three Classes ... 72
5.2 The Result Frequency of Questioning Functions Used by
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LIST OF FIGURES
Figure Page
xv
LIST OF APPENDICES
Appendix Page
Appendix 1 Observation Protocol T1 ... 89
Appendix 2 Observation Protocol T1 ... 92
Appendix 3 Observation Protocol T2 ...98
Appendix 4 Observation Protocol T2 ... 101
Appendix 5 Observation Protocol T3 ... 103
Appendix 6 Observation Protocol T3 ... 109
Appendix 7 Transcript 1... 113
Appendix 8 Transcript 2 ... 119
Appendix 9 Transcript 3 ... 129
Appendix 10 Transcript 4 ... 136
Appendix 11 Transcript 5 ... 140
Appendix 12 Transcript 6 ... 150
Appendix 13 Statement ... 158
Appendix 14 Keterangan Selesai Bimbingan ... 159
Appendix 15 Permohonan Ujian Skripsi ... 160
Appendix 16 Surat Keputusan Judul Skripsi ... 161
Appendix 17 Surat Ijin Penelitian ... 162
Appendix 18 Surat Rekomendasi ... 163
Appendix 19 Surat Keterangan Penelitian ... 164
Appendix 20 Kartu Bimbingan ... 165
