T1 112011112 Full text

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TEACHERS’ QUESTIONS IN ENGLISH LESSONS IN SMA NEGERI 1 SALATIGA

THESIS

Submitted in Partial Fulfillment of the Requirement for the Degree of

Sarjana Pendidikan

Kusmiyani Desi Anisa 112011112

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

2015

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best my knowledge and my belief, this contains no material previously published or written by any other person expect where due references is made in the text.

Copyright@2015. Kusmiyani Desi Anisa and Maria Christina Eko S. M. Hum

All right reserved. No part of this thesis may be produced by any means without permission of at least one of the copyright owner or the English Language Education Program, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga

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TEACHERS’ QUESTIONS IN ENGLISH LESSONS IN SMA

communications with the students, review the materials, assess the students‟ abilities and assist them to comprehend the lessons. Since questions frequently produce by the teachers and have a significant role in learning, I am interested to do a research in that field. The study is conducted to examine the types of questions used in English lessons especially in Senior High School Negeri 1 Salatiga. The participants are four teachers, each of them was observed twice. The data are collected using observations. The study revealed that the teachers used the eight types of teachers‟ questions, they are Yes-No, Short-Answer, Display, Convergent, Divergent, Open-Ended, Referential, and Imaginative Questions. The study also revealed that Yes-No question is the most used i the teaching-learning process. The result of the study is expected to aid the student-teachers applying the suitable questions while teaching.

Keywords:teachers’ questions, types of questions, English lessons

INTRODUCTION

Teachers have a significant role in teaching-learning activities. Not only

convey the materials, but also they have to handle the classrooms to be conducive. They also have authority to manage the classrooms, instruct and motivate the students. Since teaching always related with interactions, the ways teachers interact

with students are called teachers‟ talk. Teachers‟ talk is the key of resources of language input for the students. During teaching, teachers spend a part of the time to

talk in classrooms. According to Shomoossi (1997, p.23), “teachers do at least one half

of the talking done in the classrooms”.

When teachers are talking, they build communications with the students. Asking

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questions to mingle with the students. According to Qashoa (2013), the act of teachers asking questions in the classrooms, is one of the most common and major activities.

In addition, Cotton (1988) as cited in Hamiloğlu (2012, p.1) argues that “teachers spend anywhere from thirty to fifty percent of their instructional time conducting question session”.

By asking questions, teachers will get responses from the students. The responses can be the measurement of students‟ abilities. Shomoossi claims that “questions as a means of measuring knowledge” (1997, p. 26). Not only to measure,

but also questions are the “tools” to gain the information from the students. Questions actually stimulate the students‟ thoughts and lead them to speak up. Hasan (2006) as

cited in Yang (2010, p. 3) states that “teacher question is a kind of input provided by the teacher”. Teachers‟ questions can be the key to raise students‟ opinion. From

questions, teachers can recognize and assess the students‟ abilities. When teachers are discussing certain issues, the students will emerge with varieties of answers whereas

teachers come up with the same questions. These activities will aid the teachers to recognize how far the students use their critical thinking. Teachers‟ questions can also encourage students to speak up and practice their speaking skill, especially when

teachers ask about their views toward the certain issue. Since asking questions are important, I am interested to do research in this field.

Before I go further, I would like to share my own experience when I was in Senior High school level. I was a student of Senior High School in East Java. I had different English teachers during stayed in grade 10-12. All of them were women. In

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whether the questions related with the lesson or not. According to Andersson (2012), teachers generally ask their students numerous questions during a lesson. However,

yes-no questions regularly emerged during classroom activities. They just simply asked, “Do you know what I mean?” “Is there any question?” Those types of

questions could not give students chances to convey their thoughts. Students were led

to answer yes or no only. It would be better if my English teachers came up the WH -question. It the same line with Darn (2008) as cited in (Gharbavia & Iravani, 2014),

teachers need to employ efficient types of questions, should diminish the use of yes/ no questions, ask a balance of referential and display questions. I think the more complicated questions such as WH-questions would give more opportunities for

students to explore and convey their ideas.

In my opinion, by asking varieties questions in teaching-learning will give

more opportunities for students to deliver their thoughts. By offering those questions, can make the classrooms to be more actives. It also aid the teachers to measure the students‟ abilities in comprehend the lessons. This is another rationale why I am

interested to conduct the research.

Therefore, I decided to conduct a study on types of‟ questions used by English

teachers in Senior High School Negeri 1 Salatiga. However, this study is not the first study conducted in the field of teachers‟ questions. There are a number of previous

studies on teachers‟ questions such as the studies were conducted by Hamiloğlu

(2012) and Yang (2010). In his study, Hamiloglu investigated the types of teachers‟ questions, the frequently teachers asked the question and also examined the aim of the

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Meanwhile, Yang (2010) conducted a study in three different classes on Non-Native Speakers of Pre-service English teachers in Hongkong. The results of the two studies

show similar findings. Yes-no question is the most preferable question in teaching English as the foreign language.

This research is aimed to investigate the types of teachers‟ questions are used

in English lessons, particularly in Senior High School Negeri 1 Salatiga. A research question is used to guide the study: “what types of teachers‟ questions are used in

English lessons in Senior High School Negeri 1 Salatiga?” By relying on this question, I hope that I can examine types of teacher‟s questions used in English

lessons.

The findings of the study are expected to contribute valuable insight in the field of teaching English, especially in Senior High School. The findings of this paper

can aid the English teachers to recognize the types of teachers‟ questions which are appropriate for English lessons. In addition, I also hope that this study become a reference for those who are going to teach English in Senior High School, especially

the student-teachers. Hence, the student-teachers can assist the students to be active participants in learning.

LITERATURE REVIEW

Teachers’ Talk

Teachers are the main means in teaching learning process. They have the

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are used by the teachers to instruct the classrooms is recognized as teacher talk. Similarly, Shomoossi (1997) argues that teacher talk is the particular language the

teachers use when they are dealing second or foreign language learners in the classrooms. In line with the previous (Yanfen & Yuqin, 2010) argues that the language employed by teachers in language classes is served as the foundation of

input of language knowledge, and also used to instruct language communication and arrange classrooms‟ activities.

Therefore, teacher talk is the way how the teachers are addressing with the learners. Teacher talk is not literally “talk”, it might belong to some methods. Teachers‟ talks consist of numerous points, such as instructions, strategies, classrooms‟ managements,, praises or encourages, and ask questions. Since teachers‟

talks consist of several points, this study only investigates about the teachers‟

questions.

Teachers’ Questions

Questions can be defined as mean to build interaction among students and teachers. According to the Longman Dictionary of English Language as cited in

Shomoossi (1997), a question is a command or interrogative expression used to elicit information or a response, or to test knowledge. In addition, Tsui (1992) said that teachers‟ questions are all varieties and structures of utterances classified, either

syntactically or functionally. Thus, varieties of utterances which used to seek information, especially produce by teachers, are called Teachers‟ Questions.

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instruction in order to elicit responses from the students. Thus, teachers‟ questions always appear in three phases of teaching, they are pre-teaching, whilst-teaching, and

post-teaching.

By asking questions, does not mean that teachers do not know the answers are. However, according to Lyons (1977) as cited in (Shomoossi, 1997) asserted that it is the

conditions where the speaker should not know the answers to the question. In this case, it

depends on the questions are asked to the addressee. Since teachers‟ questions consist of

varieties questions, it will give different responses depending on the questions.

Types of Teachers’ Questions

Various questions can appear during the lessons. There are number types of teachers‟ questions according to the scholars. Wajnryb (1992, p. 47) as cited in Hamiloğlu (2012), have categorized the questions into six types. They are Yes/ No

questions, Short answer/retrieval-style questions, Imaginative/Non-retrieval questions

Open-endedquestions, Display questions and Referential questions

Yes/No question.

Yes/No question is one of the most common questions which are often

emerging during teaching-learning process. Yes/ No is a kind of question which only give two options to answer, just Yes or No. There are no other possible answers. Instances:

(1) „Here is a picture of woman. Have you seen her face before?‟ (2) ‘Yeah, this video is very interesting. Do you like it?

Short answer/ retrieval-style questions

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discussed. Students who asked this question, they can simply answer derived from the recent fact regarding the activities. Examples:

(1) „What did she say this morning?’

(2) (4)‘Where were you last week?’

Imaginative Question/ Non-retrieval

Non-retrieval or imaginative questions refer to “questions that do not require the

learner to retrieve given information but instead call on inferred information or information in which an opinion judgment is called for” Wajnryb (1992, p.3). This question leads the students to imagine what they will do in certain situation given by

the teachers Example:

(1) ’What do you think the writer was suggesting by making the central

character an animal?’

(2) ‘What will you do if you have chance to study aboard?’

Open-ended questions

Open-ended questions refer to question which may have varieties possible answers. As Yang (2007) sates “open-ended question can have more than one

possible answer”. Here are the examples (1) ‘What kinds of sports do you like?’

(2) What are your reasons to choose this topic?’

From the questions the students may come up with several different answers.

Display and referential questions

Display questions refer to questions requesting information already known to

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2009), Display Questions refer to questions for which the teachers know the answers and demand a single or short response. Examples:

(1) ‘What the color of this pen?’

(2) ’What is the genre of this music?’

As Kubota (1989) as cited in Feng (2013) said that display questions require factual recall rather than higher level of thinking. In contrast, referential questions

refer to questions requesting new information. Behnam & Pouriran (2009) Referential questions make for more interaction and meaningful negotiation and demand more thought and generates longer response. Examples:

(1) ‘What did you study at university?

(2) ‘Why did you do after school?’

In this case teachers do not know the right answers. By emerging this question, teachers expect that the students will come up with new information. Students will

answer based on their knowledge and experiences.

I have another categorization regarding the teachers‟ questions. There are the other types of teachers‟ question proposed by Gabrielatos (1997). He offered two two

types of questions. See the following definitions

Convergent and Divergent questions

Convergent questions refer to which there is one correct answer. The students can easily and directly answer the question without take time to think. Examples:

(1) ‘How old is X?’

(2) ’What is your father’s job?’

On the other hand, there is Divergent question refers to question which invite learners to convey views, opinions or alternatives – the focus here is not on

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(1) ‘What do you think about the views expressed in the text?‟ (2) In your opinion, Why the President rise the fuel cost?‟

The elaboration above can conclude that divergent questions can raise the students‟ critical thinking than the convergent. Convergent question only lead

students to answer one acceptable answer. In divergent questions, students take the time to think the answer of the question. Moreover, students have a chance to explore

their ideas and each student obviously has their own perspective toward the subject matter given. There is no right and wrong answer in divergent question.

I decided to use all of the types of the teachers‟ questions proposed by Wajnryb

(1992) and Gabrielatos (1997). As each type of question has its‟ own characteristic on the aim, therefore it will complete each others. Besides, it gave more options when I

did my observations.

THE STUDY

This is qualitative study. The study focused on types of questions used by teachers in English lessons. I elaborated the data which have collected by describing

the data.

Context of the study

The study was conducted in Senior High School Negeri 1 Salatiga. The school has English as foreign language which is taught in the school as core program and elective. I had the immediate access as a researcher to conduct the study since the

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Participants

The participants of this study were 4 English teachers in Senior High School Negeri 1 Salatiga. All of the participants teach grade 10 and 11. However, they teach in different majors. They are language, science, social, and elective. Actually, there

are more than 5 English teachers in that school. However, when I did the observations, there were only four English teachers who were available to be

observed. I observed twice each of participants.

Instrument of Data Collection

The data of this study came from real-time observations or classroom observations. In real time observations I had an opportunity to see how teachers were

asking questions to the students. Time-sampling protocol was used to record all the data during teaching-learning in all English lessons. Every time the teachers produced

questions, I wrote the time, ticked, and wrote the examples of the questions.

Figure 1. Observation Protocol Name of Teacher: Date :

Classroom : Duration : Topic :

Time TYPE OF QUESTION EXAMPLE NOTES

YN SA DIS CON DIV OP REF IMA OT

Taken from: (Zacharias, 2013)

YN : Yes-No Question

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Data Collection Procedure

Before I did the observations, I have asked for formal permission letters from the Faculty of Language and Literature to do the observations. Firstly, I saw the headmaster to get the permission from the principal of the school to conduct the

research at the school. Secondly, I saw and made appointments with the English teachers to do the class observations. After I knew the schedules, I did the

observations in English lessons.

Data Analysis Procedure

Once, I got the data from classrooms observations, I classified the type of teachers‟ questions based on the theories that I had. From the observations protocol, it

was easier to see the frequent questions which were used in the English lessons. Because I only emphasized on the types of teachers questions, and this was a

qualitative research, it was suitable when I described the data I have collected through explanation.

FINDINGS AND DISCUSSION

Since I used 2 theories in this study, I decided to discuss each categorization separately. The first group consists of 6 types of questions they are Yes-No,

Short-Answer, Display, Open-Ended, Referential, and Imaginative Question proposed by Wajnryb (1992). The second group consists of 2 types of questions they are

Convergent and Divergent Questions proposed by (Gabrielatos, 1997). Yes-No Questions

Based on the observations, this question is the most used by the English

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particular (yes-no) type of questions are one of the most common questions types. The used of Yes-No questions had the highest frequency.

There were many examples of Yes-No question revealed in this study. I decided to classify them based on the sequence of the learning activities. Since in learning there are 3 phases, I interested to distinguish the types of teachers‟ question used in

each phase. They are pre-teaching, whilst-teaching and post teaching. All the participants started the lesson by stating Yes-No question. See table 1

Table 1. Yes-No questions in pre-teaching

Teacher Example Questions

Teacher A (1) Are there any students absent

today?

Teacher B (2) Did you remember the last week

material?

Teacher C (3) Can we discuss this passage?

Teacher D (4) Do you bring the paper test?

The first table described that the participant used Yes-No question at the

beginning of the lesson. By asking questions, perhaps the teachers used the simple question to open the lesson rather than asking the students with Wh question. Also, it

would help the teacher to measure if their students were well prepared or not to join the class. It was crucial to ask at the beginning, as it is a simple question, but, it might be give influence to the entire lesson. Because by doing so, the teacher already known

from the start that the class has ready to begin the lesson before the class discussed the material deeper.

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Table 2. Yes-No Questions in whilst-teaching

Teacher Example Question

Teacher A (1) Do you know the genre of this

text?

(2) Can you tell me the differences between descriptive and report? (3) Are you listening?

Teacher B (4) Do you have any difficulties in

understanding the questions? (5) Do you realize that the examples

are used certain pattern?

Teacher C (6) Do you know about Acid Rain?

(7) Do you see the changes?

Teacher D (8) Do you know charitable?

(9) Do we have to read the text?

The second table showed that all the participants had similar way while asking regarding the topic was being discussed. It might be teachers needed the students to acknowledge that they have a master or the material or not. Furthermore, perhaps the

reason the teachers come up with the question was because they just want to build communication with the entire class. Teachers often asked Yes-No while the students

were doing the task. The question would break the silent and to seek the information from the students whether the students understood or not by answering yes or no only. Perhaps, the teachers would not make the students in an under pressure situation

while answering. Rezaee & Farahiana (2012) claimed that yes no question primarily applied to get feedback from the students. It was also will help the teachers to take

right action after teachers knew the students‟ answers.

Example number 7 was quite different from the others. Probably, by stating the question, perhaps Teacher A only wanted to control the classroom. In other words,

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The last examples of Yes-No question I have found at the end of the lesson. The data showed that the three participants came up with the most similar questions. On

the other hand, an English teacher produced the different one, but it was similar. See table 3.

Table 3. Yes-No questions in post-teaching

Teacher Example question

Teacher A,B, and C (1) Is there any question so far?

Teacher D (2) Is it clear?

The third table revealed that most English teachers close the lesson by using Yes-No question. Teachers came up with this type of question just to do final checking about students‟ comprehension. It was a simple way to close the lesson.

According to the previous explanations, Yes-No question was the most favorite types to be applied in classroom activities. Conceivably Yes-No question was the

simplest question to be asked to the students. The students do not need to answer the question by elaborating their own idea.

Based on all the examples that I gave, it represent that Yes-No question only to

check the information given to Murcia and Freeman (1999) as cited in (Feng, 2013) “Yes/No questions are primarily used to seek new information or clarify or confirm

given or shared information.” (p.149). However, Yes-No question can lead the teachers to come up with the other types questions to seek the information deeper.

Display Questions

Display question is another type of question which used to review materials. Based on the frequency, display questions placed below of Yes-No question. See table

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Table 4.Display Questions

Teacher A (1) Where do the monkeys live?

(2) What does “they” in the line 1 refers to?

Teacher B (3) What the women say about?

Teacher C (4) What happen first?

(5) What make it changes?

Teacher D (6) Who makes it?

(7) What did come first?

I found these questions in the whilst-teaching. Coincidentally, all the participants used reading skill to be taught in the class. Hence, the major activity was

reading. There was more than one passage which must be read during the lesson. At the time, the participants gave copied materials and relied on the English handbook.

Before the teachers asked this kind of question, they asked for the students to read the passage first. After read, the entire class discussed the content of the text. Obviously,

they have read the whole text.

By asking the question, probably the teachers just want to know whether the students were careful or not when they were reading. Most students answered

incorrect answers, and the rest prefered silent. For the students, display questions were quite common in reading activity. Since the questions were easy to answers. As

(Rezaee & Farahiana, 2012) said that “it is most likely that they repeat the information that is already available”(p.162) the answers have provided by the text. If

they were not able to answer the question, they just need to take a look at the text to

look for the correct answers. The teachers only need to check their comprehension. As teachers, they have mastered the material, thus they were able to ask questions related

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answer is factual and already known by the teachers; hence it will be easier for the teachers to examine which students who were really paying attention to the material.

Based on (Meng, Zao, & Chattouphonexay, 2012) and (David, 2007) their study which identified that the used of display question was higher than the other of Wh-questions. I also found the similar result. I have mentioned that display question

placed below Yes-No question. Perhaps, teachers often used display question to grab the students‟ attention tothe topic. Teachers also wanted to review the materials. They

wanted making sure that the entire class has mastered the topic. By producing the question, teacher review what they have read.

Short-answer questions

Short answer question also being the common question appeared in this study. The questions only need the students to answer in short phrases. See Table 5 for the

instances.

Teacher D (4) What is the mainly happen?

The fifth table showed that the students have to answer the question in short

phrases. The questions appear in the middle of teaching after reading text. See example number 1, the class discussed narrative text. The students answered “The

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the topic. Students were able to answer as they have comprehended the passage and drawing conclusion by themselves about the aim of the text. As each of the text genre

has each own purpose in writing.

On the other hand, Teacher B,C,D still relied on the text. Since the questions were easy for the students to answer. They only need to look up the answer in the

passage as it was the explicit answer. Referential Questions

Referential question also used by the English teachers. I found several referential questions during teaching-learning activity. Only three participants applied referential question; they are teachers A,B, and D. See the following examples.

Table 6.Referential Questions in pre-teaching

Teacher A (1) Who are absent today?

Teacher B Teacher D

(2) Who is coming and not coming today?

(3) How many of you bring the test paper?

Teacher A and B uttered the similar question in the beginning of the lesson.

After greeted the students, they directly asked the class those kinds of questions. Checking the attendance was one of the teachers‟ habitual in teaching. It was crucial

to ask before the lesson began. Teachers wanted to know which students were absent that day by asking and paying attention to the attendance list. Some students might not know the answers, therefore teachers prefer asked the question to the whole class.

After teachers knew the name of everyone who was absent, it made the teachers were easier to divide the students into groups.

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the discussion. Some students brought it, and the rest did not. After the teachers knew the answer, perhaps it would aid the teacher to divide the class into several groups to

discuss the examination deeper.

Teacher B (3) What is the relationship between

expensive and big city?

(4) Who have not got the chance to read?

The example number 1-3 stated while whilst-teaching. The teachers said the questions did not rely on the materials. The teachers tried to build communication

with students who had done with the task. The three examples were asked to certain students as the intermezzo while the other students were doing the task. It was an

intermezzo which not made the students put into a pressure situation. Teachers and students might have simple conversation to fill up the time while waiting the other students finished doing the task.

Example number 4 stated to find out which students who have not got chance to read the text. Teacher B asked the students to read the text one by one by pointing

the students randomly. The text consisted of many paragraphs, a student had to read a paragraph and so forth. By stating the question, it convinced the teacher that all the students have had the chance to read the paragraph.

Open-Ended Questions

Another common type of teacher question was Ended question.

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Table 8 Open-Ended Questions

Teacher A (1) How are you today?

Teacher B (2) What do you think the meaning?

Teacher C (3) What do you think about that? students. By stating the question, the students might have varieties‟ possible answers

based on their own feeling and condition. Teacher A might expect the students had good mood, eager and fine condition to join the English class. On the other hand, some students preferred answer the question by random responses. The students

tended to reply by uttering joke answers, for example, student A“ I am not okay, because I have just finished the English homework.” In addition, the students had a

tendency to answer less enthusiasm.

Example numbers 2-3 have a similar case in asking questions. Teacher B, C, and D were asking questions to gain the students critical thinking. It was also to

encourage the students to give their own perspective and views on the materials. Each student might have different responses one to another. This type of question offered

an occasion for students to speak up and utter their views. There were not right and wrong answers as each had their own way of viewing something.

Imaginative Questions

It was the last type of question I discussed based on Wajnryb (1992) categorization. From the four participants I have observed, I only found a participant

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Table 9. Imaginative Question

Teacher B (1) What will you say if your

friends are cheating on the test? Teacher B was the only one who came up with an imaginative question.

Example number 1 showed that teacher B put the students in a certain occasion which was familiar and close to their surroundings. Obviously, the students were well-known about cheating, whether they did or not. By stating the question, it provided a

chance to imagine the situation. Perhaps, teacher B just wanted to encourage students imaginative by giving the familiar topics for them. Each student might have varieties

answers based on their own attitude about cheating. Perhaps, they would agree, disagreed or, they might give advises to their friends.

This is the second classification of questions. They are Convergent and

Divergent questions. See the following elaborations. Convergent Questions

The other type of teachers‟ questions was convergent question. All the participants applied the question to review the lesson. See table 10

Table 10 . Convergent Questions

Teacher A (1) What tenses is used in this

paragraph?

Teacher B (2) What does the writer write in the

last paragraph?

Teacher C (3) What happen first?

Teacher D (4) Who is the addressee?

Like I have explained in the previous paragraph, reading skills were taught during classrooms activities. Those kinds of questions appeared after students read the text. It was easy for students to answer. If they did not know the answer, they just rely

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my observations, the topic was being discussed was narrative text. The narrative text used past tense in delivering the passage. It was clearly written in the passage that

narrative text used past tense. The students might not answer the question with the other type of tenses.

When the teachers state one type of question, it might belong to the other

types of question. Each question has its own characteristic, but since one question can reveal the similar answer, and it might be classified to the other types of question.

Teachers A,B,C,D came up with a different question. However, the answers of the questions were similar. For instance, teacher C said that, “What make him so tired?”. Students answered “Because he did exercise” Once, the students answered in short

phrases. At the same time, the teacher also related the question to the text. The answer was explicit, and there was only one correct answer stated in the text. Thus, at the

All teachers used this kind of question. By asking the question, students will

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answers were, all of them were acceptable. This question also invited the students to think critically toward the issue given. Perhaps, the students would arrange their

argument to convince their thoughts to the other students and the teacher. By applying divergent question, it might lead the classes to a discussion by arguing some reliable opinions.

CONCLUSION

The study is conducted to examine the types of teachers‟ questions used in English lessons in Senior High School Negeri 1 Salatiga. I collected the data by doing observations. I found that eight types of teachers‟ questions were used during

teaching-learning as the result, they were Yes-No, Short-Answer, Display, Open-Ended, Referential, Imaginative Question Convergent, and Divergent question. Based

on the observations, I draw a conclusion that Yes-No question was the most preferable question used during teaching. All the participants applied the question from the beginning until the ending of the lesson by offering varieties of Yes-No

question.

As Yes-No question was the simplest question; the English teachers should

apply the other type of questions to encourage students to be more active and have critical thinking. Teachers might come up more with divergent, open-ended and

imaginative questions. Those three types of question could lead the students to think harder, practice to express their own ideas by speaking up. The three questions could

aid the classrooms to be more active.

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data to be analyzed. Other studies can have more participants‟ to get more information about the type of teachers‟ questions. This research only discussed concerning on

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Acknowledgement

I would like to praise ALLAH SWT who always gives me blessings, and strengthening me in every time of my life. Maria Christina Eko Setyorini, M.Hum

as my supervisor and Dian Toar Y.G Sumakul, M.A as my great second reader who were abundantly helpful and patience in guiding me to finish this thesis in a limited time, without their knowledge and assistance this study would not have been

completed.

My love and gratitude to my beloved family: Ibu, Bapak, Mak‟e and

especially for Bude (Alm) who always support me in any conditions. Bagus Setyo Wicaksono, my partner in crime who always motivates me to complete this thesis. I also would like to thank the SMA Negeri 1 Salatiga for helping me in finishing my

thesis. My best brothers and sisters : ICIKIWIR (Fatra, Adi Hann, Daniel, Nandi, Nana, Nandu). Mira, Reza, Sasha, Iis, Adi-Codot, Brian-Cacing and Lesty who are

willing to help me and big love to the family of ELEVENERS (ED 2011) Also for those whose names I cannot mention here. All of you are the best gift I ever had.

Thanks for making my days alive. Thank you very much.

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Appendixs

Name of Teacher: Lucia Sudiyati Date :Wednesday, February 4th 2015 Classroom : XI MIA 2/3 Duration : 10.15- 12.00 (90 Minutes) Topic : Because and Because of

Time Types of Questions Example of Questions Notes

YN SA DIS CON DIV OP REF IMA OT √ How many dictionaries do you have?

11.34 √ √ √ What did we learn last week?

11.37 √ √ √ What is “jasmine”?

11.46 √ Any questions so far?

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Name of Teacher: Theresa Dini Retnowati Date/ time : Saturday, February, 7th 2015 Classroom : Lintas Minat X Duration : 10.15-12.30 (135 minutes) Topic :Giving advice

Time Types of Questions Examples Notes

10.30

√ Are all of you having group?

√ Who is coming and not coming today?

√ Where is he?

10.32 √ Is anyone knows where is Siska?

√ Is Abimanyu here?

10.39 √ Do you have any difficulties in

understanding the questions?

10.55 √ Any other idea from other students?

10.56 √ √ √ What the women say about?

10.58

√ Did you get Fiona‟s advices from the

recording?

√ Is that the only advice to Waynes?

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certain pattern?

√ Do you remember any kinds of modals?

11.15 √ √ √ What is the different between „must and _should‟?

11.16 √ Have you written this down?

11.32 √ Can you see the differences now?

11.37 √ What will you say if your friends are

√ Is there any different in the meaning?

11.53 √ √ √ How was your weekend?

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11.59 √ Is there anything to ask?

√ Are there any difficulties to ask?

12.03 √ √ √ How about the next number?

12.11 √ Have you finished it?

12.18 √ Is Anita here?

√ Is ok for the sentence?

12.19 √ Do you think so?

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Name of Teacher : Lucia Sudiyati Date :Wednesday, February 4th 2015 Classroom: XI MIA 5/3 Duration : 90 Minutes

Topic : Because and Because of

Time Types of Questions Example of Questions Notes

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Name of Teacher : Kartika Date/ time : Tuesday, February 10th 2015 Classroom :Bahasa X Duration : 9.15-11.00 (90 minutes) Topic : Report Text

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desert?

√ √ √ What do you think?

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Name of Teacher : Kartika Date/ time : Tuesday, February 27th 2015 Classroom :Bahasa X Duration : 9.15-11.00 (90 minutes) Topic : Giving Advice (using should)

Time

Types of Questions

Examples Notes

09.59 √ Do you bring this one?

10.00

√ Can you find the expression?

√ √ √ What is the topic?

√ Anything else?

10.01 √ √ √ What make him so tired?

√ Do you like doing exercise?

10.03 √ √ √ What is the topic of the dialogue?

10.04 √ Do you do the healthy activity?

10.09 √ √ √ Based on the dialogue, which express

the forbidden in the class?

10.11 √ √ √ What is the dialogue about?

10.36 √ Have you finished?

11.03 √ Do you find the best advice?

√ √ √ Which one is the best advice?

√ Do you think the advice is impossible _{to do?}

11.08 √ Any question?

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Name of Teacher : Agustina Date/ time : Monday, March 30th 2015 Classroom :Bahasa X Duration : 9.15-11.00 (90 minutes) Topic : Discussing the Examination

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Name of Teacher : Agustina Date/ time : Tuesday, March 31st 2015 Classroom :MIA 6/1 Duration : 9.15-11.00 (90 minutes) Topic : Discussing the Examination

09.25 √ Do you bring the test paper?

09.27 √ How many of you bring the papers?

09.28 √ Are there any of you bring tests paper

in one desk?

09.29 √ √ √ What do you think about the test?

√ Is it difficult or easy?

09.30 √ Are we going to read the text?

09.31 √ √ √ Why they called the beast?

09.33 √ Do you know charitable?

09.35 √ What is the answer?

09.48

√ Is there any complain?

√ Are you satisfied with your score?

√ Do you know the standard score of _{English Subject?}

09.50 √ When will you do the remedy?

10.00-10.15

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Name of Teacher : Theresa Dini Retnowati Date/ time : Saturday, April 4th 2015 Classroom : XI Akselerasi Duration : 11.00-12.30 (90 Minutes) Topic : Hortatory Exposition

YN SA DIS Co DIV OP REF IMA OT

√ Is there any writer‟s opinion the text?

11.16 √ Is there any other opinion?

11.18 √ Is there any argument in the text?

√ Do you find the argument?

11.19 √

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11.40

√ _√ √ What do you think for the first issue?

√ √ √ What do you think about it?

11.42 √ Can you tell me relationship expensive

and big city?