Suggestions - APAPUN ITU…

Based on the conclusions that have been put above, the following implication and recommendation for further related research are suggested by the researcher. Those suggestions are draws as follows:

1. Realizing on the findings, the researcher suggested to the teacher to applied more questioning strategies in the classroom to engage more students‟ response and should apply questioning strategy in the classroom from the beginning of the lesson until the end section of the lesson in order to make the classroom situation not passive, by questioning the students actively answer the question and the teacher can check about the students‟ understanding.

2. The teachers should be aware of and understand in delivering the question in a good way to minimize the negative effect of students‟

responses. The teacher should know the right time for asking a question and they also should know the right question to ask. More research subject about this topic needs to be involved in the future study so that we can come to the general conclusion that teachers‟

questioning strategies can be used as a teaching strategy in the classroom.

PGRI 01 Semarang. Eternal.

Adaba, H. W. (2017). Exploring the Practice of Teacher-Student Classroom Interaction in EFL to Develop the Learners‟ Speaking Skills in Tullu Sangota Primary School Grade Eight Students in Focus. Arts and Social Sciences Journal.

Adibah. (2012). An analysis of questions used by an English teacher in classroom.

Jourmal unair.

Anderson, C. H. (2001). The case study method: Critical thinking enhanced by effective teacher questioning. Retrieved from Lund, Sweden: Paper presented at the Annual International Conference of the World Association for Case.

Bongolan, L. (., Moir, E. R., & Baron, W. E. (2009). Keys to the secondary classroom. United States: SAGE Publications Inc.

Brown, & G & Wragg, E. C. (1993). Questioning. Routledge.

Brown, H. D. (2007). Teaching by Principle An Interactive Approach to Language Pedagogy. Pearson: Longman.

Bryan, H. (2014). Creating a Classroom Culture that Supports the Common Core.

Routledge.

Bülent Döş*, E. B. (2016). An analysis of teachers questioning strategies.

ResearchGate.

Chaudron, C. (1988). Research on Teaching and Learning : Second Language Classroom. Academic Journal.

Creswell, J. W. (2012). Educational Research. University of Nebraska : PEARSON.

David A. Jacobsen, P. E. (2009). In Method for Teaching. Yogyakarta: Pustaka Pelajar.

Fitriati, S. W. (2017). Teachers' questioning strategies to elicit students' verbal responses in EFL classes at secondary school. Semarang: English Review:

Journal of English Education.

Huberman, M. a. (1994). Qualitative Data Analysis. Newbury Park, CA: SAGE.

Jamshed, S. (2014). Qualitative research method-interviewing and observation.

Journal of basic and clinical pharmacy.

Khaeruniza, A. (2017). An Analysis on Teachers‟ Questioning Strategies in Classroom Interaction. eprints Universitas Negeri Makassar.

Kumpulainen K, W. a. (2002). Classroom Interaction and Social Learning.

Long, M. H. (1983). Classroom Foreigner Talk Discourse: Forms and Functions of Teacher's Questions. TESOL quarterly.

Lynch, T. (1991). Questioning Roles in the Classroom . ELT Journal 45 (3), 201- 210.

Meilina, E. (n.d.). BAB III. Objek dan Metode Penelitian. Retrieved from elib.unikom.ac.id: https://elib.unikom.ac.id/files/disk1/699/jbptunikompp- gdl-evameilina-34927-10-unikom_e-i.pdf

Peavey, F. (1997). STRATEGIC QUESTIONING An Approach to Creating

Personal and Social Change. Retrieved from

https://gustavus.edu/provost/faculty-l/attachments/strategic-questioning.- short.pdf

Poerwadarminta, S. W. (1990). Kamus Besar Bahasa Indonesia. Jakarta: Balai Pustaka.

Prasetyawati, D. (2015). Analysis of questions used by English teacher at jakarta intensive learning center (jilc). Makassar: Universitas Negeri Makassar.

Sanjaya, W. (2006). Berorientasi Standar Proses Pendidikan,. In W. Sanjaya, Strategi Pembelajaran. Jakarta: Kencana.

Sari, A. A. (2018). The Analysis of Teacher Talk and Learner Talk in the Classroom Interaction. Makassar: FKIP.

Sri Wuli Fitriati, G. A. (2017). Teachers' Questioning Strategies to Elicit Students' Verbal Responses in EFL Classes at a Secondary School. Journal of English Education, 219.

Sugiyono. (2010). Metode penelitian kualitatif. Bandung: Alfabeta Bandung.

Sugiyono, P. D. (2018). Metode Penelitian Kombinasi. Bandung: Alfabeta, cv.

Sujariati. (2016). English Teacher’s Questioning Strategies in EFL Classroom at.

Makassar: English Language Education.

Teken, M. L. (2006). Enhancing teachers' questioning skills to improve children's learning and thinking in Pacific Island early childhood centres. Retrieved

from http://www.

teacherswork.ac.nz/journal/volume3_issue1/mauigoa_tekene.pdf.

Uno, H. (2011). Menciptakan Proses Belajar mengajar. In H. Uno, Model Pembelajaran. jakarta: Bumi Aksara.

W.Creswell, J. (2016). RESEARCH DESIGN Metode Kualitatif, Kuantitatif dan

Wood, A. T., & Anderson, C. H. (2001). The Case Study Method: Critical Thinking Enhanced by. In A. T. Wood, & C. H. Anderson, The case study method (p. 2). USA: Reports Evaluative (142) -- Speeches/Meeting Papers (150).

Xuerong, F. (2012, January 20). CSCanada. Retrieved from CSCanada:

http://www.cscanada.org

Yang. (2001). Teacher questions in second language classrooms: An Investigation of Three Case Studies. Asin ELF Journal, 181-201.

Appendices

Appendix A

Transcribed observation (Teacher A)

The teacher starts the class by checking student attendance.

T : (sembari mengabsen guru memberi tahu siswa materi hari ini) Now talking about.. talk about self yaa..

Ss : Apa ibu? (chorusing)

T : Masih tentang talk about self yah. Yah now stop writing, please take it you book. Naikkan buku catatannya. Now we are going to write kompetensi dasar yahh. KD berapa lagi? 3.1 berapami sekarang?

Ss : 3.2 / 3.5(chorusing)

T : Kemarinkan 3.1.2 membedakan, Jadi sekarang?

Ss : 3.1.3 (noisy)

T : Kemarin we talk about expression of self yaa, kemarin kita sudah bahas 2 teks yang kalian membedakan teks 1 dan teks 2 ya? Tentang jadi diri. Nah sekarang come to new indicator, sekarang teks lanjutan dari 3.1.2

The teacher dictates the students to write the material

Comment [L1]: Question-controlling Strategy : asking question of the entire class to encourage all the students participant

Comment [L2]: Question-controlling Strategy : asking question of the entire class to encourage all the students participant

T : 3.1.3 memahami struktur teks, memahami fungsi social (guru mengulangi bacaan teksnya dengan menambah volume dan membacanya lebih jelas) Fungsi sosoal, struktur teks

S : Janganki dulu mom (suara mengeluh)

T : (merespon dan tetap melanjutkan bacaan dengan pelan) Struktur teks dan unsur kebahasan yang terkait dengan ungkapan jati diri, serta hubungan keluarga yang sesuai dengan konteks penggunaannya (masih mendikte)

T : Okay jadi apa yang akan kita pelajari hari ini?

Ss : Fungsi social (noisy) T : Fungsi social, apa lagi?

Ss : Unsur kebahasaan, struktur teks (chorusing)

T : Sekarang I need, stop writing. Ada tugas memang dih?

Ss : Ada (chorusing) T : Tugasnya itu apa?

Ss : (ribut tanpa jawaban yang jelas)

T : Bagaimana? Sudah diperiksa itu? Tugasnya sudah selesai?

Ss : Sudah mom

T : Iya jangan lambat, karena nanti kalo lambat nilainya pas-pasan.

Comment [L3]: Question-controlling Strategy : asking question of the entire class to encourage all the students participant

Comment [L4]: Question-planning Strategy : Open-ended question

Ss : Ai mom (nada sedih)

T : (guru memberikan pengertian kepada siswanya ketepatan mengumpulkan tugas)

After the teacher talk about the students homework and give the students comprehension, like approach with lecture method.

T : Well students, don‟t be noise please.. Now pay attention! Stop writing!

Sekarang metode yang saya gunakan itu bukan lansung memberikan tugas seperti kemarin, sekarang kta akan belajar metode ceramah. Jadi apa itu metode ceramah? Ya sebentar saya akan menjelaskan, I‟m going to explain pronoun, unsur kebahasaan yang terkait dengan jati diri yaitu adalah pronoun.

T : Saya sudah bagikan buku dih? Adami bukunya? Ada coba angkat tangannya yang punya buku? Saya sudah suruh fotocopy.

Ss : (sebagian siswa mengangkat tangannya, dan ada juga beberap siswa yang tidak mengangkat tangannya)

T : Jadi pekan depan semuanya sudah harus miliki seperti ini ya tidak boleh tidak, karena kita akan selalu menggunakan buku ini tidak boleh tidak punya. Fotocopy meki kalo tidak mau beli bukunya. Because, this book guide you to study the lesson

T : Okay, now open your book on page 11. (while the teacher going to look the student‟s book one by one)

S : Ini mom?

T : Halaman eleven. Got it?

Ss : (silent)

T : Sudah adami? Sudah dapatmi?

Ss : Yes mom!

T : Okay sudah lihat bukunya, ok now we study about? Apa disitu dibukunya?

Ss : (ribut tidak jelas)

T : Judulnya, tittlenya, apa itu dibawanya? Review apa?

Ss : Pronoun (ribut tidak jelas) T : Pronoun ya pronoun

T : Before we start, sebelum kita masuk pada intinya saya mau tanya dulu , who know what is the meaning of pronoun?

T : Ada yang sudah tau? Who one? Anyone? Lisa? Ega?

S : Kata kerja

T : Yah menurut Ega kata kerja, do you know what I the meaning of pronoun Lisa?

S : No

Comment [L5]: Question-controlling Strategy : Repeated question

Comment [L6]: Question-controlling strategy : Call students’ name when asking a students to answer question

Comment [L7]: Question-controlling strategy : Call students’ name when asking a students to answer question

T : What is the meaning of pronoun? Anyone know, what is the meaning of pronoun?

S : No

T : No! According to Ega kata kerja, How about the others?

Ss : No mom

T : Jadi pronoun itu artinya kata kerja (while the teacher ask the other students about the students knowledge)

S : No mom!

T : No one? No comment? Ok! Jadi pronoun itu kata ganti kata kerja.

Sekarang silahkan baca, sekarang coba baca bukunya dulu halaman 11.

Eka coba baca nak.

While the students want to read the book, the teacher ask the student “Raise your voice please!!”

After the students read the book, the teacher explain about the text and make a discuss about the text.

T : Kalimat yang dibaca Eka yaitu “Aliah ingin memiliki sahabat pena karena dia memiliki banyak teman….ect

T : What is the English kata dia? Siapa itu dia? Laki-laki atau perempuan?

Ss : Perempuan (chorusing) T : Apa Bahasa inggrisnya?

Comment [L8]: Question-planning strategy : Display question

Ss : She (chorusing)

T : Good! Next kalo dia pake laki-laki?

Ss : He (chorusing) T : Kalo saya?

Ss : I (chorusing)

T : Kamu?

Ss : You (chorusing) T : Mereka?

Ss : They (chorusing) T : Kami?

Ss : We (chorusing) T : Kalo dia untuk benda?

Ss : it (chorusing)

T : Nah kalimat itu untuk kalimat pernyataan terdiri dari?

Ss : Subjek, predikat, objek. (chorusing)

T : Misalnya saya bilang gini. Reka adalah siswa SMAN 4 Makassar, Reka posisi dalam kalimat ini?

Ss : Subject (chorusing)

Comment [L9]: Question-planning strategy : Follow-up question

Question-controlling strategy : Modified the question in order to make the students understand

T : Jadi kalo saya mau ganti kata Reka itu menjadi dia?

Ss : She… He…. (chorusing)

T : Nah dia letaknya diganti di subject, maka kalimat kata ganti yang berada didepan disebut?

Ss : Subjective… (chorusing)

T : Maka kata ganti yang letaknya berada pada subject, nah itulah yang disebut subjective kalo saya bilang begini “Reka mengajak Reas pergi ke taman” kalo saya mau ganti kata Reasnya itu dengan kata ganti orang bagaimana?

Ss : They (chorusing)

T : Jadi Reka pergi ke taman dengan siapa? Reka mengajak siapa?

Ss : He… She… (chorusing) T : Dianya laki-laki?

Ss : He… (chorusing) T : Siapa bilang selain he?

Ss : Him (chorusing) T : Kenapa kita bilang him?

Ss : Karena laki-laki (chorusing) Ss : Karena subjective (chorusing)

T : Kenapa bukan he?

Ss : Karena objective (chorusing)

T : Yah karena dia posisinya buka pada subject, tapi pada object. Sehingga kata he itu bukan he lagi tapi menjadi?

Ss : Him (chorusing)

T : Jadi kalo dia perempuan menjadi?

Ss : Her (chorusing)

T : Kalo I berubah menjadi?

Ss : Me (chorusing)

T : Kalo saya mengajak kamu?

Ss : You (chorusing) T : You atau your?

Ss : You (chorusing) T : Kenapa your?

Ss : You.. your (chorusing)

T : Yang tepat adalah you. Nah kalo kami mengajak mereka?

Ss : Them (chorusing)

T : Kalo mereka mengajak kami?

Comment [L10]: Question-planning strategy : Probing question

Comment [L11]: Question-planning strategy : Prompting question

Ss : Us (chorusing)

T : Ya inilah disebut dengan objektif, karena apa? Karena posisi kata gantinya itu berada pada objektif.

Ss : Yes mom. (chorusing)

T : Nah sekarang ada lagi yang dikatakan kata ganti possessive adjective (kepemilikan), misalnya saya punya pulpen berarti untuk saya menggantikan kata saya punya pulpen apa?

Ss : My (chorusing)

T : Berarti harus ada kata benda didalamnya, apa lagi kata benda yang lain?

Ss : Eraser, book, bag (chorusing) T : Jadi disebut?

Ss : My bag, my pen (chorusing) T : Kemudian kalo pulpen mu?

Ss : Your pen (chorusing) T : Good!

Then, the teacher ask the students to make a group and want to give the task for all the students, the teacher show the exercise then ask the students perform in front of to write the answer on the whiteboard with their own group.

Transcribed observation (Teacher B)

The teacher starts the class by checking the attendance list.

S : Say greeting to our teacher Ss : Good morning mom… (chorusing) T : Morning students

S : Sit down please Ss : (sit together) T : How are you today?

Ss : I‟m fine.

T : Tidak adaji masalah?

Ss : Tidak ada.

T : Kemarin-kemarin aman?

Ss : Aman bu

T : Ada temanmu yang tidak hadir? Dalam satu minggu ini?

Ss : Rahmat bu

Comment [L12]: Question- planning Strategy : Asking question relevant to strudents

Comment [L13]: Question-planning Strategy : Asking question relevant to students

Then the teacher begins the lesson with give the example of a problems then ask the students to find a partner and do the task like the example.

T : Jadi buat dialog yah dengan menggunakan ungkapan offers and suggestions, ungakapan men? (while the teacher asked the students with call their name)

Ss : (noisy)

T : Apa offers Erik? Erik..Erik…

S : eeee… (answer vaguely) T : Apa?

S : (silent)

T : Ungkapan men-?

S : Menawarkan

T : Yah jawabannya ungkapan menawarkan, jadi suggestion apa?

Ss : (silent)

T : Saran yaa, berdasarkan situasi. Jadi situasinya ini dipapan tulis, coba akbar baca

S : (student read the example on black board) T : Oke, jadi apa artinya itu yang di papan tulis?

Ss : (silent)

Comment [L14]: Question-controlling Strategy : Call students’ name when asking a students some question

Comment [L15]: Question-planning Strategy : Display question

Comment [L16]: Question-controlling Strategy : Asking question of the entire class and try to encourage the students participant

T : Jadi temannya mengajak untuk?

Ss : (chorusing) T : Coba tahir, tahir

S : Panji menawarkanmu untuk menonton pertandingan antara MU dan Chelsea di Trafford pada hari sabtu dan kamu menerima tawarannya T : Jadi Wall Trafford itu nama stadion MU yah

Ss : Stadion MU mam

T : Okay jadi yang pertama ini ibu buat dialog menggunakan ungkapan offers menawarkan and then dia accept menerima, jadi dia terima tawarannya temannya untuk menonton MU versus Chelsea. Jadi masukkan ungkapan offersnya and then responsenya, ungkapan acceptingnya yah, ungkapan menerimanya. And then underline kih ungkapan-ungkapannya.

Ss : (pay attention to the teacher explanation)

T : Terus yang kedua apalagi? Sakila… read the situation S : (Sakila read the example of situation on black board) T : Jadi Sakila mengerti maksudnya?

S : Iya mam T : Yes please

S : Teman kamu menyarankan kamu untuk membeli.

Comment [L17]: Question-planning Strategy : Prompting question

T : Bentley? Who knows?

S : Mobil sport

T : Bukan yah bentley itu bukan mobil sport, dia tidak sama dengan lamborghini, memang mobil mewah tapi bukan

S : Yes mam! Classic mam

T : Yahh.. lanjut jadi temannya menyarankan ini membeli mobil Bentley tapi tidak mauji dia lebih senang mobil Land Cruiser

Ss : Land Cruiser

T : Yahh jadi it disitu menggantikan apa? Yang than it Ss : Bentley

T : Yah jadi dia lebih senang menggunakan Land Cruiser, karena why Land Cruiser lebih maco kih. Lebih maco‟ kih Land cruiser dari pada Bentley.

Yeahh so any question?

Ss : (silent)

T : Jadi buat dialog yang seperti itu yaa, masukkan ungkapan suggestion and then masukkan juga responnya

Then the teacher go for a walk and take the students book then explain the example of the material in the book

T : Ada disini yah ungkapan menerima dan menolak (while show the content of the book) ungkapannya jelas disini yahh jadi kalian kerjakan then

Comment [L18]: Question-controlling Strategy : Asking question of the entire class to encourage all the students participant

underline ya, Jadi minimal 10 yah Asma 5 Lisna 5 jadi 10 yahh seperti biasa. Buat kalimat yah gonta-ganti sama teman pasangannya, jangan buat satu-satu, jadi buat dialog.

Ss : Yes mom

Then the students do the task, after that the students who finishes first goes to the front of the class to perform their work

Transcribed observation (Teacher C)

The teacher starts the class by asking the students’ condition and checking the attendance list.

T : Okay class, Good morning, how are you this morning?

Ss : I am fine, sir. (chorusing)

T : Once again, how are you this morning?

Ss : I am fine, sir. And you? (chorusing) T : I am fine too. Well, listen to your name…

The teacher begins the lesson with gave the task then ask the students to make a group and do the task.

T : Engineer task, group 2 what about you? Group 3, what about you?

Finish? What about you? And the last my beloved one? Do you have problem? We start from group one? Finish?

S : Yes sir.

T : Okay, finish? Read!

T : Listen to the response from group 1. Okay? Please group 1, come here please…

Comment [L19]: Question-planning Strategy : Asking question relevant to students

Comment [L20]: Question-controlling Strategy : Asking of the entire class and try to encourage all the students participant

Comment [L21]: Question-controlling Strategy : Repeated question

The students come in front of the class to do their answer one by one.

After the students’ response the teacher ask, next the teacher continue the lesson and go for walk and ask the students one by one about their assignment.

T : Any problem?

S : (silent)

T : Not? Well done.

T : Okay group 2, see this is the response from group 1. What about you?

Can you give response about the duty of engineer? Group 2 please S : Yes sir.

S : The duty of engineer is fix broken items. (The student from group 2 gave explanation about their answer)

T : The second one?

S : Build object T : Okay, the third one?

S : Creating the new project.

T : Okay, four?

S : Producing and implementing design / designing

T : Okay my beloved one, this one of the responses from group 2. My beloved one let see and analyze the duty from the engineer from group 3.

Comment [L22]: Question-controlling Strategy : Asking question of the entire class and try to encourage all the students to participate

Comment [L23]: Question-planning Strategy : Open-ended question

I have one problem from… okay let see, group 1, here the first and second analyze and designing. Here, used verb 1 and the second uses verb-ing.

What is the different between analyze? Why you don‟t use analyzing for example like that (analyzing)?

S : (silent)

T : Okay, who can give what is the different from analyze and designing?

Why we use analyze not analyzing?

S : (silent)

Then the teacher asked the students one by one, by call their name to ask the students opinion.

T : Dafa what about you Dafa? Can you give explanation about it? Analyze and designing? Okay, please stand up.

S : I think structure, sir?

T : No. what about you? Analyze and analyzing, what is the different from you are? In your mind?

Ss : (silent)

T : The others? You can say in Indonesian language. What tenses does someone use analyze? Verb 1?

S : Kalo analyze itu tugas yang sering dia lakukan, kalo analyzing itu tugas yang sedang dia lakukan.

Comment [L24]: Question-planning Strategy : Asking for supporting data/ Asking for evidence to support a particular point

Comment [L25]: Question controlling Strategy : Call students’ name when asking a students some question

T : Okey, pertanyaan saya my students, analyze is what verb?

S : Verb 1

T : What about designing?

S : Verb-ing.

T : Yeahh.. verb -ing. But, designing is verb or noun?

S : ehh… (haltingly)

T : For example, listening to the music is my habit, like writing application job is my activity. Apakah itu dikategorikan sebagai job? Or singing is my hobby, writing is my hobby. Itu writing berperan sebagai apa disitu?

Apakah dia verb atau noun?

S : Noun

T : Okay, noun… itu namanya gerund kata kerja yang berfungsi sebagai kata benda. Okay thank you, tepuk tangan dulu…

T : Okay sekarang group 3, what about the duty of engineer?

Then the student from group 3 explain their answer…

After group 3 explain their answer next to group 4 and 5 also explain their answer too…