Judul Skripsi: An Analysis of Teachers' Questioning Strategies During Classroom Interaction in SMAN 4 Makassar. An analysis of teachers' questioning strategies during classroom interaction in SMAN 4 Makassar (A descriptive qualitative research), supervised by Andi Tenri Ampa and Awalia Azis. This research aimed to find out the questioning strategies the English teacher used and why the English teacher used their questioning strategies during classroom interaction in SMAN 4 Makassar.
Data were collected from three English teachers in SMAN 4 Makassar to find out what questioning strategies were used and why the English teachers used their questioning strategies during classroom interaction. English teachers actively using questioning strategies in classroom interaction, they were asked questions to check students' understanding of previous material, to attract students' attention, to support students in classroom contributions, and also to motivate students. to learn. And the reason why the English teacher used their question strategies is according to the function of question strategy types.
Penelitian ini bertujuan untuk mengetahui strategi bertanya yang digunakan oleh guru bahasa Inggris dan alasan mengapa guru bahasa Inggris menggunakan strategi bertanya mereka selama interaksi kelas di SMAN 4 Makassar. Alhamdulillah, puji syukur kehadirat Allah Yang Maha Esa, Tuhan semesta alam, penguasa hari kiamat, Tuhan Yang Maha Esa, atas segala nikmat dan rahmatnya, sehingga peneliti dapat menulis disertasi ini yang berjudul Analisis Strategi Bertanya Guru. finishing Selama interaksi kelas di SMAN 4 Makassar.
- Background
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
After asking about the students' assignment, the teacher instructed the students to open the book. Then the teacher wanted to know the students' knowledge and understanding from the students' answer. Then the teacher wanted to know the students' knowledge and understanding to get a clearer answer.
The teacher asked the question to the whole class to encourage all the students to answer the question, which means the teacher put the question control strategy. Ss : (students answer with the same time so it sounds unclear) Extract 4 shows that the teacher asked the students to know their abilities and understanding in order to get a clear answer. The teacher also repeated the question to elicit a response from the students during the teaching-learning process in the classroom.
After asking about the student's knowledge and understanding, the teacher asked about the students' perception. From the extract it can be deduced that the teacher has introduced Demand Planning Strategy.
Questioning Strategies
Both the questions from the teacher and the questions from the students themselves. The teacher asked the students to gather evidence as to why the students say or answer the question the way they do. Based on the data from the interview, it can be concluded that the teacher asked the question that relates to the material.
The teacher starts the class by asking about the state of the students and checking the attendance list.
Classroom Interaction
Conceptual Framework
Research Design
Qualitative research refers to process-oriented methods used to understand, interpret, describe, and develop theory about phenomena or the environment. Descriptive qualitative research is mostly about words, language and experience rather than measurements, statistics and numerical numbers. The researcher will focus on the person to understand the sample experience and obtain and generate their ideas.
In this study the researcher investigated the questioning strategies of the teachers, along with the objective of this study was to know the questioning strategy that the teacher used.
Research Subject
Teacher A as the first teacher teaching class X, teacher B as the second teacher teaching class XI and teacher C as the third teacher teaching class XII.
Research Instrument
This type of interview was also called an in-depth interview, where it was technically more flexible than the structured interview. The interview was a tool for the researcher to add in-depth data about the teacher's reason.
Data Collection
Data Analysis
After the teacher found out how the students understood their assignment, he also wanted to know how the students understood the material.
Findings
During the teaching-learning process, the teacher started the lesson by greeting all the students and then asking about the students' condition. Students must listen carefully to the question the teacher asked when asked a follow-up question in order to effectively participate in the conversation about the material. This connection allows the teacher to really learn how to explain to students to draw out the students involved in the conversation.
The teacher should not only ask the student to identify the author's points. A display question is a type of question that requires students to demonstrate their knowledge of a topic when the teacher already knows the answer. Changing the question is the way the teacher uses to elicit students' answers when students do not understand the teachers' questions.
Call students' names when asking students questions to answer are types of questions that require communication between students and the teacher. Asking questions to the whole class is a way for the teacher to get the attention of the students to be active during the teaching and learning process. In fact, the teacher never classified how many types of questions she asked the students and what types of questions were asked.
The teacher also said that the best measure to understand the question is based on the written task. But the question orally, the teacher guessed it was difficult to students, because time allocation. And also, when the teacher asked the students verbally, she thought it was not too difficult to measure their understanding.
So it can be concluded that the teacher asked the question to measure the students' understanding. She used the question to know to what extent the students could understand the meaning of the lesson. Here, the teacher also used the question to measure the students' focus, so that the teacher can conclude what should be done during the lesson after seeing the state of the students in the classroom. So it can be concluded that the teacher has never clearly classified the types of strategies, but just walks away based on the condition and also related to the material of the lesson.
Discussions
Then the teacher also set a Question Control Strategy in which the teacher asked the question to the whole class to encourage all students to participate. After asking about the student's condition, the teacher wanted to know about students' knowledge about the material. After asking about the student's condition, the teacher wanted to know the students' knowledge about the material.
Conclusions
The questioning strategies used by the teacher were question planning strategies and question control strategies. The question planning strategies used by the teacher, in which the teacher asked a question relevant to the students, asked a question for evidence to support a particular point, asked open-ended and follow-up questions, and asked another type of question were question and leading question. Further, the question control strategies used by the teacher involved asking a question by asking specific students to answer, asking students as a whole class, repeating the question when there is no answer, and changing the question when there is no answer. understood.
The English actively learns with the help of question strategies in the classroom interaction that they were asked the question to check whether the students understand the previous material, to attract the students.
Suggestions
Comment [L1]: Question controlling strategy: ask questions to the whole class to encourage all students to participate. Comment [L2]: Question controlling strategy: ask questions to the whole class to encourage all students to participate. Comment [L3]: Question controlling strategy: ask questions to the whole class to encourage all students to participate.
After the teacher talks about the students' homework and gives the students an understanding, as a lecture method approach. After the students read the book, the teacher explains the text and talks about the text. Comment [L16]: Question control strategy: Ask the whole class a question and try to encourage student participants.
Then the teacher goes for a walk and takes a book from the students, then explains an example of the material in the book. Comment [L18]: Question control strategy: Asking questions to the whole class to encourage all students to participate. underline ya, Jadi minimum 10 yah Asma 5 Lisna 5 jadi 10 yahh seperti biasa. The teacher starts the lesson with a task and then asks the students to form a group and complete the task.
Comment [L20]: Question control strategy: Ask the whole class and try to encourage all students to participate. Students come to the front of the class to answer one by one. Comment [L22]: Question control strategy: Ask questions to the whole class and try to get all students to participate.
While the teacher explains and asks the students, all the students discuss with their group about the teacher's question. Comment [Q28]: Question planning strategy: Make question relevant to students Question control strategy: Ask from the whole class and try to encourage all the students to participate. Question control strategy: Ask the whole class and try to encourage all the students to participate.
T : The reason I ask these kinds of questions is to know the students' understanding of the material and about today's lesson. Comment [L37]: Question controlling strategy: Ask the whole class and try to encourage all students to participate Question planning strategy: Follow-up questions or Show questions.
