The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis (Descriptive Qualitative Research at SMP 7 Pinrang) Thesis. The results show that the impact of the teacher's questions on creating classroom interaction is effective.
INTRODUCTION
Background
This study seeks to investigate interactions resulting from verbal questions and to identify feature questions that lead to class interactions. When this study examines the characteristics of questions that encourage increased interaction according to the level of cognitive, complexity, type of question - referential or display - and communication patterns.
Problem Statement
Objective of the Study
Significance of the Study
Scope of the Study
Theories of Questioning Strategy
Guest in Sujariati (2016) states that the questioning strategy is one of the important tools for extending student learning that can help teachers develop their own strategies to improve students' work and thinking. This means that we cannot ignore that questioning strategies are very important for teachers and students. Based on the above definition, the researcher concludes that the questioning strategy is one of the important things used by teachers in the teaching and learning process. For our purposes here, as it relates to the Common Core, I have outlined four research-backed characteristics that help students meet the communication expectations of the Common Core (Harris, Bryan: 2014).
In the process of lesson planning, we should write these questions down and not rely solely on our memory, the questions listed in a textbook, or its prompting. momentary reactions to student action. A true question seeks to reveal and discover students' knowledge, process or misunderstandings. Based on the explanation above, there are four characteristics of effective questioning, they are pre-plan questions, focus on questions, don't quiz, beware of the curse of knowledge, and use specific question modes.
For the specific questioning strategies used, one of the characteristics of effective questioning is that in the process of teaching and learning, the teacher not only plans in advance which questions, but the teacher must also use individual strategies to ask a specific question during teaching. lesson. These questions define the situation and the key facts necessary to understand the issues at hand. When using questioning with an individual, this is the time when the facts of the situation are presented.
The Functions of Teacher‟s Questions
And the researcher concludes that there are certain similarities in questioning strategies according to the expert such as the use of waiting time strategies according to Harris Bryan and James M. According to the classification of Brown and Wragg (1993), the teacher's questions function as a tool to arouse interest and arouse curiosity about a subject, to draw attention to a particular issue or concept, to develop an active approach to learning, to stimulate pupils to ask questions of themselves and others, to check learner's understanding go, to elicit information, and to control the classroom. The second is "information gathering function", which means that the question can be a tool to get information about certain issue or topic.
As a diagnostic tool, teacher questions are used to determine what students know and how students think about certain topics. As a learning function, teacher questions can help students learn new information in the learning process. Cotton (1989) deals with the purpose of teacher questions and offers a variety of purposes derived from a variety of literature analyses.
They suggest the purpose of the teacher's questions based on different stages of learning in the classroom. From the above elaboration, it can be concluded that the teacher's questions play an important role in classroom interaction. It can provide numerous benefits to the language student, classroom interaction, and the purpose of a language lesson.
Classroom Interaction
Conceptual Framework
RESEARCH METHOD
- Research Design
- Research Variable
- Participant
- Research Instrument
- Procedures of Data Collecting
- Data Analysis
The observation takes place specifically in the classroom situation as this study attempts to investigate the questioning strategies employed by the teacher. According to the researchers, the classroom situation was very comfortable and orderly because the teacher and students both participate in the class. While asking the teacher questions to the students, it was not exciting because that student also liked to answer the teacher's questions.
If the teacher asks questions to the students, the students enthusiastically answer questions from the teacher and create interaction in the classroom. So the teacher must also be aware of the level of questions asked to the students. In this case, the students were very participatory in answering questions from the teacher if the questions asked were easy and have been explained before.
Based on the students' responses above, the type of question that was often asked by the teacher to the students was about asking what you think about the material. From the students' answers above, that the question and answer method that takes place in the teaching and learning process was effective because if the teacher asks, then the student will try to answer questions from his teacher. The researcher considers that the importance of teacher questions in creating interaction in the classroom is effective because students are excited to answer questions from the teacher if the teacher asks questions, while the questions do not come out of the subject matter and have been explained by the teacher. .
FINDINGS AND DISCUSSION
FINDINGS
After receiving the participants, the teacher refreshes the previous week's lesson by questioning what was learned last week. After reviewing the lesson question last week,. students to take out their texts, then the lesson started in the learning process, the teacher gave the material to be discussed in the meeting. The way the teacher asks questions to the students was from “does anyone know about this lesson.
In the classroom, the teacher and students participate highly depending on their respective roles, where the teacher was the student monitor and the student was the audience. Before the question and answer process begins, the teacher gives the students the opportunity to read and complete the assignments given by the teacher. The researcher sees that students really like it when the teacher asks, because by asking students can better understand the lessons their teacher teaches.
From the students' responses, it appears that if the teacher asks questions, the students are excited to answer them if the questions were related to the material that has been explained. From this study, the researchers saw that the students participated a lot in the process of answering the questions in class because the questions asked by the teacher involved the lessons being explained. Students assume that answering questions from the teacher trains students' courage to express what students know about the lessons that have been discussed.
DISCUSSION
Jawaban siswa : ya, karena Insya Allah jika pertanyaan yang diajukan sudah dijelaskan dan dipelajari terlebih dahulu). Jawaban Siswa : Tidak, karena jika saya bisa menjawab pertanyaan dengan benar maka saya senang, tetapi jika pertanyaannya salah saya merasa tidak senang. malu karena kegagalan bukan berarti putus asa). (Jawaban Siswa : Ya, karena kalau saya bisa menjawab pertanyaan ini, teman-teman saya akan lebih aktif. Dan mau belajar lebih banyak dan bersikap sopan).
Apakah Anda takut atau malu menjawab pertanyaan guru Anda? Apakah Anda merasa takut atau malu ketika guru Anda mengajukan pertanyaan?) e. Apakah sulit menjawab pertanyaan gurumu. Apakah sulit menjawab pertanyaan guru?). Apakah Anda takut atau malu menjawab pertanyaan guru Anda? Apakah Anda merasa terintimidasi atau malu ketika guru Anda mengajukan pertanyaan?
Apakah sulit menjawab pertanyaan gurumu. Apakah sulit menjawab pertanyaan guru?). Jawaban Siswa : Susah, kalau soalnya malah susah). Apakah Anda takut atau malu menjawab pertanyaan guru Anda? Apakah Anda merasa terintimidasi atau malu ketika guru Anda mengajukan pertanyaan? JIKA YA, mengapa Anda takut atau malu? Kalau iya, kenapa kamu takut atau malu?) l.
CONCLUSION AND SUGGESTION
CONCLUSION
The researcher concluded that the influence of the teacher's questions on creating interactions in EFL in terms of discourse analysis is positive. This research has proven that student-asked questions help students increase classroom interaction. This is proven by the interviews conducted by the researchers with the students and the observation during the learning process in the classroom.
But teachers are more likely to use simple and basic questions, which makes students more motivated to speak and allows students to answer the teacher's questions with more confidence.
SUGGESTION
Apakah kamu suka jika gurumu menanyakan beberapa pertanyaan? Apakah kamu suka jika gurumu bertanya padamu?). Peneliti : Pertanyaan seperti apa yang kamu sukai ketika guru bertanya kepadamu? Pertanyaan seperti apa yang Anda sukai ketika guru Anda bertanya kepada Anda?). Peneliti : Apakah sulit menjawab pertanyaan gurumu? Apakah sulit menjawab pertanyaan guru?
Peneliti : Apakah kamu takut atau malu untuk menjawab pertanyaan guru. Apakah kamu takut atau malu ketika gurumu bertanya?) c. JIKA YA, mengapa Anda takut atau malu? Kalau iya, kenapa takut atau malu?) d. JIKA TIDAK, kenapa kamu tidak takut atau malu. jika tidak, mengapa kamu takut atau malu?). Peneliti : Pertanyaan seperti apa yang kamu sukai ketika guru menanyakannya? Pertanyaan apa yang Anda sukai ketika guru Anda menanyakannya? Peneliti : Apakah sulit menjawab pertanyaan gurumu? Apakah sulit menjawab pertanyaan gurumu?).
Jika ya, mengapa anda takut atau segan? jika ya, mengapa anda takut atau segan?) f. Jika tidak, mengapa anda tidak takut atau segan? Jika tidak, mengapa anda takut atau malu?). Adakah anda takut atau malu untuk menjawab soalan guru anda? adakah anda berasa takut atau malu apabila guru anda bertanya perkara ini?) g. Jika ya, mengapa anda takut atau segan? jika ya, mengapa anda takut atau segan?) h. Jika tidak, mengapa anda tidak takut atau segan? Jika tidak, mengapa anda takut atau malu?). Apakah jenis soalan yang anda suka guru anda tanyakan? Apakah jenis soalan yang anda suka guru anda tanyakan?).
Jika ya, mengapa anda takut atau segan? jika ya, mengapa anda takut atau segan?) j. Jika tidak, mengapa anda tidak takut atau segan? Jika tidak, mengapa anda takut atau malu?). Jika tidak, mengapa anda tidak takut atau segan? Jika tidak, mengapa anda takut atau malu?).
