Alhamdulillah, all praise be to Allah, the only power, the Lord of the universe, the judge of the day, God Almighty, for all the blessings and mercies, so that the researcher was able to complete this thesis entitled “Teachers' Questioning Strategies (A Study) by English teachers at Smp N 3 Sukoharjo)”. The researcher is sure that this thesis would not be completed without help, support and suggestions from several sides. The researcher would therefore like to express her deepest thanks to all those who have helped, supported and suggested her during the process of writing this thesis.
Mudhofir, S.Ag., M.Pd., as Rector of Raden Mas Said Islamic University in Surakarta. All lectures of the study program English for valuable knowledge and time. Pd as an English teacher at SMP N 3 Sukoharjo who enabled and helped the researcher to conduct this research.
The researcher hopes that this thesis will be useful for the researcher in particular and for the readers in general. And the informants of the research were two English teachers who teach in the first grade of SMP N 3 Sukoharjo.
INTRODUCTION
- Background of Study
- Identification of the problems
- Limitation of the problems
- Formulation of the problems
- Objective of the study
- Benefit of the Study
- Theoretically
- Practically
- Definition of Key Terms
- Teacher
Question skills are words or questions asked by the teacher as a stimulus to get answers from the students. The strategy that the teacher needs is a strategy to create a comfortable class that can make students enjoy and be active in the teaching and learning process in the classroom. The questioning strategy allows the teacher to ask questions in relation to the students' conditions or the classroom environment during learning to create a fun interactive class.
The conversation between teacher and students in this class is a form of questioning strategies of the type Question Planning Strategy and is included in silent follow-up questions. From the conversation between teacher and students in this class, it is a form of questioning strategies of the type Question Planning Strategy and is included in the questions asked that are relevant to the students. This research used a qualitative method which focused on the teacher's questioning strategies, analysis applied theory from Brown and Wragg's (1993).
This research is expected to add information about the teacher's questioning strategy during class interaction. The teacher is the person who plans the learning process in the classroom, organizes the schedule, becomes a partner in teaching and becomes a source of knowledge for the students.
LITERATURE REVIEW
Theoretical description
- Questioning Strategies
From the table above, it can be concluded that T1 and T2 used asking questions relevant to students to determine the state of students. From the research results obtained, it can be concluded that L1 and L2 used ask open-ended question. From the research results obtained, it can be concluded that T1 and T2 used ask follow-up question.
From the table above, it can be concluded that T1 and T2 used the question phrase, then call the students. From the table above, it can be concluded that T1 and T2 used calling students' name when asking a student to answer the question. From the table above, it can be concluded that T1 and T2 using these types of questions give students enough time to think before answering the question.
From the table above, it can be concluded that L1 and L2 are used to ask and attempt questions from the whole class. From the table above, it can be concluded that L1 and L2 used encourage students to consult with classmate before answering teacher.
Previous study
RESEARCH METHODOLOGY
- Research Design
- Research Setting
- Time of Research
- Research Subject
- Data and Source of Data
- Event
- Informant
- Research Instrument
- Techniques of Collecting the Data
- Observation
- Interview
- Trustworthiness of the Data
- Methodological Triangulation
- Source Triangulation
- Time Triangulation
- Techniques of Analyzing the Data
- Data Condensation
- Data Display
- Drawing Conclusion
From the results of the data obtained from the first meeting and the second meeting conducted with T1 and T2, it can be concluded that T1 and T2 used the questions of the respective students. From the results of the data obtained from the first meeting and the second meeting conducted with T1 and T2, it can be concluded that T1 and T2 used the question phrase, then call the students. From the results of the data obtained from the first meeting and the second meeting held with T1 and T2, it can be concluded that T1 and T2 used specific student calls to answer the question.
From the table above, it can be concluded that T1 and T2 used calling specific students to answer the question in order to directly and specifically identify the students. From the results of the data obtained in the first meeting and the second meeting with T1 and T2, we can conclude that the used T1 and T2 encourage students to consult with a classmate before answering the teacher. From the results of the data obtained in the first meeting and the second meeting with T1 and T2, it can be concluded that T1 and T2 repeated the question when there was no answer.
From the results of the data obtained from the first meeting and the second meeting held with L1 and L2, it can be concluded that L1 and L2 used encourage students to consult with classmate before answering teacher. From the table above it can be concluded that T1 and T2 were used. Modify the question when it is not understood to give students an understanding of the questions given.
FINDING AND DISCUSSION
Findings
- Questioning strategies are used by T1 and T2 at SMP N 3 Sukoharjo
- Questioning strategies implemented by the English teacher at SMP N 3
From the analysis table above, it can be concluded that T2 and T2 used the open question to determine the student's condition. From the table above, it can be concluded that T1 and T2 used the follow-up question to provoke responses from students and also to remind students of the material that has been discussed. From the data obtained it can be concluded that T1 is not used for supporting data/look for evidence to support a particular point while T2 is used.
From the results of the research, it can be concluded that the T1 and T2 used ask different types of questions, as evidenced by the following data:. From the above tables, it can be concluded that T1 and T2 do not always ask different questions when teaching English. From the results of the data obtained from the first meeting and the second meeting conducted with T1 and T2, it can be concluded that T1 and T2 used the student's name when they asked the student to answer the question.
From the data obtained, it can be concluded that T1 does not use selected students who dominate the class by asking or answering the question while using T2. It can be concluded from the table above that T2 used question type to select students who dominate in the classroom. From the results of the data obtained from the first meeting and the second meeting with T1 and T2, it can be concluded that the used T1 and T2 give students enough time to think before answering the question.
From the results of the data obtained from the first meeting and the second meeting held with L1 and L2, it can be concluded that L1 and L2 used to ask questions of the whole class and encourage all students to share to take. From the results of the data obtained, it can be concluded that L1 used encourages students to initiate questions while L2 does not use this type of question. From the table above, it can be concluded that using L1 encourages students to initiate questions.
From the results of the obtained data it can be concluded that T2 used the movement closer to the students when asking questions while T1 does not use this type of question. From the table above, it can be concluded that T2 used Move closer to the students when asking questions. From the results of the obtained data it can be concluded that T2 used non-voluntary nominators while T1 did not use this type of question.
Discussion
- Questioning strategies are used by the English teachers at SMP N 3
T1 and T2 also get students to take an active role and participate in learning by using the type of question for the example "Ada yang perlu ditanyakan masalah tobe?". Then T1 opened the question to students whether students still can not understand the material presented "Sampai disini ada yang ditanyakan. The third T1 when applying questions at the end of the lesson is that the teacher at the end of the lesson to students asks if there are any questions or are there still people who do not understand the material taught "Ada yang masih bingung tentang simple present tense?".
Then T1 again asked the students if there were still problems in understanding the material given. to apply questions at the end of the class is L2 at the end of the class to ask students if there are any more questions or are there those who still do not understand the material taught "Oukei sebelum kita akhiri ada yang masih langung tentang simple present tense ?”,.
T1 : “Baik benar, jadi fungsi kedua dari simple present tense adalah untuk membicarakan kegiatan seseorang yang dilakukan secara rutin, untuk menggambarkan kegiatan yang dilakukan orang secara rutin, anak-anak. Sampai disini ada yang ingin saya tanyakan. T : Iya, tolong dikerjakan sampai selesai, kalau ada yang tidak bisa bisa tanya ke mama T2 : Terus coba Rino Rino Rino kalau pakai verb 1 tanpa s. T2 : “Betul, kalau subjeknya jamak ya .
Jika saya salah, saya biasanya melempar "ada jawaban lain?" pada siswa lain. nah kalau ada yang benar saya bilang "nah itu jawabannya" dan kalau beberapa kali saya tidak mengerti baru saya jelaskan. T1 : Ya, siswa terlibat aktif, tetapi tidak semua siswa aktif dalam pembelajaran, ada yang keterampilannya bagus, ada juga yang rata-rata. T2 : Disini saya penanggung jawab kelas 7A-7E dari masing-masing kelas, hampir semua kelas aktif kalau yang terbaik ada di kelas 7B.
CONCLUSION
Conclusions
T2: “Oke anak-anak, dasar-dasar present tense, kalian harus tahu subjeknya.
