Endang Haryanto, M.Pd Berdasarkan teori jenis pertanyaan guru, jenis pertanyaan guru dibedakan menjadi pertanyaan display, referensial, dan prosedural. Oleh karena itu, tujuan penelitian ini adalah untuk mengetahui jenis pertanyaan apa yang digunakan guru dalam interaksi kelas dan apa alasan penggunaan jenis pertanyaan tersebut.
INTRODUCTION
- Identification of the problems
- Limitation of the problem
- Research Questions
- Research Objectives
- Significances of the Study
- Operational Definition of Key Terms
In addition, using questions with different formats can benefit both teachers and students in classroom interaction. It also explores the reasons and how the teacher expresses the types of questions in the teaching and learning process.
LITERATURE REVIEW
Classroom Interaction
The teacher therefore used teacher's questions to stimulate and increase the students' interaction in the classroom. Data shown as the English teacher mentioned the kind of questions she always gave to her learners in the classroom. Data shown as the English teacher mentioned the types of questions she always gave to her learners in the classroom.
Data shown when the English teacher mentioned the reason why she always uses this kind of question in the classroom. Data shown when the English teacher mentioned the effectiveness of the questions the student asked in the classroom. Data shown when the English teacher mentioned her answers to the students who cannot answer her questions in the classroom.
In the process, the researcher asked a series of questions which should be answered by the teacher. Then the teacher's creativity in choosing the good types of questions in the teaching learning process is still lacking in order to get the students' participation in the teaching learning process. R : Okay mom, the next question is how far the effectiveness of your teaching learning process is in the classroom.
Patterns of Classroom Interaction
Level and Types of Classroom Interaction
The three forms of interpersonal interaction in the classroom are teacher to student, student to teacher and student to student. In the classroom interaction, culture can act as the originator of self, teacher to students, or student to student interaction.
Elements of teaching effectiveness
Include exercises in teacher lesson plans that will allow each student to feel a sense of accomplishment. 14 The teacher gives facts or opinions about the content or procedure of expressing his ideas.
Definition of Question
In classroom settings, teacher questions are defined as cues or stimuli that expose students to content elements to be learned (Azerefegen, 2008). Furthermore, there is much discussion about the use of teacher questions in the learning process of teaching in the EFL classroom context. Long and Sato (1983) state that a question is a linguistic expression used to make a request for information.
All educators, regardless of level, should be able to create and create at least the basic types of questions. Based on the research conducted by Bardovi-Harlig, Mossman and Vellenga (2014) it was found that from the grammatical form there are two types of questions; closed questions and open questions. Based on the purpose of the question, the main types of questions fall into four categories, namely managerial, rhetorical, closed and open questions (Breen & Candlin, 1987).
According to Smith (2012), classroom interaction is the patterns of verbal and non-verbal communication and the types of social relationships that occur in the classroom.
Types of Questions
This research is related to classroom interaction using the Flander Interaction Analysis Category System (FIACS) technique. The similarities between this dissertation and this research are that the research is related to the classroom interaction between teacher and students. Then the next similarity is the formulation of the problem of how the teacher-student interacts with the English subject in the classroom.
The similarities between this thesis and this research are that the study is related to classroom interaction. The data is shown as an English teacher answering the question of how far the effectiveness of her teaching is the learning process in the classroom. The data is shown when the English teacher mentioned what percentage speaks English in the class.
R : Yes mam, next question is What percentage do you speak in the English classroom.
The Function of Teacher Questions
Relationship among Types of Teacher Questions, the Functions of
The types of teacher's questions, the purposes of the teacher's questions, and the students' oral responses have a good relationship. Chaudron (1988) states that the learner's production of target language (learners' oral responses) in the form of correct and meaningful answers can be aided by teacher questioning. Chaudron (1988) adds that in order to hold students' attention, elicit students' verbal responses, and assess students' learning progress, teacher questions represent a primary tool.
In addition, a study by Brock (2004) on the effect of teacher questions on students' language production found that students' responses to teacher reference questions were significantly longer and syntactically more complex. From the above explanation, we can see that there are different results of studies on the effect of display questions or reference questions on students' language production.
Technique of Questioning
This difference can be basically understood as each research is held in different places with different participants. To collect the students' answers, the teacher may need to use specific questioning strategies. Those techniques can be used to ask types of questions in the teaching-learning process that may be related to or even contrary to the material.
Impact of teachers‟ open-ended questioning on student learning
There are many researchers who have investigated the type of questions and the technique of questioning in the English Classroom. With the formulation of the problem of how the teacher-student interaction of English subject is used in the classroom by teachers at SMPN 12 Muko-Muko. Data shown as the English teacher answers the question of whether she gives rewards or praise if there are students who can answer questions or respect the statement in class.
During the observation, the researcher acted as an observer in the classroom who did not interrupt the teaching and learning process. Researcher observes every activity of the learning process and observes how teachers question what is used in the classroom. The findings found in this research was the existence of the type of questions that are still used by the teacher in the teaching learning activity, although it did not give a good effect in the teaching learning process to make the students active in the classroom activity don't touch
It was found that there are types of questions used by the teacher in teaching the learning activity, namely demonstration questions, reference questions and procedural questions, although it did not give a good effect on the learning process of teaching to make students active in the classroom. activity.
Previous Study
RESEARCH METHOD
- Research Setting
- Subject of Research
- Data Collection Technique
- Observation checklist
- Interview
- Documentation
- Data Analysis Technique
- Reduction of the data
- Display the data
- Drawing Conclusion and Verification
- Trustworthiness
The researcher used an observation checklist in combination with a field note to learn about the different types of questions and strategies used in the classroom while monitoring the teaching-learning process. Data shown as the English teacher uses different questions and asks students who do not understand yet to ask her questions and it answered the formulation of the problem in this study, namely Lightbown and Spada's types of questions asked by the English teacher used to communicate with the students in the classroom, it also related to the observation data, which means that these questions were applied in the classroom activity. Based on the researcher's research finding above, there are components discussed in the research finding.
It shows that the types of questions by Lightbown and Spada that the teacher used did not encourage student participation as Harvey (2001) said that the questioning technique is most effective when it allows students to be fully involved in the learning process. From the result of interview and observation, it can be concluded that there are three types of questions used by the teacher in the teaching and learning process, namely Display questions, Referential questions and Procedural questions. Meanwhile, in the interview, the teacher said why she used the types of questions in classroom interaction, such as these questions are suitable, easy to understand, it could be to encourage students' participation, my given time for them to answer the question will not be wasted because they take too much time to answer and they are also familiar to students.
Students could be more active during the teaching learning process by following all procedures and processes led by the teacher.
RESULT AND DISCUSSION
Discussion
The types of questions used by the teacher, obtained from observation, including display questions which imply that the teachers know the answer and which are designed to elicit or display particular structures. The second types of questions used by the teacher are obtained from observation, including referent questions which means that they are the questions for which the teachers do not know the answer and can get different subjective information. The third types of questions used by the teacher are derived from observation, including procedural questions which means that it is the question that serves several functions and is also used as a learning routine to begin with.
Data has also been obtained from interviews with the English teacher who mentioned the types of questions the teacher uses. This means that the types of questions that the teacher uses are not good enough as they cannot encourage. This research focused on the types of questions identified and the teacher's rationale for the types of questions used.
The teacher can improve his strategies for teaching English, especially by choosing and using the good types of questions.
Classroom Observation Transcript
Lalu ibu memberimu tugas, tugasmu adalah mencari atau membuat 2 catatan formal dan 2 catatan informal, jadi totalnya ada 4. Jadi tugasmu adalah mengirimkan teks tersebut ke WA dan menuliskannya di buku, oke, tunggu dulu tugas.
Interview transcript of the English teacher of X Teknik Kendaraan
If they don't answer, I prepared by asking why you don't answer my questions. R: Thanks mom, the next question is, There are close and open questions. Can you please mention the types of questions you have always asked your students based on what you have chosen or mentioned. R: Thank you very much for your explanation, mom, okay, the next question is what are your reasons for using these types of questions in classroom interaction.
T: These questions are appropriate, easy to understand, it can encourage student participation, my time given to them to answer the question will not be wasted because they need a lot of time to answered and also they are known to the students (Data 9). R: Okay mom, the next question is how effective are your students in asking questions. R: Okay mom, the next question is What are your answers to students who can't answer your question.
R : Thanks mom, this is the last question, it's about whether you give prizes or praise if there are students who can answer the questions or respect the statement.
English Teacher‟s Curiculum vitae
Lesson Plan
List of Attendance
