A teacher's questuions in English classroom of eleventh graders os SMA Negeri 1 Lawang / Maya Masyitah

Masyitah, Maya (2018) A teacher's questuions in English classroom of eleventh graders os SMA Negeri 1 Lawang / Maya Masyitah. Diploma thesis, Universitas Negeri Malang.

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iv SUMMARY Masyitah, M. 2018. A Teacher's Questions in English Classroom of Eleventh Graders of SMA Negeri 1 Lawang. Undergraduate Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisor: (I) Dr. Utari Praba Astuti, M.A. (II) Dr. Johannes A. Prayogo, M.Pd., M.Ed. Keywords: teacherÔÇÖs questions, English classroom, eleventh graders. An interaction between the teacher and the students in a classroom is inevitable. It creates a connection which provides a better atmosphere in the teaching and learning process. Questions from the teacher are classified as one of the interaction. Questioning is regarded as important to develop critical thinking skill, problem-solving, and self-confidence. This research is aimed to identify the types of questions that are used in the classroom and examine the function for certain questions that are asked in the classroom. Therefore, the researcher formulates two research problems: (1) What types of teacherÔÇÖs questions are raised by the English teacher of eleventh graders of SMA Negeri 1 Lawang? (2) What are the functions of the questions asked by the English teacher of eleventh graders of SMA Negeri 1 Lawang?; and (3) How often did the teacher raise the question for each type and function? This research employs a descriptive qualitative design. The research uses purposive sampling method to choose the subject. This subject was chosen since the teacher uses the scientific approach and asks numerous questions in the teaching and learning process. The researcher discovered the fact when the researcher did the internship program at the school. The subject of this current research is one of the English teachers that taught eleventh grade at SMA Negeri 1 Lawang. The instruments included human instrument, observation, and interview. The data are collected through videotaping the classroom activity and interview the teacher. The data are analyzed through transcribing the video then presenting the data in the form of tables and graphics. The findings reveal that (1) types of the teacherÔÇÖs questions raised by the teacher are procedural, knowledge, comprehension, application, analysis, synthesis, and evaluation. The total of the questions is 215 questions. Among those questions, procedural questions were asked in a total of 10 questions. Knowledge questions were asked 95 times. Next, there are 64 comprehension questions. There was merely one application question during the observations. Furthermore, there were 22 analysis questions. Next, the teacher asked 7 synthesis questions. Finally, the teacher asked 16 evaluation questions. (2) from a total 215, the teacher asked questions to check the studentsÔÇÖ understanding in a sum of 88. Then, the teacher asked the students to elicit information a lot as well. There were 83 questions asked. On the other hand, the teacher never asked the students to make a prediction. Next, the teacher asked 2 questions to control the classroom. The teacher mainly asked knowledge and comprehension question. This is in line that the teacher also mainly asked to check the studentsÔÇÖ understanding. v The teacher asks numerous knowledge and comprehension questions to check the studentsÔÇÖ understanding. Furthermore, the teacher asks a lot of question to elicit information from the students. This is in line that the teacher also asks numerous analysis, synthesis, and evaluation questions. Two suggestions are proposed by the researcher, teachers should ask higher order thinking questions more. The lower order thinking questions require the students to recall information. Meanwhile, the higher order thinking question requires the students to think and speak more; and the researcher suggests as well that in the future study, the subject of the research should involve more than one teacher. As a matter of fact, every teacher is unique. Thus, it influences their questioning strategy.

Item Type: Thesis (Diploma)
Subjects: ?? ??
Divisions: Fakultas Sastra (FS) > Jurusan Sastra Inggris (ING) > S1 Pendidikan Bahasa Inggris
Depositing User: Users 2 not found.
Date Deposited: 18 Sep 2018 04:29
Last Modified: 09 Sep 2018 03:00
URI: http://repository.um.ac.id/id/eprint/10438

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