Kurniawan, Rhoy David (2010) A study on the teacher's questions given to the students in English classroom / Rhoy David Kurniawan. Diploma thesis, Universitas Negeri Malang.
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ABSTRACT Kurniawan Rhoy David. 2008. A Study on Teacher s Questions Given to the Students in English Classroom. Thesis English Department Faculty of Letters State University of Malang. Advisors (I) Dr. Hj. Arwijati Wahyudi Dip.TESL. M.Pd. (II) Dra. S. Nurul Muthmainnah M.A. Key words teacher s questions question English classroom. Teachers play an important role in the process of learning and teaching. Questioning is a tool that can be used by the teacher to promote students interaction and assist teacher to reach the goal. This study was aimed to describe types of questions and questioning techniques used by the teacher in English classroom in the senior high school level. This study was also aimed to know the teacher s purpose of questions. The design of the study was descriptive qualitative. It was also a case study since it was aimed at describing special and unique features of a teaching situation or the method used by a particular teacher in a specific setting. The setting of the study was SMA Negeri 4 Malang. The subject of the study was an English teacher teaching eleven and twelve grades. Two classes XI Social 1 (XI S1) and XI science 3 (XI A3) were used for observation. The data were collected through two meetings in each observed classroom. Observation sheet audio- visual recording and interview guide were utilized as additional instruments while the researcher was the main instrument. The collected data were then sorted out and organized. After all relevant data were displayed the conclusion was drawn. The findings showed that the teacher delivered 93 questions in the first observation and 92 questions in second observation in XI Social 1 class 80 questions in the first observation and 36 questions in the second observation in the XI science III. There were 301 questions analyzed based on the research problems. The study found that the teacher utilized both divergent and convergent questions. There were only 9 convergent questions while 292 questions were divergent. The teacher used all types of questions in Bloom s taxonomy. The teacher used analysis question most frequently (39.9%) followed by knowledge level (29.6%) comprehension level (11.6) synthesis level (9.63%) evaluation level (8.31%) and application level (1%). The study found that most frequent technique applied by the teacher was probing 106 times while the least frequent technique applied was prompting 22 times. The teacher also applied the redirecting and the rephrasing techniques. The amount of wait-time spent by the teacher was mostly below three seconds. It was found that the subject did not know about the purpose of questioning clearly since she never got such subject in the university and she never joined any seminar or workshop that specially designed to train teacher s questioning ability. The teacher rarely prepared the questions before teaching. It was found that the teacher focused the questions to involve the students in discussion so that the students got chances to develop their communication skill. Based on the findings of the study it is suggested that researcher can conduct further research on teacher s questions such as to know what type of question gives the biggest influence in students English proficiency and what type of questions promote interaction in English classroom especially in senior high school level.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | ?? ?? |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Bahasa dan Sastra Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 08 Mar 2010 04:29 |
| Last Modified: | 09 Sep 2010 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/10750 |
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