Full Text
Full Text
A THESIS
DIAN EKAWATI
10535640815
i
ii
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERNYATAAN
Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim
penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan
dibuatkan oleh siapapun.
Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya
bersedia menerima sanksi apabila pernyataan ini tidak benar.
DIAN EKAWATI
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERJANJIAN
DIAN EKAWATI
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MOTTO
APAPUN ITU…
Jangan
Berhenti Jadi Baik.
~@dianekwti~
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ABSTRACT
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ABSTRAK
Dian Ekawati. 2019. Analisis Strategi Pertanyaan Guru Selama Interaksi Dalam
Kelas di SMAN 4 Makassar (Penelitian Kualitatif Deskriptif), Dibimbing oleh
Andi Tenri Ampa dan Awalia Azis.
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ACKNOWLEDGEMENTS
Alhamdulillah, all praises be to Allah, the single power, the Lord of the
universe, master of the day of judgment, God almighty, for all blessings and
mercies so the researcher was able to finish this thesis entitled An Analysis of
Makassar. Peace be upon Prophet Muhammad SAW, the great leader and good
mother for their prayer, financial, motivation and sacrificed. And all of my family
The writer would like to say thank you so much for the people who gave
who always be my best parents. And all of my family for the attention,
3. My highest appreciation and deepest thankful are due to Dr. Hj. Andi
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M.Pd. as my second consultant who had guided me very well during my
5. My deeply and most great full to Erwin Akib, M.Pd., Ph.D as the Dekan
6. The last gratitude also goes to all my friends and especially for E class in
The words were not enough to say many appreciations for their help and
contribution in finishing this proposal. I realize that this proposal is still far from
perfection. I highly expect criticism and suggestions from all parties to perfect this
report. Only Allah SWT who can provide a worthy reward. Hopefully all our
The Writer
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TABLE OF CONTENTS
COVER ....................................................................................................... i
MOTTO ...................................................................................................... vi
CHAPTER I
INTRODUCTION ...................................................................................... 1
A. Background ............................................................................ 1
B. Problem Statement ................................................................. 2
C. Objective of the Research ...................................................... 3
D. Significance of the Research ................................................. 3
E. Scope of the Research ............................................................ 3
CHAPTER II
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A. Questioning Strategies ........................................................... 5
B. Classroom Interaction ............................................................ 16
C. Conceptual Framework .......................................................... 19
CHAPTER III
METHODOLOGY ..................................................................................... 21
CHAPTER IV
A. Findings ................................................................................ 25
B. Discussions ........................................................................... 37
CHAPTER V
A. Conclusions ........................................................................... 63
B. Suggestions ........................................................................... 64
BIBLIOGRAPHY ...................................................................................... 65
APPENDICES ............................................................................................ 68
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LIST OF TABLES
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LIST OF FIGURES
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LIST OF APPENDICES
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CHAPTER I
INTRODUCTION
A. Background
A good teaching learning process does not only put the teachers as
a single main source but also involve the students in that process. The
skill also to ensure that the students master the concepts. The support
given by the teachers and the result of them will clearly be seen in a
speaking performance.
the students to understand the materials easily and attract students to pay
1
2
teacher‟s didactic strategies used in the EFL class in Spain Allen (2010: 2)
includes much more than being able to influence and control student
student do not understand whether topic was given by the teacher. This
classroom interaction.
during interaction in the classroom. In this case, students are still confused
about the topic given by the teacher, students are embarrassed to ask
questions and sometimes students feel very silent when the teacher
classroom.
B. Problem Statement
formulatedas follows :
2. What are the reasons of the English teachers in the use of questioning
formulated as follows :
1. To find out the kinds of questioning strategies that the English teacher
2. To find out the reasons why the English teacher used questioning
to solve the problems they face in class and also researchers are expected
subject. The researcher purpose to look at the strategy of questions that the
A. Questioning Strategies
One thing that teachers should not ignore and pay attention is the
learning.
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6
to think. In the teaching and learning process the role of asking is very
expected and needed by the student, so that the teacher can guide and
direct students to find every material they learn. Both the questions raised
by the teacher and the questions that come from the students themselves.
d. To control students
the content of the text, and gives them an interesting and motivating
said that questioning is very good and pervasive teaching technique which
fully involved in the learning process. He states that while the lesson is
teacher to plan questions and answers session effectively when the teacher
plays the questions effectively based on the students need and the question
help teachers develop their own strategies to enhance the students work
and thinking”. In the other hands, teacher questioning is very important for
questions help "teachers and students learn from one another". So that is
the classroom.
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planned, it is very important for the teacher to think about the types of
help the teacher to plan a question and answer session effectively when the
teacher plays questions effectively based on student needs and the types of
Adibah (2012) it was found that the teacher performed six out of
Each type of question has its own functions. In this study, knowledge
and pronounce some words in the target language. To form conclusion that
was not clearly stated in the material was the function of inference
that use one word or more as a medium. Thus the teachers can apply
effective way. Not all questions are effective for all situations. This means
that the teacher must really understand the types of questions that will be
times, questions are needed that can build knowledge about basic
types of questions which are used and formulated by teachers are very
question, and follow-up question. This also includes asking for supporting
Questioning Strategy
the students
question
students.
question.
participate.
teacher.
questions
asking questions
no response.
understood
help teachers to know how the students' responses and it can make the
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students attentive the lesson and engaged the students in the teaching-
because they probably do not understand what has been asked by the
answer and help them to arrange utterances, so they are motivated to speak
confidently.
a. Types of question
can be classified into many types of question, but in this study the focus
1. Open-ended question
response.
word answers. The answers could come in the form of a list, a few
essay.
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2. Focus questions
Peavey Fran (1997) identify the situation and the key facts
when the facts of the situation are presented. Questions here focus
3. Display question
particular fact or can use because they are interested in the answer,
questioner knows the answer such questions are usually asked for
or remember something.
4. Referential question
answer are not already know by the teachers. Even though research
5. Prompting
into 3:
6. Probing
guide students so that their content can find more correct answers.
types are specific and it is also flexible in that instructors can design
there are several of teacher‟s questions types can be employed during the
classroom interaction.
E. Classroom Interaction
and he teacher, or between them and someone else who are aware of
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discussion during the class. Interaction occur both between students with
lecturer present, and with the lecturer who probes student thinking among
the whole group. There are many ways on how to communicate with
based learning, the use of case methods and simulation are some
students are engaged and active in the learning process. The instructor
the students take control of the learning event itself. Classroom interaction
teaching and learning process in the classroom will not exist. As we know
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between the teacher and the student. Among other thing, typically
1.) Initiation
2.) Response
The teacher gives the student a question and the student give a
3.) Feedback/Evaluation
After the student has responded to the question, teacher finishes the
F. Conceptual Framework
Classroom Interaction
Questioning Strategies
Teachers Question
Questioning-Planning Questioning-Controlling
Strategy Strategy
role model of class, the teacher have questioning strategies for direct their
students in order to express their opinion. The class is more interactive and
METHODOLOGY
A. Research Design
understand the sample experience and to obtain and generate their ideas.
strategies, it was along with the objective of this study was to know the
B. Research Subject
teachers, and the researcher took all of the English teachers as a sample of
this research. There were three English teachers at SMAN 4 Makassar and
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who teaches on grade XII. So, each teacher taught a different class.
C. Research Instrument
analyzing the data was descriptive. The way it could be use observation
1. Observation
only observed the teacher questioning strategy during the learning and
participate so that the researcher could record the data more easily. So,
a recorder was placed in the classroom while the class is in the process.
2. Interview
The interview was a tool for the researcher to add data deeply about
D. Data Collection
There were two steps in collecting the data, the first one was
the data from the real situation. In the observation process, played the role
E. Data Analysis
data analysis to obtain the result from observation and interview, there
were some steps that must be taken by the researcher to analyze the data.
The first began with a video recording of the observations and then the
data reduction. Miles and Huberman (1994) explain "Data reduction refers
transcriptions." Not only the data needed to be condensed for the sake of
transcription of the teachers' talks was given a T code, while the students'
talk was given an S code. Then, the researcher could identify the types of
the interview, the researcher was given the different code while
transcribing and coding the data from the interview. The researcher given I
symbol as the code of the interviewer and T symbol as the code for the
interviewee. After that, the researcher analyzed the data in order to find
out the answer about the teacher reasons in uses the types of teachers
interaction.
CHAPTER IV
This chapter discusses about finding and discussion. The findings describe
about the result of the data collected from the observation and interview. And
discussion explains and interprets the findings. The data were taken from
A. Findings
The findings of this research are to identify the answer from the research
question as obtainable from the instrument which aims to find out the kinds of the
teachers‟ questioning strategies during the classroom interactions and the reason
why the English teacher used their questioning strategies. The researcher has
2019. SMAN 4 Makassar, is one of the State High Schools in Jl. Cakalang
Numb.3, Makassar, South Sulawesi, Indonesia. SMAN 4 here it is the same as the
Makassar is taken in three years period, from Class X to Class XII. Founded on
February 5, 1964. There were three English teachers and each teacher handles one
generation, that Teacher A as the first teacher who teaches on grade X, Teacher B
as a second teacher who teaches on grade XI and Teacher C as a third teacher who
teaches on grade XII. The data were collected from the observation transcribed by
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at SMAN 4 Makassar. The data was recorded on the video using observing
observer in which she did not participate in the learning process on the class.
So, the recorder was placed in the classroom when the class was running.
After that, the researcher transcribed the video record to get the data and
analyzed it.
uses questions to the students. The questioning strategies were found by the
used by English teachers in the classroom, which is to elicit the response and
or procedures used by the English teacher to ask the question in the classroom
interactions.
There are two kinds of questioning strategies were found by the researcher,
a. Question-Planning Strategies
all the students and then asking about students‟ condition. Then, after
the students gave the response from the teachers‟ greeting, the teachers
also asking the students that were relevant to the students, it can be
seen from the sentence if the teacher wanted to know about the
students‟ condition and the students‟ problem. And also, usually the
teacher asked twice for make sure there were no problem with their
students for students‟ daily life apart from the problem in the school,
then also usually the teacher wanted to check the students‟ presence
and the students‟ homework. Seen from the explanation above shows
give response.
Asking open-ended question are requiring more though and more than
answered with detail, and can be answered in-depth and allow for
a „yes‟ or „no‟ option. So, the types of this question help you to see the
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things from the students' perspective because you get feedback in their
own words.
the context of the previous questions, so students can dialogue with the
learning material. The students need to listen intently the question that
was given by the teacher when got some follow-up question in order to
with the conversation will avoid the closed answers from the teachers'
asked, while also making the students understanding the material. It's
also will show that teachers are also involved. This connection will
Asking for evidence means that the teacher may ask the student to
explain the reasons for the author uses to support particular points in a
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text. The teacher should not exclusively ask the student to identify the
points made by the author. In these types of questions, the texts may
words or phrases from the text that are used to support a particular
how the author uses reasons and evidence to support particular points
in a text.
guide students so that their content can find more correct answers and
can make students experience conflict with the knowledge they already
or not.
process occurs that links each student's knowledge and experience with
b. Question-Controlling Strategies
The teacher repeated the question when there is no response from the
students. For instance, it can be seen when the teacher instructed the
students to open the book then asking the students about it and
reconfirm until twice whether the student has found what the teacher
know about the students‟ knowledge with asking a about the material
then there is no response for the teacher asked, so the teacher repeated
Modify the question is the way the teacher uses to elicit the students'
looks the same as the type of repeat questions like the previous
explanation, but in this type of question, it can use different ways such
their questions. The teacher repeats the question with other words, but
students' understanding.
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material and also make students feel curious about the material.
students to participate
Asking a question of the entire class is the way the teacher to elicit the
this also the way the teacher uses to encourage all students to
elicit the students' response by asking some question of the entire class
Based on the observations, it‟s found that most of the teaching and
why it is said that the teacher uses question strategy because he fulfills the
questions when there are no answers or they need to modify their questions to
make students easy to understand about questions, teachers also need to use
2. The reason why the teacher used questioning strategy during the
classroom
teachers at SMAN 4 Makassar. The findings of the teacher‟s reason for using
questioning strategies were taken from interview. The researcher got the data
about teacher questioning strategies from the interview by the audio recorder.
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Every single teacher had been interviewed once. The findings of the reason
above can be proved by the teachers‟ arguments and their perception in the
interview.
Teacher A
In the interview, the teacher gave her reason and explain preference in
using her question. Actually, the teacher never classified how many kinds she
gave the students question and what kinds of the question have been asked.
She just asked related with how the function of that question itself. The
teacher used their question it‟s also related with the condition and material.
She never clearly classified the types of questioning strategy, it just run based
on the condition of the classroom interaction and also based on the students‟
responses. She just asked the students to follow up the material that how far
the students‟ comprehension. And asked the students about their knowledge
and understanding.
The teacher also said the best measurement was understanding the
question based on the written task. Then, when she asked them to their
speaking, she can‟t catch their speaking by when they perform in front of the
class by doing speak up in dialogue role play. Not only in the general
question but I sometimes ask the students the detail of the material, not only
the globally. She wondered to know how far the students understand. But she
always faced with time allocation, so they to do their exercise. Time allocation
to ask them question about the material is difficult because the students have
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to do their exercise in written. But the question orally, the teacher guess it was
exercise the students do, so that‟s why in the students‟ answer from the
exercise question the teacher can understand how far the students can
understand about the material from the students answer. And also, when the
teacher asked the students orally, she guess it was not too difficult to measure
their understanding.
Teacher B
In the interview, the teacher gave her reason and explain preference in
using her question. Actually, the reason why the teacher gave the question to
know the comprehension of the students about the lesson, the teacher guess
that it was easy to measure how the students understand and pay attention to
the teacher explanation. The gives questions with other reasons so that they
can listen, because sometimes there are students who play around. So, the
teacher thinks they as teachers must understand the class situation, so that
So, it can be concluded that the teacher asked the question to measure
the students‟ comprehension, she used the question to know how far the
students can get the meaning of the lesson. Here, the teacher used the question
also to measure the students‟ focuses, so the teacher can conclude that what
has to do during the class after seeing the condition of the students in the class.
The teacher really assesses how students listen to the learning material in
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class, so that the teacher knows how to position himself how he should be able
to attract the attention of students to learn. So, the second teacher also does not
the student's classroom learning atmosphere. So, it can be concluded that the
teacher never clearly classified the types of strategy, it just runs away based on
Teacher C
In the interview, the teacher gave her reason and explain preference in
using her question. Actually, the reason why the teacher gave the question for
the students, because he thinks the questions asked can be used as one to
students and also be involved directly as discussed at the time. The types of
questions that teachers often use are questions that ask for examples or facts in
And also questions that ask students to compare with a view to practicing
According to him the questions raised by the teacher are very important in
learning process and the teacher also never clearly classified the clearly types
of strategy, the teacher asked the question related to the material and to
B. Discussions
findings derived from the result of the script and the researcher‟s notes during
part, the main points that will be explained are question strategies employed
by the teacher and the reason of using questioning strategies during the
classroom interaction.
The researcher had collected and analyzed the data and elaborated
them in findings point. The data of the research were collected at SMAN 4
From the data collected through the recorder and one meeting
teaching class for each teacher that the researcher had done, it is indicated
that all the English teacher actively using questioning strategy during the
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teaching learning process in the classroom. When the teacher started the
class, they always said greeting to all the students and asked about the
students condition the checking the students‟ attendance list. The teacher
also asked about the students‟ previous knowledge in order to check about
entering to the new material so it will be easier for students in learning and
getting the purpose of the course. Question can also be motivational for
curiosity with the lesson is going. The teachers also always asked the
request.
In asking question, the teacher did not only address their question
to all students, but they also addressed the question only for some students.
the teacher, which the teacher asked the question relevant on the students,
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ask for the evidence question, then asked the question by using closed
by the teacher in which they asked the question by call on specific students
to answer, ask the question with give the students enough time to think
before answering the question, ask the students to the entire class to
encourage all the students to participate, repeat the question when there is
Teacher A
school office on September 3rd, 2019. The first point that the researcher
analyzed was the questioning strategies that were used by the English
teacher in the class. Based on the observation during teaching and learning
activity, the researcher found that the teacher used some strategies in
extracts.
Extract 1
T : Masih tentang talk about self yah. Yah now stop writing, please take
it you book. Naikkan buku catatannya. Now we are going to write
kompetensi dasar yahh. KD berapalagi? 3.1 berapami sekarang?
Ss : 3.2 / 3.5(chorusing)
T : Kemarinkan KD 3.1.2 yaitu membedakan, Jadi sekarang kita belajar
KD?
Ss : 3.1.3 (noisy)
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Extract 1 shows that the teacher asked the students to know do the
students still remember what they have learned in the previous meeting.
The teacher asked the students with a deeper question about the material
last week, the teacher asked a question of the entire class to encourage all
the students to participate during the discussion about the material last
From the extract shows it can be concluded that the teacher posed
relevant with the function of the strategy, in which the teacher asked a
question to the entire class and the teacher want to try to encourage all the
Extract 2
knowledge and understanding about the material, the teacher also wanted
to know the students‟ readiness to studied. The teacher asked the students
students.
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Extract 3
assignment that had been learned last week, the teacher checking the
which the teacher asked the students by using the types of question is
asking open-ended question and it‟s also relevant with the students‟ have,
After the teacher asked about the students‟ assignment, then the
teacher instructed the students to open the book. The following is the
Extract 4
T : Okay, now open your book on page 11. (while the teacher going to
look the student’s book one by one)
S : Ini mom?
T : Halaman eleven. Got it?
Ss : (silent)
'T : Sudah adami? Sudah dapatmi?
Ss : Yes mom!
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Extract 4 shows that the teacher instructed the students to open the
book, after that the teacher asked that the students already have done or
not, the teacher repeated the question because at the first time the teacher
asked there were no students gave response, it means that the teacher
After the teacher asked about the instructed the students to open
the book, then the teacher gave the students a question related to the
Extract 5
the students understanding about the material. The teacher asked the
question based on the material. The teacher asked the students to answer a
question with call the student's name when asking a students‟ question and
also the teacher repeated and modified the question to elicit the students‟
And also, in these conversations, this strategy can be classified into posed
that the teacher has known the answer but wanted to check about the
students understanding.
After the teacher asked about the students understanding about the
material. Then the teacher wanted to know the students‟ knowledge and
Extract 8
T : What is the English kata dia? Siapa itu dia? Laki-laki atau
perempuan?
Ss : Perempuan (chorusing)
T : Apa Bahasa inggrisnya?
Ss : She (chorusing)
T : Good! Next kalo dia pake laki-laki?
Ss : He (chorusing)
T : Kalo saya?
Ss : I (chorusing)
T : Kamu?
Ss : You (chorusing)
T : Mereka?
Ss : They (chorusing)
T : Kami?
Ss : We (chorusing)
T : Kalo dia untuk benda?
Ss : it (chorusing)
T : Nah kalimat itu untuk kalimat pernyataan terdiri dari?
Ss : Subjek, predikat, objek. (chorusing)
T : Misalnya saya bilang gini. Reka adalah siswa SMAN 4 Makassar,
Reka posisi dalam kalimat ini?
Ss : Subject (chorusing)
T : Jadi kalo saya mau ganti kata Reka itu menjadi dia?
43
answer. So, from the extract above it can be concluded that the teacher
understanding the material that the teacher has been shown. The teacher
question in order to make the students understand about the question and
process in class.
understanding about the material. Then the teacher wanted to know the
Extract 9
T : Maka kata ganti yang letaknya berada pada subject, nah itulah yang
disebut subjective kalo saya bilang begini “Reka mengajak Reas pergi
ke taman” kalo saya mau ganti kata Reasnya itu dengan kata ganti
orang bagaimana?
Ss : They (chorusing)
T : Jadi Reka pergi ke taman dengan siapa? Reka mengajak siapa?
Ss : He… She… (chorusing)
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T : Dianya laki-laki?
Ss : He… (chorusing)
T : Siapa bilang selain he?
Ss : Him (chorusing)
T : Kenapa kita bilang him?
Ss : Karena laki-laki (chorusing
Ss : Karena subjective (chorusing)
T : Kenapa bukan he?
Ss : Karena objective (chorusing)
Extract 9 shows that the teacher wanted to get clearer or deeper
comprehension so that their content can find more correct answers. So,
from the extract above it can be concluded that the teacher posed a
using the probing questions to get clearer answers. Where this type of
their responses. Then the teacher wanted to know the students‟ knowledge
and understanding to get the clearer answer. The following is the extract
of the conversations:
Extract 10
T : Yah karena dia posisinya bukan pada subject, tapi pada object.
Sehingga kata he itu bukan he lagi tapi menjadi?
Ss : Him (chorusing)
T : Jadi kalo dia perempuan menjadi?
45
Ss : Her (chorusing)
T : Kalo I berubah menjadi?
Ss : Me (chorusing)
Extract 10 shows that the teacher wanted to get clearer answer. The
question intends to lead students so that their opinion can find more
correct answers. So, from the extract above it can be concluded that the
find the right answers. This question guides the students so that the
thinking process occurs that links student knowledge. Thus, with these
learning models, the question and answer process done randomly. So, this
Teacher B
and interviewed in the school office on September 3rd, 2019. The first
point that the researcher analyzed was the questioning strategies that were
used by the English teacher in the class. Based on the observation during
teaching and learning activity, the researcher found that the teacher used
Extract 1
students‟ condition. Then all students yelled the same response, after that
the teacher asked question that were relevant to the students, it can be seen
from sentence „tidak adaji masalah?‟, the teacher wanted to know about
the students problem at the school, the teacher asked twice for making sure
that there no problem for students daily life. After that, the teacher
each of them was able to give a response. Then, the teacher also posed
After the teacher asked about the student‟s condition, the teacher
Extract 2
the students understanding about the material. The teacher asked the
question based on the material. The teacher asked the students to answer a
question with call the student's name when asking a students‟ question and
also the teacher repeated and modified the question to elicit the students‟
Then, in these conversations, the teacher also uses the strategy that
teacher asked display question that the teacher has known the answer but
After the teacher asked about the students understanding about the
material. Then the teacher wanted to know the students‟ knowledge and
Extract 3
know the students‟ knowledge. The teacher asked the question of the
entire class to encourage all the students to answer the question, it means
After the teacher asked about the students understanding about the
material. Then the teacher wanted to know the students‟ knowledge and
Extract 4
students‟ ability and understanding in order to get the clearly answer. The
strategy question intended to lead students so that their contents can find
more correct answers. So, from the extract above it can be concluded that
the students by using the prompting question to get clearer answer. This
question intends to train the students so that the thinking process occurs
49
that links student knowledge. Thus, with these learning models, the
question and answer process done randomly. So, this encourages the
understanding about the material. Then the teacher wanted to know the
the conversations
Extract 5
knowledge and understanding about the lesson of the material. The teacher
asked the question related to the lesson. In this conversation the teacher
question that the teacher known the answer but wanted to check about the
students understanding. And also, the teacher asked question of the entire
Teacher C
The last following is the third English teacher who teach on XII
grade and was observed by the researcher on August 21st, 2019 and
interviewed in the school office on September 3rd, 2019. The first point
50
that the researcher analyzed was the questioning strategies that were used
teaching and learning activity, the researcher found that the teacher used
Extract 1
students and then he asked about students‟ condition, at the first time the
teacher asked only several students gave response, then the teacher asked
again with the higher voice to attracted students attention, then all students
yelled the same responses and they also asked about the teachers‟
condition.
From the extract above it can be concluded that the teacher posed
strategy in which the teacher asked the question to the entire class and try
After the teacher asked about the student‟s condition, then the
Extract 2
T : Engineer task, group 2 what about you? Group 3, what about you?
Finish? What about you? And the last my beloved one? Do you have
problem? We start from group one? Finish?
S : Yes sir.
T : Okay, finish? Read!
T : Listen to the response from group 1. Okay? Please group 1, come
here please…
Extract 2 shows that the teacher asked the students to know the
wanted to know the students‟ readiness from their task. The teacher asked
students to consult or discuss with the classmate before their answer the
teacher‟s question, especially for each group to answer the teacher asked.
And also, the teacher repeated the question to elicit the students‟ response
task, the teacher also wanted to know the students‟ understanding about
conversations:
52
Extract 3
T : Any problem?
S : (silent)
T : Not? Well done.
T : Okay group 2, see this is the response from group 1. What about you?
Can you give response about the duty of engineer? Group 2 please…
S : Yes sir.
S : The duty of engineer is fix broken items. (the student from group 2
gave explanation about their answer)
Extract 3 shows that the teacher asked the students to know the
the teacher wanted to know the extent to which students understand the
assignments given, the teacher also wanted to know whether the students
have difficulty in doing their assignments. Then the teacher asked the
discuss with the classmate before answer the teacher‟s question, especially
for each group to answer the teacher asked. The teacher also repeated the
answer from the text book about the duty engineer, it means the teacher
asked the students that can be answered in-depth with the detail
explanation more than just yes or no answer. From the conversation above,
53
understanding, then the teacher asked about the students‟ perception. The
Extract 4
students understanding their work or their task they do. The teacher asked
the students to gain the evidence why the students say or answer the
question like that. The teacher needed the clearly detailed answer to the
student‟s reason for understanding the task being discussed, it means the
conversation above, in which the teacher gave the student time to think
about the teacher question before they answer the question, asked the
54
question to the entire class to encourage all students to participate and also
After the teacher asked how far the students understanding their
task, then the teacher wanted to know the students‟ knowledge and
Extract 5
T : Okay, who can give what is the different from analyze and designing?
Why we use analyze not analyzing?
S : (silent)
T : Dafa what about you Dafa? Can you give explanation about it?
Analyze and designing? Okay, please stand up.
S : I think structure, sir?
T : No. what about you? Analyze and analyzing, what is the different
from you are? In your mind?
Ss : (silent)
T : The others? You can say in Indonesian language. What tenses does
someone use analyze? Verb 1?
S : Kalo analyze itu tugas yang sering dia lakukan, kalo analyzing itu
tugas yang sedang dia lakukan.
Extract 5 shows that the teacher asked the students to explain their
opinion about the material and the teacher phrase the question and call the
sure their opinion about what has been taught before. From the extract it
which the teacher used asking for evidence to support a particular point
which the teacher called students‟ name when asking a student some
question to answer, gave the time for students to answer and modified the
understanding to explain their opinion about their task, then the teacher
wanted to get the clearly answer from the students‟ understanding. The
Extract 6
question is intended to lead students so that their opinion that can find
more correct answers. So, from the extract above it can be concluded that
56
understand the learning material by asking with gave the example and then
asked the question. Asking with gave the example can be the guide for
students to find the right answers. Then, this question intends to guide so
After the teacher wanted to get the clearly answer from the
Extract 7
T : Okay my beloved one, why do you said that the duty from of the
engineer is the decorating, why do you say? For group 5, why?
S : Because the duty of engineer after they great the building they also
decorate the building not only create the building but also decorate.
T : Why?
S : Yeah, because they… I mean…. (haltingly)
Extract 7 shows that the teacher wanted to get clearer or deeper
information from the students‟ task. The question is intended for digging
the students' comprehension to explain their reason from their task, so that
their content can find more correct answers. Thus, from the extract above
which the teacher asked the students by using the probing questions to get
clearer answers and deeper information. Where this type of question uses a
57
technique of digging the students viewed from the knowledge that already
teachers argued that they gave the question to the students based on the
students or the class condition, and how the students can got the teacher
comprehension, because the teacher wanted to know how far the students
can got the meaning of the lesson. Here, the reason why the teacher used
the question it‟s also to measure the students‟ focuses, so the teacher can
conclude that what have to do during the class after see the condition of
it gives tutors the chance to find out what students know and understand,
and it allows students to seek clarification and help. It means that through
questioning, the teachers able to know what the students know and what
before entering a new material because they wanted to review the previous
lesson, how far they understand to the material, all at once to refresh the
58
students mind before entering a new lesson. It was used to attract the
researcher found that the teachers‟ reason for using questioning strategies
in teaching learning was for check about the students‟ understanding, and
the teacher also need to know whether their class went well or not,
whether the students understand about the teachers‟ explanation, about the
material or not.
Teacher A
In the interview, the teacher gave her reason and explain preference
teacher asked the question based on the condition. She never clearly
59
responses. She just asked the students to follow up the material that how
far the students‟ comprehension. And asked the students about their
never clearly classified the types of strategy, it just runs away based on the
condition.
“Oh yeah, related with I always ask them related with the material. Not
only the general question but I sometimes ask them the detail of the
material, not only the globally. I wonder to know how far they
understand. But we always face with time allocation, so they to do their
exercise. Time allocation to ask them question about the material is
difficult because they have to do their exercise in written. But the
question orally, I think is difficult to give them, because time allocation.
Many questions from exercise they do, so that’s why form they answer
the question from the exercise, the teacher can understand how far they
can understand about the material from the answer their exercise. And
also, if I ask them orally. I think is not too difficult to measure their
understanding.”
So, the teacher concluded that the best measurement understanding
the question based on the written task. The teacher said that when she
asked them to their speaking, she can‟t catch their speaking by when they
Teacher B
In the interview, the teacher gave her reason and explain preference
guru harus mengerti situasi kelas, biar siswa itu bias focus menyimak
tentang materi pembelajaran hari ini.”
Based on the data from the interview, it can be concluded that the
used the question to know how far the students can get the meaning of the
lesson. Here, the teacher used the question also to measure the students‟
focuses, so the teacher can conclude that what has to do during the class
after seeing the condition of the students in the class. The teacher really
assesses how students listen to the learning material in class, so that the
teacher knows how to position himself how he should be able to attract the
attention of students to learn. So, the second teacher also does not classify
teacher never clearly classified the types of strategy, it just runs away
based on the condition and also related to the material of the lesson.
Teacher C
In the interview, the teacher gave her reason and explain preference
teacher asked the question related to the material. Here, in the material, the
specific types of question that the teacher used are questions that ask for
towards learning material. And also questions that ask students to compare
classically, personally and ect. So, according to the teacher said that asking
questions are activities that are not separated from each other. So,
students to think actively in the learning process. So, it‟s also can be
concluded that the teacher never clearly classified the clearly types of
strategy, the teacher asked the question related to the material and to
A. Conclusions
planning strategies applied by the teacher in which the teacher asked the
question, and they also asked another type of question there were probing
strategies applied by the teacher in which they asked the question by call
on specific students to answer, ask the students to the entire class, repeat
the question when there is no response, and they modify the question when
it is not understood.
interaction that they were asked the question to check about the students
motivate the students to learn. And the reason why the English teacher
62
63
B. Suggestions
Based on the conclusions that have been put above, the following
classroom from the beginning of the lesson until the end section of the
questioning the students actively answer the question and the teacher
responses. The teacher should know the right time for asking a
question and they also should know the right question to ask. More
classroom.
BIBLIOGRAPHY
64
65
Wood, A. T., & Anderson, C. H. (2001). The Case Study Method: Critical
Thinking Enhanced by. In A. T. Wood, & C. H. Anderson, The case study
method (p. 2). USA: Reports Evaluative (142) -- Speeches/Meeting Papers
(150).
Xuerong, F. (2012, January 20). CSCanada. Retrieved from CSCanada:
http://www.cscanada.org
Yang. (2001). Teacher questions in second language classrooms: An Investigation
of Three Case Studies. Asin ELF Journal, 181-201.
Appendices
Appendix A
Transcribed observation
(Teacher A)
T : (sembari mengabsen guru memberi tahu siswa materi hari ini) Now
T : Masih tentang talk about self yah. Yah now stop writing, please take it
kompetensi dasar yahh. KD berapa lagi? 3.1 berapami sekarang? Comment [L1]: Question-controlling Strate
: asking question of the entire class to
encourage all the students participant
Ss : 3.2 / 3.5(chorusing)
T : Kemarin we talk about expression of self yaa, kemarin kita sudah bahas 2
teks yang kalian membedakan teks 1 dan teks 2 ya? Tentang jadi diri. Nah
dan unsur kebahasan yang terkait dengan ungkapan jati diri, serta
mendikte)
T : Okay jadi apa yang akan kita pelajari hari ini? Comment [L3]: Question-controlling Strate
: asking question of the entire class to
encourage all the students participant
Ss : Fungsi social (noisy)
Ss : Ada (chorusing)
T : Bagaimana? Sudah diperiksa itu? Tugasnya sudah selesai? Comment [L4]: Question-planning Strategy
Open-ended question
Ss : Sudah mom
mengumpulkan tugas)
After the teacher talk about the students homework and give the students
T : Well students, don‟t be noise please.. Now pay attention! Stop writing!
Sekarang metode yang saya gunakan itu bukan lansung memberikan tugas
seperti kemarin, sekarang kta akan belajar metode ceramah. Jadi apa itu
explain pronoun, unsur kebahasaan yang terkait dengan jati diri yaitu
adalah pronoun.
T : Saya sudah bagikan buku dih? Adami bukunya? Ada coba angkat
T : Jadi pekan depan semuanya sudah harus miliki seperti ini ya tidak boleh
tidak, karena kita akan selalu menggunakan buku ini tidak boleh tidak
punya. Fotocopy meki kalo tidak mau beli bukunya. Because, this book
T : Okay, now open your book on page 11. (while the teacher going to look
Ss : (silent)
Ss : Yes mom!
dibukunya?
T : Pronoun ya pronoun
T : Before we start, sebelum kita masuk pada intinya saya mau tanya dulu ,
T : Ada yang sudah tau? Who one? Anyone? Lisa? Ega? Comment [L6]: Question-controlling strate
: Call students’ name when asking a students
to answer question
S : Kata kerja
T : Yah menurut Ega kata kerja, do you know what I the meaning of
S : No
Ss : No mom
T : Jadi pronoun itu artinya kata kerja (while the teacher ask the other
S : No mom!
T : No one? No comment? Ok! Jadi pronoun itu kata ganti kata kerja.
Sekarang silahkan baca, sekarang coba baca bukunya dulu halaman 11.
While the students want to read the book, the teacher ask the student “Raise your
voice please!!”
After the students read the book, the teacher explain about the text and make a
T : Kalimat yang dibaca Eka yaitu “Aliah ingin memiliki sahabat pena
T : What is the English kata dia? Siapa itu dia? Laki-laki atau perempuan?
Ss : Perempuan (chorusing)
Ss : He (chorusing)
T : Kalo saya?
Ss : I (chorusing)
T : Kamu?
Ss : You (chorusing)
T : Mereka?
Ss : They (chorusing)
T : Kami?
Ss : We (chorusing)
T : Misalnya saya bilang gini. Reka adalah siswa SMAN 4 Makassar, Reka
Ss : Subject (chorusing)
T : Jadi kalo saya mau ganti kata Reka itu menjadi dia?
T : Nah dia letaknya diganti di subject, maka kalimat kata ganti yang berada
didepan disebut?
Ss : Subjective… (chorusing)
T : Maka kata ganti yang letaknya berada pada subject, nah itulah yang
disebut subjective kalo saya bilang begini “Reka mengajak Reas pergi ke
taman” kalo saya mau ganti kata Reasnya itu dengan kata ganti orang
bagaimana?
Ss : They (chorusing)
T : Dianya laki-laki?
Ss : He… (chorusing)
Ss : Him (chorusing)
T : Yah karena dia posisinya buka pada subject, tapi pada object. Sehingga
Ss : Him (chorusing)
Ss : Her (chorusing)
Ss : You (chorusing)
Ss : You (chorusing)
T : Kenapa your?
Ss : Them (chorusing)
T : Nah sekarang ada lagi yang dikatakan kata ganti possessive adjective
Ss : My (chorusing)
T : Berarti harus ada kata benda didalamnya, apa lagi kata benda yang lain?
T : Jadi disebut?
T : Good!
Then, the teacher ask the students to make a group and want to give the task for
all the students, the teacher show the exercise then ask the students perform in
front of to write the answer on the whiteboard with their own group.
Transcribed observation
(Teacher B)
T : Morning students
Ss : (sit together)
Ss : I‟m fine.
Ss : Tidak ada.
T : Kemarin-kemarin aman?
Ss : Aman bu
Ss : Rahmat bu
Then the teacher begins the lesson with give the example of a problems then ask
the students to find a partner and do the task like the example.
suggestions, ungakapan men? (while the teacher asked the students with
Ss : (noisy)
T : Apa?
S : (silent)
S : Menawarkan
T : Yah jawabannya ungkapan menawarkan, jadi suggestion apa? Comment [L16]: Question-controlling
Strategy : Asking question of the entire class
and try to encourage the students participan
Ss : (silent)
T : Saran yaa, berdasarkan situasi. Jadi situasinya ini dipapan tulis, coba
akbar baca
Ss : (silent)
T : Jadi temannya mengajak untuk? Comment [L17]: Question-planning Strate
: Prompting question
Ss : (chorusing)
Ss : Stadion MU mam
T : Okay jadi yang pertama ini ibu buat dialog menggunakan ungkapan
offers menawarkan and then dia accept menerima, jadi dia terima
S : Iya mam
T : Yes please
S : Mobil sport
T : Bukan yah bentley itu bukan mobil sport, dia tidak sama dengan
T : Yahh.. lanjut jadi temannya menyarankan ini membeli mobil Bentley tapi
Ss : Land Cruiser
T : Yahh jadi it disitu menggantikan apa? Yang than it Comment [L18]: Question-controlling
Strategy : Asking question of the entire class
encourage all the students participant
Ss : Bentley
T : Yah jadi dia lebih senang menggunakan Land Cruiser, karena why Land
Cruiser lebih maco kih. Lebih maco‟ kih Land cruiser dari pada Bentley.
Ss : (silent)
T : Jadi buat dialog yang seperti itu yaa, masukkan ungkapan suggestion and
Then the teacher go for a walk and take the students book then explain the
T : Ada disini yah ungkapan menerima dan menolak (while show the content
of the book) ungkapannya jelas disini yahh jadi kalian kerjakan then
underline ya, Jadi minimal 10 yah Asma 5 Lisna 5 jadi 10 yahh seperti
biasa. Buat kalimat yah gonta-ganti sama teman pasangannya, jangan buat
Ss : Yes mom
Then the students do the task, after that the students who finishes first goes to the
(Teacher C)
The teacher starts the class by asking the students’ condition and checking the
attendance list.
T : I am fine too. Well, listen to your name… Comment [L19]: Question-planning Strate
: Asking question relevant to students
The teacher begins the lesson with gave the task then ask the students to make a
T : Engineer task, group 2 what about you? Group 3, what about you?
Finish? What about you? And the last my beloved one? Do you have
T : Listen to the response from group 1. Okay? Please group 1, come here
After the students’ response the teacher ask, next the teacher continue the lesson
and go for walk and ask the students one by one about their assignment.
T : Okay group 2, see this is the response from group 1. What about you?
Can you give response about the duty of engineer? Group 2 please Comment [L23]: Question-planning Strate
: Open-ended question
S : Yes sir.
S : The duty of engineer is fix broken items. (The student from group 2 gave
S : Build object
T : Okay, four?
beloved one let see and analyze the duty from the engineer from group 3.
I have one problem from… okay let see, group 1, here the first and second
analyze and designing. Here, used verb 1 and the second uses verb-ing.
What is the different between analyze? Why you don‟t use analyzing for
S : (silent)
T : Okay, who can give what is the different from analyze and designing?
Then the teacher asked the students one by one, by call their name to ask the
students opinion.
T : Dafa what about you Dafa? Can you give explanation about it? Analyze
and designing? Okay, please stand up. Comment [L25]: Question controlling
Strategy : Call students’ name when asking a
students some question
S : I think structure, sir?
T : No. what about you? Analyze and analyzing, what is the different from
Ss : (silent)
T : The others? You can say in Indonesian language. What tenses does
S : Kalo analyze itu tugas yang sering dia lakukan, kalo analyzing itu tugas
S : Verb 1
S : Verb-ing.
S : ehh… (haltingly)
S : Noun
T : Okay, noun… itu namanya gerund kata kerja yang berfungsi sebagai kata
After group 3 explain their answer next to group 4 and 5 also explain their
answer too…
After all of the group explain their answer the teacher continues the lesson.
T : Okay my beloved one, why do you said that the duty from of the
Comment [L27]: Question-planning Strate
engineer is the decorating, why do you say? For group 5, why? : Probing question
S : Because the duty of engineer after they great the building they also
decorate the building not only create the building but also decorate.
T : Why?
T : Why?
S : (silent)
The other opinion… okay! Firman what about you Firman? Why does the
engineer usually decorate the building like the statement from group 4? I
While the teacher explains and ask the students, all the students keep discuss with
Transcribed Interview
(Teacher A)
my name is Dian ekawati. I would like to give you some interview about
give you some question about your questioning during teaching learning
T : Yes, please
I : Okay, the first question is what kinds of question that you use in teaching
process in your class? And the reason why you use that question?
students. I never classified how many kinds, I just give the students
question when I ask their condition. That is the first question to them when Comment [L28]: Question-planning Strate
: Asking question relevant to students
the teaching learning process. And after that I ask them about their Question-controlling Strategy : Asking of the
entire class and try to encourage all the
students participate
learning before how far they can understand, how far they know about the
lesson before, the material before. After that I ask the students Comment [L29]: Question-planning Strate
: Follow-up question
understanding about the lesson after I teach them. And the last when I ask
Comment [L30]: Question-planning Strate
them again how far their understanding the lesson after giving them : Display question
Question-planning Strategy : Asking for
supporting data/Asking for evidence to supp
lesson/exercise. a particular point
Comment [L31]: Question-planning Strate
Probing and Prompting question
I : Oh yeah, okay next the second question is did you find difficulties when
I : I mean did you find difficulties when ask students some question? Like
only for one student but for all of the students, in orally I ask for example
one students who can‟t understand but another students understand the Comment [L32]: Question-planning Strate
: Prompting question
answer. So, I think is not difficult to give them question. Question-controlling Strategy : Asking of the
entire class and try to encourage all the
students to participate
I : Well, next what kinds of question that frequently you use?
T : Oh yeah, related with I always ask them related with the material. Not
only the general question but I sometimes ask them the detail of the
material, not only the globally. I wonder to know how far they understand.
But we always face with time allocation, so they to do their exercise. Time
allocation to ask them question about the material is difficult because they
exercise they do, so that‟s why form they answer the question from the
exercise, the teacher can understand how far they can understand about the
material from the answer their exercise. And also, if I ask them orally. I
think is not too difficult to measure their understanding. So, the best
measurement understanding the question based on the written task. When I
ask them to their speaking, I can‟t catch their speaking by when they
pengalaman mereka. Tapi kalo di kota itu mereka expression, aktif, antusis
yah mungkin karena mereka sering melihat Bahasa inggris jadi tidak malu-
malu, tapi mereka memang orang open kalo anak kota, karena kalo anak di
yang kurang, jadi itu yang saya liat. Jadi enak sekali ngajar di makassar,
dalam belajar, dan juga antusias dalam belajar. Karena interaksi pada
understand when I ask them the question slowly. Sometimes, maybe they
only predict what I say. So I look at some of them from their face, they
use?
(Teacher B)
interaction. So, I would like to give you some question about your
T : Yes
I : The first question is what kinds of question that you use in teaching
process in your class? And what are the reason you use that question?
T : I think saya senang itu kalo I came to class I prepare the class and
mengecek kehadiran siswa the attendance list. After that feedback about Comment [L33]: Question-planning Strate
: Asking question relevant to students
the lesson before/last week with a few question about the material last Question-controlling Strategy : Asking of the
entire class and try to encourage all the
student to participate
week. And then explain about the lesson today then give students some
Comment [L34]: Question-planning Strate
: Follow-up question
question about the material today. Question-planning Strategy : Asking for
supporting data/ Asking for evidence to
support a particular point
T : The reason I give that kinds of question to know the comprehension of Question-controlling Strategy : Asking of the
entire class and try to encourage all the
student to participate
the students about the material and about the lesson of the day. Because itu
Comment [L35]: Question-planning Strate
: prompting question
jadi lebih gampang ditau kalo yang ini mengerti dan yang ini Question-controlling Strategy : Asking of the
entire class and try to encourage all the
memperhatikan jadi diberikan pertanyaan biar yang lain itu bisa menyimak student to participate
karena kadang ada siswa yang main-main. Jadi kita sebagai guru harus
mengerti situasi kelas, biar siswa itu bisa focus menyimak tentang materi
I : Okey mom, the second question is did you find difficulties when ask
inggris, mungkin yang mudah kita ajar itu yang senang juga dengan
karena memang tidak senang. Kadang siswa itu bilang „susahnya mom‟ ,
„ih susahnya mom‟ .jadi saya kadang bilang kepada siswa belajar saja
pelan-pelan yang penting kalian mau belajar, karena kalo kalian tidak tau
I : Okay, next. Is the question that you use can be a tool for measure the
students understanding?
T : Yes, of course. Bisa ditau kan kalo lansung ditanya mengerti atau tidak
tentang pembelajaran. Dan saya lebih suka lansung bertanya ke siswa jadi
saya bisa melihat dan lansung tau mana yang benar-benar paham dan
memperhatikan pembelajaran. Tapi kadang anak-anak lebih senang Comment [L36]: Question-controlling
Strategy : Call students’ name when asking a
diberikan tugas tulis. students some question
Question-planning Strategy : Display questio
karena memang senang dengan Bahasa inggris dan ada juga yang takut-
takut. Kadang juga dia mau jawab tapi takut-takut karena katanya tidak tau
kalo Bahasa inggris jadi kadang tidak berani bicara. Dan terkadang itu
yang menjadi kendala siswa disaat mereka mau bicara tapi mereka bilang
I : Okay. The last question mom, how effective are question that you use?
T : Itu tergantung juga siswa, seperti yang tadi kita bilang kadang ada anak-
anak yang tau tapi karena mereka merasa takut jadi meraka tidak berani
I : Baik ibu mungkin hanya itu, terima kasih banyak atas waktunya ibu.
Transcribed interview
(Teacher C)
I : What kinds of questions that you use in teaching learning process in your
class?
pembelajaran, pertanyaan yang diajukan dapat digunakan sebagai salah Comment [L37]: Question-controlling
Strategy : Asking of the entire class and try to
satu untuk merangsang fikiran siswa dalam berkomunikasi serta dapat encourage all the students to participate
Question-planning Strategy : Follow-up
question or Display question
berfungsi untuk mendorong peserta didik dan juga terlibat secara lansung
T : Tidak
contoh atau fakta dalam rangka mengembangkan atau melatih daya piker
peserta didik terhadap materi pembelajaran. Juga pertanyaan yang Comment [L38]: Question-planning Strate
: Asking for supporting data / Asking for
meminta siswa untuk membandingkan dengan maksud untuk melatih daya evidence to support a particular point
nalar sisswa terhadap suatu kasus, dan juga pertanyaan secara klasikal,
understanding?
T : Ya, sebagai salah satu alat untuk mengukur pemahaman peserta didik
I : How do the students‟ responses to the types of question that you used?
bervariasi
secara efektif akan mendidik dari pada yang positif bagi peserta didik
I : Okay sir, maybe just it. Thank you for your time
Appendix C
DOCUMENTATION
2012 and graduated in 2015. At the same year in 2015, she continued her study at
Department, Faculty of Teacher Training and Education. And at the end of her
study, she could finish her thesis by the title “An Analysis of Teachers’