AN ANALYSIS OF TEACHERS’ QUESTIONING STRATEGIES IN ELT

(ENGLISH LANGUAGE TEACHING): THE CLASSROOM

INTERACTION AT ELEVENTH GRADE SMA MUHAMMADIYAH 1

UNISMUH MAKASSAR

(A Descriptive Qualitative Research)

A THESIS

Submitted to the Faculty Teacher Training and Education

Makassar Muhammadiyah University in partial fulfillment of the requirement for the

degree of education in English department

AYU ERIANTI

10535 5484 13

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2018

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Ayu Erianti

Nim : 10535548413

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : An Analysis Of Teachers’ Questioning Strategies In

ELT (English Language Teaching): The Classroom Interaction At Eleventh

Grade Sma Muhammadiyah 1 Unismuh Makassar (A Descriptive Qualitative

Research)

Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim

penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau

dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi

apabila pernyataan ini tidak benar.

Makassar, September 2017

Yang membuat Pernyataan

Ayu Erianti

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Ayu Erianti

Nim : 10535548413

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : An Analysis Of Teachers’ Questioning Strategies In

ELT (English Language Teaching): The Classroom Interaction At Eleventh

Grade Sma Muhammadiyah 1 Unismuh Makassar (A Descriptive Qualitative

Research)

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya

akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pemimpin fakultas.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi.

4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya

bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, September 2017

Yang membuat Pernyataan

Ayu Erianti

MOTTO

“Fighting has been enjoined upon you while it is hateful to you. But

perhaps you hate a thing and it is good for you and perhaps you love a

thing and it is bad for you. And Allah knows, while you know not”

ABSTRACT

Ayu Erianti. 2017. An Analysis of Teachers’ Questioning Strategies in ELT

(EnglishLanguage Teaching): The Classroom Interaction at Eleventh Grade SMA

Muhammadiyah 1 UNISMUH Makassar (A Descriptive Qualitative Research) Thesis.

English Education, Faculty of Teacher Training and Education Makassar

Muhammadiyah University. Consulted by Erwin Akib and Farisha Andi Baso,

In a language teaching, typically teachers ask a lot of question. This research

deals with teacher questions in senior high school English classroom. The study was

conducted to answer question what types of questions are used in English language

teaching (ELT) by teacher in eleventh grade, What are the reasons of teacher in

English language teaching (ELT) in using questions by English teacher at eleventh

grade and How is the effect of questions in English language teaching (ELT) on the

response of the students at eleventh grade. The study was conducted at SMA

Muhammadiyah 1 UNISMUH Makassar with descriptive qualitative method. The

study was carried out by observing, interview and taking video recordings of 1

English teacher and 15 students. The researcher take 2 class in one meeting consist of

90 minutes each class.

The result showed that types of questioning strategies used by the teacher in

the classroom are procedural (13%), display (74%) and referential (13%). However,

the reason why teacher used the types of the question is according to the function of

the question type. Then the effect of question to the students based on 6 questions that

researcher asked. The percentage of students agree with the Q1 is 60% and 40%

disagree. For the Q2 100% students agree with the question that researcher ask and

also the Q3 100% students agree with the question. While for Q4 60% students agree

and 40% of them disagree. The Q5 40% students agree and 60% disagree and last

80% agree and 20% disagree for the Q6.

Key Words: teacher question, ELT classroom interaction, student responses

ACKNOWLEDGMENT

Praise and great gratitude submitted to almighty god, Allah SWT who

always gives her gracious mercy and tremendous blessing that has helped the

writer finishing this thesis entitled An Analysis of Teachers’ Questioning

Strategies in ELF (English Language Teaching) at eleventh grade SMA

MUHAMMADIYAH 1 UNISMUH Makassar. This proposal is as a requirement

in accomplishing the S-1 Degree at the English Education department Faculty of

Teacher Training and Education in Makassar Muhammadiyah University.

The writer would like to thank to all of those who have given the

contribution so that this thesis can be finished. The writer would like to deliver

this thank to:

1. Dr. H Abd Rahman Rahim., SE., MM. , the Rector of Makassar

Muhammadiyah University who brings the campus to the advances.

2. Erwin Akib S.Pd., M.Pd., Ph.D , the Dean Faculty of Teacher Training and

Education and as a first advisor, who has painstakingly spent his valuable time

to guide and give excellent suggestions to me in preparing this thesis.

3. Farisha Andi Baso S.Pd., M.Pd , the second advisor, for the correction and

invaluable criticism and suggestions she has rendered to me the completion of

the thesis.

4. Ummi Khaerati Syam, S.Pd., M.Pd , the head of English education

department, who always stimulates and encourages the writer to finish this

paper.

5. My respected father, my beloved mother, and my loved brothers who

have prayed, motivated, encouraged, reminded the writer to finish the paper as

soon as possible.

6. All my friends Andi Nuzul Hikmah B, Muflihah Bachtiar, Sri Sherli

Novianti Talis, Rasmi, Nurwandi, and St Muhajirah, who have spent

glorious and memorable time with the writer in the class and out of the class.

Last but far from least, the writer very sincere thanks to who are not

mentioned personally here, without their patience, guidance, support and

cooperation this paper could have never been written.

Finally, the writer surrenders everything to Allah SWT and the writer hope

it will be useful ting for the writer herself and for all to improve education quality.

Makassar, September 2017

Ayu Erianti

TABLE OF CONTENT

TITTLE

APPROVAL SHEET

LEMBAR PENGESAHAN

SURAT PERNYATAAN

SURAT PERJANJIAN

MOTTO

ABSTRACT

ACKNOWLEDGMENT

TABLE OF CONTENT

CHAPTER I INTRODUCTION

A. Background............................................................................................1

B. Problem Statement.................................................................................4

C. Objective of The Research.....................................................................5

D. Significance of The Research.................................................................5

E. Scope of The Research...........................................................................6

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Related Studies........................................................................7

B. Some Pertinent Ideas…..........................................................................9

1. Definition of Teacher Question ....................................................... 9

2. The Functions of Teacher Questions............................................. 12

3. Types of Teacher Questions .......................................................... 16

4. The Reasons Why Teachers Ask Questions.................................. 21

C. Conceptual Framework ....................................................................... 24

CHAPTER III RESEARCH METHOD

A. Design of The Research ...................................................................... 26

B. Operational Definition ....................................................................... 27

C. Population & Sampling ....................................................................... 28

D. Instruments of the Research ................................................................ 28

E. Procedure of Collecting Data .............................................................. 30

F. Technique of Data Analysis ................................................................ 31

CHAPTER IV FINDINGS AND DISCUSSION

A. Findings ............................................................................................... 36

B. Discussions .......................................................................................... 45

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion........................................................................................... 49

B. Suggestion ........................................................................................... 50

BIBLIOGRAPHY .................................................................................................. 51

APPENDICES

1

1

CHAPTER I

INTRODUCTION

A. Background

English is one of favorite subject in some schools, but sometimes some of

students are dislike this subject because of the situation in the class. In Indonesian

English is as a foreign language. Those it is a common problem to face a passive

class because the students are unresponsive when the teacher give more explanation

or avoid instruction with their teacher.

Students enjoy if there are some interactions in language learning between

teacher and students in classroom. The interactive classroom is the result of mutual

interaction between teachers and students, among students, group discussions and any

other classroom participation (Long & Sato as cited in Shomoossi 2004) Interactive

classroom is efficient for students, because they can increase their language store,

have opportunity to understand and use the language that is incomprehensible, help

them learn the target language easily and quickly (Liu & Zhao 2010).

In teaching and learning process, sometimes teacher only teach without

questioning. Some factors for it because they are in harry, they do not well

understand the material, they do not care about the students or they are lazy. Brown

(2001) suggests that one of the best ways of teacher being an initiator and sustainer of

interaction is by employing questioning strategies in teaching and learning process.

Based on the experience of the researcher when do a MAGANG III, researcher found

2

that students more interactive when their teacher ask more question. That the reason

why researcher try to do the research in SMA Muhammadiyah 1 UNISMUH

Makassar. SMA Muhammadiyah 1 UNISMUH Makassar also was selected after the

researcher considered which junior high school which was good enough to observe.

One of many ways to invent interactive classroom is through teacher

questioning strategies. Guest (1985) in Sujariati states that questioning strategy is one

of the important tools to extending students’ learning which can help teachers

develop their own strategies to enhance the students work and thinking. According to

Inan & Fidan in Prasetyawati (2015) asking questions to the students is an important

part of the teaching and learning process because it can stimulate students to learn,

gain knowledge and improve their critical thinking. In order to understand, students

must search for meaning. In order to search meaning, students must have opportunity

to form and ask question (Brooks & Brooks, 1993 cited in Prasetyawati 2015).

A part of language is using question. Students be brave to ask or speak up

when teacher begin ask them first. How the teacher asks question have influence on

the student's answers and their critical thinking. Rosenshine as cited in Brown (2001)

suggests that during the teaching and learning process, teacher questions have an

influence to the students' achievement in learning and thinking.

A good question guide students for answer better and meaningfully. In

consequence, teacher should know the type of questions and the purpose of the

question use. Effectively in the learning process is a responsibility of the teacher who

3

has skill of using question. When the teacher can control their question, student

acquire a learning experience that they want.

Cited by Bloom’s taxonomy of question types are: closed, open, display,

referential, procedural, convergent, divergent, rhetorical, interaction, instructional and

conversational. That taxonomy guide the researcher to find out the types of question

that teacher use. In the other hand, the taxonomy be guidelines for teacher in give the

appropriate question for students.

Bloom's Taxonomy is the widely accepted as guidelines for teachers in

building up students’ cognitive skills. It can be applied to assess learning on a variety

of cognitive levels from lower- to higher-order thinking. It is commonly used as

assessment techniques, assigning grade, and initiating students’ response or feedback.

It be as the guidelines by the teacher in the Indonesian education system from the

elementary level until tertiary level (Widodo 2006)

The skill of using question effectively in the learning process is responsibility

of teacher as leader during teaching and learning activities. The skill depends on the

technique of the teacher in asking questions. When the teacher questions are well

planned, then the questions can lead the students on a learning experience that they

desired.

Bloom's taxonomy is one of taxonomy that has long been used in Indonesia

(Widodo 2006). Bloom divides six types of questions to develop students' thinking

skills. The taxonomy consists of knowledge, comprehension, application, analysis,

synthesis, and evaluation questions. Knowledge question demands to recognize and

4

recall information that learned by the students. Comprehension question demands the

students to be able to demonstrate their understanding about the material. Application

question requires the students to apply the information they learned. Analysis

involves three kinds of psychological processes, which are identifying, considering,

and analyzing the information to reach a conclusion. Synthesis question is the

question to get a conclusion. And the last evaluation question, it requires the student

to assess the benefits of an idea, solve the problems, and explore their opinions.

The researcher used the findings above as a guide to gather the data from

teachers and students related with the teacher questioning strategies and the

interactive classroom.

A. Problem Statement

Based on the discussion above, the researcher formulated three following

research questions:

1. What types of questions are used in English language teaching (ELT) by

teacher in eleventh grade of SMA Muhammadiyah 1 UNISMUH Makassar?

2. What are the reasons of teacher in English language teaching (ELT) in using

questions by English teacher at eleventh grade of SMA Muhammadiyah 1

UNISMUH Makassar?

3. How is the effect of questions in English language teaching (ELT) on the

response of the students at eleventh grade of SMA Muhammadiyah 1

UNISMUH Makassar?

5

B. Objective of the Research

The objective of the research aimed at scrutinizing about the analysis of

student’s questions used by English teacher in eleven grade at SMA Muhammadiyah

1 UNISMUH Makassar. The aims of this study answer the three research problems,

they are:

1. What types of questions are used in English language teaching (ELT) by

teacher in eleven grade of SMA Muhammadiyah 1 UNISMUH Makassar

2. What are the reasons of teacher in English language teaching using questions

by English teacher at eleven grade of SMA Muhammadiyah 1 UNISMUH

Makassar

3. How is the effect of questions on the response of the students at eleven grade

of SMA Muhammadiyah 1 UNISMUH Makassar

C. Significance of the Research

Description and analysis of teacher questions used in the learning process

resulting from this study are expected to provide both theoretical and practical

benefits:

1. Theoretically, the purpose of the research expected to provide information

on use of question in teaching and learning process.

2. Practically, the results of this study are expected to be useful especially for

teacher and contribute as a source to find out information for the teacher

plan, organize, and classify questions in learning English.

6

Furthermore, the result of this study may suggest English teachers to employ

certain types of question that help students to more participate in classroom

interaction, which are expected to be better in speaking ability and in language

learning process. In addition the researcher hopes the study can give contribute of

knowledge for English learning process in Indonesia as a source in collecting more

information.

D. Scope of the Research

The researcher took sample from eleven grade students in SMA

Muhammadiyah 1 UNISMUH Makassar. The data were collected by observation &

recording and interview the teaching and learning process. These instruments were

employed to investigate the questions types, the reasons why the teacher as

questions the effect of questions on students’ respons.

7

7

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Studies

The previous related studies conducted to investigate types of question

frequently used by teacher in classroom are expected to help the researcher as her

literatures in writing this research. These studies are presented below:

Nurhidayati in Erlinda (2014) finds the teacher in one of senior high school in

Malang most uses three out of six questions types from Bloom‟s Taxonomy. They are

application questions, comprehension questions, and knowledge questions. She

suggests that the teacher is expected to vary their questions and not always gives

difficult questions to be answered by the students. That‟s why the researcher fined the

types of questions in senior high school.

Widjaya, Suandi, & Putrayasa, in Prasetyawati (2015), concluded that the

teacher employs more knowledge questions and comprehension questions in teaching

Bahasa Indonesia to elementary school. The questions mainly function as a strategy

for teaching and learning interaction.

Further Kurniawan in Prasetyawati (2015), found that display questions were

outnumbered referential questions. He encountered the teacher in elementary school

frequently used asking questions to check students‟ understanding. In contrast with

Kurniawan, this study observe English teachers in an English course.

8

In addition, Adibah (2012) found the teacher senior high school in Pasuruan

used six out of seven question types; they were knowledge, comprehension,

application, interference, analysis, and synthesis questions. She suggested applying

more knowledge questions because they were highly employed by the English teacher

and used to elicit factual answers, recall tests, recognize information, and check the

students‟ understanding.

Jannah cited in Prasetyawati 2015, in junior high school Bandung, discovered

only four of all cognitive domain of Bloom‟s questions taxonomy were asked by the

teacher especially in three lower cognitive domains such as knowledge,

comprehension, and application or those are in display questions and one of the three

higher cognitive domains such as analysis or those are in referential questions.

Moreover, her study revealed that those questions or cognitive domains not make

students produce longer responses unless the teacher is able to encourage the students

to elaborate further rather that only accepting responses brief or less complex

responses. On the other hand, to facilitate the second language development of

students and bring about more conversational forms of whole class teaching, the

students ask to expand their critical thinking and options as the responses to the most

among teacher and students.

Sujariati (2016), in SMAN 1 Bontomarannu conclude that there are some

types that the teacher applied mostly in the teaching. Open/close and display

questions were applied frequently in all session of teaching. Some types of the

question also applied but only a few times, such as recall and referential questions.

9

So, the use questioning strategies as a teaching device can be reached by doing and

applying the questioning strategies in a good and appropriate way, and make the

interaction and communication between teacher and students are more valuable.

Therefore, in this case researcher found what the mostly types of questions

that teacher use according to Bloom‟s taxonomy, and how the questions make the

more interactive classroom especially at eleventh grade of SMA Muhammadiyah 1

UNISMUH Makassar.

A. Some Pertinent Ideas

1. Definition of Teacher Questioning Strategy

Guest in Sujariati (2016) stated that “Questioning strategy is one of the

important tools to extending students‟ learning which can help teachers develop their

own strategies to enhance the students work and thinking”. In the other hands,

teacher questioning is very important for teacher and students. According to Harvey

in Sujariati (2016) said that questioning strategy is most effective when it allows

pupils to become fully involved in the learning process. He states that while the

lesson is planning, it is absolutely vital that teachers think about the types of question

asked to students. It also needs to be clear on what the intended outcomes of the

questions/answer session should be. So questioning strategies help a teacher to plan

questions and answers session effectively when the teacher plays the questions

effectively based on the students need and the question types to be involved fully

students‟ interaction.

10

Teacher questions is one of the most common techniques used by teachers and

serves as the principal way in which teachers control the classroom interaction. The

tendency for teachers to ask many questions has been observed in many

investigations. In some classrooms over half of class time is occupied by question-

and-answer exchanges (Richards & Lockhart, as cited in Kurniawan, in Prasetyawati

2015). Teacher questions have attracted considerable attention from researchers of

language classroom.

Teacher questioning is part of the teaching learning process. By asking

questions teachers can gather a lot of information. McNaughton & Williams as cited

in Kurniawan, in Prasetyawati 2015) said that questioning is a very good and

pervasive teaching technique which is relevant to most learning experience especially

for young learners.

Sadker and Sadker in Lang (2006) said that the typical teacher asks between

30 and 120 questions an hour. According to Kathleen Cotton (1998), research reveals

that questioning follows lecturing as the most commonly used teaching method, with

teachers spending from 30 to 50 percent of instructional time in questioning sessions.

Sandra Feldman (2003) said that discussing teachers and questioning, notes

that “many teachers feel inadequately prepared in this critical component of effective

teaching. It means that sometimes teacher gloss over about the teacher questioning

strategies and disservice to both teachers and students. Through questions they can

convey their sense of curiosity and wonderment.

11

Furthermore, the goal of teacher is to check if the students understand what

they have been taught, and to enhance students‟ involvement and to promote

students‟ creative thinking in classroom interaction. Teacher questions has been

considered as one of the most essential and important techniques during instructional

processes during teaching and learning process. Teacher questions takes up most of

teacher talk and it has been improved to have a great influence on classroom

interaction.

In addition, according to Ma (2008), teacher questions has always been the

most ubiquitous phenomenon observed in classroom, as well as one of the most

frequently-adopted devices favored by most of the teachers. Teacher‟s question is one

kind of teaching active procedure. It is one teaching behavior way through teachers

and students‟ interaction, checking learning, stimulating thought, reinforcing

knowledge, using knowledge, achieving teaching goals.

Teacher questioning is usually use as one kind of mutual exchange teaching

skills between the teacher and students during the teaching and learning process. It

has been used widely in teaching till now. Classroom questioning is the main part of

classroom teaching, and is one of the teaching methods to get the aim of classroom

teaching. Teachers want to get students‟ responses and the first step is to answer

questions. Through consistent dialog and communication again, the teacher can get

the answers they want and evaluate the students.

Moreover, structured questions Sulo as cited in Widjaya, in Prasetyawati 2015

which would be delivered by the teacher in an appropriate way help:

12

a. Increasing the students‟ participation in the learning process,

b. Arousing interest and curiosity of the students to a problem given which is being

discussed,

c. Developing the way of thinking and active learning of students, because actually

thinking is asking,

d. Guiding the students' thinking processes, because good questions help students in

order to find good answer, and

e. Centralizing the students‟ attention on the issue being discussed in the classroom.

2. The Functions of Teacher Questioning Strategies

Teacher questions may serve different functions, including focusing attention,

exercising disciplinary control in the course or an instruction, encouraging students‟

participation and moving the lesson forward among others (Shomoossi, 2004). In

addition, according to Chaudron (as cited in Inan & Fidan, in Prasetyawati 2015),

teacher questions are considered to be important because of their potential power “to

facilitate either Target Language production or correct and meaningful content-“to

facilitate either Target Language production or correct and meaningful content-

related responses by students".

Teacher questions, as a general way used by teachers in class, play an

important role in classroom teaching. Questions are used to evaluate students‟

knowledge and understanding of subject matter. Questions can help to review

essential content in a subject. Questions can be used to control the social behavior of

students. Question is not for trap the students, but question is as guide for students in

13

being active and interactive in the classroom. Weiss and Pasley (2004) said that

teacher question are crucial I helping students make connections and learn concepts,

and that effective questions monitor students‟ understanding of new ideas and

encourage them to think more deeply.

The common use of teacher questions in the classroom can be explained by

the specific functions they perform. These functions can be grouped into three broad

areas: diagnostic, instructional, and motivational (Kauchak & Eggen 2014)

As a diagnostic tool, classroom questions allow the teacher to look into the

minds of students to find out not only what they know or do not know but also how

they think about a topic. Recent research on schema theory suggests that the structure

of students‟ existing knowledge is a powerful determinant of how new information

learned, and that often student misconceptions and prior beliefs interfere with the

learning of new material (Kauchak & Eggen 2014). Through strategic questioning,

the teacher can assess the current state of student thinking, identifying not only what

students know but also gaps and misconceptions.

A second important function that questions perform is instructional. The

instructional function focuses on the role that questions play in helping students learn

new material and integrate it with the old one. Questions provide the practice and

feedback essential for the development. Questions alert students to the information in

a lesson. Questions are also valuable in the learning of integrated bodies of

knowledge. Toward this goal, questions can be used to review previously learned

material to establish a knowledge base for the new material to be learned. In addition,

14

as the new material is being developed, questions can be used to clarify relationships

within the content being discussed.

A third function that classroom questions perform is motivational. Through

questions teachers can engage students actively in the lesson at hand, challenging

their thinking and posing problems for them to consider. From a lesson perspective, a

question at the beginning can be used to capture students‟ attention and provide a

focus for the lesson. In addition, frequent and periodic questions can encourage active

participation and provide opportunities in the lesson for continued student

involvement. Research in this area shows student on-task behaviors are highest

during teacher-led questioning sessions. Finally, at the individual level, questions can

be used to draw wandering students back into the lesson or to provide an opportunity

for one student to “shine”.

However, according to Brown cited in Christenbury & Kelly (1983), the

functions of questioning in an interactive classroom are:

a. Teacher questions give the students the impetus and opportunity to produce

language comfortably without having to risk initiating language themselves. It is

very scary for students to have to initiate conversation or topics for discussion.

Appropriately pitched questions can give more reticent students an affective

“green light” (Brown, 2001) and a structured opportunity to communicate in their

second or foreign language.

15

b. Teacher questions can serve to initiate a chain reaction of student interaction

among them. One question may be all that in needed to start a discussion; without

the initial question, however, students reluctant to initiate the process.

c. The teacher questions give the instructor immediate feedback about the students‟

comprehension. After posing a question, a teacher can use the student response to

diagnose linguistic or content difficulties. Grammatical or phonological problem

areas, for example, may be exposed through the student‟s response and give the

teacher some specific information about what to treat.

d. Teacher questions provide students with opportunities to find out what they think

by hearing what they say. As they are reaching into responding to questions

about, say, a reading or a film, they can discover what their own opinions and

reactions are. This self-discovery can be especially useful for a prewriting

activity.

Moreover, it can be concluded that the functions of teacher questions are:

a. As a teaching device, questions can be used by the teacher as a tool of

communications in teaching learning process. If the teacher masters to classify the

using of questions, they can stimulate students to speak up in classroom during

the teaching learning process.

b. By using the right questions in a particular situation, the teacher can improve

communications skill such as can gather better information and learn more, can

develop stronger relationships, manage the class more effectively and help the

16

students to learn effectively. It means that by using questions, the teacher can

create an effective teaching and learning process.

3. Types of Teacher Questioning strategies

There are many ways to classify what kinds of questions are used in the

classroom. Perhaps the simplest way to conceptualize the possibilities is to think of a

range of questions (Brown, 2001). Long and Sato (as cited in Kurniawan, 2011)

identified two types of questions that may be asked by teachers; display questions and

referential questions.

a) Display Questions refer to ones that the teachers know the answer and which are

designed to elicit or display particular structures. For example, „what‟s the

opposite of up in English?‟

Display questions are questions you ask to see if the person you are speaking to

knows the answer. In an ELT classroom, this normally means questions teachers ask

learners to see if they understand or remember something. Display questions can be

compared to referential questions, which are questions you ask because you don't

know the answer. For example the teacher asks a learner “What is the past simple

form of leave?” According to Brown (2001) in the classroom, display questions

clearly lack the communicative quality and authenticity of referential questions, but

they are an important tool in the classroom, not only for the teacher to be able to

check and test their learners, but also as a source of listening practice. One of the first

things a beginner learns in English is how to understand and answer display

questions.

17

b) Referential Questions refer to the questions that the teachers do not know the

answers to, and can gain various subjective information. For example, “Why

don‟t you do your homework?”

Referential questions are questions you ask someone because you do not know

the answer. In an ELT classroom, this can mean questions teachers ask learners and

learners ask each other. Referential questions can be compared to display questions,

for which the answer is already clear and teachers ask just to see if the learners know

the answer, or for language manipulation. For example the teacher asks a learner

“What did you do at the weekend?”, or a learner asks another “Why are you so sad?”

In the classroom, extended activities in which learners can practice production of

referential questions include quizzes (setting and answering questions), interviews,

discussion of work in the class, and posting questions on general knowledge forums.

According to Narwasti (2015) procedural question have to do with classroom

procedures and routines and classroom management as opposed to the content of

learning. Richard and Lockharts in Narwasti (2015) state that the following questions

usually occur in classroom while teacher is checking that assignments had been

completed, that instructions for a task are clear and students are ready for a new task.

Long & Sato (as cited in Kurniawan, 2011) found that in naturalistic discourse,

referential questions are more frequent than display questions, whereas display

questions are much more frequent in whole-class teaching in ESL classrooms.

Furthermore, Brown (2001) expanded the types of questions used by the

teachers according to Long & Sato and from Bloom‟s Taxonomy. Below are six

18

categories of questions by Brown ranging from display to referential with typical

classroom question words associated with each category.

a) Knowledge questions: eliciting factual answers, testing recall, and recognition of

information. At this level, the students give the correct answer in remembering of

previously learned material. It can be demonstrated by the recall of dates, events

and places, facts, basic concepts of the world and answers. This level requires the

students‟ memory. In this level, the students are able to repeat the information.

Knowledge questions are asked solely to test whether a student has gained

specific information from the lesson. Common question words: define,

distinguish, recall, reorganize, remember, show, write, indicate, tell, list, identify,

describe, select, name, point out, label, reproduce, what, who, where, when, and

answer “yes” or “no.”

For example:

Teacher: What is the name of the dog that we discuss on page 115?

Student: Blackie.

b) Comprehension questions: interpreting, extrapolating. Comprehension question

has students go past simply recalling facts and instead has them understanding the

information. The students be able to interpret the facts. At this level, the students

answer the questions to measure their understanding about the meaning, of

remembered material, ideas, and concept of the materials by using their own

words. We hope that the students understand about the material and they can

rephrase it into their own words. Common question words: compare, conclude,

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contrast, demonstrate, predict, reorder, rephrase, inform, illustrate, state in your

own words, tell in your own words, explain, define, locate, select, indicate,

summarize, outline, match, translate, predict, and why.

For example:

Teacher: What is arrogant?

Student: Sombong.

c) Application questions: applying information heard or read to new situations.

Application questions are those where students have to actually apply, or use, the

knowledge they have learned. At this level, the students are able to use

information that they have got in a new context to solve the problem, answer a

question, or perform another task. This level requires the students to apply

knowledge, facts, techniques, and rules in a different way. They might be asked to

solve a problem with the information they have gained in class being necessary to

create a viable solution. Common question words: demonstrate how, try it in a

new context, solve, use the data to solve, illustrate how, show how, apply, choose,

classify, construct, develop, solve, explain, use, what is used for, what would

result, and what would happen.

For example:

Teacher: Yes, how do you spell it (refer to cock)?

Student: C O C K (the students spelled the word cock)

d) Analysis questions: breaking down into parts, relating parts to the whole. The

students required to go beyond knowledge and application and actually see

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patterns that they can use to analyze a problem. At this level, the students have to

think critically. They have to analyze the material and divided it into its parts and

explain the relationship between the parts. The students hoped to make a

conclusion from the information they have got. Common question words:

distinguish, diagram, chart, plan, deduce, arrange, separate, outline, classify,

contrast, compare, differentiate, categorize, explain, conclude, assume, infer,

identify, analysis, what the relationship is between, what is the function of, what

motive, what conclusions, and what is the main idea.

For example:

Teacher: Okay. So, for a dog and for a cock fur, is it the same or different?

Student: Different.

e) Synthesis questions: combining elements into a new pattern. The students are

required to use the given facts to create new theories or make predictions and

solve the problem. They might have to pull in knowledge from multiple subjects

and synthesize this information before coming to a conclusion. Common question

words: create, compose, combine, synthesize, estimate, invent, choose,

hypothesize, build, solve, design, develop, what if, how would you test, what

would you have done in this situation, what would happen if…, how can you

improve…, and how else would you….

For example: How do you compose those words to make better sentence?

f) Evaluation questions: making judgment of good and bad, right or wrong,

according to some set of criteria, and stating why. The students are expected to

21

assess information and come to a conclusion such as its value or the bias behind

it. In this level, we have to make judgments about new ideas. In this level, we can

check the validity of ideas and the quality of works. Common question words:

evaluate, assess, rate, defend, dispute, decide which, select, judge, check, grade,

verify, choose why, which is best, which would you consider, do you agree, which

is more important, and which do you think is more appropriate.

For example: What do you think about your friend's answer?

4. The Reasons Why Teachers Ask Questions

Teacher questions used in the classrooms to accomplish other things, such as

assessing student knowledge, stimulating classroom discussion, helping students

clarify their ideas and thought processes or leading them to consider new ideas and

make use of ideas already learned. Also asking questions is a wonderful tool to turn a

student from a passive observer in the classroom into an active learner.

With reference to Richard and Lockhart (as cited in Kurniawan, 2011), there

are several reasons why questions are so commonly used in teaching:

a. They stimulate and maintain students interest

b. They encourage students to think and focus on the content of the lesson

c. They enable teachers to clarify what students has said

d. They enable teachers to elicit particular structures or vocabulary items

e. They enable teachers to check students‟ understanding

f. They encourage students participation in a lesson

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In addition, Brown & Wragg cited in Borg (2006) list several intentions of

questions, such as “to arouse interest and curiosity concerning a topic, to focus

attention on a particular issue or concept, to develop an active approach to learning,

and to stimulate pupils to ask questions of themselves and others.” However, with

reference to language teaching, Nunan & Lamb (1996) state that teachers ask

questions mainly to check learners‟ understanding, to elicit information and to control

their classrooms. Peacock as cited in Borg (2006) says that “more often than not

teachers appear to ask questions either to find out what pupils do or do not know and

understand, or to remind them about work completed in a previous lesson, or perhaps

to challenge, stimulate and develop their thinking”. Morgan & Saxton (as cited in

Brualdi, 1998) add that teachers ask questions for several reasons. They ask questions

to keep their learners involved during lessons, to express their ideas and thoughts, to

enable learners to hear different explanations of the material, and to help teachers to

evaluate their learners‟ learning and revise their lessons when necessary.

Furthermore, Mayberry & Hartle (2003) reveal some of the reasons why the

teacher asks questions:

a. Managerial-reminding students of procedures or giving instructions.

b. Diagnosing, checking, or reviewing prior lessons.

c. Assessing students‟ level of understanding or interests.

d. Getting interest, attention, or creating intrigue.

e. Structuring and redirecting learning to consider other uses, adaptations, or

changes in quality.

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f. Scaffold students‟ horizontal (more breadth of understanding or different

techniques on a topic, such as learning how to read three letter words with short

/a/, such as “hat” and “bat,” then continuing on with other three letter words, but

with short /el such as “get” and “wet”) and vertical (increases of greater

complexity or types of skills, such as counting before doing addition) thinking

and learning.

g. The questions posed cue students to the level of thinking expected of them.

In addition, researcher thinks that the reasons of using questions to the

students are:

a. get them thinking,

b. motivate the learners,

c. improve lesson effectiveness,

d. foster rapport between the teachers and their students,

e. enhance learning through communication among the learners,

f. assess prior knowledge,

g. assess learning,

h. assess teaching effectiveness,

i. guide those having difficulties back to the task, and

j. Encourage personal connections to the content

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Conceptual Framework

Referring from all previous pronouncements above which related to teacher

questions, below is presented conceptual framework. This part gives explanation

about the scheme of this research. It is described by the following Figure 2.1.:

Figure 2.1. The Conceptual Framework

Teacher Questions

The Types of

Questions

The Reasons Why

Teachers Ask

Questions

The Effect of Questions

based on students’

responses

English Classroom

Interaction

Teacher Talk

Student Talk

25

The Figure 2.1. Above displays that in English classroom interaction, there are

two kinds of talk in teaching and learning process, they are teacher talk and students

talk. There are many ways in achieving goals or objectives in the process of teaching

and learning English for teacher. One of the ways is teacher questioning strategies.

Teacher questioning arise from teacher talk and the student talk. The less the teacher

talk and the more the students talk is better. In this case, as a role model of class, the

teacher have use questioning strategies for direct their students in order to express

their opinions. The class is more interactive and effective when there are

communicate between them. The use of questioning strategies is also to balance the

interaction between the communicant and communicator. However, the researcher

wants to know what types of questions used, the reasons of using questions by the

teacher in SMA Muhammadiyah 1 UNISMUH Makassar and the effect of questions

based on students‟ responses.

26

26

CHAPTER III

RESEARCH METHOD

A. Design of the Research

To reach the purpose of this research, researcher used qualitative descriptive

research. The method was choose because it was comparable with teacher

questioning. Qualitative method deals with the collection, analysis, and interpretation

of comprehensive and narrative data in order to gain insight into particular

phenomenon of interest (Gay et.al in Prasetyawati 2015). According to John (2012)

there is some different major of characteristics at each stage of the research process

those are:

1. Exploring a problem and developing a detailed understanding of a central

phenomenon;

2. Having the literature review play a minor role but justify the problem;

3. Stating the purpose and research questions I a general and broad way so as to

the participants’ experience;

4. Collecting data based on words from a small number of individuals so that the

participants’ view are obtained;

5. Analyzing the data for description and themes using text analysis and

interpreting the larger meaning of the findings;

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6. Writing the report using flexible, emerging structure and evaluative criteria,

and including the researchers’ subjective reflexivity and bias.

Characteristic above is the reason for researcher deal to describe her research

methodology by qualitative method. Therefore, the purpose of qualitative research

focuses and deals with promoting a deep understanding of particular phenomenon

such as environment, a process, or even belief. Furthermore in this research, the

researcher applied discourse analysis as approach to analyze the qualitative data.

Nunan (1993) confirms that discourse analysis is a very broad term that covers a

range of methods, techniques, and approaches that is used to analyze the language,

writing, speech, conversation (both verbal and non-verbal).

B. Operational Definition

To avoid the bias perspectives of this research, the researcher gave the

operational definitions as follow:

1. In this research, teacher questioning is used as a tool to measure the students’

understanding in teaching and learning process related to cognitive domain. The

form of questions is derived from six categories of Bloom’s Taxonomy that

covers cognitive domain.

2. There are several reasons why teacher used question as the main of strategies is

to stimulate and maintain students’ interest, to encourage students to think and

focus on the content of the lesson, to clarify what students had said.

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3. The effect of question for students in classroom was make more interactive class

as a target of teacher in asses the capability of students related to the subject. The

researcher also found how the question showed the student interested by asked

the some interview question related to the student interested.

C. Population & Sampling

The population of the research were teacher and students at SMA

Muhammadiyah 1 UNISMUH Makassar, especially in eleventh grade. To determine

the subject in this research, the researcher applied whole population sampling

technique as Ghafar (2015) states that whole population sampling is involve all

members are selected and referred to as a case study.

Meanwhile, the students were chosen as participants of the research and the

time for observation suggested by the teacher. Therefore, the researcher took eleventh

grade of teacher at SMA Muhammadiiyah 1 UNISMUH Makassar.

D. Instrument of the Research

In this research, the researcher used observation & recording and interview as

instrument to collect the data.

1. Observation & Recording

John (2012) said that, observation is the process of gathering open-ended,

firsthand information by observing and places at a research site. When education

think about research, they often have in mind the process of collecting observational

data in a specific school setting. Unquestionably, observations represent a frequently

29

used form of data collection, with the researcher able to assume different roles in the

process (Spradley: 1980) in John 2012. The researcher only observe the teachers

questions during the learning and teaching process in the classroom. In this case, the

researcher applied non-participant observation in which the researcher don’t

participate in the activity being observed as Cook (2011) in John (2012) states that

using non-participant observation is easier to record information and observations if

the researcher does not participate, so that the researcher can record the data more

easily. The observation record and the observation take for 3 meetings and also a

recorder was settled to record classroom interaction.

2. Interviews

A qualitative interview occurs when researchers ask one or more participants

general, open-ended questions and record their answers. The researcher then

transcribes and types the data into a computer file for analysis (John 2012). In

qualitative research, ask open-ended questions deliver best voice experiences

unconstrained from participants by any perspective of the researcher or past research

findings. The researcher apply the semi-structured interview in this chance. Nunan &

Bailey (2009) states that in semi-structured interview, the researcher have a general

idea of how he or she wants the interview unfold and may even had a set of prepared

questions. The interview was conducted to obtain the reasons why the teacher asked

certain types of questions.

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E. Procedure of Collecting Data

There are two kind of instruments were used in collected the data. The data of

all activities in the classroom collected through observation and interview. The

procedure of collected the data in this research described below.

1. Observation

The aim of this research is to explore the deliver questions executed by the

teacher to the students during teaching and learning of anything teaches materials.

Observation which conduct in collecting data as the data was the utterances produced

by the teacher. The type of observation used in this research is non-participant

observation in which the researcher does not participate in the activity being

observed. In addition, a recorder was placed in the classroom.

To answer the research questions stated in Chapter I, three meetings are

conduct in the 2 weeks after the researcher begin to observe. Each meeting in

classroom take ±45 minutes. The observation include recording to find out the

utterances produced by the teacher during the teaching and learning process in the

classroom.

2. Interview

In collecting the data, the researcher use the semi-structured interview. The

researcher interview the English teacher to know the reason why they ask these types

of questions to the students during teaching and learning process. The interview ran

in the language that both teacher and researcher feel more comfortable with. The

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interview was audio-recorded. The interview protocol consisted of three general

questions.

F. Techniques of Data Analysis

Before the data was analyzed, the researcher transcribed the result of

observations and interview. The process of transcribing allows the researcher to

become acquire with the data (Reissman 1993). The researcher processed the data

used Microsoft Word. There were some theories in analyzing the data. According to

Gay et al. (2006), the process of analyzing the qualitative research data consists of

three steps, namely reading, describing, and classifying. Meanwhile, Braun & Clarke

(2006) has step-by-step guidelines, those are familiarizing the researcher with the

data, generating initial codes, the researcher read throughout each transcript to

immerse in the data, reviewing themes, defining and naming themes, and producing

the report.

The data that researcher got were transcribed into written transform, and then

identified and selected based on the data needed. The transcription that have been

analyzed by questioning strategies analysis than classified into some categories of

teacher questioning strategies. Each type of question was elaborated into four

categories as shown in the following table:

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Table 3.1. The teachers’ questioning strategies distributions

Question’s Type Teacher

Questions The Function The Activities

Interview have used in gaining the more information about questioning strategies

which used by the teachers, there were some questions that researcher give to the

teachers such as: the reasons and the effect of teachers’ questioning strategies are

used in the classroom and so on.

After the researcher analyzed the data from interview and recording, the

researcher presented the data by showing the data transcription. The data transcription

consists of teachers’ questions, students answer or student’s responses. Moreover, the

interviewing data consists of teacher’s responses of the researcher entire question.

Finally, the researcher put the data into extract to overcome the research questions of

33

this research. From this presented data, the researcher hopes that the result of this

research can be easy for the reader to know the content of this research.

The effect of the student’s response measure by using the rating scale. As a

measuring tool for the quality of student’s response. The scoring rubric showing in

the following table:

Table 3.2. Rating Scale

Question

Types Explanation/ Criteria

Response Scoring

1 2 3 4

Closed Have a short, fixed answer, for example

“What day is it today?”

Open Typically require a longer, less limited

response, for example “What did you do

yesterday?”

Display Those to which the questioner already

knows the answer and is merely testing the

respondent’s knowledge or understanding.

Referential Those to which the questioner does not

know the answer and is genuinely seeking

information

Procedural Relate to classroom, lesson and students

control processes such as “Who is absent

34

today?”

Convergent Often have short answers which “encourage

similar student responses” and require low

level thought processing, for example “can

you play a guitar?” “Yes, I can”. “No, I

can’t”

Divergent Necessitate more wide-ranging, long

responses with higher level thought

processing, for example “Why is the Beatle

music so popular in Japan?”

Rhetorical Those which the questioner answers

him/herself

Interaction Comprehension checks: “elicits assurance

from the listener that a massage has been

received correctly

Confirmation checks: assume a positive

response and “allow the speaker to correctly

interpret reaction by the listener

Clarification request: similar to confirmation

request but with a more open answer.

Instructional Any question presented in the classroom

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presupposes that that the question is

intended to solicit learner production

Conversational Any question asked outside the classroom

(Source: Sugiyono 2010)

Note:

Very good answer : 4

Good answer : 3

Fair answer : 2

Poor answer : 1

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CHAPTER IV

FINDINGS AND DISCUSSIONS

A. Findings

Based on the results of data analysis, the researcher found out the types of

questions that are used by teacher in eleventh grade of SMA Muhammadiyah 1

UNISMUH Makassar, the types of questions are used in English language teaching

(ELT) by teacher in eleventh grade of SMA Muhammadiyah 1 UNISMUH Makassar

and the effect of questions on the response of students in eleventh grade of SMA

Muhammadiyah 1 UNISMUH Makassar.

The data were collected from observation sheet, video recording and

interview. The data collecting was conducted on Friday 11 August 2017 at the

eleventh grade teacher and students of SMA Muhammadiyah 1 Unismuh Makassar.

1. Types of teacher questioning

The researcher found the result of data analysis from the observation sheet. The

researcher had observed 2 classes with the same English teacher and found that there

were 3 types of question mostly used of teacher in ELT out of 6 types of questions

from Bloom’s Taxonomy. The types of question arrived from one meeting in each

class with 90 minutes in every meeting. The three types of the teacher asked are

procedural, display and referential question’s types.

36

37

The result analysis types of teacher questioning in ELT could be showing in the

following table:

Table 4.1: The Types of Teacher Questioning

Types of Question Number of Occurrences Percentage (%)

Procedural 5 13%

Display 28 74%

Referential 5 13%

TOTAL 38 100%

The table showed that overall there were 38 questions asked in one meeting in

each class with 90 minutes in every meeting. There were three types of questions

found in the classroom interaction used by teacher. The first type, procedural type.

From the number of those questions, there were 5 (13%) questions asked by teacher

to serve several function. Some of them were used as teaching routines and to begin

the class in ELT process, such as “How are you today?” another question were used

to invite students’ for give more answer such as “What else?”. This procedural

question were used in the beginning of class or also found in last of meetings in class.

The second type, display type question were categorized for guide the

students to the material of the teacher told about. The former is a question which is

38

not a real question, in fact the teacher knows the answer, but to check and guide the

students know the answer. From the number of those questions, there were 28 (74%)

question asked by teacher. There are a lot of examples of this type found, such as

“What is the function of mobile phone?”, “Why do you communicate?”, “What do you

know about tradition in Makassar?”, etc. In ELT classroom this question mostly

found and used by teacher to guide the students and to measure the students’

capability about the material.

The last type is referential. This type similar with closed questions, also elicit

short response of students. If in the display question the teacher ask the information

that they have known, in referential type question the teacher asks the information

which is not known by the teacher. There were 5 (13%) questions asked by the

teacher in this type. Some examples found, for instance “Who is Makassarnese?”,

“Have you make a poster?”. The information asked was not known by the teacher and

the student was asked to fill the gap. This types also found to ask students opinion in

teaching and learning process.

2. The Teacher’s Reason in Using Question

The teacher questions had been analyzed in terms of several types previously.

To answer the second problem statement related to the teacher reason in using the

types of question, there are some related point that the researcher found in ELT when

observe the classroom, those are:

39

a. The teacher used three types of questioning the students

b. The teacher was questioning the students in all session of teaching

c. The teacher give time to students to answer the question

d. The teacher repeat the question if the students no heard clearly

e. The teacher translated the question or combine the question when the students

confused

f. The teacher can measure the students ability by asked some question

g. The teacher gave appreciate to the students who answered the question

correctly

From the function of question the teacher realized the reason they use the

types of question. Researcher analyzed the reasons from interviewing the teacher.

a. The Reason of Teacher Used Procedural Question

Based on the interview with teacher, it was revealed that some reasons why

teacher ask with some types of teacher questioning the teacher said that, the

procedural question types asked to serve several functions. The teacher said that for

beginning the class most of teacher used the type of procedural question.

“Procedural question berkaitan dengan pertanyaan tentang kehadirannya siswa to,

misalnya siapa yang tidak hadir hari ini. pokoknya biasanya dipake’ kalau baru mau

mulai pelajaran di kelas, makanya itu mi saya pake ki jenis pertanyaan kayak begini”.

The table below showed some of procedural question and the response of

student.

40

Table 4.2: Procedural Question

No. Questions Students’ response

1. How are you today? I’m fine, and you?

2. What else? Information

b. The Reason of Teacher Used Display Question

For the second type of question that researcher found is the teacher used

display question in ELT classroom. Similar to the previous statement the researcher

also found the data from interview the teacher. The teacher said that the reason that

they used display types of question is not because of its function. The function of

display question are checking learners understanding, and invites the student’s

interest curiosity in a topic. The teacher said that:

“kalau yang diplay question itu kan tentang pertanyaan yang kita tau mi jawabannya,

tapi mau jaki pancing ki anak-anak untuk tau ki, terus untuk ukur mi seberapa jau

pemahamannya anak-anak tentang materi yang kita ajarkan”.

Table 4.3: Display Question

No. Questions Students’ Response

1. What is the function of mobile phone? For communication

2.

Why do you communicate?

-To get information

- to tell story

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3. There are many application in mobile

phone, but before all of the application

come to our live what is the tools that

human use for send a massage?

Letter

4. How about this one?

(point one of answer)

bisa bu’

5. What do you know about tradition in

Makassar?

Baju bodo

6. How if we talk about clothes? …

7. What is posters? Alat menyampaikan informasi

8. What do you know about posters? One of tool for give information

9. Is always there are product or things

that sell inn posters?

Tidak

10. What is the conclusion of posters? ….

11. So if I say coconut shell? What does it

mean?

Tempurung kelapa

12. If you see this picture, is identic with a

place, where is that?

Java

13. What is the material of it? (in making

the wood java puppet)

Wood

14. What name of the first picture? (point Coconut shell frame

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the coconut shell frame)

15. What is affect means? Mempengaruhi

c. The Reason of Teacher Used Referential Question

For the third type of teacher reason also gather by the interviewing the

teacher. The reason why teacher used referential question in ELT classroom because

sometimes there are some information from students that the teacher need to know.

The teacher need to eliciting information, the teacher said that:

“kalau yang referential question itu pertanyaan pribadi tentang siswa ji palingan,

misalnya nama orang tuanya kita tanyakan di kelas, atau mungkin alamat tempat

tinggalnya”

The table showed some of question that used of teacher in ELT at class.

Table 4.4: Referential Question

No. Questions Students’ Response

1. Who is Makassarnese? Bakti mom

2. Have you make a poster? No, have not

3. The Effect of Questions on The Response of The Students of Interaction in

ELT (English Language Teaching)

In ELT process, sometimes a teacher only teaches without questioning. It uses

caused in many factors such as they are in a hurry, they are busy or they are lazy. But

in case, sometimes the students’ response make the teacher abandon their question.

43

This third problem statement the researcher found that how the effect of question on

the response of students. The researcher have 15 interviewee and asked 6 question

related to the teacher questioning strategies in ELT classroom interaction. From the

student, the researcher found that some of the students agree with the researcher

question which is asked. Researcher asked a close question but with addition in some

part of the question, so the interviewing form consist of open and close question. The

table below showed the result of students answer, Y for the agree statement, and N

for the disagree statement of students.

Table 4.5: Students Answer in Interview Question

QUESTION TOTAL PERCENTAGE (%)

Y N Y N

Q1 9 6 60% 40%

Q2 15 0 100% 0%

Q3 15 0 100% 0%

Q4 9 6 60% 40%

Q5 6 9 40% 60%

Q6 12 3 80% 20%

The table above showed that for the Q1, 9 (60%) of 15 student agree and 6

(40%) of them disagree. The first question of researcher is “Do you like if your

teacher ask some questions?”. It turns out from 15 students there are 9 (60%)

students who like to ask. For this part of question the researcher found the most

reason of 9 (60%) students like to ask because they think from the teacher ask give

them more understanding about the material. For the 6 (40%) students disagree

because they think that sometimes they can’t answer the teacher question.

44

The second question is “What types of question that you like when your

teacher ask?”, the table show that Q2, 15 (100%) students or all the students agree

that the types of their teacher constantly ask something related to the material.

Because the data found there are many display question asked by the teacher and all

display question related to material so the researcher believes the type that is meant

by students is display question type.

The third question, Q3, 15 (100%) students also agree with the researcher

question is “What are the question that are mostly asked by your teacher?”, actually

this question is similar with the previous question, that’s way the answer of the

students also similar. The students agree with the mostly question asked about the

material.

The fourth question is “Is it difficult to answer the question from your

teacher?”, The table show that Q4, 9 (60%) of 15 students agree and 6 (40%) of the

students disagree. Researcher found many reason, for the 9 (60%) students agree

because they think sometimes the question from the teacher is difficult to answer

because they has never been learn about the material that their teacher ask. But in

addition 6 (40%) of students disagree because sometimes the teacher guide them to

answer the question.

The fifth question, from the table show that Q5, 6 (40%) from 15 students

agree and 9 (60%) disagree with the question “Are you afraid or shy to answer your

teacher questions?”. 6 (40%) students agree because they feel afraid and shy if they

don’t know how to answer their teacher question, while the 9 (60%) students disagree

45

because they think if they answer wrong the teacher not punish but improve their

answer.

The last question is the point of the interview. The question is “Do you think

from your teacher question guide you to speak up for make the class more

interactive? Why?”, the table show Q6, 12 (80%) students from 15 students agree.

Most of their reason because in the teacher questioning there answer from students,

that’s why the class be more interactive and there interaction in the classroom. Only 3

(20%) of student disagree with the question.

B. Discussion

A key tool for instructing and evaluating in classroom is questioning (Qashoa,

in Erlinda 2014). As a result is not surprising to see the large quantity of question

asked by the teacher. Concerning to the teacher question types include procedural,

display and referential questions as the core of this study.

1. Types of Question

The result revealed that display question was the most common and

frequently asked questions in the 2 class with one meeting each class. The findings

are similar with previous studies such as Yang (2010); Meng, Zhao & Tao (2012) and

Erlinda (2014) found that display questions were asked very frequently in teaching. In

contrast procedural and referential question were fewer found.

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According to Yang in Erlinda (2014) the types of questions asked by teacher

are related to the pedagogical purposes. In addition, Dashwood in Hamiloglu and

Temiz in Erlinda (2014) states that display questions are typical of teacher-fronted

lessons in which transmission of knowledge from the teacher to the students is the

expected from the interaction, adding they are not conducive to discussion. First

problem statement reveals in the observed in this research, there was a tendency for

the teacher to employ more display question (74%) then procedural (13%) and

referential (13%) question. The finding support by conclusion made by Long & Sato

in Narwasti (2015) found that teachers use more display question then procedural and

referential in the classroom.

Therefore, the case is eliciting language from the student. Is not merely about

asking display, procedural or referential question but how to getting the student speak

up in the interaction at class. Additionally, in terms of question types, this study

suggest that display question can increase the students’ knowledge because all the

question related to the material that their teacher provided and also most of students

like if the teacher ask something related to the material.

In addition, when such as display question is related to the criteria of good

questioning proposed by Clark and Starr in Narwasti (2015) said, that question is

effective considering the way it is asked, it is adaptable to the students age and it also

appropriate to the purpose. A successful question should be asked definitely in

simple, clear and straightforward English that the students can understand. It is

proved when the students mostly can answer the question correctly.

47

2. The Teacher Reason In Using Question

As for second problem statement, the result showed that the reason teacher

used the type of question is based on the function of the type. From the first problem

statement the researcher found three types of the question that the teacher found,

automatically there are also three reason why teacher use the type of that question.

According to Brown and Wragg in Narwasti (2015), there are 7 function of questions,

those are check the learners understanding, elicit information, control the classroom,

arouse interest and curiosity concerning a topic, focus attention on a particular issue

or concept, develop an active approach to learning, and stimulate students to ask

questions on themselves and others.

Based on the type of the teacher used, function of display question could be

for checking the students understanding and also for arose interest and curiosity

concerning a topic. Like display question, procedural question also have function.

Procedural question used because the teacher need to control the classroom and for

controlling the classroom teacher need to used procedural question type. For the

referential question it used to eliciting information from student in ELT process.

3. The Effect of Questions on The Response of The Students of Interaction in

ELT (English Language Teaching)

For the third problem statement, the result of this study reveal that from 15

interviewing students they are like for answering the teacher ask but some of them

also dislike. Based on the response the student afraid if their teacher ask because they

not confidently about the correctness of their answer, however the teacher did not

48

nominate or point certain students to answer her question. She distributed the

question to the whole class and the student answer in chorus. Chorus were the

frequent way of student to answer the teacher question. Despite through the chorus

response facilities teacher to check whether the students understood the lesson or not,

it cannot be taken as a testifying device of their lesson or not.

The teacher can allow the whole class to provide responses or chorus answer

for different purposes. One of the main purpose is to encourage student to practice a

new language without being fearful of making mistakes. The other is to save time. By

getting student to answer chorus the teacher have more time to continue the lesson.

From the data analysis researcher can analyze that the questioning give positive affect

for the student. The student speak up more, at least only in word by word but they

understand what they said. The question ask by teacher do not determine the number

of student answer. Therefore researcher think that three of the types question is useful

in ELT classroom.

49

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Teacher questioning is one of the keys to obtain a successful teaching and

learning process, this study was set out to identify the types of teacher question, ask

at SMA Muhammadiyah 1 UNISMUH Makassar. In this case eleventh grade students

were chosen for observation. The researcher conclude that

1. The categorization of question types is based on Bloom’s Taxonomy, which

are procedural, display and referential question. From three of the type

question arise from the observation, display question appear more frequent

than procedural and referential question type.

2. The reasons why teacher used the type of question is based on the function of

question, the classification of question function is based on Brown and

Wragg’s (1993). It is checking students understanding, arousing interest and

curiosity concerning a topic, eliciting information and controlling the class.

3. The effect of students response in classroom interaction was analyzed by the

percentage of agree and disagree of student toward some interviewing form

that researcher ask to them. And the result are the question can effect to the

interaction of classroom.

49

50

B. Suggestion

In this research, the researcher recommended that:

1. For teacher, will apply many questioning strategies in all section of the teaching,

such as applying open/closed questions, recalling in the beginning, or at the end

of teaching or also can use other types of question in ELT classroom.

Furthermore, the questioning strategies should be applied based on the lesson and

the level of students to make the learning process run well.

2. For students, from the teacher questioning strategies they will be more interactive

in class, so interaction in the class become pleasing.

3. For the next researcher, hopefully this thesis will be guide as a good previous

related in the next research.

51

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Transcribed Form of Question Types

1. Apa tujuan utama dari mobile phone? (What is the main function of mobile

phone?)

Answer: -mempermudah kehidupan manusia (to make people live easier)

-mencari informasi (searching for information)

-for communication

2. Why do you communicate with another people?

Answer: -to get information

-to tell story

3. what else ? (yang lain)

Answer: -pesan

4. from mobile phone there are any app in mobile phone, but before all of the app

come to our live what is the tools that human use for send a massage ?

Answer: letter

5. kalau yang in traditional way, yang in iapa ?

Answer: modern way

6. what do you know about tradition in makassar ?

Answer: -baju bodo

-tari kipas

-coto

7. how if we talk about the clothes ?

-lipa’ sa’beng

8. what do you know about posters ?

-salah satu cara menyampaikan informasi

9. apakah dalam poster selamanya ada produk/barang yang dijual . is always there are

product or things that sell inn posters?

Answer: tidak

10. so if I say coconut shell ? what does it mean ?

Answer: tempurung kelapa

11. if you see this picture, is identic with a place, where is that?

Answer: java

12. what is the material of it ?

Answer: wood

13. apa namanya tadi yang pertama (menunjuk gambar) ?

Answer: coconut shell frame

14. what does it mean ?

Answer: jadi ramuan tersebut sudah di minum secara turun temurun ( dari generasi ke

generasi)

15. what is affects ?

Answer: mempengaruhi atau berdampak

16. it is also rich source of antioxidant, what does it mean ?

Answer: hal ini juga sumber yang kaya antoksidan

17. ada yang pernah buat poster ?

Transcribed of Interview Form (FOR STUDENTS)

Student: ID

1. Do you like if your teacher ask some questions?

(apakah kamu menyukai ketika gurumu mengajukan beberapa pertanyaan ?)

a. If YES, why do you like?

(jika ya, mengapa ?)

Answer: Um,, tergantung kalau petanyaannya mudah suka, kalau tidak yaa di

jawab saja nanti di benarkan

b. If No, Why you don’t like?

(jika tidak, mengapa ?)

2. What types of question that you like when your teacher ask?

(pertanyaan seperti apa yang kamu sukai ketika gurumu bertanya ?)

Answer: Yang tidak terlepas dari materi

3. What are the question that mostly ask from your teacher?

(apa jenis pertanyaan yang sering ditannyakan gurumu?)

Answer: Tentang materi pelajaran

4. Is it difficult to answer the question from your teacher?

(apakah sulit untuk menjawab pertanyaan dari gurumu?)

Answer: Kadang sulit, kadang juga tidak

5. Are you afraid or shy to answer your teacher questions?

(apakah kamu merasa takut ataupun malu ketika gurumu bertanya ?)

a. If YES, Why do you afraid or shy?

(jika ya, kenapa kamu takut ataupun malu?)

b. If NO, Why you don’t afraid or shy?

(jika tidak, kenapa kamu tidak takut ataupun malu?)

Answer: Tidak, karena gurunya cara bertanyanya tidak kayak bagaimana di’ tidak

dia tidak menekan atau santai saja

6. Do you think from your teacher question will guide you to speak up for make the

class more interactive? Why?

(Apakah kamu rasa pertanyaan gurumu akan membimbingmu agar berbicara

untuk meningkatkan interaksi didalam kelas ? Mengapa?)

Answer: Iya,bisa. Kalau gurunya bertanya siswanya berfikir baru menjawab,

atau bertanya ki keteman yang lain kalua tidak na tau ki jadi interaktif mi.

I. Data Analysis Types of Teacher Questioning

Types of Question (C)A (C)B Total

Procedural 2 3 5

Display 13 15 28

Referential 3 2 5

II. Data Analysis of Students Response

QUESTION STUDENTS TOTAL

PERCENTAGE

(%)

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 Y N Y N

Q1 Y N Y N Y Y N Y Y N Y N Y Y N 9 6 60% 40%

Q2 Y Y A Y Y Y Y Y Y Y Y Y Y Y Y 15 0 100% 0%

Q3 Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 15 0 100% 0%

Q4 Y Y Y Y Y Y Y Y Y N N N N N N 9 6 60% 40%

Q5 N N N Y N N Y Y N Y N N Y N Y 6 9 40% 60%

Q6 N N Y Y Y N Y Y Y Y Y Y Y Y Y 12 3 80% 20%

Interviewing the Students

Interviewing the students

Interviewing Teacher

CURRICULUM VITAE

AYU ERIANTI, was born in Ujung Pandang on 15th

June

1995, as a second children from three siblings. Her father

name is Tasmin and her mother name is Sanaria. The writer

has begun in elementary school in SDN Sudirman III until

fifth grade and moving to the SDN 58 Kota for finishing her

study in elementary level on 2001 until 2007. At same year,

the writer continue her study in junior high school 3 Alla’ Enrekang and finished on

2010. Then in the same year, the writer go up into vocational high school 1 Enrekang

and finished on 2013. Furthermore, the writer continue her study in the university

Muhammadiyah of Makassar on 2013 and registered as a students in English

department faculty of teacher training and education