Embed Size (px)
Citation preview
i
TEACHER’S QUESTIONING STRATEGIES IN ELT
CLASSROOM INTERACTION AT SMAN 5 RIMBO ULU, TEBO
BY
CICIK DISTRIANTI
205172780
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTHAN THAHA SAIFUDDIN
JAMBI
2021-2020
ii
Case : Official Notes
Dean of Faculty of Education and Teacher Training
The State Islamic University of
Sulthan Thaha Saifuddin Jambi
Assalamu’alaikum warahmatullahi wabarakaatuh
After reading, giving guidance and making some necessary correction, we agree
that the thesis by:
Name : Cicik Distrianti
NIM : 205172780 Department : English Education study Program
Thesis’s title : Teacher’s Questioning strategies in ELT Classroom
Interaction At SMAN 5 Rimbo ulu, Tebo
Could be submitted to munaqasah exam (munaqasah) as one of the requirements
for the undergraduate degree (S1) in English Education Program Faculty of
Education and Teacher Training, The State Islamic University of Sulthan Thaha
Saifuddin Jambi. We submit it to the faculty for animmediate process of final
examination.
Jambi, may 2021
Advisor I
Amalia Nurhkasanah,S.Pd,M.Hum
NIP.198401122011012007
THESIS AGREEMENT / FINAL TASK
Document
code
Form code Date Valid Revision
Number
Revision
date
Page
In.08-PP-05-
01
In.08-FM-PP-
05-03
R-0 1-1
KEMENTRIAN AGAMA RI
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
iii
KEMENTRIAN AGAMA RI
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Case : Official Notes
Dean of Faculty of Education and Teacher Training
The State Islamic University of
Sulthan Thaha Saifuddin Jambi
Assalamu’alaikum warahmatullahi wabarakaatuh
After reading, giving guidance and making some necessary correction, we agree
that the thesis by:
Name : Cicik Distrianti
NIM : 205172780 Department : English Education study Program
Thesis’s title : Teacher’s Questioning strategies in ELT Classroom
interaction at SMAN 5 Rimbo ulu, Tebo
Could be submitted to munaqasah exam (munaqasah) as one of the requirements
for the undergraduate degree (S1) in English Education Program Faculty of
Education and Teacher Training, The State Islamic University of Sulthan Thaha
Saifuddin Jambi. We submit it to the faculty for animmediate process of final
examination.
Jambi, May 2021
Reni Andriani
NIP. 199005262020122017
THESIS AGREEMENT / FINAL TASK
Document
code
Form code Date Valid Revision
Number
Revision
date
Page
In.08-PP-05-
01
In.08-FM-PP-
05-03
R-0 1-1
iv
KEMENTERIAN AGAMA REPUBLIK INDONESIA
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Jalan Lintas Jambi-Muaro Bulian KM. 16 Simpang Sungai Duren Kab. Muaro Jambi 36363 Telp/Fax
: (0741) 583183 - 584118 website : www.iainiambi.ac.id
THESIS APPROVAL/ FINAL TASK
The Thesis entitled “Students’ attitude towards English Speaking at eight grade students
of MTS An-nur Tangkit Islamic boarding school Muaro Jambi” has been thesis defense
by Education and Teacher Training Faculty (FTK) UIN STS Jambi on :
Name : Cicik Distrianti
Day/ Date : Wednesday, 09 june 202
Student’s Number : 205172780
Score : 78,55(B+)
Title : “Teacher’s Questioning strategies In ELT Classroom
interaction at SMAN 5 Rimbo Ulu, Tebo”.
Has been improved as the result of thesis defense above and has been accepted as part of
the thesis endorsement requirements.
No Name Signature Date
1
Wahyuni Fitria, M.Pd
NIP.198606052015032004
(Chair)
Monday, 14 june 2021
2
Edi Rozal, M.Pd
NIP.198808032015031003
(Secretary)
Thrusday.10 june 2021
3
Amalia Nurkhasanah, S.Pd., M.hum
NIP.198401122011012007
(First advisor)
Thrusday.10 june 2021
4
Reni Andriani, S.S.,M.Pd.
NIP.199005262020122017
(Second advisor)
Thrusday.10 june 2021
5
Hilma Suryani, M.Pd
NIP.198612262015032005
(First Examiner)
Monday, 14 june 2021
6
Uyun Nafiah MS, M.Pd
NIP.198806272015032006
(Seond Examiner)
Friday, 11 june 2021
Dean Education and Teacher Training Faculty The State of Islamic University
Sulthan Thaha Saifuddin Jambi
Dr. Hj.Fadlillah Husein, M. Pd
NIP. 19670711 1992 03
v
KEMENTERIAN AGAMA REPUBLIK INDONESIA
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Jalan Lintas Jambi-Muaro Bulian KM. 16 Simpang Sungai Duren Kab.
Muaro Jambi 36363
Telp/Fax : (0741) 583183 - 584118 website : www.iainiambi.ac.id
ORIGINAL THESIS STATEMENT
حيم حمن الره الره بسم الله
I am Cicik Distrianti stated that this final project is entitled teacher’s
questioning strategy in ELT classroom interaction At SMAN 5 Rimbo Ulu, Tebo
year (2021-2022) is my own work and has not been submitted in any form to
another degree or diploma at any university or other higher education institution.
Information obtained from the published and unpublished works of others
recognizable in the text and a list of references is attached in the reference.
As a certain part of my thesis that I have quoted from other people's work,
I have written the source clearly in accordance with the rules, norms, and ethics of
scientific writing. If a part of the thesis is found that is not my own work or there
is an indication of plagiarism in a certain part, I am willing to accept the
consequences in accordance with the applicable terms and conditions. Therefore,
in writing this statement, I am in good condition and in good health.
Jambi, 2021
Penulis
Cicik Distrinti
205172780
vi
DEDICATION
In the name of Allah SWT the most gracious and the most merciful, Who has
given the researcher mercy and blessing, health and ability to finish thesis.
Sholawat to the Prophet Muhammad SAW his coming really change the world.
Special thanks to:
My Parents, my beloved father Sarbini my beloved mother Mar’ah, my
brother in law Ahadun and Rianto Andi, my big sisters Sevi anggriani and Yesy
yantini , my little sister Erni melisa, my beloved Rachmad Imam Mustofa, and all
of my friends who always give me everlasting love, guidance, motivation, always
praying for me and supporting me to finish this thesis and to be successful in the
future.
My first Advisor Amalia Nurkhasanh S.Pd,M.Hum, my Second advisor Reni
andriani S.Pd, M.Pd who always guided me, advised me and supported me to finish
this thesis.All of my lecturer who teach me since I don’t know anything till I
graduated.
My Close friends Novi Nurkholifah, Sutiya rini, vira, ayu, tasya dini eka
andestina, elisa febiana Special thanks for you all who always give me big support,
guidance, always besides me when happiness, sadness and all condition. All of my
beloved classmate in A class of English Department, I thank them for the spirit,
motivation and togetherness. And also big thanks to all my friends English
Education Program academic year 2017, thanks for your sharing and participant.
All of people who keep supporting me wherever you are. May Allah
SubhanahuWaTa’ala bless us.
Aameen.
vii
MOTTO
Once you stop learning, you start dying
(Albert Einstein)
الهذين آمنوا منكم والهذين أوتوا العلم درجات والله وإذ قيل انسزوا فانشزوا يرفع الله بما تعملون خبير)سورة المجادلة : 11(
And when you are told, “Arise,” then arise; Allah will raise those
who have believed among you and those who were given knowledge,
by degrees. And Allah is acquainted with what you do. (Q.S Al
Mujadilah 58:11)
viii
ACKNOWLEDGEMENTS
In the name of Allah, the Almighty and the Most Merciful. Praise and
gratitude Alhamdulillah for providing health, strength and guidance for me, so this
thesis can be resolved with Peace and blessings on the Prophet Muhammad SAW,
his family, his relatives and all of his followers.
The writing of this thesis is entitled "Teacher’s questioning strategies in
ELT Classroom interaction at SMAN 5 Rimbo Ulu Tebo". This thesis is made to
fulfill one of the requirements to get a Bachelor's degree in the Department of
English Education, Faculty of Tarbiyah Teacher training at the State Islamic
University of Sulthan Thaha Saifuddin Jambi.
In this process of completion of this thesis, the researcher received much
advices and contribution from many people who can not be enumerated especially
from my advisors, Amalia Nur Khasanah , S.Pd, M.Hum as my first advisor and
Reni andriani, S.S, M.Pd as second advisor. They are manygreat inspiration in
teaching field. Next, this seccess would not be attained without supports, guidance,
help, encourage from individual and State Islamic University of Sulthan Taha
Saifuddin Jambi. The research would like to say :
1. Prof. Dr. H. Su’aidi, MA., Ph. D. The rector of the State Islamic University of
Sulthan Taha Saifuddin Jambi.
2. Dr. Hj. Fadhlillah, Mp,d as Dean of the Faculty of Tarbiyah and Teacher
Training.
3. Dr. Risnita, M. Pd., Dr. Najmjl Hayat, M. Pd. I, Dr. Yusria, M. Ag as the ranks
of the leadership of the Faculty of Tarbiyah and Teacher Training.
4. Wahyuni Fitria, M.Pd as the charwoman of English Education Program.
5. The headmaster of Senior High School SMAN 5 Rimbo Ulu, Tebo who has
permitted to observed there.
6. And English Teachers of Senior high school SMAN 5 Rimbo Ulu, Tebo
Wagino S.Pd, who help me in collecting the data.
ix
Finally, this thesis is expected to be able to provide useful knowladge and
information to the reders, and the researher is pleased to accept more suggesion
and contribution from the reader for the improvement of this hesis.
Jambi 2021
Cicik distrianti
205172780
x
ABSTRACT
Nama : Cicik Distrianti
Study Program : English Education Study Program
Title : Teacher’s Questioning Strategies In
ELT Classroom Interaction At SMAN 5
Rimbo Ulu Tebo.
This study aims to determine the quetions by teachers when
teaching English in the classroom. This study focuses on teacher
questioning strategies. Based on the researcher findings during the
interview 1 teacher and observation it was found that teacher using 3
type of questions in the classroom, that is Procedural question, Display
question And Referential questions. Researcher analyzed what
questioning the teacher used, from the results of teacher interviews and
observations of researchers as non-participants, the researchers found
several questions that made students active in the classroom when
learning English, these questions triggered students' abilities with
questions that teachers often used to ask questions in the classroom
between teachers and students.
Keyword : type of teachers’ questioning strategies
ABSTRAK
xi
Nama : Cicik Distrianti
Study Program : English Education Study Program
Title : Teacher’s Questioning Strategies In
ELT Classroom Interaction At SMAN 5
Rimbo Ulu Tebo.
Penelitian ini bertujuan untuk mengetahui pertanyaan-
pertanyaan yang diajukan oleh guru ketika mengajar bahasa Inggris di
kelas. Penelitian ini berfokus pada strategi bertanya guru. Berdasarkan
temuan peneliti selama wawancara dan observasi ditemukan bahwa
guru menggunakan 3 jenis pertanyaan di kelas, yaitu pertanyaan
prosedural, pertanyaan display, dan pertanyaan referensial. Peneliti
menganalisis pertanyaan apa yang digunakan guru, dari hasil
wawancara 1 guru dan observasi peneliti sebagai non peserta peneliti
menemukan beberapa pertanyaan yang membuat siswa aktif di kelas
ketika belajar bahasa Inggris, pertanyaan tersebut memicu kemampuan
siswa dengan pertanyaan yang sering guru digunakan untuk
mengajukan pertanyaan di kelas antara guru dan siswa.
Kata kunci : jenis strategi bertanya guru
COVER
xii
NOTA DINAS ..................................................................................ii
THESIS APPROVAL/FINAL TASK ............................................ iii
ORIGINAL THESIS ....................................................................... vi
DEDICATION ................................................................................ vii
ACKNOWLEGMENT ..................................................................viii
ABSTRAK ........................................................................................ x
TABLE OF CONTENTS .............................................................. xii
CHAPTER I INTRODUCTION
A. Backgrond of Study ......................................................................... 1
B. Limitation of the problem ................................................................ 4
C. Formulation of the Problem ............................................................. 4
D. Objective of the Research ................................................................ 5
E. The Significant of the Research ....................................................... 5
CHAPTER II LITERATURE REVIEW
A. Concept of Questioning Strategy ................................................. 6
B. Type of questioning strategies ..................................................... 7
1.Procedural question ....................................................................... 9
2.Display question ........................................................................... 10
3.referential question ...................................................................... 11
C. The application of the problem ............................................... 12
D. The reason f using quetioning strat ......................................... 12
E. English language teaching (ELT) of foreign language ........... 13
F. Claroom interaction in English teaching (ELT) ............................ 14
G. The important of teacher’s questioning strategies in
the classroom interaction in LT ....................................................... 15
H. Previous study ................................................................................ 16
I. Definition of the keyterm ............................................................... 17
CHAPTER III RESEARCH METHOD
xiii
A. Research Desaign............................................................................ 21
B. Setting and Subject of the Research .............................................. 21
C. Subject ............................................................................................ 22
D. Data and source data ...................................................................... 22
E. Data collection .............................................................................. 23
1.classrrom observation ...................................................... 23
2.interview ........................................................................... 24
F. Technique of data analysis ............................................................. 24
CHAPTER IV RESEARCH FINDING
A. Finding ........................................................................................... 27
B. Discussion ....................................................................................... 31
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ..................................................................................... 36
B. Suggestion ....................................................................................... 37
REFERENCES .............................................................................. 38
APPENDICES ................................................................................ 41
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Good interaction or good communication between teacher and students
during English classroom will make student enjoy to learn, because student can
improve their language by interacting directly in the classroom by listening and
talking to their classmate and their teacher. Student can increase their language
store, have opportunity to grasp and make use of the language that is
comprehensible, because the interactive classroom efficient help for them to learn
the target language easily and quickly (Liu & Zhao et al 2010). 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).
In teaching and learning process, the teacher some while only teach without
use questioning. Some factors for it because they are in hurry, they do not well
understand the material, they do not care about the students or they are lazy. This
is bad for students understanding in the classroom because, it is not interactive and
student tend to be passive when learning English process. Brown (2001) suggests
that one of the best ways of the teacher being an initiator and sustainer of interaction
is by employing questioning strategies in teaching and learning process.
Teacher must have strategies that can be applied in the classroom, to make
the class interactive during the learning English process. Wood & Carol (2001)
define that stimulating students’ interaction, thinking, and learning through
questions are effective way. The teacher finds information about what student do
not know and what student know about English, so the teacher can find out how
much the student’s ability and teacher can formulate strategies that will be used to
adjust for differences character of student in the classroom, giving questions to
student directly and student answering the questions reciprocally between the
2
teacher and students, this does not take much time, the class becomes active and
good communication
The teaching and learning process between teacher and student in classroom
requires a method and strategies, teachers must implement strategies so that student
are happy and active in the teaching and learning process, because student answers
are strongly influenced by the teacher’s questions, especially in the application of
the questioning strategy, the teacher must consider the strategy in asking questions
in terms of the level of question types and questions. The researchers will describe
how the teacher implementing the questioning strategies in the classroom
interaction.
The cause why researchers choose the analysis of teacher questioning
strategies in ELT classroom interaction because based on the researcher’s
experience when he/she is studying shows that one of the most common factors that
make the class or students silent it is because students are less interactive, the
learning environment is less peasant and comfortable during English class.
2
Moreover, when the researcher did preliminary study at SMAN 5 rimbo ulu,
tebo the researcher saw that the teacher tried to use some strategies in questioning.
Although not all students seem interested in learning English, some of them have
good achievement in the English subject, at SMAN 5 rimbo ulu, tebo. In an effort
to make it easier to learn the daily use of English in school circles, required that all
students on certain days be required to communication or speak in English, it is
called English Day, on that day Students are required to communicate in English.
It is truly worthwhile as a form of learning done by practicing the ability of the
English students of simple things, and it is done over and over again so that students
will be able to master English properly, this was done every Friday and Saturday,
The English Day Program has been running since 2014, the school always
announces the winners of English Day categories such as activeness in speaking
English for each class at the time of receipt of report cards to be precise once every
semester, while students who violate the English day are given penalties such as
bringing flowers, sweeping in the garden of their school, arranging shoe racks and
so on.
The students from this school have high level intelligent as specially in
English. The student of SMAN 5 rimbo ulu tebo earned many achievements for
their English competencies, such as: Debate, Olympiads, and speech. the last 5
years SMA 5 got some winner, for the first, winner of English debate 2017 level of
district tebo, second, 2nd and 3rd speech contrst 2018/1019 level of district tebo.
SMA 5 tebo is a favorite school for student in the outside who want to
continue their school. Not only the teacher who graduated from favorite universities
in Indonesia such as: padang states university (UNP): accredited 2021 / 2022, UNP
is one of the PTN in West Sumatra, UNP is one of the best universities in West
Sumatra, currently UNP is accredited A based on No. SK 2989 / SK / BAN-PT /
akred / PT / XIi / 2016. and the accreditation of the English study program is A.
Muhammad Dahlan University(UAD) UAD is a literary college located in the Jogja
area, even though UAD's accredited literature is A BAN PT, 2993/SK/BAN
PT/Akred/PT/XII/2016, and the accreditation of its study program is A. Jambi state
3
University (UNJA): Unja is a public tertiary institution in Jambi although accredited
B is an English study program in Unja is A, not only with well-known university
graduates with good accreditation, but English teachers who teach at SMA 5 have
also participated in the teacher olympiad / OGN national teacher olympiad held in
Jambi, won 3rd place, and become outstanding teachers in district tebo in 2014.
To support the research that in SMA 5 Tebo the are many students who take
part of English competitions such as debate speech and so on, the researcher make
sure with documentation to attaches picture evidence in the form of certification
and trophies, the picture taken directly from the school or the researcher go to the
school website.
Through there have been a lot of studies on Teacher’s Quetioning Strategies
in ELTclassroom interaction, Acording to Wood & Carol (2001) define that
stimulating students’ interaction, thinking, and learning through questions are
effective way. Therefore, researchers are interested to conduct research on teacher
questioning strategies in sman 5 rimbo ulu trbo, which aims to find out the types of
questions that teachers use in the classroom.
Therefore, the researcher wanted to analyze the teachers questioning
strategies in teaching English applied by an English teacher at SMAN 5 rimbo ulu,
tebo. It is interesting because it helps the researcher and reader to more creative in
using the questioning strategy, so that the students could be understand the material
conveyed by the teacher. Based on the explanation above, the researcher interested
in conducting research entitled Teacher’s questioning strategies in ELT
classroom interaction
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
4
search for meaning. In order to search meaning, students must have the opportunity
to form and ask the question (Brooks & Brooks, 1993 cited in Prasetyawati 2015).
Cited by Bloom's taxonomy of question types are: closed, open, display,
referential, procedural, Cited convergent, divergent, rhetorical, interaction,
instructional and conversational. That taxonomy will guide the researcher to find
out the types of question that teacher use. In the other hand, the taxonomy will be
guidelines for a teacher in giving 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 the grade, and initiating students' response
or feedback. It will be as the guidelines by the teacher in the Indonesian education
system from the elementary level until tertiary level (Widodo 2006).
B. Limitation of the Problem.
The research was limited only on the research of teacher questioning
strategies in ELT classroom interaction in twelfth grade student of SMAN 5
rimbo ulu, tebo.
C. Formulation of the Problem
Based on the background above the researcher gets the statement of the
problem:
1. What are the type of questioning strategies use by the teacher?
D. Objective of the Research
Based on the formulation of the problem above, the purpose of the
research is to know:
1. To find out the type of questioning strategies which are use by the teacher
in classroom interaction in ELT at SMAN 5 rimbo ulu, Tebo
E. Significant of the Research
5
The significance of this study could be in terms of theoretically and
practically.
1. Theoretically, for the teacher and students, this study provides
information or it will be a source about the type of questions that is useful
in teaching and learning process.
2. Practically, for English teacher, this study will be consideration to apply
questions in teaching English in the classroom. For the students, because
asking question has many benefits, this study can help them to be more
active and interested in learning English. For the next writer, this study
is hopefully useful for further writer in the next study that is related to
the use type of questions in teaching English in the classroom as the
reference.
6
CHAPTER 11
LITERATURE RIVIEW
A. Concept of Questioning Strategy
Questioning strategies is a person’s ability and skill in questions to
plan action that will be taken to achieve goals. It means that questioning
strategies is the skills possessed by teacher to plan questions in the
classroom that trigger students to answer these question, so what the teacher
target for student to ask during the learning process will be affective.
Questioning strategies are the guise which are used to ask something
to the students in getting a purpose in teaching and learning process.
According to Guest (1985) questioning strategy is one of the important tools
to convey students’ learning which can help teachers develop their own
strategies to enhance the students work and thinking (as cited in
Rahmah,2017).
According to fries gather L.(2008,as cited in Khotimah 2019) the
questioning strategy is one of the most important things in the teaching and
learning process, because this strategy gives tutors the opportunity to find
out what student know and understand, and allows students to seek
clarification and assistance. In other words, through question and answer,
the teacher can find out what the students know and don’t know. Question
are very important because help the teacher and studentin the teaching and
learning process.
According to Chin (2007) questioning strategy is characterized by
flexibility as the teacher adjust questioning based on students respond in
order to engage students in higher order thinking. Harvey (2000, as cited in
Almi khotimah,2019 explained that questioning strategy is most effective
when it allow students to become fully involved in learning process. It
7
7
means teachers should think how to create the strategic questioning
in their lesson plan before teaching and learning process.
From the definition above, the writer can generalize that the meaning
of the question is instructional cues or stimuli that convey students to seek
information on what they have already known and learned and directions
for what they are to do and how they are to do it, while strategy is the skill
that the teacher has to produce ideas or action that the teacher use in the
learning process, and in other word the skill of teachers in using questions
in the classroom can be a tool for students to train their abilities and gain
knowledge in the learning process.
B. Types of Questioning Strategies
Cited by Bloom's taxonomy of question types are: closed, open,
display, referential, procedural, convergent, divergent, rhetorical,
interaction, instructional and conversational. That taxonomy will guide the
researcher to find out the types of question that teacher use. In the other
hand, the taxonomy will be guidelines for a teacher in giving 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.
The explanations of each type of question in Blooms taxonomy are as
follows.
1. Knowledge
This is the first level and the lowest level of Bloom s taxonomy.
According to Bloom at al. (1956) (Sadker et al., 2011 cited in Cooper
et al., 2011) “Knowledge, as defined here, includes those behaviors
and test situations which emphasize the remembering, either by
recognition or recall, of ideas, material, or phenomena”. It means in
the knowledge question; the students require recognizing or recalling
8
8
idea or information. To answer this questioning the students only
remember facts and definitions that have been learned previously.
2. Comprehension
Sadker et al. (2011, cited in Cooper et al., 2011) defines
comprehension question is demonstrate an understanding of facts and
idea by organizing, comparing, translating, interpreting, giving
descriptors, and stating main ideas.
3. Application
Solve problems in new situations by applying acquired
knowledge, facts, techniques and rules in a different or new way
(Sadker et al., 2011, cited in Cooper et al., 2011)
4. Analysis
he fourth level question of Bloom's taxonomy is Analysis. An
analysis in here it means to examine and break information into parts
by identifying motivates or causes (Sadker et al., 2011 cited in
Cooper et al., 2011). Make inferences and find evidence to support
generalizations.
5. Synthesis
In the synthesis level, the students compile information together
in a different way by combining elements in a new pattern or
proposing alternative 12 solutions (Sadker et al., 2011, cited in
Cooper et al., 2011)
6. Evaluation
This is the last level and the higher level question of taxonomy.
Sadker et al. (2011, cited in Cooper et al., 2011) argues evaluation
question require the students to judge the importance of the idea,
solution, aesthetic work, and to offer the opinion on the issue.
9
9
There are many ways to classify what kinds of questions are used in the
classroom. The simplest way to conceptualize the possibilities is to think of a
range of questions (Brown, 2001). Long and Sato identified three types of
questions that may be asked by teachers; display questions, procedural question
and referential questions.
1. Display Questions
refer to questions that are answered by the teacher and which are
designed to elicit or display a certain structure. For example, 'what does the
word' walk 'in English have in common?' Lightbown and Spada (2013) defined
display questions as teachers asking the questions they asked know the answer.
Wikipedia (2019, [Online]) added display questions are a type of question where
the asker already knows the answer, this question is used in language education
to get language training. Thus it can be concluded that the display questions are
questions asked by teachers who already know the answers to these questions so
that they can display their knowledge. This is a type of question to check
students' understanding of the material that has been studied.
In view questions refer to questions that serve multiple functions and are
also used as teaching routines for the start of the process. For example: good
morning? How are you today? Display questions relate to classroom procedures
and routines and classroom management as opposed to learning content.
Furthermore, according to Shomoosi (2004) "display questions refer to
questions that the teacher knows the answer to before; Such questions are usually
asked for understanding checks, confirmation checks, or requests for clarification.
This means that these kinds of information request questions have been recognized
by the teacher.
Usually before the teacher gives this question they provide information
first. For example, the teacher holds a picture, then he shows the student in front
of the class and he says this is a picture. After that, the teacher asks the students
10
10
"what can you say", with the previous information, students can easily predict what
the teacher's goal is to find out the answer. In addition, more examples of display
questions, what does school mean? What color is this pencil? can you give me an
example of a beast? and what does lion mean?
The teacher uses display questions in EFL classes to produce exercises in
the target language and to increase student participation in natural conversational
forms. Lin (2011) noted that display questions were to test students' knowledge of
facts. This type of question is a question where the teacher wants to test students
to remember previous facts from memory after studying a lesson.
2. Referential Questions
refer to questions whose answers are not known by the teacher, and can get
a variety of subjective information. For example, “Why don't you do your
homework? what is your father's job?” In contrast, referential questions are the
types of questions asked by teachers whose answers are unknown (Lightbown and
Spada, 2013). The teacher wants to know certain information from Wikipedia
students (2019, [Online]) adding referential questions are questions whose answer
is not yet known. This question usually invites a long response from students. This
problem not only focuses on meaning but also provides opportunities for students
to express their ideas without any limitations and develop output in the target
language.
Furthermore, Shomoossi (2004) defines “referential questions are
questions whose answers are unknown to the teacher. Such questions may require
interpretation and assessment from students ”. That is, referential questions provide
opportunities for students to express their ideas without any limitations and develop
the output of the target language.
For example, the teacher holds a photo of a basketball athlete, and says,
"This is a photo of a basketball athlete, what do you think of him?" Here students
can provide various answers with this picture without the teacher knowing the
11
11
answer. In this study the author only analyzes display questions and referential
questions that are commonly used by teachers in the classroom. The more examples
of referential questions, what did you do last? How many times do you eat a day?
at night? what do you usually use your cellphone for? know its function based on
body parts? and what is the teacher's responsibility?
Referential questions that are asked provide much longer and more
syntactically complex responses. Referential questions involve the exchange of
information and negotiation of meaning among all class participants.
3. Procedural Question
Refers to the question which serve several functions and also used as
teaching routines the beginning and in the closing of the process in the class.
According to somnath banerje, Sivaji bandyonpadhyay (2012) Sometime called
whose induced response is typically a fragment, more or less large, of a procedure,
a set of coherent instructions designed to reach a goal.
For example, when the teacher teaching in the class at the beginning, before
learning the teacher will great for the student. ”Good morning, hi’’ ask about
situation ’’how are you today? And check the attendance of the student “anybody
absent today? As well as at the end of class the teacher will ask again about student
understanding, such as any questions? Do you Understand? and the last greeting at
the end of the class “see u tomorrow”.
The structured procedural questions make students familiar with the
questions by the teacher gives
12
12
D. The application of questioning strategy
There are many rules to classify when to use the question in the classroom. The
simplest rules to conceptualize the possibilities is to think the application of
questioning strategies (Ziarah,2020)
1. Asking at the beginning of class
the teacher asks questions before starting to teach and study effective
materials for students who have / high abilities, and / or are known to be interested
in the subject matter. Eble (1988) argues that some teachers apply question and
answer in class from an early age to help students who have questions about
previous teacher’s, reading and test preparation. At the beginning of class, giving
questions as opening questions in a conversation can make it easier for students.
answer, and don't force them to reveal too much about themselves. Questions
before teaching can take the form of quizzes or oral questions by asking scrambling.
2. Ask in the middle of class.
The strategy of asking questions in the middle of class is very effective and
results in achievement, and student enthusiasm is more than just learning without
asking students. According to Eble (1988), students perform better on lesson items
that were previously asked as repetitive questions than on items that have not. has
been exposed before. Oral questions are appropriate to use during the teaching and
learning process because they are more effective in encouraging learning than
written questions. Questions that focus students' attention on the silent elements of
learning result in better understanding of the lesson than no questions and no
between intact. Asking questions during the teaching and learning process is
positively related to learning facts. Based on its function, the questions in this
session can be a confirmation check and a classification request.
13
13
3. Questions and answers at the end of class.
Questioning students at the end of classroom learning is widely used by
teachers because it is important to find out "student understanding, control students
and assess students" learning, test students and evaluate the quality of teacher
teaching and their teaching and learning processes. is going well or not. In this
section, it is important for the teacher to apply recall, referential questions.
E. The Reason of Using Questioning Strategy
With reference to Richard and Lockhart (as cited in Kurniawan, 2011), there
are several reasons why questions are so commonly used in teaching: They
stimulate and maintain students interest, They encourage students to think and focus
on the content of the lesson, They enable teachers to clarify what students have said
They enable teachers to elicit particular structures or vocabulary items, They enable
teachers to check students’ understanding ,They encourage students participation in
a lesson
Why do we ask questions? According to Richard and Smith (2000) teachers
enter questions to their students to access information, analyze information and
draw conclusions. Another factor why teachers should use a questioning strategy
in the teaching and learning process is because questions are not only a tool to get
answers, but the function of questions is also to motivate, test, assess, revise,
explore, explain, encourage, control and understand students in the learning
process.
According to Mehan (1979) traditional teachers used to often ask questions
using recitation or the mitigate response-evaluation (IRE) question model.
Although, this model can be an effective way to examine factual knowledge or
recall, it usually does not encourage higher-order thinking because of such models.
14
14
it is used to expect a single correct answer. When the teacher asks a question to
students, the teacher has to ask each student, get the correct answer and then grade
it. Each round of interaction involves one student at a time with the teacher asking
questions, evaluating and then moving on to other students. Cadzen (2001) explains
that this model teacher usually speaks about a third of the time reduce the estimated
35-50 percent of their teaching time to ask students and ask one or two three
questions per minute.
A part of recent studies has begun to investigate the possibility of making
class interactions more dialogical (eg Gibbon 2002; Nystrand 1997: Wells 1999).
Learning is likely to be more effective when students take an active role in dialogue
in which they are co-constructors of meaning. The teacher asks students questions
to engage them and get deeper level thinking about the subject from the student
being discussed until the art of asking questions is the only basic good teaching skill
as suggested by Adler (2000). In other words, the teacher asks using questions to
stimulate thinking about a concept and challenges students to attend a higher level
of thinking according to content, understanding, and learning outcomes. Dillon
(1982) argues that teachers use questioning to develop skills and abilities for critical
thinking and nurturing insight by revealing new or related relationships. In
conclusion, the aim of teacher questions and answers in the teaching and learning
process is to invite students to discuss and create an active class so that the teaching
and learning process becomes effective.
F. English language teaching (ELT) of foreign language
English language teaching (ELT) is the teaching of English to students
whose first language was not English. ELT stands for 'Teaching English'. In
teaching English as a teacher must be aware that students have different abilities,
especially students who are taught English are people whose English is not the first
language, so in teaching English the teacher's strategy must be plan well so that
teaching in the classroom is in accordance with the learning objectives.
Teaching English with students who was not English as the first language,
teacher must combine first language with English, in other words mixing the
15
15
language during English lessons, such as communicating in class, giving
instructions, working on questions and other class activities, talk between teachers
and students or students with other students. in this communication students will
get used to hearing the teacher speak English, understand it, and can speak in
English. According to Richard and Rodger (1999), the elements that underlie
learning theory can be seen one of these elements can be described as a principle of
communication activities that involve real communication that foster learning. The
second element is the principle of the task: activities in which language is used to
carry out tasks which mean developing learning. The third element is the principle
of meaningfulness: language which means supporting the learning process for
students. Learning activities are therefore selected according to how well they
(Teachers) engage their students in meaningful and real use of language (not just
practical machines about language patterns). According to this theory, the
acquisition of communicative competence in language is an example of skill
development involving both cognitive and behavioral aspects.
G. Classroom Interaction in English language teaching ( ELT)
classroom interaction is the verbal communication that occurs when teacher
asks questions and students respond to the questions during teaching. According to
Richards(2002) classroom interaction is a pattern of verbal and non-verbal
communication and the types of social relationships which occur within classroom.
Hitchcok and Hughes in Brown (2001) said that classroom interaction can
be define is a communication patterns between teacher and students and students
with students. Choudron(1998) said that classroom behaviors such as turn talking
questioning and answering, negotiation of meaning and feedback. According to
Marya arcos (2016) Classroom interaction describes the form and content of social
interaction begin with a stimulus which can be an action, person or something in
the environment.
Classroom interaction can be defined as the whole interactions occurring
inside the classroom between teacher and students or among the students
themselves. Dagarin(2002) defines classroom interaction as a two way process
16
16
between teachers and students that occur in an English learning process. It prepares
students to use language naturally during teaching learning process. It provides
opportunity for students to interact in English with his or her teacher in real
situation. Through this interaction, the teacher can negotiate the content of lesson,
ask questions, use students’ ideas, give direction, and justify student talk responses.
H. The Importance of Teacher’s Questioning Strategies in the Classroom
interaction in ELT
There are many reasons why teachers ask questions to students, whether
these questions are intended to test students 'abilities or to involve them in class
discussions, this is important because with the strategy of asking questions in the
classroom the teacher can find out students' abilities, train in language and with that
interaction. the class will be active Elis (1992) cites in Ziarah (2020) asks two
reasons why teachers ask questions in their class. First, questions require a response
When students respond to questions, the teacher can provide feedback that can be
used to adjust the content and expressions in the teacher's speech. Second,
questioning serves as a tool that controls the progress of the interaction through
which learning is applied.
Questions are dynamic to acquire knowledge. People usually ask questions
to another to know something about unknown things. Those are instruments to
examine new ideas, facts, information, knowledge and experiences (Azerefegen
2008). On top of that questions play a great part in communication. In English
language teaching, questioning is used as a common strategy. It aims to check if the
students understand what they have been taught and also to enhance students’
involvement. Therefore, questions in the language classroom enable the teacher to
evaluate his or her students and motivate them to attend lessons attentively.
Questioning is one sort of teaching active procedure. It is one teaching behavior
way through teachers and students’ interaction, promoting thought, checking
learning, consolidating and using knowledge, also achieving teaching goals.
17
17
I. Previous Studies
There are some previous researches almost similar title and related to this
research. The first study is from Ayu Erianti, Erwin Aki and Farisha Andi Baso
entiled “An Analysis of Teachers’ Questioning Strategies in ELT (English
Language Teaching) The Classroom Interaction at Eleventh Grade SMA
Muhammadiyah 1”. This research relate with teacher questions in senior high
school English classroom. It was conducted to answers three of problem
statement. This reserach was conducted at SMA Muhammadiyah 1 with the
descriptive qualitative method. The research was carried out by observing,
interview and taking video recordings of 1 English teacher and 15 students. The
researcher takes 2 class in one meeting consist of 90 minutes each class. The
result showed that procedural (13%), display (74%) and referential (13%)
questions were found in the type of teacher questioning strategies used.
However, the reason why teacher used the types of the question is according to
the function of the question type. Then the effect of the question to the students
based on 6 questions that researcher asked.
This previous research is similar with the current research. But there are
differences with the current research. Ayu Erianti, Erwin Aki, and Farisha Andi
Baso used question types is based on Bloom's Taxonomy, which is procedural,
display and referential question. This previous research analyzing effect of
question and students response about teachers‟ questioning. But the current
reserach uses Richard and Lockhart theory and the researcher just wants to know
what is the questioning strategies that usually used by the teacher during the class
in twelfth grade of SMAN5 rimbo ulu, tebo
The second research was done by Ziarah entitled An Analysis of Teacher
Questioning strategies During the classroom interaction The objective this
research are to know the types of questions used by the English teacher. This
18
18
research used descriptive qualitative research. This research was conducted in
MA PKP A1 students. The researcher observation in XII C because the class is
more conducive: The subject of this research was the English teacher who taught
in twelfth grade The researcher focus in only one teacher because there was only
one teache r who taught in twelfth grades. The technique of collehcting data used
by the researcher was observation and interview. The researcher took the data in
one meeting and the material was preparing for listening test. After collecting
the data, the data were analvzed based on Miles and Hubennan that consisting of
three technique. they are: data reduction, data display, and drawing conclusion.
The trustworthiness of data this research used methodological triangulation and
expert judgment. The result of this rese arch showed that based on Richard and
Lockhart theory the types of questions used by the Englısh teacher include
procedural questions (15 data), and convergent questions (7 data). The teacher
was frequently used procedural questions in a classroom. But the teacher using
the Different Question.
This previous research is similar with the current research, it is about
teacher’s types of questions that mostly used by the teacher in classroom, But
there are difference with the current research. The location of the research also
different, the current research will be conducted in a public school.
The third research “Type of teacher’s questions in English classroom at
Madrasah Aliyah Negeri Isan Cendikia jambi by Almi khotimah. The purpose
of this research was to find out types of teacher question applied by English
teacher in teaching learning process at the elevent grade at Islamic Senior High
School (MAN) Insan Cendekia, The design of this research was descriptive
qualitative. The researcher applied descriptive qualitative to analyze types of
teacher questioning strategies conducted by an English teacher at seience class 1
in teaching. The techniques for collecting data were interview, observation and
documentation. The data were collected through observing the eleventh grade
classroom by taking video-recording To gather the data, the writer used
triangulation technique consists of observation and interview. The finding shows
19
19
two kinds of question they are that there are the display questions and the
referential questions patterns during the classroom observation. The teacher
employed the display questions by giving shortly questions. The questions were
also modified by repeating the previous questions. In contrast, referential
questions were posed by providing longer question, and modified by giving
clues. Based on these findings, it can be the guidance of the teacher to pose the
question in language classroom in better ways, especially the background
knowledge of the students about the topic asked in order to get the good response
or answer from the students. The result this study can be helpful for the teacher
to manage the teacher's talk in teaching and learning process in the classroom.
Keyword knowledge, display question, referential question and communication
This previous research is simılar with the current research But there are
differences with the current research. Almi khotimah used question types 15
based on PE Blosser, and the researcher focused on students motivation. This
research used narrative analysis to analyze the data. But the current research
uses Richard and Lockhart theory (Procedural, Display and Referential) and the
researcher also wants to describe how the classroom interaction when the teacher
uses questioning strategy at the twelfth grade students.
All previous research relates to teacher questioning strategies in
classroom interactions and the types of questions used by teachers in classroom
interactions. The current research examines the strategy of asking the teacher in
class interactions with the types of questions that might contribute more to the
teacher's interaction in class and describes how the class interacts when the
teacher uses the questioning strategy of the seventh grade students. The current
research uses a different theory from previous research. Researchers will refer
to Brown's theory, (2001). Long and sato (Procedural question, display question
and referential questions), meaning that this research uses a different
classification from these theories. This study also used a different school from
the previous research, this study focused on SMA 5 tebo in class XI students.
That is why this research is different from previous research.
20
20
J. Operational definition of the key term
1. English Learning Teaching (ELT)
Teaching English from tutors/teachers to people who learning
English but not English for the first language.
2. Questioning strategy
Questioning strategy is the teacher’s plan or craft the questions to
ask for the student in the class, to train students’ abilities, know student
knowledge, and encourage student to speak in English during the study
by asking question from the teacher or by the student.
3. Classroom interaction
Activities in the classroom begins with explaining theories,
giving exercise, giving instructions, practicing in front of the class and
others that result in an interaction between teacher and students or
students with other students during the learning English process.
21
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In this study, the researcher uses a qualitative design. This study is called as
qualitative since it describes the phenomenon of teacher questioning strategies in
ELT classroom interaction. It looks for reality which qualitative research
This research applied qualitative method especially conversation
analysis. Gay (2006) stated that descriptive qualitative method uses to determine
and describe the way things are test analysis. The purpose of this research is to
analyze the teacher’s questions in teaching English that applied by an English
teacher at SMAN 5 Rimbo Ulu, Tebo. This research uses qualitative descriptive
as a design of research because the research focuses on analyzing of teacher’s
questions in English classroom at SMAN 5 Rimbo Ulu, Tebo. It means this
research is focused on types of the teacher used questions. By using qualitative
method, the researcher hopes to get data clearly and certainly.
B. Location and Duration of the Research
The research of this study was conducted at SMA 5 Rimbo Ulu, Tebo,
Jambi. It is located in Jl. Anggrek, desa Sukadamai kecamatan Rimbo Ulu,
kabupaten Tebo provinsi Jambi, This is a favorite school for students in the
outside who want to continue their school. Not only the teacher but also the
students from this school have high level intelligence especially in English. The
students of SMAN 5 Tebo, earned many achievements for their English
competencies, such as; Debate, Olympiads and Speech.
The school has splendid facilities to support the teaching and learning
process, which are sufficient to accommodate the whole number of students and
to support the teaching and learning process. Then, this school also has a library
that provides a lot of books and other learning materials that can use as the
27
medium to support students understanding about the giving lesson.
Duration of the research start from February 2021.
C. Subject
Subject of this research was an English teachers SMA 5 Tebo who
eleventh grade in Senior High School SMA5 tebo have one English teacher, the
researcher took one class where teacher teach. There was Eleventh grade in
science class. One class consisted of 27 students.
In this study, the researcher used purposive sampling as sampling
procedure. In purposive sampling, the researcher specified the characteristics of
the teachers of interest and locates individuals who have those characteristics
(Johnson and Christensen, 2008). The site of this study was at SMAN 5 rimbo
ulu, tebo. An English teachers and her students in XI class was the participants
of this study. The reason chooses this school because the availability of access
to conduct the study there. There was no similar previous study and other
researcher who take SMAN 5 rimbo ulu, tebo as the object for their studies.
The teacher was selected to be the participant of this study on the basis
of several considerations. The researcher and the teacher have a good
relationship. The considerations are the availability and the experience of the
teacher. It is obviously not a short period to have an experience in teaching. This
interview aim to determine the type of teacher questions use during the teaching
and learning process in the classroom at SMA N 5 rimbo ulu, tebo.
D. Data and source data
the source of data in this research is taken in the from the questioning
activities between teacher and student, firstly the researcher will see how is the
questioning activities used by teacher’s then identify the kind of questioning
strategies used by English teacher that happen in the class during teaching and
learning process. The first data of this research had been taken directly through
field note. the second data of third research is interview
28
E. Data collection
In accordance with qualitative approach, the sources of data adopted the
‘nature’ of classroom setting, teaching and learning process at the senior high
school. The present research was aimed at investigating the teacher questioning
strategies which were used by teacher, to know the reasons and the effects of the
use the questioning strategies. In this research, there were two instruments used
by the researcher. Those were: classroom observation and interview. First, doing
observation to answering questions from research Question at the first question
“1. What are the questioning strategies use by the teacher?” with observation the
researcher can find the type of questioning strategies used by the teacher in the
classroom. Second, doing interview to answering question from research
question at the second “2. How is the interaction about questioning at SMN 5
rimbo ulu, tebo?” with interview the researcher know how the teacher applies the
questioning strategies in ELT classroom interaction at SMAN 5 rimbo ulu, Tebo.
The researchers did observation in the class to collect the data by a little
note/field note and using recording to additional or supporting tools. The
researchers also did interview as the instruments to collect the data.
1. Classroom Observation
Observation The aim of this research is to explore the deliver questions
executemd by the teacher to the students during teaching and learning of
anything teaches materials. The observation which will conduct in collecting
data as the data was the utterances produced by the teacher. The type of
observation used in this research is a participant observation in which the
researcher does not participate in the activity being observed. In addition, a
recorder as additional or supporting tools.
In this situation the researcher filed the observation based on class
situation by use field note. Field note will be at least in four meetings but more
than it because in the Qualitative data is repeated over and over. Here the
researcher chooses the field note since the researcher act as nom participant
29
observer which only observes the event without involved being a participant and
field note and it will be the shadow of the things the researcher would do.
The observation will be carried out in the eleventh class of since in
SMAN 5 rimbo ulu, tebo totaling 17 students, the class was chosen because
students were active and superior in English from other classes, and it make
easier for researcher to observe.
2.Interview
One of the ways to collect data was to interview research participants.
According to Sugiono (2012), the interview is a process to collect the data to
find out respondents' feeling and thought about their world and environment.
add an interview is a data collection method in which an interviewer (the
researcher or someone working for the research) asks questions of an interview
(the research participant). In this study, the writer conducted face to face
interview the English teacher by an interview guide that has been prepared, the
researcher interviewing a number of data source such as interview the two
English teacher with un structure interview methods. The purpose used interview
the English teacher was to find out the reason or purposes why the teacher used
those types of questions for her students in the classroom. When the researcher
interviewed the English teacher, the researcher used tape recorder to record all
of the conversation between researcher and English teacher. It helped the
researcher to remember the interview.
E. Technique of Data Analysis
The researcher applies analysis descriptive as the technique of data
analysis since it is qualitative desien. On the other words, the data analysis is
conducted when the resenreher collects data. Oualitative data analysis consists
of three current flow of activity: data reduction, data display, and conclusion
drawing / verification ( Miles&Huberman 1984). Each of the stage is presented
in the following
30
1. Data Reduction
Data reduction will be summarized and selected based on the theory of about
questioning activities the teacher and students. It was the process whereby the mass
of qualitative data is reduced and organized. At this stage, the researcher tries and
discards all irrelevant information. The researcher step in analysis data in this
research were: (a) the researcher collected the data through observation, interview
and observation (b) the researcher transcribed, selected and focused on the data by
referring to the research problems based on teacher’s questioning strategies in ELT
classroom interaction and how teacher applies the techniques in teaching English
using questioning in the classroom. It is needed for the next stage that was data
display so there is no displayed recurred data.
2. Data Display
After the data is reduse, Data will be displayed in form of descriptive writing.
After reducing data, the step in analyzing data are displaying data. Data display was
an organized, compressed assembly of information that permitted conclusion
drawing and action (Miles and Huberman, 1994). The process of showing data
simply in the form of narration, table, and graphic. In this study, the data displayed
were the result of observation, interview and documentation. The researcher
displayed data based on the formulation of research problems. So, this study
displayed the data descriptively. By displaying data, the researcher got easy in
understanding about phenomenon that were happened and the researcher make the
planning based on the situation that was understood.
3. Conclusion or verification
The third step in the analysis of qualitative data according to Miles and
Huberman (2006) is conclusion drawing or verification data preliminary conclusion
expressed are still tentative, and will change when not found evidence of a strong
supporting evidence at the stage of data collection. The step in the analysis of
qualitative data is conclusion based on the way and the situation of how speaking
31
activities in classjn. After that compare with the theory that have been formulated.
Conclusion is the last of procedure of analyzing the data of the research. Making
conclusion is the process of drawing the content of data collected in the form of
statement. The conclusion of descriptive qualitative research is the new finding one.
It can be the clear description from the unclear one. The conclusion of this research
was the description about Teacher’s questioning strategy in the classroom
interaction in ELT.
G. Trusworthiness
Triangulation method is the researcher uses more than one method in
collecting data. Triangulation refers to the use of multiple methods or data
sources in qualitative research to develop a comprehensive understanding of
phenomena (Patton, 1999) .Researches initialy make observations to the teacher
through teaching and learning in English with using Questioning strategies. This
is to see as well as gather basic information about what types of questioning does
by teacher use in speaking class. Then, the researcher did the interview with
teacher to was collect strong data related to classrrom observation.
32
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
The teacher has to be creative to create the lesson so students can feel
enjoyable and understandable when teaching learning process. Every teacher has
the difference strategies to teach using questioning in ELT classroom interaction.
Of four meeting The researcher conducted observation in two meetings to get data
about teacher questioning strategies activities that was applied by English teacher
at SMA N 5 tebo rimbo ulu, Based on researcher’s observation and interview the
researcher concluded that teacher used 3 kinds of questions there are: Procedural
questions, Display questions and Referential questions.
A. Finding
1. Procedural questions
Procedural questions is one type of question that the teacher uses in the
classroom during the teaching and learning process, in addition to the teacher
choosing to use procedural questions, this can train students' habits to improve their
English skills.
Before the teaching and learning process begins, the teacher first adjusts the
situation and conditions in the classroom, then the teacher asks questions that the
teacher regularly asks students at the opening to ask about greeting, check the
attendance list or say hello at the end of class so that students get used to these
routine questions. and active in answering during the teaching and learning process.
Based on interview April 5th,2021)
33
“The activity in the classroom when teachers often using routine questions
at opening and closing such as greeting, and asking for students’ presence this
prompts students to build active communication and motivated student”.
It related when researcher did observation on April 19th 2021. Teacher
started the lesson using questions, like usual start from opening (greeting and
apperception). Then, teacher gave motivational questions and encouraged students
to be active when teaching learning process, teacher greet students in the opening
28
using gestures of pleasure, encourage news to students, ask attendees, and
ask about the lesson previously learned, using routine questions at the end of the
lesson using a farewell phrase. Beside that, the students felt enjoy and active in
learning process (interview on April 5th, 2021).
The first meeting was taken from teacher in class twelve IPA 1 April 5th,
2021, her class was interaction about asking or greeting and check attendance at
the opening class. And saying goodbye and greeting at the closing.
Teacher ask to students about routine questions in the class, greets to
students, asks about class condition at the opening before start to lesson, asks again
about students understanding when teachers giving mterials and exercise, and gives
goodbye sentences and motivation in the closing. Examples of the display
questions are: how are you today?, any body absent today?, Did you study last
night?, are you ready for study?
2. Display questions
Display questions are questions that students usually already know and they
are asked mostly in low-level classes to check students' knowledge of their lesson
or new language knowledge, to obtain previous information or what they have just
learned, and questions that. more likely to be about the form, structure, and
language meaning of the material studied or outside the subject, effective
questions can be developed as if a teacher knows how to organize questions and in
what ways they should be used. In this way the teacher uses questions for students
which are called questioning strategies. (Based on interview April 5th,2021)
“To find out the ability of students, questions that trigger questions to start
the lesson and ask about the subject matter that will be studied that day will
motivate students, and give them enthusiasm to learn because then students will
automatically think, look for, and finally find and then convey it verbally”.
important to ask as many questions as often as possible for students in the
class because the more students get from vocabulary, grammar translate sentence
and pronunciation values, besides that students are also used to English questions,
29
of course this will make the class active to use questions through elder and answer
between teachers and students or students with other students during the teaching
and learning process (Based on interview April 5th,2021)
“yes of course, the questions that are often given to students will train
them and with the results of these questions or answers every meeting they will get
a lot of lessons such as new vocabulary, the tense too, so it is important to use
questions in English so far”.
It related when researcher did observation on April 19th 2021 The teacher
often uses display questions during the teaching and learning process, asking
questions that the teacher knows the answers to train students' abilities, and
students also look for these answers by looking for vocabulary to compose
sentences and say them verbally, because the teacher doesn't just ask display
questions with short answers yes / no but also questions whose purpose is to get a
long answer or explain something, such as showing a picture of Malin Kundang
and the teacher asking if you know what this picture is? Follow other questions
using 5W + IH (interview on April 5th, 2021).
The first meeting was taken from teacher in class twelve IPA 1 April 5th,
2021, her class was discussing about narrative text, here the teacher gave
questioning who the teacher know answere, this question purpose to train students
abilities about tenses, grammar, sentence, world, meaning, and vocabulary.
The teachers asking questions about the type of the text, the meaning of the
word or the meaning of the sentences, the content of text, ad the purpose of
narrative text. Examples for display questions are: What kind of the text?, what is
the tittle?, what is the meaning of disobedient?
Second meeting was taken from teacher in class twelve IPA 1 April 19th,
2021, her class was discussing about poetry. here the teacher gave questioning who
the teacher know answere, this question purpose to train students abilities about
tenses, grammar, sentence, worg, meaning, and vocabulary.
Teachers asking questions about the type of the poetry, the meaning of the
word or the meaning of the sentences, the content of text, ad the purpose of poetry.
30
Examples for display questions are: what is the meaning of poetry? What is the
tittle?,what is the meaning off tree?
3. Referential questions
In the referential questions the teacher deliberately gives to students and the
teacher doesn't know the answer. referential submitted to get opinions,
explanations, and explanations of students. assess students' understanding of the
content of what is learned over time, and help students to make progress. It is the
teacher's way of checking students' previous knowledge and understanding.
It seems that referential questions create more opportunities for language
the second language development and allow students to express their feelings and
opinions, so they are believed to be an efficient technique in the language
classroom. (Based on interview April 5th,2021)
”In order for students to be smarter teachers should develop other types of
questions that are not just the same questions. so that students can also update
English and active to find answers the question and explore their own skills and
knowledge, for example, asking questions outside the material: what is your mother
and father's job, what do you do after lunch etc., or questions based on material but
the teacher wants to know the answer: what did you study right now before English?
how many lesson did you have today?”.
It related when researcher did observation on April 19th 2021, The teacher
always asks questions that trigger students to answer, not only serious questions in
class but also intermittent questions in other words jokes, such as are you sleepy?
this is done so that students do not get bored with questions about the material being
studied but also questions that can add to other knowledge. that way students tend
to be active and excited to respond to the teacher's question.
The second excerpt was taken from teacher in class twelve IPA 1 April 5th,
2021, her class was discussing about narrative text, here the teacher gave
31
questioning who the teacher do not know answere, this question purpose to train
students abilities about tenses, grammar, sentence, word, meaning, and vocabulary.
Teachers asking questions about the moral message according to each
student, comparing maling kundang with the work of the parent of student. There
are exampes about referentianl questios in the first meeting: what does your father
job? What do you think about this text? What did you do last night?.
The second meeting using referential questions was taken from teacher in
class twelve IPA 1 April 19th, 2021, her class was discussing about poetry. here the
teacher gave questioning who teacher don’t know the answere, this question
purpose to train students abilities about tenses, grammar, sentence, worg, meaning,
and vocabulary.
The teachers asking questions about the poetry, a meaning of writing. There
are examples about referential question in second meeting: what do you like to read
a poetry?, what is your favorite book?, what is your hobby?
From the interviews and observations that the researcher found and which
have been described above, from several meetings in the English class then they
were concluded and explained into two meetings, it was concluded that the
teachers at SMAN 5 Rimbo ulu tebo used three types of questions there are
Procedural questions, Display questions and Referential questions.
B. Discussion
Based on the finding, the researcher found several types of Questions used
by teacher in the classroom, expressed by the teacher based on the result of
interview and observation, the researcher was a non-participant and the following
will be discussed.
1. Procedural Questions
Teacher used procedural question made student enjoy and as warm-up before
studying or after studying because routine questions trigger students to answer
32
questions that they already know and are not familiar about questions and answer
before with every meeting teacher said “how are you to day?’’Then, students
respond by saying I”m fine sir, and how about you?” After that, teacher asking
students attended by saying “any body absent today?”. Then, students answered by
saying “ toni is sick sir”. Teacher made good and relax situation in the class before
start to material of reading. Teacher introduced the material that he want teach base
on the Curriculum 2013.(see on the first meeting of procedural questions)
Based on the interview and observation Before the teaching and learning
process begins, the teacher first adjusts the situation and conditions in the
classroom, then the teacher asks questions that the teacher regularly asks students
at the opening to ask about greeting, check the attendance list or say hello at the end
of class so that students get used to these routine questions. and active in answering
during the teaching and learning process. Procedural question often used by the
teacher routine in the opening and closing, According to somnath banerje, Sivaji
bandyonpadhyay (2012) Sometime called whose induced response is typically a
fragment, more or less large, of a procedure, a set of coherent instructions designed
to reach a goal. Then, this is also in line with the results of previous research by ayu
erianti (2018) “an analysis of teacher’s questioning strategies in ELT the classroom
interaction at elevent grade SMA Muhammadiyah Negeri 1 Makasar”the study
aims to determine the types of questions the teacher uses in the classroom, and the
result of the study conclude that the procedural questions used by teacher to train
their English are better.
Based on explanation above, the researcher concluded the procedural
question was the effective strategies by the teacher when teach in the classroom
interaction because teacher made student enjoy to learn when before started for thr
subject and in the end of the class.
2. Display Qustions
After teacher gave students motivation to learn English. Teacher always
gave students motivation before starting the lesson. According to Duke and Person
33
(2001) there are many factors that affect a students to comprehend the text one of
them is motivation. Teacher’s said do you have home work? Are you ready to study?
Motivation is most important things to interest student enjoying the lesson.(see on
the first meeting of dispay questions).
Display question were dominantly asked by the teacher in this study, it did
not merely focus on the display question only, while the teacher has to balance the
quantity of the questions asked with the referential question in order to build up
students, proficiency to the targeted language and to challenge them to give a better
response to the questions asked. in this case, the teacher should not only focus
asking the display question, but also to the referential question even they have lower
competency in learning English subject.
This statement clarified the Maley’s though (2003) which stated that the
display question may be helpful for the beginner learners to comprehend the new
language. Based on the mentioned explanation above, display questions are likely
question in which students have already known the answer and those questions are
delivered mostly in the lower level class to check students’ knowledge about the
lesson or their new language knowledge, to elicit the previous information or what
they just learned, and those are more likely about the form, structure, and meaning
of language.
By considering the teacher who takes big roles in language classroom,
display question may be more beneficial at the beginning level or while
commencing a short conversation in language classes (Matra, 2014). Based on the
type of the teacher used, the function of display question could be to check the
students understanding and also for arose interest and curiosity concerning a topic.
Then, this is also in line with the results of previous research by ziarah (2020) “an
analysis of teaher questioning strategis during the classroom interaction MA PKP
Hidayah jambi” this research aims to determine the types of questions frequenty
using when techer teching in the classroom, and the result of this study conclude
34
that the display questionsis frequently used by teacher and effective to learning
english in the classroom.
3. Referential questions
The referential questions were appropriate to employ in teaching speaking
because the topic was based on the students’ background knowledge so that there
would be free conversation. The questions would make students express what they
knew or based on their background knowledge. Through referential questions, the
teacher could explore or seek information from the students.According to hasan
(2013) the referential question in this study required long answer containing giving
opinios and subjective information in spite of its lesssyntactical responses. what is
your opinion about what do you think about?. Based on the topic of the lesson,
which is narrative text and poetry, the question was asked sequentially because it
was asked after the teacher asking the meaning and purpose of the narrative text
and poetry. (see on the second meeting of referential questions)
Lin (2011) notes that referential questions are to test students’ knowledge of
fact. This type of questions is as a question which teacher wants to test students to
recall the previous fact from their memory after learning a lesson. In addition,
referntial question is delivered to check text comprehension or students’
knowledge about a narrative text (Yang, 2010) and to request the clarification of the
lesson (Fakeye and Ayede, 2013). For instance, after reading a passage, teacher ask
a question to the students about what was being read, such “what is the main topic
of the text?.
According to Willen (2001), this technique can be done by using knowledge
level questions to determine basic understanding and diagnose potential for higher
level thinking. In this research finding, the researcher found different questions
level that were used to determine the students level. display question and the last
referential question. The referential question was given to engage students in higher
level thinking. In that question, the teacher ask the students to analyse what the song
talking about was. Answering this question, the students required to provide their
35
own information rather than to recall the previous information. this is also in line
with the results of previouse study by yusriati,devidevi rasita tarigan (2019) This
study aims to determine the type of questions the teacher uses in the classroom and
the result in this study conclude that the referential question use by teacher to train
student knowledge.
In addition, in this research, the researcher is going to do research in
different matter. The researcher takes teaching activities applied by an English
teacher as the object. The resercher uses the same method as the previous ones,
which is descriptive method. It means that analyzed the teaching activities applied
by English teacher in the teaching classroom. In this research focus on teaching
activities or teacher’s strategy using questions in the classroom, but researcher only
focuses on analyzing teaching activities on teacher’s question by teacher at senior
high school SMAN 5 Rimbo ulu, Tebo
36
36
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings and the discussion of the study in the
previous chapter, it can be drawn to this time study conclusion that is
designed to fit the purpose of the study. After doing research, researchers
came up with three types of questions: procedural questions, display
questions, and referential questions.
Procedural questions, Routine questions from teachers to students
that are given at certain times, namely at the opening, such as good
morning, how are you? anybody absent today? Then encouraging
questions such as Are You Ready to Learn? and in the closing of the class,
the Questions like, See you Tomorrow, that Questions can help students get
used to answering routinely and confidently to learn English
Display the teacher question in the class by greeting students and
asking students' condition. Display questions also get a sense of words,
sentences, and answers yes or no. Concern for the teacher's purpose asks
the type of question, can be seen the results of the first session, the second
session and the third session the teacher asks students to translate some
words or phrases using some view questions. It is done by teachers to know
whether students understand the material or not
Referential question could evoke a longer response. Classified
questions are used extensively to search out specific information from
students: they are also used to stimulate students' opinions on something.
The analysis of the type of teacher matter indicates that the teacher uses a
particular type of matter. A referential question is an original question
uttered to elicit a student's long response and is expected to be the best
technique for creating opportunities for learners to be active in language
learning.
B. Suggestions
The research was focused on teacher display questions, procedural
questions and referential questions in the eleven grade. Through video
recording, it is known that referential questions are numbered with display
questions. Furthermore, both three types of questions are commonly asked
in a different way.
Based on the research, I have some Suggestions for an English
teacher. The first. I recommend teachers to realize the importance of asking
questions in class, as various kinds of questions can influence student
performance to master target language.
Second, teachers must formulate or prepare questions well before
the process of teaching learning begins. Research suggests that teachers
involved in class conversation should ask more referential questions to
create more class interactions. It seems that referential questions create
more opportunities for language development and allow students to express
their feelings and opinions, thereby believing them to be an efficient
technique in the language classroom.
38
REFERENCES
Almi khotimah,“Type of teacher’s questions in English classroom at
Madrasah Aliyah Negeri Isan Cendikia jambi”(2019)
Ayu Erianti, Erwin Aki and Farisha Andi Baso entiled “An Analysis of
Teachers’ Questioning Strategies in ELT (English Language
Teaching) The Classroom Interaction at Eleventh Grade SMA
Muhammadiyah 1”
Banerjee, S., & Bandyopadhyay, S. (2012, December). Bengali
question classification: Towards developing qa system.
In Proceedings of the 3rd Workshop on South and Southeast
Asian Natural Language Processing (pp. 25-40).
Bloom, B. S., Engelhart, D. M., Furst, E. J., Hill, W. H., & Krathwohl,
D. R.) (1956). Taxonomy of Educational Objectives; The
Classification of Educational Goals. Canada: Longmans.
Blosser, P.E. (2000). Ask the right questions. USA: NSTA.
Brown, H. Douglas. 2001. Teaching By Principle an Interactive
Approach to Language Pedagogy. San Francisco: Longman.
Browne, M. N.,& Keeley, S. M. (2007). Asking The Rght Questions: A
Guide to Critical Thinking (8th ed). United States: Pearson
Prentice Hall.
Chin, C. (2007). Teacher questioning in science classrooms:
Approaches that stimulate productive thinking. Journal of
Research in Science Teaching: The Official Journal of the
National Association for Research in Science Teaching, 44(6),
815-843
Dictionary, C. (n.d). Retrieved January 14, 2018 from
http://dictionary.cambridge. org/dictionary/english/question.
39
Eble (1988) Can we control cheating in the classroom?. The Journal
of Economic Education, 30(4), 331-343.
Erianti, Ayu, "An analysis of teachers’ questioning strategies in ELT
(English Language Teaching) the classroom interaction at
eleventh grade SMA Muhammadiyah 1 UNISMUH
Makassar." Exposure Journal 7.1 (2018): 58-70.
Fakeye & Ayede (2013). Teachers’ Questioning Behaviour and
Instructional.
Guest(1985). "The Power of Questioning: Teacher’s Questioning
Strategies in the EFL Classrooms." | IRJE| Indonesian
Research Journal in Education| (2019): 91-106.
Huberman and miles,The qualitative researcher's companion. Sage,
2002.
https://en.wikipedia.org/wiki/Display_and_referential_questions
Accessed on februari 25 2021
Kurniawan (2011) "An Analysis of Teachers' Questioning Strategies
in EFL Classroom at Smp Mulia Pratama Medan." JEELL
(Journal of English Education, Linguistics and Literature)
English Departement of STKIP PGRI Jombang 6.1 (2019): 77-
84.
Ligbown and spada (2013). Teacher's beliefs about classroom
interaction and their actual practices: a qualitative case study
of a native and a non-native English teacher's in-class
applications. Procedia-Social and Behavioral Sciences, 70,
1195-1199.
Lin (2011) "Questioning techniques for promoting language learning
with students of limited L2 oral proficiency in a drama-
oriented language classroom." Research in Drama Education:
40
The Journal of Applied Theatre and Performance 16.4 (2011):
489-515.
Long and sato "An analysis of teachers’ questioning strategies in ELT (English
Language Teaching) the classroom interaction at eleventh grade SMA
Muhammadiyah 1 UNISMUH Makassar." Exposure Journal 7.1 (2018):
58-70.
Maley’s(2003). Addressing current problems in teaching pathology to
medical students: blended learning. Medical teacher, 30(1),
e1-e9.
Prasetyawati, i. (2015). The effect of questioning strategy in teaching
reading comprehension to the eighth grade students of smp
muhammadiyah kediri in academic year 2014/2015 (doctoral
dissertation, universitas nusantara pgri kediri).
Richart and smith(2000)"Questioning representation." SubStance 29.2
(2000): 47-67.
Sugiono (2012) ”Dasar metodologi penelitian”
Widodo, "Profil pertanyaan guru dan siswa dalam pembelajaran
." Jurnal pendidikan dan pembelajaran 4.2 (2006): 139-148
Yanfen, Liu, and Zhao Yuqin. "A Study of Teacher Talk in Interactions in
English Classes." Chinese Journal of Applied Linguistics (Foreign
Language Teaching & Research Press) 33.2 (2010).
Yusriati, Y., & Tarigan, D. R. (2019, March). An Analysis Of
Teacher’s Questioning Strategies In English Classroom: A
Case Study At SMK Negeri 4 Medan. In Multi-Disciplinary
International Conference University of Asahan (No. 1).
41
Ziarah,” an analysis of teacher’s questioning strategies during the classroom
interaction” (2020)
39
APPENDICES
Pedoman wawancara Guru
Tabel 1
QUESTIONS OF INTERVIEW
Theory Questions
80% of the time in the class is spent by the
teacher asking questions(steven:1912) as cited
in brualdi. Leven and long(1981) claims that
teacher prepare 200-400 questions for student
every day.
1. apakah pertanyaan salah satu cara
anda untuk menstimulasi siswa?)
A. pertanyaan apa saja yang anda
gunakan untuk menstimulasi siswa
selama belajar di dalam kelas
B. Seberapa sering anda mengajukan
pertanyaan di dalam kelas?
C. Dengan pertanyaan itu apakah
siswa bisa menerima dan mudah
memahami nya?
2. apakah pertanyaan dapat membantu
siswa dan guru dalam berinteraksi
dengan baik dikelas?
a. Dengan interaksi tersebut apakah
semua siswa aktif didalam kelas
dalam penggunaan pertanyan-
pertanyaan tersebut?
b. bagaimana cara anda melibatkan
siswa agar aktiv belajar dikelas
40
dengan pertanyaan-pertanyaan
tersebut?
According to Aisyah ginting(2011) the purpose
of each questions is to stimulate student
feedback, teacher’s questions become an
important role in the teaching process because
questions can motivate the students to be
actively involved during learning ant teaching
process as cited in (seime,2002;
muth&alverman,1992; orlich harer,Callahan,
kauchak & gibsom,1994)
3. apakah memberikan pertanyaan saat
proses belajar mengajar didalam kelas
penting?-mengapa?
4. tujuan apa yang ingin anda capai dari
menggunakan pertanyaan didalam
kelas?
5. apakah pertanyaan ini dapat
memotivasi siswa dalam belajar Bahasa
inggris?
Thesis by Ziarah (2020) 1st Advisor is
Monalisa M.Pd, 2nd Advisor is Ayuliamita
Abadi,S.Pd.I,M.Pd.
6. apakah pertanyaan yang biasanya anda
gunakan dapat memudahkan anda
untuk mengajar di dalam kelas?
According to Aisyah ginting(2011) Questions
allow the teacher and students to aquire
specific Structures or vocabulary items.
7. apakah anda membantu siswa
menemukan kosa kata yang mereka
blm tau?
a. Selain vocabulary? Apakah siswa
juga terbantu dalam
grammatical/structure? Contohnya
seperti apa pak?
b. Apakah siswa juga terbantu dalam
pronunciation? Contohnya seperti
apa?
41
TRANSKIP WAWANCARA
School Name : SMAN 5 Rimbo ulu, Tebo
Date : April 5th 2021
Time : 09.30 a.m
Name : wagino S.Pd
Tael 11
Text Interview
R Assalamualaikum, wr.wb ?selamat pagi pak?
T Waalaikumsalam wr.wb, selamat pagi
R Bagaimana kabarnya bapak ?
T Alhamdulilllah baik
R Baik pak sebelum saya bertanya pada pertanyaan-pertanyaan inti, saya
awali dengan pertanyaan umum terlebih dulu ya pak, didalam belajar
Bahasa inggris selama interaksi didalam kelas itu biasanya guru sering
menggunakan Bahasa inggris untuk berkomunikasi atau pun menggunakan
Bahasa Indonesia sebagai selingan, nah itu kalo menurut bapak, saat bapak
mengajar, apakah bapak sering menggunakan Bahasa inggris full, atau
Bahasa Indonesia saja, atau mix menggunakan Bahasa Indonesia dan
inggris pak?
T Baik, tentunya semaksimal mungkin itu berbahasa inggris, karena pelajaran
dan materinya kan Bahasa inggris, namun demikian terkadang melihat
keadaan, sehingga disesuaikan, dengan kata lain kan bisa di mix ya seperti
itu.
42
R Oke pak langsung ke pertanyaan-pertanyaan inti ya pak mengenai
pertanyaan guru selama interaksi didalam kelas pak, apakah pertanyaan-
pertanyaan Bahasa inggris yang digunakan guru/bapak bisa menjadi cara
untuk menstimulasi siswa pak?
T Tentunya dengan petanyaan-pertanyaan tersebut berarti memancing ide kan,
memunculkan gagasan atau pun hal hal yang mau disampaikan seperti itu,
ya jadi itu pasti menstimulasi siswa yaa.
R Lalu pak, pertanyaan apa saja yang biasanya bapak gunakan didalam kelas
untuk menstimulasi siswa, contohnya pertanyaan seperti apa begitu pak.
T Tentunya di ssuaikan dengan keadaan, contohnya ketika mengawali
pembelajaran mungkin kita bisa bertanya tentang materi yang lalu atau
materi yang akan dibahas, kemudian ketika kita membahs materi yang lain
di hubung-hubungkan sehingga bisa memberikan gagasan ataupun kosa kata
yang terkait dengan materi tersebut.
R Terus pak, seberapa sering bapak mengajukan pertnyaan pertanyaan Bahasa
inggris tersebut didalam kelas pak?
T Lebih sering lebih bagus karena membangun komunikasi dan melatih siswa
terus menerus unrtuk menjawab pertanyaan menggunakan Bahasa inggris
yaa, namun lebih penting lagi ketika memang lebih banyak siswa gitu yang
bertanya ya, kita hanya memberikan pertanyaanpokok. Atau penting tapi
merekalah yang lebih active
R Nah lalu dengan pertanyaan pertanyaan tersebut pak apakah siswa itu sendiri
mudah menerima, dengan kata lain mudah memahami pak?
T Tentunya ya mereka terus berusaha ya, berusaha untuk memahami, berusaha
untuk mengerti, mencari, dan dengan pertanyaan pertanyaan itu juga siswa
mulai membiasakan untuk berbicara Bahasa inggris dengan pertanyaan yang
sering diajukan, dan bagi siswa itu biasa karena siswa sudah terbiasa nah hal
ini pasti sedikit demi sedikit membantu siswa unuk memahaminyam begitu
R Nah lalu pak apakah demgan pertanyaan tersebut dapat membantu guru dan
siswa untuk berinteraksi didalam kelas dan kondusive pak?
T Membantu sekali, sangat membantu, artinya menghubungkan materi yang
lalu atau ateri yang disemapaikan, kemudian siswapun akan muncul gagasan
baru yang akan di sampaikan atau di tanyakan.
43
R Oke pak, kalua mengenai pertanyaan dari materinya itu sendiri ya pak, nah
itukan biasanya menyanyakan tentang, misalnya matei minggu lalu, atau
tugas ya pak, nah kalo diluar dari materi pak, biasanya bapak menggunakan
matri yang seperti apa pak?
T Ohh di luar materi ya, ya biasanya saya sering menggunakan pertanyaan di
opening seperti menyapa,menanyakan absent bertanya kabar, how are you
dll,atau pertanyaan rutin dan motivasi yang sering saya gunakan didalam
kelas, lalu closing itu kan sama ya di akhir kelas,atau mungkin nanti kita
bertanya yang sifatnya aktivitas yang dilakukan, sehingga memancing untuk
membangun komunikasi di luar materi kan gitu, ya contohnya aktivitas,
motivasi dll.
R Nah lalu bagai mana sih pak, cara bapak untuk melibatkan siswa agar
interaksinya itu active saat menggunakan pertanyaan-pertanyaan tersebut
pak
T Emm ya ketika diberikan pertanyaan otomatis mereka berpikir, mencari nah
yang akhirnya mereka menemukan dan bisa menyampaikan secara lisan
dengan merespon pertanyaan tadi, lagian kan biar tidak bosan dengan
pertanyaan materi saja sesekali dialam kelas kita juga meberikan pertanyaan
pertanyaan yang sifatnya memotivasi atau pertanyaan lain diluar materi. Nah
dari siru kan pasti siswa active ya,
R Iya pak dengan begitu siswa akan terlibat active ya pak, nah lalu pak apakah
menurut bapak siswa akan dapat menambah banyak kosa kata saat siswa
active terlibat pertanyaan pertanyaan di dalam kelas pak?
T Nah dengan menjawab atau merespon pertanyaan, atau siswa berusaha
untuk menyanyakan sesuatu otomatis mereka harus tau apa yang mau
disampaikan, atau dia(siswa)harus menemukan mencari berkaitan apa yang
ingin di sampaikan, nah dari situlah akan membangun kosakata baru,yang
harus mereka miliki dan juga mereka kan dapat menambah kosa kata dari
pertanyaan guru juga.
R Berrti menurut bapak pertanaan itu penting ya pak ya, igunakan guru
didalam kelas?
T Sangat penting sekali, untuk membangun komunikasi, kemudian
menyampaikan gagasan ataupun merespon, pertanyaan, baik dari guru
ataupun sesama siswa yang lain
R Jadi tujuan bapak sebagai guru Bahasa inggris nih pak, tujuan yang ingin
bapak capai dengan pertanyaan tersebut didalam kelas apa pak kira kira?
44
T Tentunya untuk mencapai dari pada tujuan pembelajaran itu sendiri lebih-
lebih kalo Bahasa inggris itu, komunikatif yakan begitu, artinya yang
ujungnya diharapkan bisa memiliki beberapa keterampilan baik itu,
speakingnya, listening, reading, vocabnya dan lain lainya, seperti itu, dengan
komunikasi melalui pertanyaan pertanyaan tersebut.
R Jadi menurut bapak pertanyaan tersebut dapat memotivasi siswa ya pak
dalam belajar bhasa inggris ya pak?
T Iya memotivasi, dengan pertnyaan itu memancing siswa untuk mencari,
menemukam mnyampaikan, tertama secara lisan ya, sehingga terbangun
sebuah komunikasi yang active.
R Oke pak, berarti pertanyaan yang bisasanya bapak gunakan didalam kelas
bisa dibilang dapat memudahkan bapak sendiri ya pak untuk mengajar
didalam kelas pak?
T That’s right, dengan pertanyaan katakana dari siswa tentunya kita bisa
memahami apa yang mereka ingin dapatkan, apa yang mereka ingin tau,
tentunya memudahan saya untuk mengetahui masing masing pengetahuan
siswa ya, supaya saya bisa menyesuaikan juga dengan mereka.
R Baik pak, pertanyaan terakhir ya pak, tadi kan bapak menjabarkan bahwa
dengan menggunakan strategi ertanyaan didalam kelas dapat membantu
menbah vocabulary siswa ya pak, nah pertanyaan bagaimana dengan
structure,grammar atau tensis, dan pronunciation mereka pak, apakah akan
terbantu dengan itu pak
T Minimalnya komunikasi active ya, artinya dengan saling bertanya dan
merespon, nah otomatis secara pelan-pelan tata bahasanya akan terbantu,
walaupun tujuan utama dari pertanya jawab komunikasi itu, tidak hanya
focus kepada grammar atau tata bahasanya.
R Iya pak, cukup itu sja pertanyaan dari saya pak, terimakasih banyak pak
T Iya, Sama-sama semoga cukup membantu ya.
APPENDIX 1II TRANSCRIPTIONS OF TEACHING AND LEARNING
PROCESS THE FIRST MEETING
Date : 5 april 2021
Grade : Second grade (X1 science 1)
Number of students : 27 students
Teacher : Wagino S.Pd
45
Topic : narrative text ( story of malinkundang)
Pre activity
(Pray together)
T : Assalamualaikum warrahmatullahiwabarrakatuh
Ss : Waalaikumsalam warrahamatullahiwabarrakatuh
T: good
morning
students
S: I am fine,
and you?
T: I am good thank you
T : Who is absent today? (1)
S : bunga Mr
T : why bunga didn’t come today?
S : sick Mam
S : sakit
T : Okay before start our lesson do you remember last week we are
study about?
S: Procedure teks
T : what is the prcedur teks?
S: cara
Ss: langkah langkah
T: how to make a something. Example?
S: make a noodle,
T: can make food, thing etc
T: oke today we are study about narrative text, do you know about
narrative text?
Ss: yes, sir
T: okay explain please !
46
Ss: narrative text is the text
describe about something
misalnya tempat, artis dll sir.
T: okay good, any else? You
eko
Sp: the same explain by rika sir, hehe
T: okay, kalo begitu, what the difference about narrative text and
procedural text, eko
Se: eeemm, I don’t know sir
Ss: hahahahha
T: silent please?, what the difference class? Please raise your hands,
S: I’m sir, kalau procedural itu menjelaskan tentang cara making
something or produck, for example : how to make a cup of coffee and
kalau narrative explain or telling about tokoh, tempat dan lain lain.
T: good okay narrative text is the text about something for exmples
telling of legenda telling story ect, the purpose of narrative text is
intertain the readers………Okay open your book in page 112,
T: What kid of the text?
S: narrative sir
T: what is the tittle?
S: the story of malin kundang
T: do you know about strory of malinkundang?
Ss : yes sir
T: what did this story come from?
Ss: padang sir
T: any body read this text?
S: I’m sir
T: what is the definition of disobedient?
S: Tidak patu atau durhaka sir
T: what is the meaning of Gob?
S: pelayar sir
47
T: jadi pekerjaan malinkundang adalah pelayar yaa, nah najib apa
pekerjaan orang tuamu?
T: what is your opinion about this text?
S: menceritakan tentang seorang anak yang durhaka kepada ibu nya
karena sudah kaya
T: very good,teacher give the motivation, okay jadi pesan yang
terdapat didalam text ini don’t be curse person atau jangan jadi orang
yang durhaka terhadap ibunya, apalagi setelah sukses ya, karena kata
kata ibu biasanya mujarab.
Okay kerjakan latihan dan analisis text di buku kalian pada halaman
114
T: okay time is over
Kumpulkan tugas kalian
Jangan lupa belajar untuk materi minggu depan about poetry, dan
silahkan kerjakan homework kalian pada halaman 116
Okay any questions so far?
S: no sir
T: thankyou for your ettention, see u next meeting, wassalamalaikum
wr,wb
48
APPENDIX IV TRANSCRIPION OF TEACHING ANDLEARNING PROCESS THE
FIRST RECORDING
Date : 19 april 2021
Grade : Second grade (XI science 1)
Number of students : 27 students
Teacher : Wagino S.Pd
Topic : puisi (poetry) the title is a red, red rose by Robert burnss
Pre activity
(Pray together)
T : Assalamualaikum warrahmatullahiwabarrakatuh
Ss : Waalaikumsalam warrahamatullahiwabarrakatuh
T: good
morning
students S: I
am fine, and
you?
T: I am good thank you
T : i want to check absen today
T: Abdulrahman
S: present
T: agung perwira
S: hadir mr
Ect
T : Okay before start our lesson today, do you remember last week we
are study about?
S: narrative text
49
T: the title is?
S: the story of malin kundang
T: you have home work right?
S: yes sir
T: silahkan kumpulkan, ada yang tidak mengerjakan?
S: sorry sir I’m forget,
T: why you don’t you do your homework?
S: because I’m sleepy last night
T: okay I remind u ya, tau ka konsekuensinya jika tidak mengerjakan
homework, nilai saya kurangi, dan silahkan kumpulkan tomorrow
morning di meja saya,
S: yes sir
T: do you like poetry
S: puisi
T: what is the definition about poetry?
S: sebuah ungkapan yang dituliskan sir
T: any else
S: sebuah tulisan yang mengandung makna
T: good, more spesific?
S: eeeeeeeeeeeee
T: write in your book, puisi adalah karya tulis sastra hasil ungkapan
pemikiran dan perassan manusia yang bahasanya terkait oleh irama,
rima, berupa bait dan lirik serta penuh dengan makna. do you
understand?
S: yes
T: oke, you can see, example of poetry in your book
T: can you read this poetry with the ekspresion,
50
S: saya mr
T: coba ayu, read this poetry with the expresion
S: baik mr
(membaca ke depan)
Ss: tepuk tangan
T: good dinda, any else?
S: mr (sambil angkat tangan)
T: oke boy, putra come here please
S: (maju dan membacakan puisi)
T: good job, give applause
Ss: prok prok prok
T: oke, what is the massage of this poetry?
S:eehhh, sebuah makna seorng yang jatuh cinta dan mawar merah atau
red rose di ibaratkan sebagai kekasihnya sir
T; yes, good. Nah maksud dari pusisi ini adalah ungkapan seorang pria
yang sedang kasmaran di bulan juni, dan dia memuji muji kekasihnya
seperti indahnya bunga mawar merah dan rasa cintanya yang
menggebu gebu.
T: oke we are to translate word, that you don’t know, what is the
mening off sun?
S: matahari
T: good
S: mr what is the meaning of the sentence the seas go dry?
T: the sands o’ life shall run,what is the meaning about that?
S; pasir kehidupan akan berjalan sir
T: oke you know, what is different between poem and petry
S: poem sajak poetry puisi
51
T: bagaimana kita membedakan kalua ini poetry bukan poem
S: eeeee hampir sama sih mr
T: sajak dan puisi hampir sama, Cuma beda dalam bentuknya, sajak
mementingkan keselarasan bunyi bahasa dan kesepadanan bunyi,
kalau puisi lebih menggunakan bahasa yang ringkas namun penuh
dengan makna, do you have any question?
Ss: noo
T: oke, now open your book? Write the poetry? Up to you, bebas mau
tentang apa saja. Paham
S: paham mr
(Hour later)
T: oke time is over, submite your task
S: yes mr
T: oke i think enough for today. Last week, i want to review materi
yang sudah kita pelajari, because after libaran kita ujian
S: baik mr
T: assalamualaikum
Table 111: Teaching activities in the classroom
Activity Description Times
52
First
meeting,
Opening activity
• The teacher came to the class on time and greeted the
students.
• Pray together, and greeting. The question were: good
moring students? How are you today? Are you ready
for study today? Did you study last night?
This material is made your enjoy in the study?
• The teacher checked students’ attendance. checked
one by one?.... Are you ready for study today? This
material is made your enjoy in the study? Are you
25
minutes
ready?
• The teacher gave students motivation and joking
students to laugh together.
• The teacher introduced the material about narrative
text, teacher also asked some questions by book, and
showing the book, the question were : what kind of
this text, what the different about narrative and
procedural tect? What the tittle and etc.
• Teacher also read the text in from of the class to
student check about pronumciation, punctuation, and
give student time to understand the content of the tex
53
While activity
• The teacher read in front of the class
• The teacher asks students write new vocabulary and
listen to corect pronounciation.
• The teacher asked and told the studrmt to re read the
text in front of the class abaut story of mlin kundang.
There were some questions, Do you want to raed in
front of the class one more again?
• The teacher ask students about malinkundang text.
Namely; what the title? What do you think aboy the
story, this text tells about?, Massage of this text?, ,
?.
50
minutes
• The teacher gave 10 minutes for each of students to
do their task in your book.
• The teacher moved around the class and checked
students’ task.
• The Teacher appreciated with students worked by
saying “good, thank you”.
• Teacher and students discussed the text together.
• The teacher and students translated the part of
sentences from the text to getting information from
the text.
54
Post activity
• The teacher gave feedback to students.
• The teacher asked students difficulties when the
students understanding what is the meaning and
message in delivering song.
• The teacher asked students to make videos sing a
song, individually and send to email.
• Teacher closed the material by saying thank you to
students.
10
minutes
Second
meeting
Opening activity
• The teacher opened the class by greeting the students
• The teacher checking students attended and
motivating students.
• The teacher asked to students they have homework or
not. There are some students answered they had
20
minutes
not yet.
• The teacher gave time for students who don’t finish
their homework.
• The teacher opened the material about poetry
• Teacher showed the example of poetry and asked
students to saw the poetry.
55
While activity
• The teacher gave a text to students on the television.
• The teacher asked students to focus on the television
in front of the class.
• The teacher explained carefully about the material
until students really understand.
• Teacher explained the material by explaining each
paragraph for poetry material with clear instruction
and definition.
• The teacher asked the students about the meaning of
each sentences. Teacher and students tried to
translating the sentences together.
• The teacher gave paper of poetry text to student.
Teacher prepared the text and gave students one by
one the text.
• The teacher asked students to answer the questions
based on the text.
• The teacher gave time for students to do their
assignment.
• The teacher moved around the class and checked
students answered.
• The teacher also helped students’ who has
60
minutes
ambiguities questions.
Post activity
• The teacher asked students to collecting their task.
• Teacher talked to students to learn more after the
lesson. Time was over.
10
minutes
Appendix III : Observation Field Note
56
Name : Sultanuddin, S.Pd, M.Pd
Time : 10.30 – 12.00 p.m
Place : XI MIA 1
Topic : narrative text & poetry
First Meeting (Date : april 5 april 2021)
Table IV
Activity Descriptive of Teacher Reflection Note of
Students
Opening
The teacher came to the class on time The students pay
attention to teacher and
leave another activities
The teacher open the class by saying
“Assalamualaikum wr wb, Good morning
everybody, how are you today?”
The students said “Good
morning Mr. I’m
okay/Great/ Fine. How
about you?
The teacher asked to students “ who is
absent today ?”
The students said No one
sir.
The teacher give motivation to the students Students listen to teacher
motivation and said their
have lot of activity
The teacher opened the material by saying
“ we are going to discuss about text
narrative
The students ready to
learn and looking for on
teacher books
Main The teacher asked students about the text The students answer the
text
activity Teacher read the text in front if the class The student listen and
check the pronunciation
57
The teacher showed the text The students saw the text
together.
The teacher asked each of students about
text, the tittle is malinkundang
Students answer one by
one. About this text
Teacher told the student to re read in front
of the class one by one, the teacher asked
to students to write noun, adjective, adverb
to found in this lirik video. Make
vocabulary that you not know, and make
the meaning of vocabulary, message of
this song, this song tells about?.
The students answered
“Ok Mr. and take paper
and write teacher
instruction.
The teacher give time for students to make
the task and observed students by around
the class.
The students do their
assignment
The teacher help students difficulties in
English word
One of students asked to
teacher, Mr. what is
strength in English?
Teacher asked to students “ Have you
finish?”
Some of students
answered “Yes, I’m finish
Mr.” and little of students
said “not yet Mr.”.
Teacher asked students randomly to read
this task about write adverb, noun, and
The students listened their
friends read.
adjective, and new vocabulary that not
familliar, message, and tells this song
Teacher explain the material to students “ ” The students listened to
the teacher
Closing The teacher asked to students by saying ?
Are you understand?
The students answered “
Yes Mr. I got it.
58
Teacher gave an opportunity
for students to
ask their difficulties by saying “ Any
questions so far?”
Students answered,” no
Mr.”
The teacher asked to the students to make
their job.
The students answered
Individu or group mr?
Teacher asked to students to collect their
task
All of students collect
their task
The teacher closed the material by saying
“ok, see you later”
The students answered “
See you, Mr.”
Second Meeting (Date : 19 april 2021)
Table V
Activity Descriptive of Teacher Reflection note of
Students
Opening Teacher greeting to students by saying “
Good Morning everybody”, “How are you
?”
The students answered
“Good Morning Mr. I’m
fine, and you?”
59
Times
was
running
Teacher tell students they have homework
or not by saying “Have you finished the
homework?”
The students answered “
Yes Mr. and other
students said Not yet Mr.
(beberapa siswa
mengerjakan tugas
mereka dilaptop.
Teacher remind students about their
homework, by saying “ your homework is
about analysis of narrative text
All of students answered
“ Yes Mr.”
Main
Activity
Teacher open the material by using media.
The material is poetry. by saying “ can
you see the teks”
All of students make task
in the laptop and
answered “Yes Mr”.
The teacher explain the material to
students
Students listened to
teacher
The teacher asked students they
understand or not
The students answered “
yes Mr. I got it.”
The teacher asked to students by saying “
any questions?”
The students answered”
No Mr.”
The teacher give paper of questions to
students
Times was running….
Students to their task.
Closing The teacher asked students to collect their
task
The students collecting
their task.
Teacher closed the material, by saying “ok
time is over, see you next week”.
The students answered,
“see you Mr.”
60
Appendic VI : School profile
Sman 5 terletak di jalan anggrek desa suka damai kecamatan rimbo ulu kabupaten
tebo.SMA N 5 Tebo berdiri pada tanggal 3 September 1989 dan didirian diatas
tanah hibah dari pemerintah desa Sukadamai yang di tandatangani oleh Bapak
Abu Zaidin Selaku kepala desa dan camat kecamatan Rimbo Bujang Bapak Drs.
Dewa Liga Baskara. SMAN 5 TEBO sebelumnya adalah SMAN 2 Rimbo Bujang
hal ini berdasarkan peresmian pada tanggal 11 juni 1990 dengan No.
SK:0389/0/1989.
Pada tahun ajaran 1989/1990 jumlah siswa baru 83 orang dan kemudian
bertambah menjadi 160 orang pada tahun 1990/1991. Kepala sekolah yang
pertama adalah bapak YS. Hadi Santoso kemudian pada periode 1990-1994
dilanjutkan oleh Bapak Drs. Kaisar Hatta, Syakban Dongoran,BA (1995-1998),
Drs. Yasmir Jamaan (1998-2002) , M.Zamri ,S.Pd (2002-2005), Herry
Priyanto,S.Pd (2005-2009), Elfijasri,S.Pd M.Si (2009-2010), Witentireli,M.Pd
(2010-2014), Khuliyatun,S.Pd (2014-2020) dan sekarang Bapak Edy Widodo,
S.Pd
Pada tahun 2004 SMAN 2 Rimbo Bujang berganti menjadi SMAN 5 TEBO, hal
ini disebabkan terjadinya pemekaran wilayah pada saat itu. Kini sman 5 tebo
menjadi salah satu sekolah yang diperhitungkan oleh sekolah-sekolah lain.
Semakin hari sarana dan prasarana sekolah terus dilengkapi untuk menunjang
kegiatan belajar siswa agar dapat menciptakan generasi penerus bangsa yang
unggul dan berpresti.
1. Visi
“ MEWUJUDKAN GENERASI YANG BERPRESTASI DAN TELADAN
DALAM PERILAKU”
Visi tersebut diatas mencerminkan cita cita sekolah yang berorientasi ke
depan dengan memperhatikan potensi kekinian,sesuai dengan norma dan
61
harapan masyarakat. Untuk mencapai itu disusun indikator visi sebagai berikut
:
Cermat dalam berpikir dan bertindak
Efesien dan efektif dalam pemanfaatan waktu
Normatif melayani sesama
Disiplin dalam mejalankan program
Inovatif dan terbuka untuk kemajuan
Kompeten di bidang masing masing
Iman landasan berpijak
Aktif dan kreatif dalam mengembangkan potensi diiri
Waspada dan selektif dalam menerima pembaharuan global
Ahklakul karimah identitas warga sekolah
Nilai SESOSIF dasar pengambilan keputusan
Untuk mewujudkannya,Sekolah menentukan langkah-langkah strategis yang
dinyatakan dalam misi sebagai berikut :
2. Misi
Memupuk penghayatan dan pengamalan ajaran agama yang dianut, norma
dan etika budaya bangsa, rasa memiliki dan bertanggung jawab, sehingga
menjadi sumber kearifan dalam bertindak.
Melaksanakan Pembelajaran, Bimbingan secara Efektif dan
berkesinambungan yang berlandaskan wawasan keunggulan di segala
bidang, sehingga siswa berkembang secara optimal sesuai dengan potensi
yang dimiliki.
Menumbuhkembangkan semangat kompetitif yang sehat secara intensif
kepada seluruh warga sekolah .
62
Mendorong dan membantu setiap siswa untuk mengenali potensi dirinya,
melalui konseling, wali kelas, guru mata pelajaran dan pembina kegiatan
ekstra.
Mempererat rasa kekeluargaan, kebersamaan yang harmonis sesama warga
sekolah dan masyarakat.
Menerapkan manajemen partisipatif dengan melibatkan seluruh warga
sekolah dan kelompok kepentingan yang terkait dengan sekolah.
Menumbuhkembangkan sikap kepedulian terhadap lingkungan sekolah dan
masyarakat melalui kegiatan wiyata mandala.
Mengembangkan potensi siswa melalui kerja sama dengan Dinas/Instansi
terkait.
Melakukan pengembangan potensi guru melalui workshop dan IHT secara
berkelanjutan.
Melakukan pembinaan dan pengembangan kompetensi tenaga pendidik dan
kependidikan secara periodik.
Menciptakan lingkungan sekolah yang asri.
3. Tujuan Sekolah
1. Terlaksananya pembinaan ketakwaan terhadap Tuhan Yang Maha Esa
2. Meningkatnya kualitas lulusan sekolah setiap tahunnya.
3. Meningkatnya kuantitas out come perguruan tinggi di seluruh Indonesia.
4. Memiliki Life skill untuk diterapkan dalam Masyarakat.
5. Memiliki Lingkungan sekolah yang ”BERSERI” (Bersih, Elok, Rindang,
Sehat , Elegan, Rapi , Indah )
6. Memiliki dan mengembangkan kegiatan kepramukaan sebagai wadah
pembentukan karakter siswa.
7. Memiliki dan mengembangkan pembinaan kerohanian islam (ROHIS) yang
berprestasi di bidang keagamaan.
63
8. Terbentuknya kelompok karya ilmiah remaja ( KIR ) yang mampu
berprestasi dalam berbagai ajang perlombaan.
9. Memiliki Tim olah raga, seni yang handal serta berprestasi
10. TerbentuknyaPusat Informasi Konseling Kesehatan Reproduksi remaja (
PIK-KRR ) yang mampu berprestasi serta mampu menjalankan perannya
menangani permasalahan remaja.
11. Memiliki team Palang Merah Remaja (PMR) yang terampil dalam
menjalankan perannya melaksanakan tindakan P3K.
12. Memiliki keterampilan mengoperasikan Teknologi Informasi dan komputer
bagi pendidik, tenaga kependidikan dan siswaSMA Negeri 5 Kab. Tebo.
13. Melaksanakan kegiatan pembelajaran yang efektif melalui
pendekatan Scientific dan penilaian autentik.
14. Mengembangkan kompetensi siswa dalam bidang IPTEK
15. Menghasilkan lulusan yang mampu berkompetisi ditingkat lokal, nasional
maupun global
16. Memberi bekal pengetahuan dan keterampilan di bidang lingkungan hidup
yang bermanfaat bagi kelestarian sumber-sumber daya alam di Indonesia.
17. IDENTITAS SEKOLAH
1. Nama Sekolah
Nama Sekolah : SMA NEGERI 5 TEBO
Alamat Jalan : ANGGREK
Desa/Kecamatan : SUKADAMAI / RIMBO ULU
Kabupaten : TEBO
No.Telp/HP : 085273578428
NSS : 301100204012
64
Jenjang Akreditasi : Amat Baik (A)
Tahun Didirikan : 1989
Tahun Beroperasi : 1989
Appendix
Documentation of Pictures
Teaching and learning process
65
Researcher do interview with teacher.
66
67
certificate and trophy
2nd place role play certificate of district level (2017)
Trophy:2nd place in the district level english debate
68
CURRICULUM VITAE
Name : Cicik Distrianti
Gender : Female
Birthday : Rimbo Ulu, 25 december 1996
Address : Unit 9 Jalan anggrek Desa Suka Damai,Rimbo
Ulu, Tebo
Email : [email protected]
Contact Person : 082299180587
Education Background :
No Education Place Graduated Year
1 SDN 80/VIII Rimbo Ulu 2009
2 SMP N 9 Rimbo Ulu 2012
3 SMN 5 Rimbo Ulu 2015
4 Universitas Islam Negeri
Sulthan Thaha Syaifuddin
Jambi
Jambi 2021
Jambi, June
2021
Mahasiswi
Cicik Distrianti
69
