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AN ANALYSIS OF TEACHERS’ QUESTIONING STRATEGIES DURING
THE CLASSROOM INTERACTION AT SMAN 4 MAKASSAR
(A Descriptive Qualitative Research)
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar
Muhammadiyah University in Part Fulfillment of the Requirement for the Degree
of Education of English Department
DIAN EKAWATI
10535640815
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2019
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERNYATAAN
Saya yang bertandatangan di bawah ini:
Nama : DIAN EKAWATI
NIM : 10535 6408 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : An Analysis of Teachers’ Questioning Strategies During the
Classroom Interaction at SMAN 4 Makassar.
Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim
penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan
dibuatkan oleh siapapun.
Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya
bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, November 2019
Yang Membuat Pernyataan
DIAN EKAWATI
vii
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERJANJIAN
Saya yang bertandatangan di bawah ini:
Nama : DIAN EKAWATI
NIM : 10535 6408 15
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,
saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi
ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2
dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang
berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, November 2019
Yang Membuat Perjanjian
DIAN EKAWATI
viii
MOTTO
APAPUN ITU…
Jangan
Berhenti Jadi Baik.
~@dianekwti~
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ABSTRACT
Dian Ekawati. 2019. An Analysis of Teachers’ Questioning Strategies During the
Classroom Interaction at SMAN 4 Makassar (A Descriptive Qualitative
Research), Supervised by Andi Tenri Ampa and Awalia Azis.
This research was aimed to find out the questioning strategies that the
English teacher used and the reason why the English teacher used their
questioning strategies during the classroom interaction at SMAN 4 Makassar.
This research applied descriptive qualitative method. The data were
collected from the observation by video recorder and interview by audio recorder.
The data was taken from three English teachers at SMAN 4 Makassar in order to
find out what the questioning strategies are used and the reason why the English
teachers used their questioning strategies during the classroom interaction.
The results of this research showed that the teachers employed Question-
Planning Strategies and Question-Controlling Strategies. The English teachers
actively using questioning strategies in the classroom interaction that they were
asked the question to check about the students understanding about the previous
material, to attract the students‟ attention, to support the students to contributions
in the class and also to motivate the students to learn. And the reason why the
English teacher used their questioning strategies is according to the function of the
questioning strategy types.
Keywords: questioning strategy, classroom interaction
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ABSTRAK
Dian Ekawati. 2019. Analisis Strategi Pertanyaan Guru Selama Interaksi Dalam
Kelas di SMAN 4 Makassar (Penelitian Kualitatif Deskriptif), Dibimbing oleh
Andi Tenri Ampa dan Awalia Azis.
Penelitian ini bertujuan untuk mengetahui strategi pertanyaan yang
digunakan guru bahasa Inggris dan alasan mengapa guru bahasa Inggris
menggunakan strategi pertanyaan mereka selama interaksi dalam kelas di SMAN
4 Makassar.
Penelitian ini menggunakan metode deskriptif kualitatif. Data
dikumpulkan dari observasi dengan perekam video dan wawancara dengan
perekam audio. Data diambil dari tiga guru bahasa Inggris di SMAN 4 Makassar
untuk mengetahui apa saja strategi pertanyaan yang digunakan guru bahasa
Inggris dan alasan mengapa guru bahasa Inggris menggunakan strategi pertanyaan
mereka selama interaksi dalam kelas.
Hasil penelitian ini menunjukkan bahwa guru yang digunakan adalah
Strategi Perencanaan Pertanyaan dan Strategi Pengontrolan Pertanyaan. Guru
Bahasa Inggris secara aktif menggunakan strategi tanya jawab dalam interaksi
kelas sehingga mereka ditanyai pertanyaan untuk memeriksa tentang pemahaman
siswa tentang materi sebelumnya, untuk menarik perhatian siswa, untuk
mendukung siswa untuk kontribusi di kelas dan juga untuk memotivasi siswa
untuk mempelajari. Dan alasan mengapa guru bahasa Inggris menggunakan
strategi pertanyaan mereka adalah sesuai dengan fungsi dari jenis strategi
pertanyaan.
Kata kunci: strategi bertanya, interaksi kelas
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ACKNOWLEDGEMENTS
In the name of Allah, Most Gracious, Most Merciful
Alhamdulillah, all praises be to Allah, the single power, the Lord of the
universe, master of the day of judgment, God almighty, for all blessings and
mercies so the researcher was able to finish this thesis entitled An Analysis of
Teachers‟ Questioning Strategies During the Classroom Interaction at SMAN 4
Makassar. Peace be upon Prophet Muhammad SAW, the great leader and good
inspiration of world revolution.
I would like to express my highest appreciation and my deepest thankful to
my beloved parents who always be my best parents in world, my father and my
mother for their prayer, financial, motivation and sacrificed. And all of my family
for the attention, support and their love.
The writer would like to say thank you so much for the people who gave
spirit, advice, suggestion, and helping to write as follows:
1. My highest appreciation and my deepest thankful to my beloved parents,
who always be my best parents. And all of my family for the attention,
support and their love.
2. My highest appreciation for the Rector of Makassar Muhammadiyah
University, Dr H. Abd. Rahman Rahim, SE., MM.
3. My highest appreciation and deepest thankful are due to Dr. Hj. Andi
Tenri Ampa, M.Hum. as my first consultant and Awalia Azis, S.Pd.,
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M.Pd. as my second consultant who had guided me very well during my
proposal until my thesis.
4. My highest appreciation also is due to Ummi Khaerati Syam, S.Pd.,
M.Pd as the Head of English Department.
5. My deeply and most great full to Erwin Akib, M.Pd., Ph.D as the Dekan
of FKIP Muhammadiyah University of Makassar.
6. The last gratitude also goes to all my friends and especially for E class in
2015 that cannot mention one by one.
The words were not enough to say many appreciations for their help and
contribution in finishing this proposal. I realize that this proposal is still far from
perfection. I highly expect criticism and suggestions from all parties to perfect this
report. Only Allah SWT who can provide a worthy reward. Hopefully all our
activities will always be worthy of worship at His side
Makassar, November 2019
The Writer
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TABLE OF CONTENTS
COVER ....................................................................................................... i
APPROVAL SHEET ................................................................................. ii
COUNSELLING SHEET .......................................................................... iii
SURAT PERNYATAAN ........................................................................... iv
SURAT PERJANJIAN .............................................................................. v
MOTTO ...................................................................................................... vi
ABSTRACT ................................................................................................ vii
ACKNOWLEDGEMENT ......................................................................... viii
TABLE OF CONTENTS ........................................................................... x
LIST OF TABLES ..................................................................................... xii
LIST OF FIGURES ................................................................................... xiii
LIST OF APPENDICES ............................................................................ xiv
CHAPTER I
INTRODUCTION ...................................................................................... 1
A. Background ............................................................................ 1
B. Problem Statement ................................................................. 2
C. Objective of the Research ...................................................... 3
D. Significance of the Research ................................................. 3
E. Scope of the Research ............................................................ 3
CHAPTER II
REVIEW OF RELATED LITERATURE ............................................... 5
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A. Questioning Strategies ........................................................... 5
B. Classroom Interaction ............................................................ 16
C. Conceptual Framework .......................................................... 19
CHAPTER III
METHODOLOGY ..................................................................................... 21
A. Research Design ................................................................... 21
B. Research Subject ................................................................... 21
C. Research Instrument ............................................................. 22
D. Data Collection ..................................................................... 23
E. Data Analysis ........................................................................ 23
CHAPTER IV
FINDINGS AND DISCUSSIONS ............................................................. 25
A. Findings ................................................................................ 25
B. Discussions ........................................................................... 37
CHAPTER V
CONCLUSIONS AND SUGGESTIONS ................................................. 63
A. Conclusions ........................................................................... 63
B. Suggestions ........................................................................... 64
BIBLIOGRAPHY ...................................................................................... 65
APPENDICES ............................................................................................ 68
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LIST OF TABLES
Table 2.1 Questioning Strategies by Xuerong ............................................. 10
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LIST OF FIGURES
Figure 3.1 Conceptual Framework ............................................................... 19
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LIST OF APPENDICES
Appendix A. Transcribed Observation ........................................................ 69
Transcribed Observation Teacher A ...................................... 69
Transcribed Observation Teacher B ....................................... 78
Transcribed Observation Teacher C ....................................... 83
Appendix B. Transcribed Interview .............................................................. 88
Transcribed Interview Teacher A ........................................... 88
Transcribed Interview Teacher B ........................................... 92
Transcribed Interview Teacher C ........................................... 95
Appendix C. Documentation ........................................................................ 97
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CHAPTER I
INTRODUCTION
A. Background
A good teaching learning process does not only put the teachers as
a single main source but also involve the students in that process. The
involvement of the students is an important thing in every teaching
learning process as there will be an excellent interaction among the
teachers and the students. In creating an interactive classroom, teachers
need to provide supports, which can be in the form of questions, to
students by interacting and involving them in order to train their speaking
skill also to ensure that the students master the concepts. The support
given by the teachers and the result of them will clearly be seen in a
spoken cycle through teacher‟s talk and students‟ talk or students‟
speaking performance.
In fact, the students are still feeling confused in understanding the
teacher‟s explanation in English. Consequently, the students do not keep
attention to the lesson because they feel English is difficult to be
understood. Thus, the teachers have to improve teaching strategy to help
the students to understand the materials easily and attract students to pay
attention for teachers‟ explanation. In English lessons, According to
Bernausand Gardner (2008:12),Teaching English focused more directly on
the relations between students‟ motivation, language achievement and
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teacher‟s didactic strategies used in the EFL class in Spain Allen (2010: 2)
has found that classroom management is complex set of skills that
includes much more than being able to influence and control student
behavior, there remains an overall impression that classroom management
is primarily about discipline.
Teaching and learning process between teacher and student in the
classroom need a strategy. Teachers have to apply strategy to make student
enjoy and active in teaching learning process, unfortunately sometimes
student do not understand whether topic was given by the teacher. This
study thoroughly examined the teachers „questioning strategies during the
classroom interaction.
This study aims to describe the teacher's questioning strategy
during interaction in the classroom. In this case, students are still confused
about the topic given by the teacher, students are embarrassed to ask
questions and sometimes students feel very silent when the teacher
explains the topic. Based on the background of the problem above, we
need to analyze the teacher's questioning strategy during interaction in the
classroom.
B. Problem Statement
Related to the background above, the research questions are
formulatedas follows :
1. What kinds of questioning strategies are used by the English teacher
during the classroominteraction at SMAN 4 Makassar?
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2. What are the reasons of the English teachers in the use of questioning
strategies during the classroom interaction at SMAN4Makassar?
C. Objective of the Research
Based on the problem above, the objective of the research is
formulated as follows :
1. To find out the kinds of questioning strategies that the English teacher
used during the classroom interaction at SMAN4Makassar.
2. To find out the reasons why the English teacher used questioning
strategies during the classroom interaction at SMAN 4 Makassar.
D. Significance of the Research
The results of this study are expected to be useful information for
many people in the learning process. This research is expected to be able
to add information and encourage English teachers in their teaching.
Researchers hope that students need to be active, creative and innovative
to solve the problems they face in class and also researchers are expected
to provide information and as a source of information about questioning
strategies used by English teachers in class.
E. Scope of the Research
This research focuses on how the English teacher uses their
questioning strategies to make students interactive in the teaching-learning
process during the classroom interaction at SMAN 4 Makassar for English
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subject. The researcher purpose to look at the strategy of questions that the
teacher used during the classroom interaction.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Questioning Strategies
In the context of teaching, the strategy is intended as the effort of
the teacher in creating an environmental system that allows the teaching
process to occur, so that learning objectives can be achieved. The teacher
is required to have the ability to generally manage the components of
learning in such a way that there is a connection between the learning
components in question.The question strategy that will be used by the
teacher in the learning process must be oriented towards the learning
objectives that will be achieved and adjusted to the material
characteristics, characteristics of students and the situations and conditions
in which learning will take place.
One thing that teachers should not ignore and pay attention is the
role of teachers‟ questioning strategy in English teaching process because
questioning strategies are very important in order to affect the students‟
learning process. That is why in achieving the goal of teaching, teacher‟s
questioning strategies must be viewed and applied because teacher‟s
questioning strategies in interaction is one of the factors that should be
considered by the teaches to make an effective process of teaching and
learning.
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Questioning according to Wojowasito and Poerwadarminta
(1990) is a separate skill in teaching. Asking is a skill used to get answers
from other people. Almost the entire process of evaluation, measurement,
assessment and testing is done with questions.In essence learning is asking
and answering questions. Asking can be seen as a reflection of each
individual's curiosity. While answering questions shows a person's ability
to think. In the teaching and learning process the role of asking is very
important, because through questions the teacher can know what is
expected and needed by the student, so that the teacher can guide and
direct students to find every material they learn. Both the questions raised
by the teacher and the questions that come from the students themselves.
According to McMillan, in a productive learning, asking questions
will be very useful for:
a. Engaging students in lessons
b. Encourage students' understanding and thinking
c. Review the contents of important lessons
d. To control students
e. Assess student progress
The use of questioning as a tool for placing great emphasis on the
lead-in stage for a students which is students are encouraged to become
interested in the subject matter of the text, encourages students to predict
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the content of the text, and gives them an interesting and motivating
purpose in the classroom, as cited in Kurniawan, in Prasetyawati (2015)
said that questioning is very good and pervasive teaching technique which
is relevant to most learning experience especially for young learners.
According to Harvey (2000) in Sujariati (2016) said that
questioning strategy is most effective when it allows pupils to become
fully involved in the learning process. He states that while the lesson is
planning, it is absolutely vital that teachers think about the types of
question will be asked to students. So questioning strategies will help a
teacher to plan questions and answers session effectively when the teacher
plays the questions effectively based on the students need and the question
types to be involved fully students‟ interaction.
Guest (1985) in Sujariati (2016) stated that “Questioning strategy
is one of the important tools to extending students‟ learning which can
help teachers develop their own strategies to enhance the students work
and thinking”. In the other hands, teacher questioning is very important for
teacher and students, because teacher questioning is part of the learning
process. By asking questions teachers can gather a lot of information, as a
cited from Lathan (1957) in Anderson (2001) stated that Appropriate
questions help "teachers and students learn from one another". So that is
one of common techniques used by the teachers as the way in controling
the classroom.
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The most effective questioning strategy when allowing students to
be fully involved in the learning process. Where when the lesson is
planned, it is very important for the teacher to think about the types of
questions that will be asked to students. So the questioning strategy will
help the teacher to plan a question and answer session effectively when the
teacher plays questions effectively based on student needs and the types of
questions that will be fully involved in student interaction.
Adibah (2012) it was found that the teacher performed six out of
seven question types proposed by Brown (2007), including: knowledge,
comprehension, application, inference, analysis, and synthesis questions.
Each type of question has its own functions. In this study, knowledge
questions were used to elicit factual answers, recall tests, recognize
information, and check students‟ understanding. Comprehension questions
were utilized to translate words from Indonesian to English, and vice
versa. Application questions were employed to ask the students to spell
and pronounce some words in the target language. To form conclusion that
was not clearly stated in the material was the function of inference
questions. Analysis questions were used to distinguish two similar words
so that the students understood the differences. Finally, synthesis questions
were employed to make prediction or give opinions of certain situations.
Teachers should be aware that their questioning skills would have
an impact on improving students verbal responses in the classroom
interaction. Which is the student's verbal response is the process of
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conveying one's thoughts, messages or feelings to others by using symbols
that use one word or more as a medium. Thus the teachers can apply
comfortable and appropriate questioning strategies that are suitable for
students and the class context of situation. Therefore, some pedagogical
purposes of questioning can be achieved, including developing students‟
English proficiency, measuring their abilities, and motivating them to
speak the language.
The key to effective questioning strategies is asking questions that
allow us to achieve the teaching goals or facilitate a standard in the most
effective way. Not all questions are effective for all situations. This means
that the teacher must really understand the types of questions that will be
conveyed to students in a condition of the learning process. At certain
times, questions are needed that can build knowledge about basic
information memories, while at other times, the teacher wants students to
be able to connect information and apply it to daily life.
Strategies in questioning are used to give guidance for teachers in
giving questions to students. Kerry as cited in Tekene, (2006) states that
types of questions which are used and formulated by teachers are very
important processes for students‟ achievement and their level of
engagement in teaching and learning.
Xuerong (2012) classified questioning strategy into question-
planning and question-controlling strategy. Question-planning strategy
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refers to types of questions used by the teachers in the classrooms. The
functions are to elicit response and identify problems, better understand
students‟ knowledge, and invite for further discussions. Question-planning
strategy consist of asking question relevant to students, asking open-ended
question, and follow-up question. This also includes asking for supporting
data. Meanwhile, question-controlling strategy refers to ways or
procedures used by teachers to ask question in the classroom. The function
to distribute turn-taking and encourage participation.
Table 2.1 Questioning Strategies by Xuerong
Questioning Strategy
Question-planning strategy Question-controlling strategy
Ask question relevant to students Phrase the question, then call on
the students
Ask open-ended question Call on specific students to answer
question
Ask follow-up question Call students‟ name when asking a
student to answer question
Ask for supporting data/ask for
evidence to support a particular
point
Select students to response
randomly instead of following any
set pattern when calling on
students.
Ask different types of question Beware if the students who
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dominates in class by asking or
answering all the questions.
Give students enough time to think
about before answering the
question.
Ask questions of the entire class
and try to encourage all students to
participate.
Encourage students to consult with
classmate before answering
teacher.
Encourage students to initiate
questions
Move closer to students when
asking questions
Nominate non volunteers
Repeat the question when there is
no response.
Modify the question when it is not
understood
Using strategies in giving questions for students is important to
help teachers to know how the students' responses and it can make the
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students attentive the lesson and engaged the students in the teaching-
learning process. Questioning strategies provide way show to make
students clear about teachers' questions. Sometimes students are quiet
because they probably do not understand what has been asked by the
teacher, how to answer it or feel shy. So, by applying questioning
strategies, teachers can solve these problems. It can encourage students to
answer and help them to arrange utterances, so they are motivated to speak
confidently.
a. Types of question
Some experts had investigated the types of questions. Questions
can be classified into many types of question, but in this study the focus
will be on the following a few types of question. The questions have
categorized more than one number of types question, namely:
1. Open-ended question
An open-ended question is a question that cannot be
answered with a "yes" or "no" response, or with a static response.
The type of these questions is phrased as a statement that requires a
response.
Open-ended questions are ones that require more than one
word answers. The answers could come in the form of a list, a few
sentences or something longer such as a speech, paragraph or
essay.
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although open-ended questions require lengthier responses
than closed-ended questions, open-ended questions are not always
more complicated. For example, asking "how about your task? it
has been checked?" may simply require the students to response
the teachers question to say yes is done or not yet.
2. Focus questions
Peavey Fran (1997) identify the situation and the key facts
of these questions necessary to an understanding of the issues at
stake. When using questioning with an individual, this is the time
when the facts of the situation are presented. Questions here focus
on understanding the relevant parts of their story. When using
strategic questioning in a community polling process, questions
focus on how they think about the particular issue at stake.
3. Display question
Tsui in Yang (2010) defines the display question as one
designed to test whether the addresses has knowledge of a
particular fact or can use because they are interested in the answer,
but because they want to get their learners to display their
knowledge of the language.
Display questions refer to those questions for which the
questioner knows the answer such questions are usually asked for
comprehension checks, confirmation check, or clarification
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requests. Display questions are questions that asked to see if the
person is speaking to know the answer. In an ELT classroom, this
normally means that teachers ask learners to see if they understand
or remember something.
4. Referential question
Referential question are those questions for which the
answer are not already know by the teachers. Even though research
concerning teachers‟ question has been done, this research is still
worth conducting. Long & Sato (1983), and Brock facilitating
classroom interaction. Referential questions attract the typical of
content classrooms and high proficiency language classrooms, and
usually requiring long answer and syntactically complex answer
contain. In fact, referential questions involve important points such
as interpretation, elaboration, ideas, giving opinions, etc.
Lynch (1996) argues that teachers should ask referential
questions because learners tend to give longer answer than they do
to display question and learners will be less willing to answer
questions if their purpose is always to test knowledge.
5. Prompting
Prompting question means directing or demanding.
Questions that are asked to give direction to students in their
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thought processes. The form of prompting questions can be divided
into 3:
1) Change the order of questions with simpler words that bring
them back to the original question.
2) Ask questions with different or simpler words that are tailored
to the students' knowledge.
3) Provide a review of information provided and questions
which helps students to remember or see the answer. (E.C.Wrag
and George Brown, 1997: 43).
6. Probing
Probing has the meaning of digging or track. Probing
means trying to obtain clearer or more in-depth information.
Definition of probing in classroom learning is defined as a
technique guiding students to use existing knowledge in
themselves to understand the symptoms or circumstances that are
being observed so that new knowledge is formed (Wijaya, 197).
This probing technique can be used as a technique to improve the
quality and quantity of student answers. The question is intended to
guide students so that their content can find more correct answers.
Probing technique begins by exposing students to new situations
that contain puzzles or tangible objects. The new situation makes
students experience conflict with the knowledge they already have
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so as to provide opportunities for students to conduct assimilation,
this is where probing begins to be needed.
The advantage of this classification system is that the question
types are specific and it is also flexible in that instructors can design
questions with various roles based on educational objectives to be
accomplished. Based on the explanation above, it can be concluded that
there are several of teacher‟s questions types can be employed during the
teaching learning process in the classroom interaction. Teachers have to be
more selective in choosing the appropriate questions‟ types will be asked,
so that questioning as the teaching strategy will be more effective during
classroom interaction.
E. Classroom Interaction
A classroom is a room in which teaching or learning activities can
take place. Classroom are found in educational institutions of all kinds,
including public and private schools, home school, corporations, and
religious. The classroom attempts to provide a safe space where learning
can take place uninterrupted by other distractions.
Interaction is the heart of communication and communication
itself. Whether it is oral or written, is the central goal of the foreign
language learning. In order to achieve that goal, the learners or the
students need to coorperate and interact among themselves, between them
and he teacher, or between them and someone else who are aware of
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language learning. In short, communication is derived from interaction
since in communication there must be interaction between people who
have something to share (Rivers, 1987) in Musdalifah (2016)
Classroom interaction is about the students having an active
discussion during the class. Interaction occur both between students with
lecturer present, and with the lecturer who probes student thinking among
the whole group. There are many ways on how to communicate with
students, especially in the classroom.
Rain S. Bongolan (2009) stated cooperative learning, problem-
based learning, the use of case methods and simulation are some
approaches that promote active. Classroom interaction requires that
students are engaged and active in the learning process. The instructor
serves a coach or facilitator, guiding students through activities, but letting
the students take control of the learning event itself. Classroom interaction
is a teaching method that involves students in learning process rather than
seeing them as passive recipients.
Classroom interaction covers classroom behaviors such as turn-
taking, questioning and answering, negotiation of meaning and feedback.
Chaudron(1988) stated that Interaction between students and teacher is
fundamental to the learning process. Related from the statement before we
know that interaction in the classroom is fundamental , because without
teaching and learning process in the classroom will not exist. As we know
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a good interaction will make messages transmission success and create a
good interpersonal relationship between the teacher and students, so the
students' achievement in language acquisition can be increased.
Kumpulainen and wray (2002:4) stated although teacher and
students interaction also plays an important role in contemporary
classroom, collaborative working models with small groups of students
have increased in many classrrom as the result of the new conceptions of
learning and their pedagogical implications.
Classroom interaction focused mostly on whole class interaction
between the teacher and the student. Among other thing, typically
classroom interaction patterns, of which the most widely known is the
initiation, response, and feedback/evaluations.
1.) Initiation
The teacher controls the structure and content of classroom and
initiation the discussion by posing question
2.) Response
The teacher gives the student a question and the student give a
response to the question
3.) Feedback/Evaluation
After the student has responded to the question, teacher finishes the
interaction sequences by giving feedback on student's respons.
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F. Conceptual Framework
Figure 2.1 Conceptual Framework
In the conceptual framework, the teacher and students have
significance relationship, especially in classroom interaction. During
teaching-learning process teachers and students interact in the classroom.
Classroom interaction is defined as the way of teacher used to make an
interactive between teachers and students by questioning. In this case, a
role model of class, the teacher have questioning strategies for direct their
students in order to express their opinion. The class is more interactive and
effective when there are communicate between them. The use of
questioning strategies also to balance the interaction between
communicant and communicator.
Classroom Interaction
Questioning Strategies
Teachers Question
The reason why the teacher
used the question
Types of questioning
strategies
Questioning-Planning
Strategy
Questioning-Controlling
Strategy
20
CHAPTER III
METHODOLOGY
A. Research Design
The researcher used descriptive-qualitative research in this study.
Qualitative research refers to process-oriented methods use to understand,
interpret, describe and develop a theory on phenomena or setting. It is a
systematic, subjective approach will be used to describe life experiences
and give them meaning.
Descriptive qualitative research is mostly associated with words,
language, and experiences rather than measurements, statistics, and
numerical figures. In the other hand, qualitative research is concerned at
how opinions are formed. The researcher will adopt a person-centered to
understand the sample experience and to obtain and generate their ideas.
In this study, the researcher investigated the teachers‟ questioning
strategies, it was along with the objective of this study was to know the
strategy of the question that the teacher used.
B. Research Subject
The subjects of this research were the English teachers at SMAN 4
Makassar. The subjects of this research consisted of three English
teachers, and the researcher took all of the English teachers as a sample of
this research. There were three English teachers at SMAN 4 Makassar and
every English teacher handled one generation consisting of 11 classes, that
21
Teacher A as the first teacher who teaches on grade X, Teacher B as a
second teacher who teaches on grade XI and Teacher C as a third teacher
who teaches on grade XII. So, each teacher taught a different class.
C. Research Instrument
The instrument were observation and interview. The techniques for
analyzing the data was descriptive. The way it could be use observation
and interview as an instrument of the research to collect the data and
validate the result.
1. Observation
Observation is the process of gathering open-ended, firsthand
information by observing and places at a research site. The researcher
only observed the teacher questioning strategy during the learning and
teaching process in the classroom. In this research, the researcher used
non-participant observation in which the researcher didn‟t participate
in the activity being observed. Using non-participant observation was
easier to record information and observations if the researcher didn‟t
participate so that the researcher could record the data more easily. So,
a recorder was placed in the classroom while the class is in the process.
2. Interview
The interview is a further instrument to gather the data in this
research; the interview adopted semi-structural interview technique
which utilized the question guideline but allows the interviewee to
22
provide clarification and elaboration based on the question that given.
This kind of interview was also known as an in-depth interview,
wherein technically it was more flexible than the structured interview.
The interview was a tool for the researcher to add data deeply about
the reason of the teacher.
D. Data Collection
There were two steps in collecting the data, the first one was
observation in the classroom by video recorder, the researcher could get
the data from the real situation. In the observation process, played the role
of the observer as a participant in which the role of the researcher was
known by the participant. Then through the interview, this interview
process conducted after finishing the classroom observation by the audio
recorder. The use of an audio recorder intended to help the interviewer to
gain more detailed data during the interview.
E. Data Analysis
In qualitative research, the data analysis technique used was clear,
which was directed at answering the problem statement. In the process of
data analysis to obtain the result from observation and interview, there
were some steps that must be taken by the researcher to analyze the data.
The first began with a video recording of the observations and then the
audio recordings of the interview transcribed and coded. Because of the
large amount of data obtained, only the transcription of teacher talks
23
consists of the types of teacher questions to be analyzed. This was part of
data reduction. Miles and Huberman (1994) explain "Data reduction refers
to the process of selecting, focusing, simplifying, abstracting, and
transforming the data that appear in written up field notes or
transcriptions." Not only the data needed to be condensed for the sake of
manageability, they also had to be transformed so they could be made
intelligible in terms of the issues being addressed.
The results from the transcription of a video recording, the
transcription of the teachers' talks was given a T code, while the students'
talk was given an S code. Then, the researcher could identify the types of
teacher questions posed in the classroom employed the questioning
strategies by Xuerong (2012). Then from the results of the transcription of
the interview, the researcher was given the different code while
transcribing and coding the data from the interview. The researcher given I
symbol as the code of the interviewer and T symbol as the code for the
interviewee. After that, the researcher analyzed the data in order to find
out the answer about the teacher reasons in uses the types of teachers
questioning strategy in teaching learning process during the classroom
interaction.
24
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter discusses about finding and discussion. The findings describe
about the result of the data collected from the observation and interview. And
discussion explains and interprets the findings. The data were taken from
classroom observation by using video recorder and interview by audio recorder.
A. Findings
The findings of this research are to identify the answer from the research
question as obtainable from the instrument which aims to find out the kinds of the
teachers‟ questioning strategies during the classroom interactions and the reason
why the English teacher used their questioning strategies. The researcher has
conducted this research in SMAN 4 Makassar from 20 August to 09 September,
2019. SMAN 4 Makassar, is one of the State High Schools in Jl. Cakalang
Numb.3, Makassar, South Sulawesi, Indonesia. SMAN 4 here it is the same as the
general high school in Indonesia. The period of school education at SMAN 4
Makassar is taken in three years period, from Class X to Class XII. Founded on
February 5, 1964. There were three English teachers and each teacher handles one
generation, that Teacher A as the first teacher who teaches on grade X, Teacher B
as a second teacher who teaches on grade XI and Teacher C as a third teacher who
teaches on grade XII. The data were collected from the observation transcribed by
video recording and the interview transcribed by audio recording.
25
The researcher had observed 3 classes with different English teachers
at SMAN 4 Makassar. The data was recorded on the video using observing
techniques with a questioning strategy by the teacher on the learning process
in the class. In this observation, the researcher acted as the non-participant
observer in which she did not participate in the learning process on the class.
So, the recorder was placed in the classroom when the class was running.
After that, the researcher transcribed the video record to get the data and
analyzed it.
Teacher‟s questioning strategies are the technique where the teacher
uses questions to the students. The questioning strategies were found by the
researcher, namely, question planning strategies and question controlling
strategies as focused on this study proposed by Xuerong (2012).
Question planning strategies are referred to as the types of questions
used by English teachers in the classroom, which is to elicit the response and
to identify the problems. While question controlling strategies refers to ways
or procedures used by the English teacher to ask the question in the classroom
interactions.
1. The kinds of Teachers’ Questioning Strategies used by the English
teachers during teaching learning process.
There are two kinds of questioning strategies were found by the researcher,
namely, question-planning strategies and question-controlling strategies as
focused on this study proposed by Xuerong (2012)
26
a. Question-Planning Strategies
In question-planning strategies there are several indicators would be
focused by the teachers in giving some questions, namely:
1) Asking question relevant to students
In teaching-learning process the teacher started their class by greeting
all the students and then asking about students‟ condition. Then, after
the students gave the response from the teachers‟ greeting, the teachers
also asking the students that were relevant to the students, it can be
seen from the sentence if the teacher wanted to know about the
students‟ condition and the students‟ problem. And also, usually the
teacher asked twice for make sure there were no problem with their
students for students‟ daily life apart from the problem in the school,
then also usually the teacher wanted to check the students‟ presence
and the students‟ homework. Seen from the explanation above shows
that teacher asking students related with the students‟ personal
experiences or personal life activities, so that each of them was able to
give response.
2) Asking open-ended question
Asking open-ended question are requiring more though and more than
a simple one-word answer. Open-ended questions are broad, can be
answered with detail, and can be answered in-depth and allow for
original, unique responses, without being limited by multiple-choice or
a „yes‟ or „no‟ option. So, the types of this question help you to see the
27
things from the students' perspective because you get feedback in their
own words.
3) Asking follow-up question
The follow-up question is something that is done to continue or adds
something done previously. Follow-up questions support questions in
the context of the previous questions, so students can dialogue with the
teacher. A good follow-up question will build a flow of conversation,
ask deeper questions or answers given to students. This follow-up
question will not only measure students' knowledge and qualifications
but also provide further insight into students in understanding overall
learning material. The students need to listen intently the question that
was given by the teacher when got some follow-up question in order to
effectively engage with the conversation about the material. Engage
with the conversation will avoid the closed answers from the teachers'
asked, while also making the students understanding the material. It's
important to make the students understand, listen carefully and follow
up on important points. this not only makes students understanding but
also will show that teachers are also involved. This connection will
allow the teacher to really get to know how to explain to students to
elicit the students involved with the conversation.
4) Asking for evidence to support a particular point
Asking for evidence means that the teacher may ask the student to
explain the reasons for the author uses to support particular points in a
28
text. The teacher should not exclusively ask the student to identify the
points made by the author. In these types of questions, the texts may
vary in complexity because needed to be more than an explanation but
need to give an example. These questions require the student to select
words or phrases from the text that are used to support a particular
point. Then also requires the student to select a correct explanation of
how the author uses reasons and evidence to support particular points
in a text.
5) Asking another type of question (probing)
Probing means trying to obtain a clearer information or more in-depth
information. Understanding probing in classroom learning is defined
as a technique guiding students to use existing knowledge in
themselves to understand the symptoms or circumstances that are
being observed so that new knowledge is formed. In teaching-learning
process probing defined as a technique that can be used to improve the
quality and quantity of students answer. This question is intended to
guide students so that their content can find more correct answers and
the technique begins by exposing students to the new situations that
can make students experience conflict with the knowledge they already
have so as to provide opportunities for students to explain their answer,
this is where probing begins to be needed.
29
6) Asking another type of question (display question)
A display question is a type of question requiring the students to
demonstrate their knowledge on a subject matter when the teacher
already knows the answer. This question aims to put knowledge or
information on public display. In the classroom, this is an important
way of transmitting and testing knowledge for teachers and students.
In these display question situations such as classrooms and quizzes, the
teacher follows up the answer by stating whether it is the correct one
or not.
7) Asking another type of question (prompting)
Prompting questions are questions created to elicit the students'
participants. This type of question means directing the intent of the
learning material to get answers where asking things in a demanding
way to get responses from students. In other words, the prompting
learning model is learning by means of the teacher presenting a series
of questions that are both guiding and exploring so that a thought
process occurs that links each student's knowledge and experience with
new knowledge being learned. According to Jacobsen (1989),
prompting is a condition when students cannot answer questions
teachers do not directly throw questions to other students but gives
students the wrong opportunity to answer simple questions as a form
of help from the teacher.
30
b. Question-Controlling Strategies
In question-controlling strategies there are several indicators would be
focused by the teacher in giving some question:
1) Repeat the question when there is no response
The teacher repeated the question when there is no response from the
students. For instance, it can be seen when the teacher instructed the
students to open the book then asking the students about it and
reconfirm until twice whether the student has found what the teacher
instructed, because at the first time there were no students gave
response. Another example it can be seen when the teacher wanted to
know about the students‟ knowledge with asking a about the material
then there is no response for the teacher asked, so the teacher repeated
again to elicited the students‟ response with the same words.
2) Modify the question when it is not understood
Modify the question is the way the teacher uses to elicit the students'
response when the students do not understand the teachers' question. It
looks the same as the type of repeat questions like the previous
explanation, but in this type of question, it can use different ways such
as changing words or giving other examples when the teacher gives
their questions. The teacher repeats the question with other words, but
the same purpose, or it also could be the teacher repeating questions
with different content, instead of giving different examples to gain
students' understanding.
31
3) Call the students’ name when asking a student to answer question
In classroom interactions, a good teaching-learning process can be
seen from active interactions with students and teachers. interaction is
the heart of communication. to achieve that goal, students need to
work together and interact among themselves, between students and
teachers. communication comes from interaction because in
communication there must be an interaction between people who have
something to share. Call the students' names when asking students
questions to answer are the types of questions that require
communication between students and the teacher. Using this type of
question can be better to help students quickly understand the learning
material and also make students feel curious about the material.
4) Asking question of the entire class and try to encourage all
students to participate
Asking a question of the entire class is the way the teacher to elicit the
students‟ attention to be active during the teaching-learning process.
this also the way the teacher uses to encourage all students to
participate in the teaching-learning process during the classroom
interaction. Classroom interaction covers classroom behaviors such as
turn-taking, questioning, and answering, negotiation of meaning and
feedback. Chaudron (1988) stated that Interaction between students
and teachers is fundamental to the learning process. Related from the
statement before we know that interaction in the classroom is
32
fundamental because without the teaching and learning process in the
classroom will not exist. As we know a good interaction will make
messages transmission success and create a good interpersonal
relationship between the teacher and students, so the students'
achievement in language acquisition can be increased. so that's why to
elicit the students' response by asking some question of the entire class
can encourage the students' participation in the teaching-learning
process during the classroom interaction.
Based on the observations, it‟s found that most of the teaching and
learning activities of teachers always use strategies in asking questions. That is
why it is said that the teacher uses question strategy because he fulfills the
criteria in this questioning strategy, which is question-planning strategies and
question controlling strategies. Sometimes, teachers need to repeat their
questions when there are no answers or they need to modify their questions to
make students easy to understand about questions, teachers also need to use
several types of questions in asking.
2. The reason why the teacher used questioning strategy during the
classroom
The researcher had observed 3 classes with the different English
teachers at SMAN 4 Makassar. The findings of the teacher‟s reason for using
questioning strategies were taken from interview. The researcher got the data
about teacher questioning strategies from the interview by the audio recorder.
33
Every single teacher had been interviewed once. The findings of the reason
above can be proved by the teachers‟ arguments and their perception in the
interview.
Teacher A
In the interview, the teacher gave her reason and explain preference in
using her question. Actually, the teacher never classified how many kinds she
gave the students question and what kinds of the question have been asked.
She just asked related with how the function of that question itself. The
teacher used their question it‟s also related with the condition and material.
She never clearly classified the types of questioning strategy, it just run based
on the condition of the classroom interaction and also based on the students‟
responses. She just asked the students to follow up the material that how far
the students‟ comprehension. And asked the students about their knowledge
and understanding.
The teacher also said the best measurement was understanding the
question based on the written task. Then, when she asked them to their
speaking, she can‟t catch their speaking by when they perform in front of the
class by doing speak up in dialogue role play. Not only in the general
question but I sometimes ask the students the detail of the material, not only
the globally. She wondered to know how far the students understand. But she
always faced with time allocation, so they to do their exercise. Time allocation
to ask them question about the material is difficult because the students have
34
to do their exercise in written. But the question orally, the teacher guess it was
difficult to students, because time allocation. And, many questions from
exercise the students do, so that‟s why in the students‟ answer from the
exercise question the teacher can understand how far the students can
understand about the material from the students answer. And also, when the
teacher asked the students orally, she guess it was not too difficult to measure
their understanding.
Teacher B
In the interview, the teacher gave her reason and explain preference in
using her question. Actually, the reason why the teacher gave the question to
know the comprehension of the students about the lesson, the teacher guess
that it was easy to measure how the students understand and pay attention to
the teacher explanation. The gives questions with other reasons so that they
can listen, because sometimes there are students who play around. So, the
teacher thinks they as teachers must understand the class situation, so that
students can focus on listening to today's learning material.
So, it can be concluded that the teacher asked the question to measure
the students‟ comprehension, she used the question to know how far the
students can get the meaning of the lesson. Here, the teacher used the question
also to measure the students‟ focuses, so the teacher can conclude that what
has to do during the class after seeing the condition of the students in the class.
The teacher really assesses how students listen to the learning material in
35
class, so that the teacher knows how to position himself how he should be able
to attract the attention of students to learn. So, the second teacher also does not
classify the types of questions he uses, it appears based on student responses,
the student's classroom learning atmosphere. So, it can be concluded that the
teacher never clearly classified the types of strategy, it just runs away based on
the condition and also related to the material of the lesson.
Teacher C
In the interview, the teacher gave her reason and explain preference in
using her question. Actually, the reason why the teacher gave the question for
the students, because he thinks the questions asked can be used as one to
stimulate students' minds in communication and can function to encourage
students and also be involved directly as discussed at the time. The types of
questions that teachers often use are questions that ask for examples or facts in
order to develop or train students' thinking power towards learning material.
And also questions that ask students to compare with a view to practicing
students' reasoning power in a case, and also questions classically, personally.
According to him the questions raised by the teacher are very important in
order to create a more meaningful learning atmosphere. Therefore, in every
learning, whatever learning model he uses, asking is an activity that is not
separated from each other.
So, it can be concluded the teacher thinks an educator who asks
questions effectively will educate students positively to think actively in the
36
learning process and the teacher also never clearly classified the clearly types
of strategy, the teacher asked the question related to the material and to
stimulate students' minds in communicating and can function to encourage
students and also be directly involved as discussed at the time.
B. Discussions
The discussion of this research deals with the interpretation of the
findings derived from the result of the script and the researcher‟s notes during
the interaction or the conversation of teaching and learning process, it also
deals with interpretation of the findings in interview process. In this discussion
part, the main points that will be explained are question strategies employed
by the teacher and the reason of using questioning strategies during the
classroom interaction.
1. The questioning strategies employed by the teacher
The researcher had collected and analyzed the data and elaborated
them in findings point. The data of the research were collected at SMAN 4
Makassar. There were three English teachers as the sample of this
research. After getting data of the research, the researcher analyzed it by
using qualitative analysis. The data was collected by video recorder
through classroom observation and audio recorder by interview.
From the data collected through the recorder and one meeting
teaching class for each teacher that the researcher had done, it is indicated
that all the English teacher actively using questioning strategy during the
37
teaching learning process in the classroom. When the teacher started the
class, they always said greeting to all the students and asked about the
students condition the checking the students‟ attendance list. The teacher
also asked about the students‟ previous knowledge in order to check about
the students‟ understanding about the previous material.
This is in line with Eble‟s statement (1988) that question in the
beginning of the class is essential to remind the previous lesson before
entering to the new material so it will be easier for students in learning and
getting the purpose of the course. Question can also be motivational for
encouraging the students‟ motivation to learn and increase the students‟
curiosity with the lesson is going. The teachers also always asked the
question in order to check about the students‟ understanding about the
material, to attract students‟ attention, support the students‟ contributions
in the class, and also can be as confirmation check and clarification
request.
In asking question, the teacher did not only address their question
to all students, but they also addressed the question only for some students.
Sometimes the teacher called on specific students to answer the question.
The questioning strategies that mostly employed by the teacher in the
classroom were Question-Planning Strategies and Question-Controlling
Strategies which was proposed by Xuerong (2012). Those strategies
almost appeared in each extract. Question-planning strategies applied by
the teacher, which the teacher asked the question relevant on the students,
38
ask for the evidence question, then asked the question by using closed
question, display question, follow-up question, probing question and
prompting question. Furthermore, Question-controlling strategies applied
by the teacher in which they asked the question by call on specific students
to answer, ask the question with give the students enough time to think
before answering the question, ask the students to the entire class to
encourage all the students to participate, repeat the question when there is
no response, and they modify the question when it is not understood.
Teacher A
The first English teacher who teaches on X grade and was
observed by the researcher on August 21st, 2019 and interviewed in the
school office on September 3rd, 2019. The first point that the researcher
analyzed was the questioning strategies that were used by the English
teacher in the class. Based on the observation during teaching and learning
activity, the researcher found that the teacher used some strategies in
questioning in the classroom, and elaborates the example in the following
extracts.
Extract 1
T : Masih tentang talk about self yah. Yah now stop writing, please take
it you book. Naikkan buku catatannya. Now we are going to write
kompetensi dasar yahh. KD berapalagi? 3.1 berapami sekarang?
Ss : 3.2 / 3.5(chorusing)
T : Kemarinkan KD 3.1.2 yaitu membedakan, Jadi sekarang kita belajar
KD?
Ss : 3.1.3 (noisy)
39
Extract 1 shows that the teacher asked the students to know do the
students still remember what they have learned in the previous meeting.
The teacher asked the students with a deeper question about the material
last week, the teacher asked a question of the entire class to encourage all
the students to participate during the discussion about the material last
week with feedback.
From the extract shows it can be concluded that the teacher posed
Questioning-controlling strategies in which the teacher asked a question
relevant with the function of the strategy, in which the teacher asked a
question to the entire class and the teacher want to try to encourage all the
students to participate in class.
Extract 2
T : Okay jadi apa yang akan kita pelajari hari ini?
Ss : Fungsi social (noisy)
T : Fungsi social, apalagi?
Ss : Unsur kebahasaan, struktur teks (chorusing)
Extract 2 shows that the teacher wanted to know the students‟
knowledge and understanding about the material, the teacher also wanted
to know the students‟ readiness to studied. The teacher asked the students
to encourage all the students to participate and also to encourage the
students to consult or discuss with the classmate to answering the teacher
asked, it means the teacher posed Question-controlling strategy to the
students.
40
Extract 3
T : Sekarang I need, stop writing. Ada tugas memang dih?
Ss : Ada (chorusing)
T : Tugasnya itu apa?
Ss : (noisy without a clear answer)
T : Bagaimana? Sudah di periksa itu? Tugasnya sudah selesai?
Ss : Sudah mom
Extract 3 shows that the teacher wanted to know the students‟
assignment that had been learned last week, the teacher checking the
students‟ assignment by asking a question. So, from the extract above it
can be concluded that the teacher posed Question-planning strategy in
which the teacher asked the students by using the types of question is
asking open-ended question and it‟s also relevant with the students‟ have,
the students‟ assignment of the previous meeting.
After the teacher asked about the students‟ assignment, then the
teacher instructed the students to open the book. The following is the
extract of the conversations:
Extract 4
T : Okay, now open your book on page 11. (while the teacher going to
look the student’s book one by one)
S : Ini mom?
T : Halaman eleven. Got it?
Ss : (silent)
'T : Sudah adami? Sudah dapatmi?
Ss : Yes mom!
41
Extract 4 shows that the teacher instructed the students to open the
book, after that the teacher asked that the students already have done or
not, the teacher repeated the question because at the first time the teacher
asked there were no students gave response, it means that the teacher
posed Question-controlling strategy.
After the teacher asked about the instructed the students to open
the book, then the teacher gave the students a question related to the
material. The following is the extract of the conversations:
Extract 5
T : Ada yang sudah tau? Who one? Anyone? Lisa? Ega?
S : Kata kerja
T : Yah menurut Ega kata kerja, do you know what the meaning of
pronoun Lisa?
S : No
T : What is the meaning of pronoun? Anyone know, what is the meaning
of pronoun?
S : No
Extract 5 shows that the teacher asked the question to know about
the students understanding about the material. The teacher asked the
question based on the material. The teacher asked the students to answer a
question with call the student's name when asking a students‟ question and
also the teacher repeated and modified the question to elicit the students‟
response, it means that the teacher posed Question-controlling strategy.
And also, in these conversations, this strategy can be classified into posed
Question-planning strategy in which the teacher asked display question
42
that the teacher has known the answer but wanted to check about the
students understanding.
After the teacher asked about the students understanding about the
material. Then the teacher wanted to know the students‟ knowledge and
understanding. The following is the extract of the conversations:
Extract 8
T : What is the English kata dia? Siapa itu dia? Laki-laki atau
perempuan?
Ss : Perempuan (chorusing)
T : Apa Bahasa inggrisnya?
Ss : She (chorusing)
T : Good! Next kalo dia pake laki-laki?
Ss : He (chorusing)
T : Kalo saya?
Ss : I (chorusing)
T : Kamu?
Ss : You (chorusing)
T : Mereka?
Ss : They (chorusing)
T : Kami?
Ss : We (chorusing)
T : Kalo dia untuk benda?
Ss : it (chorusing)
T : Nah kalimat itu untuk kalimat pernyataan terdiri dari?
Ss : Subjek, predikat, objek. (chorusing)
T : Misalnya saya bilang gini. Reka adalah siswa SMAN 4 Makassar,
Reka posisi dalam kalimat ini?
Ss : Subject (chorusing)
T : Jadi kalo saya mau ganti kata Reka itu menjadi dia?
43
Ss : She… He…. (chorusing)
T : Nah dia letaknya diganti di subject, maka kalimat kata ganti yang
berada didepan disebut?
Ss : Subjective… (chorusing)
Extract 8 shows that the teacher wanted to know the students‟
knowledge and understanding of the material which gave some example to
answer. So, from the extract above it can be concluded that the teacher
posed Question-planning strategy in which the teacher asked the students
by using follow-up question to recall the students‟ knowledge and
understanding the material that the teacher has been shown. The teacher
also posed Question-controlling strategy in which the teacher modified the
question in order to make the students understand about the question and
encourage all the students to participate during the teaching-learning
process in class.
After the teacher asked about the students‟ knowledge
understanding about the material. Then the teacher wanted to know the
students‟ knowledge and understanding sees from the students‟ answer.
The following is the extract of the conversations:
Extract 9
T : Maka kata ganti yang letaknya berada pada subject, nah itulah yang
disebut subjective kalo saya bilang begini “Reka mengajak Reas pergi
ke taman” kalo saya mau ganti kata Reasnya itu dengan kata ganti
orang bagaimana?
Ss : They (chorusing)
T : Jadi Reka pergi ke taman dengan siapa? Reka mengajak siapa?
Ss : He… She… (chorusing)
44
T : Dianya laki-laki?
Ss : He… (chorusing)
T : Siapa bilang selain he?
Ss : Him (chorusing)
T : Kenapa kita bilang him?
Ss : Karena laki-laki (chorusing
Ss : Karena subjective (chorusing)
T : Kenapa bukan he?
Ss : Karena objective (chorusing)
Extract 9 shows that the teacher wanted to get clearer or deeper
information. The question is intended for digging the students'
comprehension so that their content can find more correct answers. So,
from the extract above it can be concluded that the teacher posed a
Question-planning strategy in which the teacher asked the students by
using the probing questions to get clearer answers. Where this type of
question uses a technique of digging the students viewed from the
knowledge that already exists on their mind to understand this material.
After the teacher asked about the students‟ comprehension through
their responses. Then the teacher wanted to know the students‟ knowledge
and understanding to get the clearer answer. The following is the extract
of the conversations:
Extract 10
T : Yah karena dia posisinya bukan pada subject, tapi pada object.
Sehingga kata he itu bukan he lagi tapi menjadi?
Ss : Him (chorusing)
T : Jadi kalo dia perempuan menjadi?
45
Ss : Her (chorusing)
T : Kalo I berubah menjadi?
Ss : Me (chorusing)
Extract 10 shows that the teacher wanted to get clearer answer. The
question intends to lead students so that their opinion can find more
correct answers. So, from the extract above it can be concluded that the
teacher posed a question-planning strategy in which the teacher asked the
students by using the prompting question to get clearer answer. In other
words, prompting is another way to direct students to understand learning
material by asking simpler questions whose answers can guide students to
find the right answers. This question guides the students so that the
thinking process occurs that links student knowledge. Thus, with these
learning models, the question and answer process done randomly. So, this
encourages the students to participate in the learning process.
Teacher B
Next, the following is the second English teacher who teaches on
XI grade. Teacher B was observed by the researcher on August 21st, 2019
and interviewed in the school office on September 3rd, 2019. The first
point that the researcher analyzed was the questioning strategies that were
used by the English teacher in the class. Based on the observation during
teaching and learning activity, the researcher found that the teacher used
some strategies in questioning in the classroom, and elaborates the
example in the following extracts.
46
The teacher started the class by asking a question about students‟
condition. The following is the extract of the conversations:
Extract 1
T : How are you today?
S : I’m fine.
T : Tidak adaji masalah?
S : Tidak ada.
T : Kemarin-kemarin aman?
S : Aman.
T : Ada teman mu yang tidak hadir? Dalam satu minggu ini?
S : Rahmat.
Extract 1 shows that the teacher started her class by asking about
students‟ condition. Then all students yelled the same response, after that
the teacher asked question that were relevant to the students, it can be seen
from sentence „tidak adaji masalah?‟, the teacher wanted to know about
the students problem at the school, the teacher asked twice for making sure
that there no problem for students daily life. After that, the teacher
checked about students‟ attendance.
Based on the extract above it can be concluded that teacher used
Question-planning strategy in which the teacher asked the question related
with the student‟s personal experiences or personal life activities so that
each of them was able to give a response. Then, the teacher also posed
Question-controlling strategy in which the teacher asked the question to
the entire class to encourage all students to participate.
47
After the teacher asked about the student‟s condition, the teacher
wanted to know about students‟ knowledge about the material. The
following is the extract of the conversations:
Extract 2
T : Apa offers Erik? Erik..Erik…
S : eeee… (answer vaguely)
T : Apa?
S : (silent)
T : Ungkapan men-?
S : Menawarkan
Extract 2 shows that the teacher asked the question to know about
the students understanding about the material. The teacher asked the
question based on the material. The teacher asked the students to answer a
question with call the student's name when asking a students‟ question and
also the teacher repeated and modified the question to elicit the students‟
response, it means that the teacher posed Question-controlling strategy.
Then, in these conversations, the teacher also uses the strategy that
can be classified into posed Question-planning strategy in which the
teacher asked display question that the teacher has known the answer but
wanted to check about the students understanding.
After the teacher asked about the students understanding about the
material. Then the teacher wanted to know the students‟ knowledge and
understanding. The following is the extract of the conversations:
48
Extract 3
T : Yah jawabannya ungkapan menawarkan, jadi suggestion apa?
Ss : (silent)
Extract 3 shows that the teacher wanted to know how far the
students understanding the material. The teacher asked the students to
know the students‟ knowledge. The teacher asked the question of the
entire class to encourage all the students to answer the question, it means
the teacher posed Question-controlling strategy.
After the teacher asked about the students understanding about the
material. Then the teacher wanted to know the students‟ knowledge and
understanding. The following is the extract of the conversations:
Extract 4
T : Oke, jadi apa artinya itu yang di papan tulis?
Ss : (silent)
T : Jadi temannya mengajak untuk?
Ss : (students answer with the same time so that it sounds unclear)
Extract 4 shows that the teacher asked the students to know the
students‟ ability and understanding in order to get the clearly answer. The
question aims to practice the students‟ English language ability. This
strategy question intended to lead students so that their contents can find
more correct answers. So, from the extract above it can be concluded that
the teacher posed a question-planning strategy in which the teacher asked
the students by using the prompting question to get clearer answer. This
question intends to train the students so that the thinking process occurs
49
that links student knowledge. Thus, with these learning models, the
question and answer process done randomly. So, this encourages the
students' knowledge to practice in the learning process.
After the teacher asked about the students‟ ability and
understanding about the material. Then the teacher wanted to know the
students‟ knowledge and understanding. The following is the extract of
the conversations
Extract 5
T : Yahh jadi it disitu menggantikan apa? Yang than it
Ss : Bentley
Extract 5 shows that the teacher wanted to know the students‟
knowledge and understanding about the lesson of the material. The teacher
asked the question related to the lesson. In this conversation the teacher
posed question planning strategy in which the teacher asked display
question that the teacher known the answer but wanted to check about the
students understanding. And also, the teacher asked question of the entire
class to encourage all the students to participate in answering the teacher‟s
question, it means the teacher posed Question-controlling strategy
Teacher C
The last following is the third English teacher who teach on XII
grade and was observed by the researcher on August 21st, 2019 and
interviewed in the school office on September 3rd
, 2019. The first point
50
that the researcher analyzed was the questioning strategies that were used
by the English teacher in the class. Based on the observation during
teaching and learning activity, the researcher found that the teacher used
some strategies in questioning in the classroom, and elaborates the
example in the following extracts.
Extract 1
T : Okay class, Good morning, how are you this morning?
Ss : I am fine, sir. (chorusing)
T : Once again, how are you this morning?
Ss : I am fine, sir. And you? (chorusing)
T : I am fine too. Well, listen to your name…
Extract 1 shows that the teacher started his class by greeting all the
students and then he asked about students‟ condition, at the first time the
teacher asked only several students gave response, then the teacher asked
again with the higher voice to attracted students attention, then all students
yelled the same responses and they also asked about the teachers‟
condition.
From the extract above it can be concluded that the teacher posed
Question-planning strategy in which the teacher asked a question relevant
to the students‟ condition. The teacher also posed Question-controlling
strategy in which the teacher asked the question to the entire class and try
to encourage all students to participate by repeated the question when only
several students gave a response.
51
After the teacher asked about the student‟s condition, then the
teacher wanted to know students‟ knowledge about the material. The
following is the extract of the conversations:
Extract 2
T : Engineer task, group 2 what about you? Group 3, what about you?
Finish? What about you? And the last my beloved one? Do you have
problem? We start from group one? Finish?
S : Yes sir.
T : Okay, finish? Read!
T : Listen to the response from group 1. Okay? Please group 1, come
here please…
Extract 2 shows that the teacher asked the students to know the
students‟ knowledge and understanding of the material, the teacher also
wanted to know the students‟ readiness from their task. The teacher asked
to encourage all the students to participate and also to encourage the
students to consult or discuss with the classmate before their answer the
teacher‟s question, especially for each group to answer the teacher asked.
And also, the teacher repeated the question to elicit the students‟ response
during the teaching-learning process in the class, it means the teacher
posed Question-controlling strategy to the students.
After the teacher know the students‟ understanding about their
task, the teacher also wanted to know the students‟ understanding about
the material. Another example following is the extract of the
conversations:
52
Extract 3
T : Any problem?
S : (silent)
T : Not? Well done.
T : Okay group 2, see this is the response from group 1. What about you?
Can you give response about the duty of engineer? Group 2 please…
S : Yes sir.
S : The duty of engineer is fix broken items. (the student from group 2
gave explanation about their answer)
Extract 3 shows that the teacher asked the students to know the
students‟ knowledge and understanding about the material of their task,
the teacher wanted to know the extent to which students understand the
assignments given, the teacher also wanted to know whether the students
have difficulty in doing their assignments. Then the teacher asked the
students to encourage all the students to participate and to consult or
discuss with the classmate before answer the teacher‟s question, especially
for each group to answer the teacher asked. The teacher also repeated the
question to elicit the students‟ response during the teaching-learning
process in the class. So, it means the teacher posed Question-controlling
strategy to the students.
In the conversation the teacher asked students to explain the
answer from the text book about the duty engineer, it means the teacher
asked the students that can be answered in-depth with the detail
explanation more than just yes or no answer. From the conversation above,
53
it can be concluded that teacher posed the Question-planning strategy in
which the teacher asked open-ended question for the students.
After the teacher asked about the student‟s knowledge and
understanding, then the teacher asked about the students‟ perception. The
following is the extract of the conversations:
Extract 4
T : Okay my beloved one, this one of the responses from group 2. My
beloved one let see and analyze the duty from the engineer from
group 3. I have one problem from… okay let see, group 1, here the first
and second analyze and designing. Here, used verb 1 and the second
uses verb-ing. What is the different between analyze? Why you don’t
use analyzing for example like that (analyzing)?
Ss : (silent)
T : Okay, who can give what is the different from analyze and designing?
Why we use analyze not analyzing?
Ss : (silent)
Extract 4 shows that the teacher wanted to know how far the
students understanding their work or their task they do. The teacher asked
the students to gain the evidence why the students say or answer the
question like that. The teacher needed the clearly detailed answer to the
student‟s reason for understanding the task being discussed, it means the
teacher posed the Question-planning strategy in which the teacher asked
for evidence to support a particular point.
Then, the teacher also posed Question-controlling strategy on the
conversation above, in which the teacher gave the student time to think
about the teacher question before they answer the question, asked the
54
question to the entire class to encourage all students to participate and also
repeated and modified the question to elicit the students‟ response.
After the teacher asked how far the students understanding their
task, then the teacher wanted to know the students‟ knowledge and
understanding to explain their opinion about their task. The following is
the extract of the conversations:
Extract 5
T : Okay, who can give what is the different from analyze and designing?
Why we use analyze not analyzing?
S : (silent)
T : Dafa what about you Dafa? Can you give explanation about it?
Analyze and designing? Okay, please stand up.
S : I think structure, sir?
T : No. what about you? Analyze and analyzing, what is the different
from you are? In your mind?
Ss : (silent)
T : The others? You can say in Indonesian language. What tenses does
someone use analyze? Verb 1?
S : Kalo analyze itu tugas yang sering dia lakukan, kalo analyzing itu
tugas yang sedang dia lakukan.
Extract 5 shows that the teacher asked the students to explain their
opinion about the material and the teacher phrase the question and call the
specific students to explain their opinion to training their knowledge and
understanding. The teacher asked them individually to one student to make
sure their opinion about what has been taught before. From the extract it
can be concluded that the teacher posed Question-planning strategy in
55
which the teacher used asking for evidence to support a particular point
about students understanding about material.
Then, the teacher also posed Question-controlling strategy in
which the teacher called students‟ name when asking a student some
question to answer, gave the time for students to answer and modified the
question to elicit the students clearly response.
After the teacher wanted to know the students‟ knowledge and
understanding to explain their opinion about their task, then the teacher
wanted to get the clearly answer from the students‟ understanding. The
following is the extract of the conversations:
Extract 6
T : Okey, pertanyaan saya my students, analyze is what verb?
S : Verb 1
T : What about designing?
S : Verb-ing.
T : Yeahh.. verb -ing. But, designing is verb or noun?
S : ehh… (haltingly)
T : For example, listening to the music is my habit, like writing
application job is my activity. Apakah itu dikategorikan sebagai job?
Or singing is my hobby, writing is my hobby. Itu writing berperan
sebagai apa disitu? Apakah dia verb atau noun?
S : Noun
T : Okay, noun… itu namanya gerund kata kerja yang berfungsi sebagai
kata benda. Okay thank you, tepuk tangan dulu…
Extract 6 shows that the teacher wanted to get clearer answer. The
question is intended to lead students so that their opinion that can find
more correct answers. So, from the extract above it can be concluded that
56
the teacher posed a question-planning strategy in which the teacher asked
the students by using the prompting question to get clearer answer. In
other words, prompting questions is another way to direct students to
understand the learning material by asking with gave the example and then
asked the question. Asking with gave the example can be the guide for
students to find the right answers. Then, this question intends to guide so
that the thinking process occurs that links student knowledge.
After the teacher wanted to get the clearly answer from the
students‟ understanding, then the teacher also wanted to know the
students‟ understanding to explain their opinion about their task. The
following is the extract of the conversations:
Extract 7
T : Okay my beloved one, why do you said that the duty from of the
engineer is the decorating, why do you say? For group 5, why?
S : Because the duty of engineer after they great the building they also
decorate the building not only create the building but also decorate.
T : Why?
S : Yeah, because they… I mean…. (haltingly)
Extract 7 shows that the teacher wanted to get clearer or deeper
information from the students‟ task. The question is intended for digging
the students' comprehension to explain their reason from their task, so that
their content can find more correct answers. Thus, from the extract above
it can be concluded that the teacher posed a Question-planning strategy in
which the teacher asked the students by using the probing questions to get
clearer answers and deeper information. Where this type of question uses a
57
technique of digging the students viewed from the knowledge that already
exists on their mind to understand this material.
2. The teacher’s reason in using Questioning Strategies
In the interview, the teachers explained in general reason why they
need to use questioning strategies in teaching learning process. The
teachers argued that they gave the question to the students based on the
students or the class condition, and how the students can got the teacher
explanation. The teacher also used question to measure the students‟
comprehension, because the teacher wanted to know how far the students
can got the meaning of the lesson. Here, the reason why the teacher used
the question it‟s also to measure the students‟ focuses, so the teacher can
conclude that what have to do during the class after see the condition of
the students in the class.
The reason also was supported by Sadker (2011) that questioning
strategy is one of the most important dimensions of teaching and learning,
it gives tutors the chance to find out what students know and understand,
and it allows students to seek clarification and help. It means that through
questioning, the teachers able to know what the students know and what
they do not know.
Another explanation the reason why the teacher gave questioning
before entering a new material because they wanted to review the previous
lesson, how far they understand to the material, all at once to refresh the
58
students mind before entering a new lesson. It was used to attract the
students‟ attention. Furthermore, it was also used to know whether the
students learned it back at home or not.
The teachers said that they need to used questioning strategy in
order to measure about students‟ comprehension and to check about
students‟ understanding. Relation with this supported by Nunan and Lamb
(1996) that the teachers‟ question function is to check learners‟
understanding, to elicit information, and to control their classroom. So, the
researcher found that the teachers‟ reason for using questioning strategies
in teaching learning was for check about the students‟ understanding, and
the teacher also need to know whether their class went well or not,
whether the students understand about the teachers‟ explanation, about the
material or not.
Teacher A
In the interview, the teacher gave her reason and explain preference
in using her question.
“Actually, I never classified how many kinds I given question to the
students. I never classified how many kinds, I just give the students
question when I ask their condition. That is the first question to them
when the teaching learning process. And after that I ask them about their
learning before how far they can understand, how far they know about
the lesson before, the material before. After that I ask the students
understanding about the lesson after I teach them. And the last when I
ask them again how far their understanding the lesson after giving them
lesson/exercise.”
Based on the data from the interview, it can be concluded that the
teacher asked the question based on the condition. She never clearly
59
classified the types of questioning strategy, it just run based on the
condition of the classroom interaction and also based on the students‟
responses. She just asked the students to follow up the material that how
far the students‟ comprehension. And asked the students about their
knowledge and understanding. So, it can be concluded that the teacher
never clearly classified the types of strategy, it just runs away based on the
condition.
“Oh yeah, related with I always ask them related with the material. Not
only the general question but I sometimes ask them the detail of the
material, not only the globally. I wonder to know how far they
understand. But we always face with time allocation, so they to do their
exercise. Time allocation to ask them question about the material is
difficult because they have to do their exercise in written. But the
question orally, I think is difficult to give them, because time allocation.
Many questions from exercise they do, so that’s why form they answer
the question from the exercise, the teacher can understand how far they
can understand about the material from the answer their exercise. And
also, if I ask them orally. I think is not too difficult to measure their
understanding.”
So, the teacher concluded that the best measurement understanding
the question based on the written task. The teacher said that when she
asked them to their speaking, she can‟t catch their speaking by when they
perform in front of the class by doing speak up in dialogue role play.
Teacher B
In the interview, the teacher gave her reason and explain preference
in using her question.
“The reason I give that kinds of question to know the comprehension of
the students about the material and about the lesson of the day. Because
itu jadi lebih gampang ditau kalo yang ini mengerti dan yang ini
memperhatikan jadi diberikan pertanyaan biar yang lain itu bias
menyimak karena kadang ada siswa yang main-main. Jadi kita sebagai
60
guru harus mengerti situasi kelas, biar siswa itu bias focus menyimak
tentang materi pembelajaran hari ini.”
Based on the data from the interview, it can be concluded that the
teacher asked the question to measure the students‟ comprehension, she
used the question to know how far the students can get the meaning of the
lesson. Here, the teacher used the question also to measure the students‟
focuses, so the teacher can conclude that what has to do during the class
after seeing the condition of the students in the class. The teacher really
assesses how students listen to the learning material in class, so that the
teacher knows how to position himself how he should be able to attract the
attention of students to learn. So, the second teacher also does not classify
the types of questions he uses, it appears based on student responses, the
student's classroom learning atmosphere. So, it can be concluded that the
teacher never clearly classified the types of strategy, it just runs away
based on the condition and also related to the material of the lesson.
Teacher C
In the interview, the teacher gave her reason and explain preference
in using her question.
“Pertanyaan yang berkaitan dengan materi yang sedang di ajarkan
dalam pembelajaran, pertanyaan yang diajukan dapat digunakan
sebagai salah satu untuk merangsang fikiran siswa dalam berkomunikasi
serta dapat berfungsi untuk mendorong peserta didik dan juga terlibat
secara lansung sesuai yang dibahas pada saat itu. Jenis pertanyaan yang
sering digunakanya itu pertanyaan yang meminta contoh atau fakta
dalam rangka mengembangkan atau melatih daya pikir peserta didik
terhadap materi pembelajaran. Dan juga pertanyaan yang meminta
siswa untuk membandingkan dengan maksud untuk melatih daya nalar
sisswa terhadap suatu kasus, dan juga pertanyaan secara klasikal,
personal dan ect. Pertanyaan yang diajukan oleh seorang pendidik
61
merupakan hal yang sangat penting dalam rangka menciptakan suasana
pembelajaran lebih bermakna. Oleh karena itu dalam setiap
pembelajaran, model pembelajaran apapun yang kita gunakan, bertanya
merupakan kegiatan yang tidak dipisahkan satu sama lain. Seorang
pendidik yang mengajukan pertanyaan secara efektif akan mendidik dari
pada yang positif bagi peserta didik untuk berfikir secara aktif dalam
proses pembelajaran.”
Based on the data from the interview, it can be concluded that the
teacher asked the question related to the material. Here, in the material, the
specific types of question that the teacher used are questions that ask for
examples or facts in order to develop or train students' thinking power
towards learning material. And also questions that ask students to compare
with a view to practicing student reasoning in a case, and also questions
classically, personally and ect. So, according to the teacher said that asking
questions are activities that are not separated from each other. So,
according to him an educator who asks questions effectively will educate
students to think actively in the learning process. So, it‟s also can be
concluded that the teacher never clearly classified the clearly types of
strategy, the teacher asked the question related to the material and to
stimulate students' minds in communicating and can function to encourage
students and also be directly involved as discussed at the time.
62
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the findings and discussion in the previous section, the
conclusions are made as follows:
1. The questioning strategies that the teacher employed were Question-
Planning Strategies and Question-Controlling Strategies. Question-
planning strategies applied by the teacher in which the teacher asked the
question relevant to students, asked a question for evidence to support a
particular point, asked questions using open-ended question and follow-up
question, and they also asked another type of question there were probing
question and prompting question. Furthermore, Question-controlling
strategies applied by the teacher in which they asked the question by call
on specific students to answer, ask the students to the entire class, repeat
the question when there is no response, and they modify the question when
it is not understood.
2. The English teaches actively using questioning strategies in the classroom
interaction that they were asked the question to check about the students
understanding about the previous material, to attract the students‟
attention, to support the students to contributions in the class and also to
motivate the students to learn. And the reason why the English teacher
63
used their questioning strategies is according to the function of the
questioning strategy types.
B. Suggestions
Based on the conclusions that have been put above, the following
implication and recommendation for further related research are suggested by
the researcher. Those suggestions are draws as follows:
1. Realizing on the findings, the researcher suggested to the teacher to
applied more questioning strategies in the classroom to engage more
students‟ response and should apply questioning strategy in the
classroom from the beginning of the lesson until the end section of the
lesson in order to make the classroom situation not passive, by
questioning the students actively answer the question and the teacher
can check about the students‟ understanding.
2. The teachers should be aware of and understand in delivering the
question in a good way to minimize the negative effect of students‟
responses. The teacher should know the right time for asking a
question and they also should know the right question to ask. More
research subject about this topic needs to be involved in the future
study so that we can come to the general conclusion that teachers‟
questioning strategies can be used as a teaching strategy in the
classroom.
64
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Appendices
Appendix A
Transcribed observation
(Teacher A)
The teacher starts the class by checking student attendance.
T : (sembari mengabsen guru memberi tahu siswa materi hari ini) Now
talking about.. talk about self yaa..
Ss : Apa ibu? (chorusing)
T : Masih tentang talk about self yah. Yah now stop writing, please take it
you book. Naikkan buku catatannya. Now we are going to write
kompetensi dasar yahh. KD berapa lagi? 3.1 berapami sekarang?
Ss : 3.2 / 3.5(chorusing)
T : Kemarinkan 3.1.2 membedakan, Jadi sekarang?
Ss : 3.1.3 (noisy)
T : Kemarin we talk about expression of self yaa, kemarin kita sudah bahas 2
teks yang kalian membedakan teks 1 dan teks 2 ya? Tentang jadi diri. Nah
sekarang come to new indicator, sekarang teks lanjutan dari 3.1.2
The teacher dictates the students to write the material
Comment [L1]: Question-controlling Strategy : asking question of the entire class to encourage all the students participant
Comment [L2]: Question-controlling Strategy : asking question of the entire class to encourage all the students participant
T : 3.1.3 memahami struktur teks, memahami fungsi social (guru
mengulangi bacaan teksnya dengan menambah volume dan membacanya
lebih jelas) Fungsi sosoal, struktur teks
S : Janganki dulu mom (suara mengeluh)
T : (merespon dan tetap melanjutkan bacaan dengan pelan) Struktur teks
dan unsur kebahasan yang terkait dengan ungkapan jati diri, serta
hubungan keluarga yang sesuai dengan konteks penggunaannya (masih
mendikte)
T : Okay jadi apa yang akan kita pelajari hari ini?
Ss : Fungsi social (noisy)
T : Fungsi social, apa lagi?
Ss : Unsur kebahasaan, struktur teks (chorusing)
T : Sekarang I need, stop writing. Ada tugas memang dih?
Ss : Ada (chorusing)
T : Tugasnya itu apa?
Ss : (ribut tanpa jawaban yang jelas)
T : Bagaimana? Sudah diperiksa itu? Tugasnya sudah selesai?
Ss : Sudah mom
T : Iya jangan lambat, karena nanti kalo lambat nilainya pas-pasan.
Comment [L3]: Question-controlling Strategy : asking question of the entire class to encourage all the students participant
Comment [L4]: Question-planning Strategy : Open-ended question
Ss : Ai mom (nada sedih)
T : (guru memberikan pengertian kepada siswanya ketepatan
mengumpulkan tugas)
After the teacher talk about the students homework and give the students
comprehension, like approach with lecture method.
T : Well students, don‟t be noise please.. Now pay attention! Stop writing!
Sekarang metode yang saya gunakan itu bukan lansung memberikan tugas
seperti kemarin, sekarang kta akan belajar metode ceramah. Jadi apa itu
metode ceramah? Ya sebentar saya akan menjelaskan, I‟m going to
explain pronoun, unsur kebahasaan yang terkait dengan jati diri yaitu
adalah pronoun.
T : Saya sudah bagikan buku dih? Adami bukunya? Ada coba angkat
tangannya yang punya buku? Saya sudah suruh fotocopy.
Ss : (sebagian siswa mengangkat tangannya, dan ada juga beberap siswa
yang tidak mengangkat tangannya)
T : Jadi pekan depan semuanya sudah harus miliki seperti ini ya tidak boleh
tidak, karena kita akan selalu menggunakan buku ini tidak boleh tidak
punya. Fotocopy meki kalo tidak mau beli bukunya. Because, this book
guide you to study the lesson
T : Okay, now open your book on page 11. (while the teacher going to look
the student‟s book one by one)
S : Ini mom?
T : Halaman eleven. Got it?
Ss : (silent)
T : Sudah adami? Sudah dapatmi?
Ss : Yes mom!
T : Okay sudah lihat bukunya, ok now we study about? Apa disitu
dibukunya?
Ss : (ribut tidak jelas)
T : Judulnya, tittlenya, apa itu dibawanya? Review apa?
Ss : Pronoun (ribut tidak jelas)
T : Pronoun ya pronoun
T : Before we start, sebelum kita masuk pada intinya saya mau tanya dulu ,
who know what is the meaning of pronoun?
T : Ada yang sudah tau? Who one? Anyone? Lisa? Ega?
S : Kata kerja
T : Yah menurut Ega kata kerja, do you know what I the meaning of
pronoun Lisa?
S : No
Comment [L5]: Question-controlling Strategy : Repeated question
Comment [L6]: Question-controlling strategy : Call students’ name when asking a students to answer question
Comment [L7]: Question-controlling strategy : Call students’ name when asking a students to answer question
T : What is the meaning of pronoun? Anyone know, what is the meaning of
pronoun?
S : No
T : No! According to Ega kata kerja, How about the others?
Ss : No mom
T : Jadi pronoun itu artinya kata kerja (while the teacher ask the other
students about the students knowledge)
S : No mom!
T : No one? No comment? Ok! Jadi pronoun itu kata ganti kata kerja.
Sekarang silahkan baca, sekarang coba baca bukunya dulu halaman 11.
Eka coba baca nak.
While the students want to read the book, the teacher ask the student “Raise your
voice please!!”
After the students read the book, the teacher explain about the text and make a
discuss about the text.
T : Kalimat yang dibaca Eka yaitu “Aliah ingin memiliki sahabat pena
karena dia memiliki banyak teman….ect
T : What is the English kata dia? Siapa itu dia? Laki-laki atau perempuan?
Ss : Perempuan (chorusing)
T : Apa Bahasa inggrisnya?
Comment [L8]: Question-planning strategy : Display question
Ss : She (chorusing)
T : Good! Next kalo dia pake laki-laki?
Ss : He (chorusing)
T : Kalo saya?
Ss : I (chorusing)
T : Kamu?
Ss : You (chorusing)
T : Mereka?
Ss : They (chorusing)
T : Kami?
Ss : We (chorusing)
T : Kalo dia untuk benda?
Ss : it (chorusing)
T : Nah kalimat itu untuk kalimat pernyataan terdiri dari?
Ss : Subjek, predikat, objek. (chorusing)
T : Misalnya saya bilang gini. Reka adalah siswa SMAN 4 Makassar, Reka
posisi dalam kalimat ini?
Ss : Subject (chorusing)
Comment [L9]: Question-planning strategy : Follow-up question Question-controlling strategy : Modified the question in order to make the students understand
T : Jadi kalo saya mau ganti kata Reka itu menjadi dia?
Ss : She… He…. (chorusing)
T : Nah dia letaknya diganti di subject, maka kalimat kata ganti yang berada
didepan disebut?
Ss : Subjective… (chorusing)
T : Maka kata ganti yang letaknya berada pada subject, nah itulah yang
disebut subjective kalo saya bilang begini “Reka mengajak Reas pergi ke
taman” kalo saya mau ganti kata Reasnya itu dengan kata ganti orang
bagaimana?
Ss : They (chorusing)
T : Jadi Reka pergi ke taman dengan siapa? Reka mengajak siapa?
Ss : He… She… (chorusing)
T : Dianya laki-laki?
Ss : He… (chorusing)
T : Siapa bilang selain he?
Ss : Him (chorusing)
T : Kenapa kita bilang him?
Ss : Karena laki-laki (chorusing)
Ss : Karena subjective (chorusing)
T : Kenapa bukan he?
Ss : Karena objective (chorusing)
T : Yah karena dia posisinya buka pada subject, tapi pada object. Sehingga
kata he itu bukan he lagi tapi menjadi?
Ss : Him (chorusing)
T : Jadi kalo dia perempuan menjadi?
Ss : Her (chorusing)
T : Kalo I berubah menjadi?
Ss : Me (chorusing)
T : Kalo saya mengajak kamu?
Ss : You (chorusing)
T : You atau your?
Ss : You (chorusing)
T : Kenapa your?
Ss : You.. your (chorusing)
T : Yang tepat adalah you. Nah kalo kami mengajak mereka?
Ss : Them (chorusing)
T : Kalo mereka mengajak kami?
Comment [L10]: Question-planning strategy : Probing question
Comment [L11]: Question-planning strategy : Prompting question
Ss : Us (chorusing)
T : Ya inilah disebut dengan objektif, karena apa? Karena posisi kata
gantinya itu berada pada objektif.
Ss : Yes mom. (chorusing)
T : Nah sekarang ada lagi yang dikatakan kata ganti possessive adjective
(kepemilikan), misalnya saya punya pulpen berarti untuk saya
menggantikan kata saya punya pulpen apa?
Ss : My (chorusing)
T : Berarti harus ada kata benda didalamnya, apa lagi kata benda yang lain?
Ss : Eraser, book, bag (chorusing)
T : Jadi disebut?
Ss : My bag, my pen (chorusing)
T : Kemudian kalo pulpen mu?
Ss : Your pen (chorusing)
T : Good!
Then, the teacher ask the students to make a group and want to give the task for
all the students, the teacher show the exercise then ask the students perform in
front of to write the answer on the whiteboard with their own group.
Transcribed observation
(Teacher B)
The teacher starts the class by checking the attendance list.
S : Say greeting to our teacher
Ss : Good morning mom… (chorusing)
T : Morning students
S : Sit down please
Ss : (sit together)
T : How are you today?
Ss : I‟m fine.
T : Tidak adaji masalah?
Ss : Tidak ada.
T : Kemarin-kemarin aman?
Ss : Aman bu
T : Ada temanmu yang tidak hadir? Dalam satu minggu ini?
Ss : Rahmat bu
Comment [L12]: Question- planning Strategy : Asking question relevant to strudents
Comment [L13]: Question-planning Strategy : Asking question relevant to students
Then the teacher begins the lesson with give the example of a problems then ask
the students to find a partner and do the task like the example.
T : Jadi buat dialog yah dengan menggunakan ungkapan offers and
suggestions, ungakapan men? (while the teacher asked the students with
call their name)
Ss : (noisy)
T : Apa offers Erik? Erik..Erik…
S : eeee… (answer vaguely)
T : Apa?
S : (silent)
T : Ungkapan men-?
S : Menawarkan
T : Yah jawabannya ungkapan menawarkan, jadi suggestion apa?
Ss : (silent)
T : Saran yaa, berdasarkan situasi. Jadi situasinya ini dipapan tulis, coba
akbar baca
S : (student read the example on black board)
T : Oke, jadi apa artinya itu yang di papan tulis?
Ss : (silent)
Comment [L14]: Question-controlling Strategy : Call students’ name when asking a students some question
Comment [L15]: Question-planning Strategy : Display question
Comment [L16]: Question-controlling Strategy : Asking question of the entire class and try to encourage the students participant
T : Jadi temannya mengajak untuk?
Ss : (chorusing)
T : Coba tahir, tahir
S : Panji menawarkanmu untuk menonton pertandingan antara MU dan
Chelsea di Trafford pada hari sabtu dan kamu menerima tawarannya
T : Jadi Wall Trafford itu nama stadion MU yah
Ss : Stadion MU mam
T : Okay jadi yang pertama ini ibu buat dialog menggunakan ungkapan
offers menawarkan and then dia accept menerima, jadi dia terima
tawarannya temannya untuk menonton MU versus Chelsea. Jadi masukkan
ungkapan offersnya and then responsenya, ungkapan acceptingnya yah,
ungkapan menerimanya. And then underline kih ungkapan-ungkapannya.
Ss : (pay attention to the teacher explanation)
T : Terus yang kedua apalagi? Sakila… read the situation
S : (Sakila read the example of situation on black board)
T : Jadi Sakila mengerti maksudnya?
S : Iya mam
T : Yes please
S : Teman kamu menyarankan kamu untuk membeli.
Comment [L17]: Question-planning Strategy : Prompting question
T : Bentley? Who knows?
S : Mobil sport
T : Bukan yah bentley itu bukan mobil sport, dia tidak sama dengan
lamborghini, memang mobil mewah tapi bukan
S : Yes mam! Classic mam
T : Yahh.. lanjut jadi temannya menyarankan ini membeli mobil Bentley tapi
tidak mauji dia lebih senang mobil Land Cruiser
Ss : Land Cruiser
T : Yahh jadi it disitu menggantikan apa? Yang than it
Ss : Bentley
T : Yah jadi dia lebih senang menggunakan Land Cruiser, karena why Land
Cruiser lebih maco kih. Lebih maco‟ kih Land cruiser dari pada Bentley.
Yeahh so any question?
Ss : (silent)
T : Jadi buat dialog yang seperti itu yaa, masukkan ungkapan suggestion and
then masukkan juga responnya
Then the teacher go for a walk and take the students book then explain the
example of the material in the book
T : Ada disini yah ungkapan menerima dan menolak (while show the content
of the book) ungkapannya jelas disini yahh jadi kalian kerjakan then
Comment [L18]: Question-controlling Strategy : Asking question of the entire class to encourage all the students participant
underline ya, Jadi minimal 10 yah Asma 5 Lisna 5 jadi 10 yahh seperti
biasa. Buat kalimat yah gonta-ganti sama teman pasangannya, jangan buat
satu-satu, jadi buat dialog.
Ss : Yes mom
Then the students do the task, after that the students who finishes first goes to the
front of the class to perform their work
Transcribed observation
(Teacher C)
The teacher starts the class by asking the students’ condition and checking the
attendance list.
T : Okay class, Good morning, how are you this morning?
Ss : I am fine, sir. (chorusing)
T : Once again, how are you this morning?
Ss : I am fine, sir. And you? (chorusing)
T : I am fine too. Well, listen to your name…
The teacher begins the lesson with gave the task then ask the students to make a
group and do the task.
T : Engineer task, group 2 what about you? Group 3, what about you?
Finish? What about you? And the last my beloved one? Do you have
problem? We start from group one? Finish?
S : Yes sir.
T : Okay, finish? Read!
T : Listen to the response from group 1. Okay? Please group 1, come here
please…
Comment [L19]: Question-planning Strategy : Asking question relevant to students
Comment [L20]: Question-controlling Strategy : Asking of the entire class and try to encourage all the students participant
Comment [L21]: Question-controlling Strategy : Repeated question
The students come in front of the class to do their answer one by one.
After the students’ response the teacher ask, next the teacher continue the lesson
and go for walk and ask the students one by one about their assignment.
T : Any problem?
S : (silent)
T : Not? Well done.
T : Okay group 2, see this is the response from group 1. What about you?
Can you give response about the duty of engineer? Group 2 please
S : Yes sir.
S : The duty of engineer is fix broken items. (The student from group 2 gave
explanation about their answer)
T : The second one?
S : Build object
T : Okay, the third one?
S : Creating the new project.
T : Okay, four?
S : Producing and implementing design / designing
T : Okay my beloved one, this one of the responses from group 2. My
beloved one let see and analyze the duty from the engineer from group 3.
Comment [L22]: Question-controlling Strategy : Asking question of the entire class and try to encourage all the students to participate
Comment [L23]: Question-planning Strategy : Open-ended question
I have one problem from… okay let see, group 1, here the first and second
analyze and designing. Here, used verb 1 and the second uses verb-ing.
What is the different between analyze? Why you don‟t use analyzing for
example like that (analyzing)?
S : (silent)
T : Okay, who can give what is the different from analyze and designing?
Why we use analyze not analyzing?
S : (silent)
Then the teacher asked the students one by one, by call their name to ask the
students opinion.
T : Dafa what about you Dafa? Can you give explanation about it? Analyze
and designing? Okay, please stand up.
S : I think structure, sir?
T : No. what about you? Analyze and analyzing, what is the different from
you are? In your mind?
Ss : (silent)
T : The others? You can say in Indonesian language. What tenses does
someone use analyze? Verb 1?
S : Kalo analyze itu tugas yang sering dia lakukan, kalo analyzing itu tugas
yang sedang dia lakukan.
Comment [L24]: Question-planning Strategy : Asking for supporting data/ Asking for evidence to support a particular point
Comment [L25]: Question controlling Strategy : Call students’ name when asking a students some question
T : Okey, pertanyaan saya my students, analyze is what verb?
S : Verb 1
T : What about designing?
S : Verb-ing.
T : Yeahh.. verb -ing. But, designing is verb or noun?
S : ehh… (haltingly)
T : For example, listening to the music is my habit, like writing application
job is my activity. Apakah itu dikategorikan sebagai job? Or singing is my
hobby, writing is my hobby. Itu writing berperan sebagai apa disitu?
Apakah dia verb atau noun?
S : Noun
T : Okay, noun… itu namanya gerund kata kerja yang berfungsi sebagai kata
benda. Okay thank you, tepuk tangan dulu…
T : Okay sekarang group 3, what about the duty of engineer?
Then the student from group 3 explain their answer…
After group 3 explain their answer next to group 4 and 5 also explain their
answer too…
After all of the group explain their answer the teacher continues the lesson.
T : Okay my beloved one, why do you said that the duty from of the
engineer is the decorating, why do you say? For group 5, why?
Comment [L26]: Question-planning Strategy : Prompting question
Comment [L27]: Question-planning Strategy : Probing question
S : Because the duty of engineer after they great the building they also
decorate the building not only create the building but also decorate.
T : Why?
S : Yeah, because they… I mean…. (haltingly)
T : Why?
S : (silent)
T : Okay! what about the other group? Why?
The other opinion… okay! Firman what about you Firman? Why does the
engineer usually decorate the building like the statement from group 4? I
think you can add?
While the teacher explains and ask the students, all the students keep discuss with
their group about the teacher ask.
Appendix B
Transcribed Interview
(Teacher A)
I : Assalamualaikum warahmatullahi wabarakatuh, let me intoduce my self,
my name is Dian ekawati. I would like to give you some interview about
teacher questioning strategies during the classroom interaction. So, may I
give you some question about your questioning during teaching learning
process in you class?
T : Yes, please
I : Okay, the first question is what kinds of question that you use in teaching
process in your class? And the reason why you use that question?
T : Actually, I never classified how many kinds I gave question to the
students. I never classified how many kinds, I just give the students
question when I ask their condition. That is the first question to them when
the teaching learning process. And after that I ask them about their
learning before how far they can understand, how far they know about the
lesson before, the material before. After that I ask the students
understanding about the lesson after I teach them. And the last when I ask
them again how far their understanding the lesson after giving them
lesson/exercise.
Comment [L28]: Question-planning Strategy : Asking question relevant to students Question-controlling Strategy : Asking of the entire class and try to encourage all the students participate
Comment [L29]: Question-planning Strategy : Follow-up question
Comment [L30]: Question-planning Strategy : Display question Question-planning Strategy : Asking for supporting data/Asking for evidence to support a particular point
Comment [L31]: Question-planning Strategy: Probing and Prompting question
I : Oh yeah, okay next the second question is did you find difficulties when
ask students some question?
T : Sometimes when I couldn‟t answer the question related the material if I
don‟t understand but just rarely.
I : I mean did you find difficulties when ask students some question? Like
students cannot understand your question?
T : Oh yeahh, ok actually they always understand because my question not
only for one student but for all of the students, in orally I ask for example
one students who can‟t understand but another students understand the
answer. So, I think is not difficult to give them question.
I : Well, next what kinds of question that frequently you use?
T : Oh yeah, related with I always ask them related with the material. Not
only the general question but I sometimes ask them the detail of the
material, not only the globally. I wonder to know how far they understand.
But we always face with time allocation, so they to do their exercise. Time
allocation to ask them question about the material is difficult because they
have to do their exercise in written. But the question orally, I think is
difficult to give them, because time allocation. Many questions from
exercise they do, so that‟s why form they answer the question from the
exercise, the teacher can understand how far they can understand about the
material from the answer their exercise. And also, if I ask them orally. I
think is not too difficult to measure their understanding. So, the best
Comment [L32]: Question-planning Strategy : Prompting question Question-controlling Strategy : Asking of the entire class and try to encourage all the students to participate
measurement understanding the question based on the written task. When I
ask them to their speaking, I can‟t catch their speaking by when they
perform in front of the class by doing speak up in dialogue role play.
I : Well about your question, how the students‟ responses?
T : Because I ever teach in 2 location, I see there is a different. Saya liat
memang ada perbedaan antara saya dulu mengajar di malino dan di
makassar, di malino itu ada beberapa siswanya memang dari kampung.
Jadi itu siswa disana banyak malu mengungkapkan/mengekspresikan
pengalaman mereka. Tapi kalo di kota itu mereka expression, aktif, antusis
yah mungkin karena mereka sering melihat Bahasa inggris jadi tidak malu-
malu, tapi mereka memang orang open kalo anak kota, karena kalo anak di
daerah itu masih agak malu-malu karena memang mungkin fasilitasnya
yang kurang, jadi itu yang saya liat. Jadi enak sekali ngajar di makassar,
karena saya liat asik ini di ajar karena anak-anaknya berlomba-lomba
dalam belajar, dan juga antusias dalam belajar. Karena interaksi pada
aksesnya memang besar, hp saja tidak timbul tenggelam. I always
combined, because I teach in grade X, so I combine Indonesia and
English, even though I speak up in English, I look at some of them
understand when I ask them the question slowly. Sometimes, maybe they
only predict what I say. So I look at some of them from their face, they
already understand, even though I ask them in English.
I : Next maybe the last questions, how effective are the question that you
use?
T : The best measurement to give the question, to know the students
understanding in understanding the material. My question only from the
exercise. That is the best measurement. In orally when I ask students, I
think is not effective.
I : Okay mom, thank you for your time.
Transcribed Interview
(Teacher B)
I : Let me introduce my self my name is Dian ekawati I‟m from
Muhammadiyah university of Makassar, now I‟m going to give you some
interview about teachers questioning strategies during classroom
interaction. So, I would like to give you some question about your
questioning strategy during the teaching learning process in your class?
T : Yes
I : The first question is what kinds of question that you use in teaching
process in your class? And what are the reason you use that question?
T : I think saya senang itu kalo I came to class I prepare the class and
mengecek kehadiran siswa the attendance list. After that feedback about
the lesson before/last week with a few question about the material last
week. And then explain about the lesson today then give students some
question about the material today.
T : The reason I give that kinds of question to know the comprehension of
the students about the material and about the lesson of the day. Because itu
jadi lebih gampang ditau kalo yang ini mengerti dan yang ini
memperhatikan jadi diberikan pertanyaan biar yang lain itu bisa menyimak
karena kadang ada siswa yang main-main. Jadi kita sebagai guru harus
Comment [L33]: Question-planning Strategy : Asking question relevant to students Question-controlling Strategy : Asking of the entire class and try to encourage all the student to participate
Comment [L34]: Question-planning Strategy : Follow-up question Question-planning Strategy : Asking for supporting data/ Asking for evidence to support a particular point Question-controlling Strategy : Asking of the entire class and try to encourage all the student to participate
Comment [L35]: Question-planning Strategy : prompting question Question-controlling Strategy : Asking of the entire class and try to encourage all the student to participate
mengerti situasi kelas, biar siswa itu bisa focus menyimak tentang materi
pembelajaran hari ini.
I : Okey mom, the second question is did you find difficulties when ask
students some questions?
T : Yes, of course. Karena tidak semuanya anak-anak itu senang Bahasa
inggris, mungkin yang mudah kita ajar itu yang senang juga dengan
pelajaran Bahasa inggris. Jadi siswa itu susah menerima pembelajaran
karena memang tidak senang. Kadang siswa itu bilang „susahnya mom‟ ,
„ih susahnya mom‟ .jadi saya kadang bilang kepada siswa belajar saja
pelan-pelan yang penting kalian mau belajar, karena kalo kalian tidak tau
dan tidak mau belajar itu yang susah.
I : Okay, next. Is the question that you use can be a tool for measure the
students understanding?
T : Yes, of course. Bisa ditau kan kalo lansung ditanya mengerti atau tidak
tentang pembelajaran. Dan saya lebih suka lansung bertanya ke siswa jadi
saya bisa melihat dan lansung tau mana yang benar-benar paham dan
memperhatikan pembelajaran. Tapi kadang anak-anak lebih senang
diberikan tugas tulis.
I : How about the responses of the students?
T : Campur-campurmim ada yang welcome, antusias memang untuk belajar
karena memang senang dengan Bahasa inggris dan ada juga yang takut-
takut. Kadang juga dia mau jawab tapi takut-takut karena katanya tidak tau
Comment [L36]: Question-controlling Strategy : Call students’ name when asking a students some question Question-planning Strategy : Display question
kalo Bahasa inggris jadi kadang tidak berani bicara. Dan terkadang itu
yang menjadi kendala siswa disaat mereka mau bicara tapi mereka bilang
„tidak ditau mom Bahasa inggrisnya‟.
I : Okay. The last question mom, how effective are question that you use?
T : Itu tergantung juga siswa, seperti yang tadi kita bilang kadang ada anak-
anak yang tau tapi karena mereka merasa takut jadi meraka tidak berani
bicara, makanya kadang anak-anak itu lebih suka menulis.
I : Baik ibu mungkin hanya itu, terima kasih banyak atas waktunya ibu.
Transcribed interview
(Teacher C)
I : What kinds of questions that you use in teaching learning process in your
class?
T : Pertanyaan yang berkaitan dengan materi yang sedang diajarkan dalam
pembelajaran, pertanyaan yang diajukan dapat digunakan sebagai salah
satu untuk merangsang fikiran siswa dalam berkomunikasi serta dapat
berfungsi untuk mendorong peserta didik dan juga terlibat secara lansung
sesuai yang dibahas pada saat itu.
I : Did you find difficulties when ask students some questions?
T : Tidak
I : What kinds of questions that frequently you use?
T : Jenis pertanyaan yang sering digunakan yaitu pertanyaan yang meminta
contoh atau fakta dalam rangka mengembangkan atau melatih daya piker
peserta didik terhadap materi pembelajaran. Juga pertanyaan yang
meminta siswa untuk membandingkan dengan maksud untuk melatih daya
nalar sisswa terhadap suatu kasus, dan juga pertanyaan secara klasikal,
personal dan ect
I : Is the question that you ask can be a tool for measure the students
understanding?
Comment [L37]: Question-controlling Strategy : Asking of the entire class and try to encourage all the students to participate Question-planning Strategy : Follow-up question or Display question
Comment [L38]: Question-planning Strategy : Asking for supporting data / Asking for evidence to support a particular point
Comment [L39]: Question-controlling Strategy : Call on specific students to answer question Question-planning Strategy : Probing question
T : Ya, sebagai salah satu alat untuk mengukur pemahaman peserta didik
I : How do the students‟ responses to the types of question that you used?
T : Respon siswa dari pertanyaan diajukan itu bervariasi, karena sejatinya
siswa mempunyai Tingkat kemampuan yang berbeda-beda. Oleh karena
itu sebagai seorang pendidik perlu menggunakan metode mendidik yang
bervariasi
I : How effective are question that you used?
T : Pertanyaan yang diajukan oleh seorang pendidik merupakan hal yang
sangat penting dalam rangka menciptakan suasana pembelajaran lebih
bermakna. Oleh karena itu dalan setiap pembelajaran, model pembelajaran
apapun yang kita gunakan, bertanya merupakan kegiatan yang tidak
dipisahkan satu sama lain. seorang pendidik yang mengajukan pertanyaan
secara efektif akan mendidik dari pada yang positif bagi peserta didik
untuk berfikir secara aktif dalam proses pembelajaran.
I : Okay sir, maybe just it. Thank you for your time
Appendix C
DOCUMENTATION
Take a picture with the headmaster of SMAN 4 Makassar
Interview process with the second teacher who teaches on grade X
Interview process with the second teacher who teaches on grade XI
Interview process with third teacher who teaches on grade XII
Classroom Interaction
Curriculum Vitae
Dian Ekawati was born on October 04th, 1997 in Pinrang,
South Sulawesi. She is the last children from two siblings
from the marriage of Drs. H. Bardi Paruasi, M.Si and Hj.
Hasriah. She graduated her elementary school in 2009 at SDN
16 Pinrang. She continued her study at SMPN 1 Pinrang and
graduated in 2012. Afterwards, she continued her study at SMAN 1 Pinrang in
2012 and graduated in 2015. At the same year in 2015, she continued her study at
Muhammadiyah University of Makassar as a student of English Educational
Department, Faculty of Teacher Training and Education. And at the end of her
study, she could finish her thesis by the title “An Analysis of Teachers’
Questioning Strategies During the Classroom Interaction at SMAN 4 Makassar”