A study on the teacher's questions given to the students in English classroom / Rhoy David Kurniawan
| Main Author: | Kurniawan, Rhoy David |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2010
|
| Online Access: |
http://repository.um.ac.id/10750/ |
Daftar Isi:
- ABSTRACTKurniawanRhoyDavid.2008.AStudyonTeachersQuestionsGiventotheStudentsinEnglishClassroom.ThesisEnglishDepartmentFacultyofLettersStateUniversityofMalang.Advisors(I)Dr.Hj.ArwijatiWahyudiDip.TESL.M.Pd.(II)Dra.S.NurulMuthmainnahM.A.KeywordsteachersquestionsquestionEnglishclassroom.Teachersplayanimportantroleintheprocessoflearningandteaching.Questioningisatoolthatcanbeusedbytheteachertopromotestudentsinteractionandassistteachertoreachthegoal.ThisstudywasaimedtodescribetypesofquestionsandquestioningtechniquesusedbytheteacherinEnglishclassroomintheseniorhighschoollevel.Thisstudywasalsoaimedtoknowtheteacherspurposeofquestions.Thedesignofthestudywasdescriptivequalitative.Itwasalsoacasestudysinceitwasaimedatdescribingspecialanduniquefeaturesofateachingsituationorthemethodusedbyaparticularteacherinaspecificsetting.ThesettingofthestudywasSMANegeri4Malang.ThesubjectofthestudywasanEnglishteacherteachingelevenandtwelvegrades.TwoclassesXISocial1(XIS1)andXIscience3(XIA3)wereusedforobservation.Thedatawerecollectedthroughtwomeetingsineachobservedclassroom.Observationsheetaudio-visualrecordingandinterviewguidewereutilizedasadditionalinstrumentswhiletheresearcherwasthemaininstrument.Thecollecteddatawerethensortedoutandorganized.Afterallrelevantdataweredisplayedtheconclusionwasdrawn.Thefindingsshowedthattheteacherdelivered93questionsinthefirstobservationand92questionsinsecondobservationinXISocial1class80questionsinthefirstobservationand36questionsinthesecondobservationintheXIscienceIII.Therewere301questionsanalyzedbasedontheresearchproblems.Thestudyfoundthattheteacherutilizedbothdivergentandconvergentquestions.Therewereonly9convergentquestionswhile292questionsweredivergent.TheteacherusedalltypesofquestionsinBloomstaxonomy.Theteacherusedanalysisquestionmostfrequently(39.9%)followedbyknowledgelevel(29.6%)comprehensionlevel(11.6)synthesislevel(9.63%)evaluationlevel(8.31%)andapplicationlevel(1%).Thestudyfoundthatmostfrequenttechniqueappliedbytheteacherwasprobing106timeswhiletheleastfrequenttechniqueappliedwasprompting22times.Theteacheralsoappliedtheredirectingandtherephrasingtechniques.Theamountofwait-timespentbytheteacherwasmostlybelowthreeseconds.Itwasfoundthatthesubjectdidnotknowaboutthepurposeofquestioningclearlysinceshenevergotsuchsubjectintheuniversityandsheneverjoinedanyseminarorworkshopthatspeciallydesignedtotrainteachersquestioningability.Theteacherrarelypreparedthequestionsbeforeteaching.Itwasfoundthattheteacherfocusedthequestionstoinvolvethestudentsindiscussionsothatthestudentsgotchancestodeveloptheircommunicationskill.BasedonthefindingsofthestudyitissuggestedthatresearchercanconductfurtherresearchonteachersquestionssuchastoknowwhattypeofquestiongivesthebiggestinfluenceinstudentsEnglishproficiencyandwhattypeofquestionspromoteinteractioninEnglishclassroomespeciallyinseniorhighschoollevel.