Analysis of Questions Used by English Teacher at Jakarta Intensive Learning Centre (JILC)
| Main Author: | PRASETYAWATI, DIAN |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2015
|
| Subjects: | |
| Online Access: |
http://eprints.unm.ac.id/7107/1/Article%20Dian%20Prasetyawati.pdf http://eprints.unm.ac.id/7107/ |
| ctrlnum |
7107 |
|---|---|
| fullrecord |
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<dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><relation>http://eprints.unm.ac.id/7107/</relation><title>Analysis of Questions Used by English Teacher at Jakarta Intensive Learning Centre (JILC)</title><creator>PRASETYAWATI, DIAN</creator><subject>PASCASARJANA</subject><subject>BAHASA INGGRIS (S2)</subject><description>ABSTRACT
The objectives of this research were: 1) to disclose the types of question used by English teacher at Jakarta Intensive Learning Centre (JILC), 2) to discover the reasons of using questions by English teacher at Jakarta Intensive Learning Centre (JILC), and 3) to find out the effect of questions on the response of the students at Jakarta Intensive Learning Centre (JILC).
This research employed descriptive research design which applied qualitative approach with reference to Bloom’s Taxonomy. The subject of the research was a teacher at Jakarta Intensive Learning Centre (JILC) Andi Tonro in Gowa. Data collection of this research was conducted through observation and interview. 
The result of this study showed that the teacher performed four out of six question types from Bloom’s Taxonomy, they were: knowledge, comprehension, application, and analysis questions. The reasons why the teacher asked questions were dominated by to check students’ understanding. The types of questions asked were determined by pedagogical purposes the teacher wanted to achieve because teaching and learning process in JILC was test practices oriented. The students who enrolled in JILC were expected to achieve high score in examination. So that, test practices oriented was the tool to familiarize the students to the variety of test. Furthermore, the question that received the longest response was comprehension questions (seven-to-ten-words) based on the length of students’ responses, the longer response was knowledge questions (four-to-six-words), and briefly response were application questions (two-to-three-words) and analysis questions (two-to-three-words) while two questions which were synthesis and evaluation questions did not get any response because of the students’ level of thinking and the topics discussed in the three meetings might not suit the use of synthesis and evaluation questions.</description><date>2015</date><type>Thesis:Thesis</type><type>PeerReview:NonPeerReviewed</type><type>Book:Book</type><language>eng</language><identifier>http://eprints.unm.ac.id/7107/1/Article%20Dian%20Prasetyawati.pdf</identifier><identifier> PRASETYAWATI, DIAN (2015) Analysis of Questions Used by English Teacher at Jakarta Intensive Learning Centre (JILC). S2 thesis, Pascasarjana. </identifier><recordID>7107</recordID></dc>
|
| language |
eng |
| format |
Thesis:Thesis Thesis PeerReview:NonPeerReviewed PeerReview Book:Book Book |
| author |
PRASETYAWATI, DIAN |
| title |
Analysis of Questions Used by English Teacher at Jakarta Intensive Learning Centre (JILC) |
| publishDate |
2015 |
| topic |
PASCASARJANA BAHASA INGGRIS (S2) |
| url |
http://eprints.unm.ac.id/7107/1/Article%20Dian%20Prasetyawati.pdf http://eprints.unm.ac.id/7107/ |
| contents |
ABSTRACT
The objectives of this research were: 1) to disclose the types of question used by English teacher at Jakarta Intensive Learning Centre (JILC), 2) to discover the reasons of using questions by English teacher at Jakarta Intensive Learning Centre (JILC), and 3) to find out the effect of questions on the response of the students at Jakarta Intensive Learning Centre (JILC).
This research employed descriptive research design which applied qualitative approach with reference to Bloom’s Taxonomy. The subject of the research was a teacher at Jakarta Intensive Learning Centre (JILC) Andi Tonro in Gowa. Data collection of this research was conducted through observation and interview.
The result of this study showed that the teacher performed four out of six question types from Bloom’s Taxonomy, they were: knowledge, comprehension, application, and analysis questions. The reasons why the teacher asked questions were dominated by to check students’ understanding. The types of questions asked were determined by pedagogical purposes the teacher wanted to achieve because teaching and learning process in JILC was test practices oriented. The students who enrolled in JILC were expected to achieve high score in examination. So that, test practices oriented was the tool to familiarize the students to the variety of test. Furthermore, the question that received the longest response was comprehension questions (seven-to-ten-words) based on the length of students’ responses, the longer response was knowledge questions (four-to-six-words), and briefly response were application questions (two-to-three-words) and analysis questions (two-to-three-words) while two questions which were synthesis and evaluation questions did not get any response because of the students’ level of thinking and the topics discussed in the three meetings might not suit the use of synthesis and evaluation questions. |
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