Idin, Asep and Irmawati, R.A. Noer Doddy and FAINUDDIN, NURI (2017) TYPE OF TEACHER’S QUESTION IN ENGLISH CLASSROOM A CASE STUDY AT SMA NEGERI 6 TASIKMALAYA. [Artikel Dosen] (In Press)
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LITRAYA 2017_TYPE OF TEACHER’S QUESTION IN ENGLISH CLASSROOM A CASE STUDY AT SMA NEGERI 6 TASIKMALAYA.pdf Download (2MB) |
Abstract
The role of questioning in teaching and learning process is very important for teachers and students. It is widely accepted that questioning is a basic skill that teachers obliged to have in the classroom. In this reason it is analyzed the teachers use the questions in their teaching learning process.
The objectives in this study are : (1) what are the teacher’s understandings about questioning? (2) What types of questions are employed by the teachers in the classroom?
(3) What questioning strategies do the teachers use in eliciting student’s responses when the questions are not understood? (4) What kinds of responses are elicited by the students to respond to the teacher’s question?
This study is a qualitative design, and has focused on two question types: display and referential questions. In categorizing the types of questions used by the teachers, it is adopted the classification of questions proposed by Ellis (2008). To collect the date, two techniques were used; questionnaire and observation. Observation was done during interaction in the teaching and learning process to find out the teacher’s understandings about questioning, and the types of questions were employed by the teachers in the classroom, the questioning strategies that the teachers used in eliciting student’s responses when the questions were not understood. Those strategies used were classified based on the questioning strategies proposed by Wu (1993) namely rephrasing, simplification, repetition, or decomposition strategy., and the kinds of responses were elicited by the students to respond to the teacher’s question and also proposed by Wu (1993: 58) into two categories : (1) restricted and (2) elaboration. A restricted response contains two or more sentences which are linked by various cohesive or coherence devices.
The result showed at least There were four main conclusions from this study. First, although they understand the importance of questioning, the teachers could not apply their understanding in real teaching. Second, teachers use more display questions than referential questions. the use of certain type of questions in classroom teaching, especially display questions, does not automatically elicit student’s responses. Third, the teachers have been successful in using the questioning strategies to assist the students’ responses when the questions were not understood. Forth, the students’ responses are eventually affected by the types of questions addressed by the teachers. To elicit the students’ verbal responses, the teachers apply three questioning strategies. Those are repetition, rephrasing, and decomposition techniques. Besides, this study found that the teachers used translation techniques to make the questions more understandable for students to answer
Keywords : Teacher’s Questioning, Type of Question, Question Strategies 1Mengajar di SMA
| Item Type: | Artikel Dosen |
|---|---|
| Subjects: | P Language and Literature > PR English literature |
| Divisi / Prodi: | Faculty of Teacher Training and Education (Fakultas Keguruan dan Ilmu Pendidikan) > S2-Masters in English Education (S2-Pendidikan Bahasa Inggris) |
| Depositing User: | M.Pd. B.I. ARUM PRIADI |
| Date Deposited: | 13 Oct 2020 19:22 |
| Last Modified: | 17 Oct 2020 13:53 |
| URI: | http://eprints.uad.ac.id/id/eprint/20835 |
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