11 According to the Table 3.1, in each observation, the writer conducted
the observation in approximately seven to twenty minutes for each observation. The reason was because the writer just would like to focus on the
teachers‟ questions during pre-reading activity. In this observation, the writer used real time observation because she wanted to get many examples of
questions during the pre-reading activity and she would like to see the nature of the teaching learning process in the classes naturally. Moreover, in this
research, the writer would add field notes to collect the data because it would be easier to analyze the data that she got during the real time observation.
4. Data collection procedure
First of all, the data for the study were collected by piloting using real- time observation, in which the researcher used observation template to write
down the questions that the teachers ask in warming up activity see Table 3.2.
Table 3.2 Observation template Date: 12
th
September 2012 Topic: The Ocean
Grade: III Teacher: A B C
No Teacher‟s Questions
Types of Teacher‟s Questions
Notes C
I R
E 1.
Have you ever gone to the beach?
√ All students: Yes
2. What are the names of
beaches that you‟ve ever visited?
√ S1 : Parangtritis
S2 : Pangandaran S3 : Kuta
S4 : Sanur
12 3.
What do you see in the beach?
√ S1 : Water
S2 : Sand S3 : Ship
Abbreviation: C = Clarifying
R = Reflective I = Interpretive
E = Evaluative According to the Table 3.2, right after wrote down the teacher‟s
questions in the teacher‟s questions column, the writer tried to classified the teacher‟s questions into eight types of questions. However, the writer just
found that there were four types of questions out of eight questions emerge in pre-reading activity in the classroom see Table 3.2.
5. Data Analysis Procedure
According to the writer‟s data piloting, there were four types of
questions emerged in the classroom; Clarifying C, Interpretive I, Reflective R, and Evaluative E. The four types of questions might be emerged
because the use of questions in pre-reading activity is not as much as the whole reading and they emerged depending on the topic that the students will
learn. Thus, the four types of questions are important to build the students‟
background knowledge. R
ight after wrote down the teacher‟s questions in the Teacher’s Questions column, the writer classified the questions into four by giving tick
√ in the Types of Teacher’s Questions column see Table 3.2. In addition, the writer also wrote the students answer of teacher‟s questions in the Notes
column see Table 3.2.
