Eka Raudhatul Jannah, 2013 An Analysis Of A Tetachers Questions In Efl Classroom
Universitas Pendidikan Indonesia
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the fact that questions oblige students to give their responses Ellis, 1992 cf. Heaton et al., 2003.
Additionally, Suherdi 1994 investigated teacher’s language in classroom and concluded that teachers tend to benefit questioning activities for delivering
teaching materials and also questioning is considered as easy methods to be conducted, and then teacher usually neglects it. But the fact is not the way they
see. Given to the interesting p henomena of teacher’s questions, the discussion will
reveal teacher’s questions and their students’ responses or reactions. Thus,
researcher names this research in title
“An Analysis of Teacher’s Questions in EFL Classroom
A Qualitative Case Study of English Teacher in Public Junior High School in Bandung
”. 1.2
Research Questions
The study is designed to answer the following questions: 1.
What types of questions are provided by teacher in teaching English in eighth grade of junior high school?
2. What are students’ responses to the teacher’s questions?
1.3 Reasons for Choosing Topic
Such a shocking situation when researcher comes to a classroom and teaches students, who are really new for researcher. Researcher does not even know
characteristics of them. Researcher experienced it when she got one educational program from the college. Teaching is not only giving instruction and material but
also giving questions to be a bridge for explanation material later. Questions are usually considered as a simple way of bridging for teacher, but there are several
important points to be considered before teacher elicits questions. In order to find out what questions which are delivered by teacher in classroom and also the
accuracy of students’ responses toward teacher’s questions, the researcher conducts the research. The result of this problem somehow will be a good solution
in the future.
Eka Raudhatul Jannah, 2013 An Analysis Of A Tetachers Questions In Efl Classroom
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
1.4 Objectives of the Study
Based on the description in the background, the research aims to: 1.
Investigate teacher’s questions to students in classroom discourse of English subject.
2. Reveal what students’ responses effected by the teacher’s questions and
strategies of delivering questions.
1.5 Significance of the Study
On basis of the objective above, the significance of the studt can be stated as follows:
1. Theoretical benefit
The findings of the research can enhance the literature on classroom discourse especially teacher’s questions and delivering strategies.
2. Practical benefits
The findings of the study will be constructively useful for students and teachers. For the students, this study is expected to be a reference about any kinds
of questions of their teacher so that students can react well and clearly toward teacher’s questions. For the teacher, the results of this study can be used as a
reference to improve their performance in designing and practice questions during teaching learning process.
3. Professional benefits
The findings of the study can help teachers improve the quality of teacher’s questions and delivering strategies, to create a more conversational
classroom atmosphere and also to be more creative in encouraging students.
1.6 Scope of the Study
