TEACHER’S QUESTIONING IN CLASSROOM INTERACTION.
TEACHER’S QUESTIONING
IN CLASSROOM INTERACTION
A THESIS
Submitted in Partial Fullfilment of the Requirements for the
Degree of Sarjana Pendidikan
By:
SITI FAHRIZA DAULAY
REG.NUMBER 2122121040
ENGLISH LITERATURE DEPARTMENT
ARTS AND LANGUAGES FACULTY
MEDAN STATE UNIVERSITY
2016
ABSTRACT
Fahriza, Siti Daulay. 2122121040. Teacher’s Questioning in Classroom
Interaction. A Thesis. Faculty of Languages and Arts. State University of
Medan. 2016.
The title of this thesis is Teacher’s Questioning in Classroom Interaction. This study
are aimed to find out the types of questions used by teachers and describing teacher’s
questioning in the teaching-learning process. The data of this study were taken from
two teachers and two schools in grade ten first semester academic year 2016/2017.
First teacher is from SMA Yayasan Pendidikan Syaffiyatul Amaliyyah (YPSA)
Medan and the second teacher is from SMA Swasta Tunas Pelita Binjai. The writer
applies the two theories, from Adedoyin (2010) is about teacher’s questions and
Xiaoyan (2008) is about classroom interaction. This is a descriptive qualitative
research; the data were collected by recording the teaching and learning process and
interviewing the English teacher. The transcript of the teaching and learning process
and the interview were made. The description of teacher’s questions in teachinglearning process was finding.
Based on the research findings, it was discovered that the teacher utilized certain
types of questions. Referential-open questions that were used by the teacher were
considerably fewer than the display-closed questions. Referential-open questions that
can elicit longer responses had the percentage 15%. On the other hand, display-closed
questions had the percentage 85%. Questions that are categorized as display/closed
questions were widely used for checking students’ understanding of the materials
questions that categorized as referential/open questions were widely used for looking
for certain information from the students. This study also found that the relation
between teacher’s questions and teaching-learning process is teacher’s questions
brought the process of classroom interaction from begin at last. Teacher’s questions
built interaction between teacher and students from pre-activity, main-activity, and
post-activity.
Keywords: Teacher’s Questioning, Teaching-Learning Process, Classroom
Interaction.
i
TABLE OF CONTENTS
Abstract .....................................................................................................................
i
Acknowledgement ....................................................................................................
ii
Table of Contents .....................................................................................................
iv
List of Tables ............................................................................................................
vi
List of Figure ............................................................................................................
vii
List of Appendices ....................................................................................................
viii
CHAPTER I: INTRODUCTION ..........................................................................
1
A. Background of the Study .............................................................................
1
B. The Problems of the Study ..........................................................................
3
C. The Objectives of the Study ........................................................................
4
D. The Scope of the Study ................................................................................
4
E. The Significant of the Study ........................................................................
4
CHAPTER II: REVIEW OF LITERATURE .......................................................
6
A. Theoretical Framework ...............................................................................
6
1. Question and Teacher’s Question ............................................................
6
2. Types of Teacher’s Questions .................................................................
8
3. Functions and Purposes of Teacher’s Questions .....................................
17
4. Classroom Interaction .............................................................................
20
5. Theory of Language Learning in the Classroom .....................................
21
6. Teachers’ Questioning of Interaction in Teaching-Learning Process ......
22
B. Previous Study .............................................................................................
25
C. Conceptual Framework ...............................................................................
26
CHAPTER III : RESEARCH METHODOLOGY ...............................................
29
A. Research Design ...........................................................................................
29
B. Data and Data Sources ................................................................................
30
1. Data .........................................................................................................
30
iv
2. Data Sources .............................................................................................
31
3. Data Collection Techniques ....................................................................
31
4. Data Analysis ..........................................................................................
33
CHAPTER VI : RESEARCH FINDING AND DISCUSSION ............................
34
A. Research Finding ..........................................................................................
34
1. Types of Teacher’s Questions ..................................................................
34
2. The Relation Between Teacher’s Questions and Teaching-Learning
Process......................................................................................................
41
B. Discussion ......................................................................................................
43
1. Types of Teacher’s Questions ..................................................................
43
2. The Relation Between Teacher’s Questions and Teaching-Learning
Process......................................................................................................
44
CHAPTER V : CONCLUSSION AND SUGGESTION ......................................
46
A. Concussion ....................................................................................................
46
B. Suggestion .....................................................................................................
47
REFERENCES ........................................................................................................
v
LIST OF TABLES
Table 2.1 Words Often Found In Knowledge Questions ...........................................
Table 2.2 Words Often Found In Comprehension Questions ....................................
Table 2.3 Words Often Found In Application Questions ..........................................
Table 2.4 Words Often Found In Analysis Questions ...............................................
Table 2.5 Words Often Found In Synthesis Questions ..............................................
Table 2.6 Words Often Found In Evaluation Questions ............................................
Table 2.7 Example Of Teaching-Learning Process in Lesson Plan ...........................
Table 4.1 Display And Closed Questions ..................................................................
Table 4.2 Referential And Open Questions ...............................................................
Table 4.3 Distribution Of Teacher’s Questioning ......................................................
vi
10
11
12
13
15
16
24
36
38
40
LIST OF FIGURE
Figure 2.1 Tree Diagram .........................................................................................
vii
28
LIST OF APPENDICES
Appendix A .............................................................................................................
Appendix B .............................................................................................................
Appendix C .............................................................................................................
Appendix D .............................................................................................................
viii
52
61
86
90
CHAPTER I
INTRODUCTION
This chapter presents background of the study, problem of study, objective of study,
scope of study, and significance of study.
A. Background of the Study
Teacher’s question or teacher questioning is one of the most common
technique in the classroom interaction. Barnes cited in Toni (2013) states that
teachers use questions to channel students into specific modes participation. Base on
method of classroom interaction analysis, teacher’s questioning is one part of teacher
talk developed by Moskowits in Foreign Language Interaction Analysis (FLINT).
Adedoyin (2010) states that teachers’ questions are of significant value for
many instructional purposes, eliciting student reflection and challenging deeper
student understanding and engagement in the classroom, teacher questioning is an
indispensible part of teaching process. It means that teacher’s question is one
important role in teaching-learning process to built interaction between teacher and
students.
In the fact, researcher was finding the lack of interaction between teacher and
students when observed in one of SMA Swasta in Binjai. When teaching-learning
process started, the teacher checked his student. After finished, he asked student to
1
2
open the book which have been learn previous. Then he asked the secretary to write
more materials which related to the book. After that, he asked students to translate
some expressions from the materials which had been written in the whiteboard then
he asked students to do the exercise from the book.
The case showed that the teacher only give all the materials for students, and
the students studied by themselves. No interaction between them. Actually,
interaction is very essential for language teacher. Below is the example of teacher and
students interaction.
Teacher
Students
Teacher
Students
Teacher
: Good morning students?
: Good morning sir!
: everybody here?
: yes sir!
: okay. Today we will continue the lesson about expressing
happiness. Sinta, come in.
(Sinta approached the teacher)
Teacher
: please write down this expression on the whiteboard.
(he ask to Sinta)
Teacher
: Sinta will write some expression happiness. After finish it,
translate all the expression and try to do the exercise 4.
A common problem that EFL (English as a foreign language) teachers are
facing is to deal with a passive class, where students are unresponsive and avoid
interaction with the teacher, Xiaoyan (2008). From the case above, the problems are
not only caused by the students but the teacher didn’t give any interaction such as
giving question to the students.
3
Questioning is typically implemented by teachers in their teaching process. It
is the basic method implemented by teachers in order to build interaction in the
classroom and also to stimulate language production of students. Unfortunately,
teachers do not realize about the importance of using appropriate questioning types
and strategy to help the students trying to produce language. Student will bored and
unmotivated to speak or perform their language production skill.
Concerning explanation above, the researcher interest to conduct a study
about the type of questions used by teachers and describe the ways of teacher’s
questioning in teaching leaning process in SMA Yayasan Shafiyyatul Amaliah
(YPSA) and SMA Swasta Tunas Pelita Binjai. The researcher chooses both of school
because she wants to find out which teachers use questioning frequently in teachinglearning process and describe which teachers used questioning effectively in the
classroom interaction.
B. The Problems of the Study
Based on the background of the study above, the research makes the
identifications study of:
1. What is the type of questions used by teachers at grade ten SMA YPSA
Medan and SMA Swasta Tunas Pelita Binjai?
4
2. How are the question built the classroom interaction in the teachinglearning process at grade ten SMA YPSA Medan and SMA Swasta Tunas
Pelita Binjai?
C. The Objectives of the Study
The objectives of the study are:
1. To find out the type of questions used by teachers at grade ten SMA
YPSA Medan and SMA Swasta Tunas Pelita Binjai.
2. To describe the ways of questions of teacher’s questioning in the teachinglearning process at grade ten SMA YPSA Medan and SMA Swasta Tunas
Pelita Binjai.
D. The Scope of the Study
The Scope of the study is finding out the type of questions used by teachers in
classroom interaction and describing the ways of teacher’s questioning in teachinglearning process.
E. Significant of the Study
The findings of the research are expected to be beneficial and be able to give
contribution to the improvement of the effective English teaching and learning
process theoretically and practically.
5
1.
Theoretically: It useful for give better understanding about types of
question utilized by teacher, and understanding the ways of teacher’s
questioning in teaching-learning process.
2.
Practically: It is useful to give information about types of questions that
can be applied by teachers in order to increase or develop classroom
interaction in teaching-learning process.
CHAPTER V
CONCLUSSION AND SUGGESTION
This is the last chapter of the present study. It is consisted of two subchapters
that are conclusions and suggestion.
A. Conclusions
Based on the research findings and discussion in the previous chapter, it could
be drawn the conclusion of the present study which were designed to suit the
objectives of the study. There are two objectives of the present study; (1) to find out
the types of questions used by teachers at tenth grade; (2) to investigate the relation
from teacher’s questioning in teaching-learning process at grade ten in SMA Yayasan
Pendidikan Shafiyyatul Amaliyyah Medan and SMA Swasta Tunas Pelita Binjai. The
conclusion of the present study can be drawn as follows:
1. Dealing with the types of teacher’s questions, it was discovered that the
teacher utilized certain types of questions. Referential/open question that were
used by teacher were considerably fewer than the display/closed questions had
the percentages 15%. On the other hand, display/closed question had
percentages 85%. These propositions of type of questions inhibit the students
from performing their language competence extensively.
2. Dealing with the related of teacher’s questioning in teaching learning process,
questioning is part of teaching learning process in classroom interaction. By
46
47
asking questions, it can attract students attention and participation in the
teaching learning process. It start from the pre-activity until main-activity. In
teaching learning process Teacher will know how understand students are by
these processes.
B. Suggestions
1. For the English Teacher
a. Teacher should be aware of the significance of posing question in
classroom. Various types of questions especially display/closed questions
and referential/open questions should be used by teacher during the
teaching and learning activity because teacher’s questioning can be used
initiate classroom interaction, check students’ understanding and
encourage students oral response in target language.
Well formulated questions should be prepared by teacher before he or she
start the teaching and learning processes. The questions are also need to be
synchronized with the objectives of the lesson.
b. It is recommended for teacher to study more about asking questions in
order to develop teaching skill.
2. For next researchers
a. The present study only involves two English teachers and two classes of
grade ten senior high school in the different schools so that some of the
result may not applicable to others teacher and education level. A further
48
research with a wider scope of the study is expected to give valid
generalization.
b. In order to give more insight teacher’s questioning, a quantitative research
(i.e. experimental research) about the influence of designed teacher’s
questioning toward students’ understanding of certain materials is worth
investigating.
REFERENCES
Adedoyin, Omobola.2010.An investigation of The Effects of Teacher’s Classroom
Questions on The Achievements of Students in Mathematics: Case Study of
Botswana Community Junior Secondary Schools. European Journal of
Education Studies.
Al-Mu’aini , Hussein Ahmed. The Effect of Referential Questions on Student’ oral
contributions. retrieved at: 23.23 PM 25 mei 2016.
Bloom, Benjamin S. et.a1. 1956. Taxonomy of Educational Objective, handbook1;
cognitive Domain. London: Longmans
Bogdan, Charles Robert & Kopp Sari Biklen,. 1998. Qualitative Research in
education, an introduction to theory and methods. USA.
Brown, H.Douglas.2001. Teaching By Principles,: An Interactive Approach To
Language Pedagogy, 2nd Edition. New York: Longman
Chaudron, Craig.1988.Second Language Classroom: Research on Teaching and
Learning, Second Edition. New York: Longman
Cohen, Louis, et.al. 2007. Research Method in Education, 6th edition. New York:
Routledge.
Cooper , James M, et.al.2011. Classroom Teaching Skill. CA: Wadsworth
Creswell, John W.2009. Research Design: Qualitative, quantitative, and mixed
methods approaches, 3rd edition. California:SAGE.
Dornyei, Zoltan. 2007. Research Method in Applied Linguistics: Quantitative,
Qualitative, and Mixed Methodologies. UK: Oxford University Press.
Eggins, Suzanne and Diana Slade. 1997. Analyzing Casual Conversation.UK:
Equinox Publishing Ltd
Griffe, Dale T. 2012. An Introduction to Second Language Research Method:
Design and Data. US: TESL-EJ Publication.
Hitchock, Graham and David Hughes. 1995. Research and The Teacher: a
Qualitative Introduction to school-based research. New York: Routledge.
49
50
Hong-xi, Yao. 2007. Lessons Depend on Questioning-Questioning Skills of Junior
English Class. Cina: English Teaching and Research of Middle School and
Primary Scool.
Hopkins, David.2008. A Teacher’s Guide to Classroom Research, 4th edition.
London: Open University Press.
Liu Yanfen And Zhao Yuqin.2010. A Study Of Teacher Talk In Interactions In
English Classes, In Chinese Journal Of Applied Linguistics.
Lynch, Tony . 1991. Questioning Roles in the Classroom.ELT Journal.
Ma, Xiaoyan. (2008). The Skills Of Teacher’s Questioning In English
Classes.China: Journal Yangtze Normal University.
Nishimura ,Toshihiro.2012. Teachers’ Questioning Techniques Employed in
Japanese Senior High school’s English Class and the Perceptions of Three
Japanese English Teachers.UK: Edinburg University.
Nunan , David1992. Research Method in Language Learning. New York:
Cambridge University Press.
Ricards, Jack C and Charles Lockhart. 1985. Reflective Teaching in Second
Language Classrooms. New York: Cambridge University Press.
Richards, Jack C, John Platt.& Heide Platt. 1999. Longman dictionary of
Language Teaching and Applied Linguistics. United Kingdom: Longman,
Pearson Education.
Ruwaida, Davvi. 2015. Teacher’s Talk On Giving Question In Teaching English
At Man Kunir Wonodadi Blitar. Tulungagung: Iain Tulungagung.
Sadker, David, et.al.2011. Questioning Skill. CA : Wadsworth.
Shomoossi, Nematullah. 2004. The Effect of Teachers’ Questioning Behavior on
EFL Classroom Interction: A Classroom Research Study. The Reading
Matrix.
Toni. Arman And Farzad Parse. (2013). The Status Of Teacher’s Questions And
Students’ Responses: The Case Of An Efl Class. Journal Of Language
Teaching And Research, Iran.
51
Vebriyanto, Danu Angga .2013.Teacher’s Questions In Efl Classroom
Interaction .(A Descriptive Study Of Teacher And Students Interaction Of
Class Xi At Smk Palapa Semarang In The Academic Year Of 2012/2013).
Semarang : Institute Agama Islam Negeri Walisongo
IN CLASSROOM INTERACTION
A THESIS
Submitted in Partial Fullfilment of the Requirements for the
Degree of Sarjana Pendidikan
By:
SITI FAHRIZA DAULAY
REG.NUMBER 2122121040
ENGLISH LITERATURE DEPARTMENT
ARTS AND LANGUAGES FACULTY
MEDAN STATE UNIVERSITY
2016
ABSTRACT
Fahriza, Siti Daulay. 2122121040. Teacher’s Questioning in Classroom
Interaction. A Thesis. Faculty of Languages and Arts. State University of
Medan. 2016.
The title of this thesis is Teacher’s Questioning in Classroom Interaction. This study
are aimed to find out the types of questions used by teachers and describing teacher’s
questioning in the teaching-learning process. The data of this study were taken from
two teachers and two schools in grade ten first semester academic year 2016/2017.
First teacher is from SMA Yayasan Pendidikan Syaffiyatul Amaliyyah (YPSA)
Medan and the second teacher is from SMA Swasta Tunas Pelita Binjai. The writer
applies the two theories, from Adedoyin (2010) is about teacher’s questions and
Xiaoyan (2008) is about classroom interaction. This is a descriptive qualitative
research; the data were collected by recording the teaching and learning process and
interviewing the English teacher. The transcript of the teaching and learning process
and the interview were made. The description of teacher’s questions in teachinglearning process was finding.
Based on the research findings, it was discovered that the teacher utilized certain
types of questions. Referential-open questions that were used by the teacher were
considerably fewer than the display-closed questions. Referential-open questions that
can elicit longer responses had the percentage 15%. On the other hand, display-closed
questions had the percentage 85%. Questions that are categorized as display/closed
questions were widely used for checking students’ understanding of the materials
questions that categorized as referential/open questions were widely used for looking
for certain information from the students. This study also found that the relation
between teacher’s questions and teaching-learning process is teacher’s questions
brought the process of classroom interaction from begin at last. Teacher’s questions
built interaction between teacher and students from pre-activity, main-activity, and
post-activity.
Keywords: Teacher’s Questioning, Teaching-Learning Process, Classroom
Interaction.
i
TABLE OF CONTENTS
Abstract .....................................................................................................................
i
Acknowledgement ....................................................................................................
ii
Table of Contents .....................................................................................................
iv
List of Tables ............................................................................................................
vi
List of Figure ............................................................................................................
vii
List of Appendices ....................................................................................................
viii
CHAPTER I: INTRODUCTION ..........................................................................
1
A. Background of the Study .............................................................................
1
B. The Problems of the Study ..........................................................................
3
C. The Objectives of the Study ........................................................................
4
D. The Scope of the Study ................................................................................
4
E. The Significant of the Study ........................................................................
4
CHAPTER II: REVIEW OF LITERATURE .......................................................
6
A. Theoretical Framework ...............................................................................
6
1. Question and Teacher’s Question ............................................................
6
2. Types of Teacher’s Questions .................................................................
8
3. Functions and Purposes of Teacher’s Questions .....................................
17
4. Classroom Interaction .............................................................................
20
5. Theory of Language Learning in the Classroom .....................................
21
6. Teachers’ Questioning of Interaction in Teaching-Learning Process ......
22
B. Previous Study .............................................................................................
25
C. Conceptual Framework ...............................................................................
26
CHAPTER III : RESEARCH METHODOLOGY ...............................................
29
A. Research Design ...........................................................................................
29
B. Data and Data Sources ................................................................................
30
1. Data .........................................................................................................
30
iv
2. Data Sources .............................................................................................
31
3. Data Collection Techniques ....................................................................
31
4. Data Analysis ..........................................................................................
33
CHAPTER VI : RESEARCH FINDING AND DISCUSSION ............................
34
A. Research Finding ..........................................................................................
34
1. Types of Teacher’s Questions ..................................................................
34
2. The Relation Between Teacher’s Questions and Teaching-Learning
Process......................................................................................................
41
B. Discussion ......................................................................................................
43
1. Types of Teacher’s Questions ..................................................................
43
2. The Relation Between Teacher’s Questions and Teaching-Learning
Process......................................................................................................
44
CHAPTER V : CONCLUSSION AND SUGGESTION ......................................
46
A. Concussion ....................................................................................................
46
B. Suggestion .....................................................................................................
47
REFERENCES ........................................................................................................
v
LIST OF TABLES
Table 2.1 Words Often Found In Knowledge Questions ...........................................
Table 2.2 Words Often Found In Comprehension Questions ....................................
Table 2.3 Words Often Found In Application Questions ..........................................
Table 2.4 Words Often Found In Analysis Questions ...............................................
Table 2.5 Words Often Found In Synthesis Questions ..............................................
Table 2.6 Words Often Found In Evaluation Questions ............................................
Table 2.7 Example Of Teaching-Learning Process in Lesson Plan ...........................
Table 4.1 Display And Closed Questions ..................................................................
Table 4.2 Referential And Open Questions ...............................................................
Table 4.3 Distribution Of Teacher’s Questioning ......................................................
vi
10
11
12
13
15
16
24
36
38
40
LIST OF FIGURE
Figure 2.1 Tree Diagram .........................................................................................
vii
28
LIST OF APPENDICES
Appendix A .............................................................................................................
Appendix B .............................................................................................................
Appendix C .............................................................................................................
Appendix D .............................................................................................................
viii
52
61
86
90
CHAPTER I
INTRODUCTION
This chapter presents background of the study, problem of study, objective of study,
scope of study, and significance of study.
A. Background of the Study
Teacher’s question or teacher questioning is one of the most common
technique in the classroom interaction. Barnes cited in Toni (2013) states that
teachers use questions to channel students into specific modes participation. Base on
method of classroom interaction analysis, teacher’s questioning is one part of teacher
talk developed by Moskowits in Foreign Language Interaction Analysis (FLINT).
Adedoyin (2010) states that teachers’ questions are of significant value for
many instructional purposes, eliciting student reflection and challenging deeper
student understanding and engagement in the classroom, teacher questioning is an
indispensible part of teaching process. It means that teacher’s question is one
important role in teaching-learning process to built interaction between teacher and
students.
In the fact, researcher was finding the lack of interaction between teacher and
students when observed in one of SMA Swasta in Binjai. When teaching-learning
process started, the teacher checked his student. After finished, he asked student to
1
2
open the book which have been learn previous. Then he asked the secretary to write
more materials which related to the book. After that, he asked students to translate
some expressions from the materials which had been written in the whiteboard then
he asked students to do the exercise from the book.
The case showed that the teacher only give all the materials for students, and
the students studied by themselves. No interaction between them. Actually,
interaction is very essential for language teacher. Below is the example of teacher and
students interaction.
Teacher
Students
Teacher
Students
Teacher
: Good morning students?
: Good morning sir!
: everybody here?
: yes sir!
: okay. Today we will continue the lesson about expressing
happiness. Sinta, come in.
(Sinta approached the teacher)
Teacher
: please write down this expression on the whiteboard.
(he ask to Sinta)
Teacher
: Sinta will write some expression happiness. After finish it,
translate all the expression and try to do the exercise 4.
A common problem that EFL (English as a foreign language) teachers are
facing is to deal with a passive class, where students are unresponsive and avoid
interaction with the teacher, Xiaoyan (2008). From the case above, the problems are
not only caused by the students but the teacher didn’t give any interaction such as
giving question to the students.
3
Questioning is typically implemented by teachers in their teaching process. It
is the basic method implemented by teachers in order to build interaction in the
classroom and also to stimulate language production of students. Unfortunately,
teachers do not realize about the importance of using appropriate questioning types
and strategy to help the students trying to produce language. Student will bored and
unmotivated to speak or perform their language production skill.
Concerning explanation above, the researcher interest to conduct a study
about the type of questions used by teachers and describe the ways of teacher’s
questioning in teaching leaning process in SMA Yayasan Shafiyyatul Amaliah
(YPSA) and SMA Swasta Tunas Pelita Binjai. The researcher chooses both of school
because she wants to find out which teachers use questioning frequently in teachinglearning process and describe which teachers used questioning effectively in the
classroom interaction.
B. The Problems of the Study
Based on the background of the study above, the research makes the
identifications study of:
1. What is the type of questions used by teachers at grade ten SMA YPSA
Medan and SMA Swasta Tunas Pelita Binjai?
4
2. How are the question built the classroom interaction in the teachinglearning process at grade ten SMA YPSA Medan and SMA Swasta Tunas
Pelita Binjai?
C. The Objectives of the Study
The objectives of the study are:
1. To find out the type of questions used by teachers at grade ten SMA
YPSA Medan and SMA Swasta Tunas Pelita Binjai.
2. To describe the ways of questions of teacher’s questioning in the teachinglearning process at grade ten SMA YPSA Medan and SMA Swasta Tunas
Pelita Binjai.
D. The Scope of the Study
The Scope of the study is finding out the type of questions used by teachers in
classroom interaction and describing the ways of teacher’s questioning in teachinglearning process.
E. Significant of the Study
The findings of the research are expected to be beneficial and be able to give
contribution to the improvement of the effective English teaching and learning
process theoretically and practically.
5
1.
Theoretically: It useful for give better understanding about types of
question utilized by teacher, and understanding the ways of teacher’s
questioning in teaching-learning process.
2.
Practically: It is useful to give information about types of questions that
can be applied by teachers in order to increase or develop classroom
interaction in teaching-learning process.
CHAPTER V
CONCLUSSION AND SUGGESTION
This is the last chapter of the present study. It is consisted of two subchapters
that are conclusions and suggestion.
A. Conclusions
Based on the research findings and discussion in the previous chapter, it could
be drawn the conclusion of the present study which were designed to suit the
objectives of the study. There are two objectives of the present study; (1) to find out
the types of questions used by teachers at tenth grade; (2) to investigate the relation
from teacher’s questioning in teaching-learning process at grade ten in SMA Yayasan
Pendidikan Shafiyyatul Amaliyyah Medan and SMA Swasta Tunas Pelita Binjai. The
conclusion of the present study can be drawn as follows:
1. Dealing with the types of teacher’s questions, it was discovered that the
teacher utilized certain types of questions. Referential/open question that were
used by teacher were considerably fewer than the display/closed questions had
the percentages 15%. On the other hand, display/closed question had
percentages 85%. These propositions of type of questions inhibit the students
from performing their language competence extensively.
2. Dealing with the related of teacher’s questioning in teaching learning process,
questioning is part of teaching learning process in classroom interaction. By
46
47
asking questions, it can attract students attention and participation in the
teaching learning process. It start from the pre-activity until main-activity. In
teaching learning process Teacher will know how understand students are by
these processes.
B. Suggestions
1. For the English Teacher
a. Teacher should be aware of the significance of posing question in
classroom. Various types of questions especially display/closed questions
and referential/open questions should be used by teacher during the
teaching and learning activity because teacher’s questioning can be used
initiate classroom interaction, check students’ understanding and
encourage students oral response in target language.
Well formulated questions should be prepared by teacher before he or she
start the teaching and learning processes. The questions are also need to be
synchronized with the objectives of the lesson.
b. It is recommended for teacher to study more about asking questions in
order to develop teaching skill.
2. For next researchers
a. The present study only involves two English teachers and two classes of
grade ten senior high school in the different schools so that some of the
result may not applicable to others teacher and education level. A further
48
research with a wider scope of the study is expected to give valid
generalization.
b. In order to give more insight teacher’s questioning, a quantitative research
(i.e. experimental research) about the influence of designed teacher’s
questioning toward students’ understanding of certain materials is worth
investigating.
REFERENCES
Adedoyin, Omobola.2010.An investigation of The Effects of Teacher’s Classroom
Questions on The Achievements of Students in Mathematics: Case Study of
Botswana Community Junior Secondary Schools. European Journal of
Education Studies.
Al-Mu’aini , Hussein Ahmed. The Effect of Referential Questions on Student’ oral
contributions. retrieved at: 23.23 PM 25 mei 2016.
Bloom, Benjamin S. et.a1. 1956. Taxonomy of Educational Objective, handbook1;
cognitive Domain. London: Longmans
Bogdan, Charles Robert & Kopp Sari Biklen,. 1998. Qualitative Research in
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