32 classroom questioning, it will be analyzed according to Brown and Wragg’s
1993 function of questioning, which is checking learners’ understanding, eliciting information, controlling the classroom, arousing interest and curiosity
concerning a topic, focusing attention on a particular issue of concept, developing an active approach to learning, and stimulating students to ask questions of
themselves and others. In order to analyze the students’ responses, I would simply analyze the
responses the students give to the teachers’ questions based on three categories, which are whether or not they give the intended answers, the way they respond to
the teachers’ questions, and the number of words they produce in answering the questions regarding the question type. The analysis is not on the students’
physical responses because it does not give significant result to the students language learning.
E. Data Validation and Reliability
” Reliability means dependability or consistency” Neuman 2006:188. It signify that the same thing reoccur at the same situation. To measure the
reliability of the data, I videotape each class twice to ensure that the thing that happens in certain class at the first recording is repeated in the same class at the
second recording. Meanwhile, validity means trustworthy Neuman 2006, It suggest
truthfulness that the data being presented by the researcher fits with the actual reality in which the research takes place. Therefore to establish the trustworthiness
of my study and to verify the accuracy of the data, findings, and interpretations Creswell, 1998, I used member checks in order to get participant feedback on
33 the accuracy and credibility of the data, findings, and interpretations, and
conclusions. I arranged face-to-face meetings with participants to discuss the results of the observations.
34
CHAPTER IV RESULT AND DISCUSSION
This chapter presents the results of the data collection through classroom observations and questionnaires both for teachers and students. The structure of
the analysis is divided into findings and discussion sections. The data will be analyzed in three main parts which are types of classroom teachers’ questions, the
functions of those questions, and students’ responses toward teachers’ questions.
A. Brief Summary of the Lesson
To begin the analysis, the researcher gives a brief summary of the topics of the lessons discussed in the classrooms. There were four main topics studied in
the eight meetings, which were animals, jobs or occupations, parts of the human body, and health. Each topic contained some sub-topics that were discussed
during the lessons. The lesson about animals was divided into physical characteristics, places to live, and their food. The topic about parts of the human
body included parts of the body and their functions. When talking about health, the lessons were about occupations related to health, while jobs or occupations
were divided into kinds of jobs, workplaces, and their responsibilities. Classroom observations were conducted in classes A,B,D,and E. Each class
was observed twice. Observations 1 and 8 were in class A. The teacher discussed types of animals, their physical characteristics, and their places to live.
Observations 2 and 4 were conducted in class B. The teacher discussed parts of the human body and their functions. Observations 3 and 7 were in class D. The
sub-topics were about kinds of jobs, workplaces, and responsibilities of certain jobs or occupations. Observations 5 and 6 were conducted in class E. The teacher
