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TEACHERS’ QUESTIONING STRATEGIES IN ENGLISH CLASSROOM
INTERACTION IN THE TWELFTH GRADE OF SMA N 1 JEKULO
KUDUS IN 2015/2016 ACADEMIC YEAR
By
KIKY WULANDARI
NIM 201232095
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2016
i
ii
TEACHERS’ QUESTIONING STRATEGIES IN ENGLISH CLASSROOM
INTERACTION IN THE TWELFTH GRADE OF SMA N 1 JEKULO
KUDUS IN 2015/2016 ACADEMIC YEAR
SKRIPSI
Presented to Muria Kudus University
in Partial Fulfillment of the Requirements for Completing
the Sarjana Program in English Education
By
KIKY WULANDARI
NIM 201232095
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2016
iii
MOTTO AND DEDICATION
Motto:
Have infinite patience and success is yours.
Enjoy the life as if tomorrow never come.
Dedication:
This skripsi is dedicated to:
Her beloved parents, Mr. Slamet Santoso
and Mrs. Muryani, thanks for the
support.
Her beloved little sister, Shania
All of the lecturers of Muria Kudus
University
Her friends at UMK, so memorable in
passing happiness and sadness with them
Her beloved best friend, thanks for being
her best friend for long time and give big
support
All people who support her in doing this
skripsi
iv
v
vi
ACKNOWLEDGEMENT
In the name of Allah, the most gracious and the most merciful, in this
occasion, the writer would like to express her gratitude to the God, Allah S.W.T.,
who has given her mercies and blessing so that the writer can finish this skripsi
entitle “English Teachers’ Questioning Strategies in Classroom Interaction in the
Twelfth Grade of SMA N 1 Jekulo Kudus in 2015/2016 Academic Year”.
There are many people who gave endless help during her struggle to
complete this research. The writer would also like to convey her special gratitude
to them. They are:
1. Dr. Drs. Slamet Utomo, M.Pd., as the Dean of Teacher Training and
Education Faculty of Muria Kudus University.
2. Diah Kurniati, S.Pd., M.Pd., as the Head of English Education
Department.
3. Rismiyanto, S.S., M.Pd. as the writer’s first advisor, who guided, gave
so many suggestions and also motivations to the writer in doing this
skripsi.
4. Mutohhar, S.Pd, M.Pd., as the writer’s second advisor, who also
guided, gave corrections, and also suggestions to the writer in doing this
skripsi
5. Drs. Joko Purwanto, as the headmaster of SMA N 1 Jekulo Kudus,
who gave permission to the writer to conduct the research in SMA N 1
Jekulo Kudus.
vii
6. Dra. Anis Sri Mulyati, Noor Tjahjani, S.Pd, and Liliana, S.Pd as the
English teachers of SMA N 1 Jekulo Kudus, who guided and gave
suggestions to the writer when doing research in SMA N 1 Jekulo
Kudus.
7. All of the students of SMA N 1 Jekulo Kudus, especially the twelfth
grade students who helped her, so this research could run well.
8. All of the lecturers of UMK who taught her during studying at the
campus.
9. The writer’s parents, sister, and the entire families who always give
support and motivation to the writer.
10. The writer’s friends that cannot be mentioned one by one.
Besides that, the writer apologies for any mistakes and happily receive any
constructive criticism and suggestion, but the writer hopes that it will be useful for
those especially who are in the field of education.
Kudus, July 2016
The writer
Kiky Wulandari
viii
ABSTRACT
Wulandari, Kiky. 2016. Teachers’ Questioning Strategies in English Classroom
Interaction in the Twelfth Grade of SMA N 1 Jekulo Kudus in 2015/2016
Academic Year . Skripsi.English Education Department, Teacher Training
and Education Faculty, Muria Kudus University. Advisor: (1) Rismiyanto,
S.S.,M.Pd, (2) Mutohhar, S.Pd, M.Pd.
Key words: Teachers’questions, Questoning strategies
Teachers’ question is one of the important part in classroom interaction.
Teacher asks questions to keep the students involvement during the learning
process, to express their ideas and thoughts, and evaluate the material. In
classroom interaction, the teachers use strategy of questioning to control the
interaction. By using strategy, teachers can manage the classroom and easier to
give the material to the students.
Based on the statement of the problem, the main objectives of the research
are as follows: (i) to describe the teachers’ questioning strategies in classroom
learning in the twelfth grade of SMA N 1 Jekulo Kudus in 2015/2016 academic
year.
This is a descriptive qualitative research. The data of this research is the
teachers’ questioning strategy. The data source is transcript of three English
teachers’ interview of the twelfth grade of SMA N 1 Jekulo Kudus in 2015/2016
academic year. The writer did interview to the three English teachers and record
it. To analyze the data, she transcribes the result of interview, classifies, analyzes,
and makes the conclusion.
The result of this research shows that the three English teachers of SMA N
1 Jekulo Kudus used the theory of teachers’ questioning strategies. There are five
categories, they are selecting the type of question and its level of difficulty,
phrasing the question and delivering it, allowing time for students to thinking
(wait time), choosing a student to answer a question, the student response and
providing feedback. It means that the theory of teachers questioning strategies is a
good theory. The three English teachers can manage the class, delivering the
knowledge, and knowing the characteristic of the students well.
At the end of this research, the writer suggests that teachers can continue
to use those strategies according to the students’ need. Teachers can also elaborate
the question based on the material in the classroom.
ix
ABSTRAK
Wulandari, Kiky. 2016. Strategi Bertanya Guru dalam Berinteraksi di Kelas
Bahasa Inggris di Kelas Dua Belas SMA N 1 Jekulo Kudus pada Tahun
Ajaran 2015/2016. Skripsi.Program Studi Pendidikan Bahasa Inggris,
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Dosen
Pembimbing: (1) Rismiyanto, S.S.,M.Pd, (2) Mutohhar, S.Pd, M.Pd.
Kata Kunci: Pertanyaan guru, Strategi bertanya
Pertanyaan guru adalah salah satu bagian terpenting dalam berinteraksi di
kelas. Guru bertanya untuk mempertahankan keterlibatan siswa selama proses
belajar, untuk mengekspresikan ide-ide dan pikiran-pikiran mereka, dan
mengevaluasi materi. Dalam pembelajaran di kelas, guru menggunakan strategi
bertanya untuk mengendalikan interaksinya. Dengan menggunakan strategi, guru
dapat mengatur kelas dan lebih mudah untuk memberikan materi kepada siswa.
Berdasarkan rumusan masalah, tujuan utama dari penelitian ini adalah
sebagai berikut: (i) untuk mendeskripsikan strategi bertanya guru dalam
pembelajaran di kelas dua belas dari SMA N 1 Jekulo Kudus pada tahun ajaran
2015/2016.
Penelitian ini adalah sebuah penelitian deskriptif kualitatif. Data dari
penelitian ini adalah strategi bertanya guru. Sumber data berupa transkrip dari
wawancara ketiga guru Bahasa Inggris dari kelas dua belas di SMA N 1 Jekulo
Kudus pada tahun ajaran 2015/2016. Penulis mewawancarai ketiga guru Bahasa
Inggris dan merekamnya. Untuk menganalisis data, penulis mentranskrip hasil
wawancara, mengklasifikasi, menganalisis, dan membuat kesimpulan.
Hasil dari penelitian ini menunjukkan bahwa ketiga guru Bahasa Inggris di
SMA N 1 Jekulo Kudus menggunakan teori dari strategi bertanya guru. Ada lima
kategori, yaitu memilih tipe pertanyaan dan tingkat kesulitannya, melafalkan
pertanyaan dan menyampaikannya, memberikan waktu pada siswa untuk berfikir
(waktu tunggu), memilih seorang siswa untuk menjawab pertanyaan, jawaban
siswa dan memberikan timbal balik. Itu berarti bahwa teori dari strategi bertanya
guru adalah teori yang baik. Ketiga guru Bahasa Inggris dapat mengatur kelas,
menyampaikan pengetahuan, dan mengetahui karakter siswa dengan baik.
Pada akhir penelitian ini, penulis menyarankan bahwa guru dapat
melanjutkan untuk menggunakan strategi tersebut berdasarkan kebutuhan siswa.
Guru juga dapat mengembangkan pertanyaan berdasarkan pada materi di dalam
kelas.
x
TABLE OF CONTENTS
COVER.......................................................................................................
LOGO….....................................................................................................
TITLE.........................................................................................................
MOTTO AND DEDICATION.................................................................
ADVISORS’ APPROVAL........................................................................
EXAMINERS’ APPROVAL
ACKNOWLEDGEMENT.........................................................................
ABSTRACT...............................................................................................
ABSTRAK.............................................................................................
TABLE OF CONTENTS..........................................................................
LIST OF TABLES.....................................................................................
LIST OF APPENDICES...........................................................................
Page
I
Ii
iii
Iv
V
vi
viii
Ix
X
xiii
xiv
xv
CHAPTER I INTRODUCTION
1.1 Background of the Research................................................................
1
1.2 Statements of the Problem...................................................................
4
1.3 Objectives of the Research..................................................................
5
1.4 Significances of the Research..............................................................
5
1.5Limitation of the Research....................................................................
5
1.6 Operational Definition.........................................................................
6
CHAPTER II REVIEW TO RELATED LITERATURE
2. 1 Teaching English in SMA N 1 Jekulo Kudus……………….………
8
2.2 Classroom Interaction..... ...…………...……………………………..
9
2.2.1 Teacher’s Talk...................................……………..……………….
10
2.2.2 Students’ Talk.........………………………...………………………
11
xi
2.3 Teacher’s Questions ……………………...…………………………
12
2.4 Questioning Strategy……………………………………………….....
13
2.5 Review of the Previous Research……....…………………………....
16
2.6 Theoretical Framework ……………...……………………………….
17
CHAPTER III METHOD OF THE RESEARCH
3.1 Design of the Research…….…………………………………………
18
3.2 Data and Data Source ………………………………………………
18
3.3 Data Collection ………………………………………………………
19
3.4 Data Analysis ………………………………………………………...
20
CHAPTER IV FINDING OF THE RESEARCH
4.1 The Result of Interview by Three English Teachers’ (T1, T2, and
T3) about Questioning Strategies in Classroom Interaction in the
Twelfth Grade of SMA N 1 Jekulo Kudus in 2015/2016 Academic
Year ………...…................................................................................
22
CHAPTER V DISCUSSION
5.1 The English Teachers’ Questioning Strategies in Classroom
Interaction in the Twelfth Grade of SMA N 1 Jekulo Kudus in
2015/2016 Academic Year …………………………………..........
5.1.1 Selecting the Type of Question and Its Level of Difficulty…...…..
30
5.1.2 Phrasing the Question and Delivering It.…………………………
33
5.1.3 Allowing Time for Students to Thinking (Wait Time).....................
35
5.1.4 Choosing a Student to Answer a Question.......................................
37
xii
30
5.1.5 The Student Response and Providing Feedback..............................
40
CHAPTER VI CONCLUSION AND SUGGESTION
6.1 Conclusion...........................................................................................
45
6.2 Suggestion...........................................................................................
47
BIBLIOGRAPHY......................................................................................
APPENDICES...........................................................................................
48
50
xiii
LIST OF TABLES
Table
Page
3.1
Guideline of Interview with English Teachers………………….
19
4.1.1
Selecting the Type of Question and Its Level of Difficulty ……
23
4.1.2
Phrasing the Question and Delivering It ……….........................
24
4.1.3
Allowing Time for Students to Thinking (Wait Time).........……
25
4.1.4
Choosing a Student to Answer a Question ………......................
26
4.1.5
Student Response and Providing Feedback ………………
27
xiv
LIST OF APPENDICES
Appendix
Page
Guideline of Interview with English Teachers................................................51
Transcript 1 .................................................................................................... 52
Transcript 2 ................................................................................................... 58
Transcript 3 ....................................................................................................64
xv
INTERACTION IN THE TWELFTH GRADE OF SMA N 1 JEKULO
KUDUS IN 2015/2016 ACADEMIC YEAR
By
KIKY WULANDARI
NIM 201232095
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2016
i
ii
TEACHERS’ QUESTIONING STRATEGIES IN ENGLISH CLASSROOM
INTERACTION IN THE TWELFTH GRADE OF SMA N 1 JEKULO
KUDUS IN 2015/2016 ACADEMIC YEAR
SKRIPSI
Presented to Muria Kudus University
in Partial Fulfillment of the Requirements for Completing
the Sarjana Program in English Education
By
KIKY WULANDARI
NIM 201232095
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2016
iii
MOTTO AND DEDICATION
Motto:
Have infinite patience and success is yours.
Enjoy the life as if tomorrow never come.
Dedication:
This skripsi is dedicated to:
Her beloved parents, Mr. Slamet Santoso
and Mrs. Muryani, thanks for the
support.
Her beloved little sister, Shania
All of the lecturers of Muria Kudus
University
Her friends at UMK, so memorable in
passing happiness and sadness with them
Her beloved best friend, thanks for being
her best friend for long time and give big
support
All people who support her in doing this
skripsi
iv
v
vi
ACKNOWLEDGEMENT
In the name of Allah, the most gracious and the most merciful, in this
occasion, the writer would like to express her gratitude to the God, Allah S.W.T.,
who has given her mercies and blessing so that the writer can finish this skripsi
entitle “English Teachers’ Questioning Strategies in Classroom Interaction in the
Twelfth Grade of SMA N 1 Jekulo Kudus in 2015/2016 Academic Year”.
There are many people who gave endless help during her struggle to
complete this research. The writer would also like to convey her special gratitude
to them. They are:
1. Dr. Drs. Slamet Utomo, M.Pd., as the Dean of Teacher Training and
Education Faculty of Muria Kudus University.
2. Diah Kurniati, S.Pd., M.Pd., as the Head of English Education
Department.
3. Rismiyanto, S.S., M.Pd. as the writer’s first advisor, who guided, gave
so many suggestions and also motivations to the writer in doing this
skripsi.
4. Mutohhar, S.Pd, M.Pd., as the writer’s second advisor, who also
guided, gave corrections, and also suggestions to the writer in doing this
skripsi
5. Drs. Joko Purwanto, as the headmaster of SMA N 1 Jekulo Kudus,
who gave permission to the writer to conduct the research in SMA N 1
Jekulo Kudus.
vii
6. Dra. Anis Sri Mulyati, Noor Tjahjani, S.Pd, and Liliana, S.Pd as the
English teachers of SMA N 1 Jekulo Kudus, who guided and gave
suggestions to the writer when doing research in SMA N 1 Jekulo
Kudus.
7. All of the students of SMA N 1 Jekulo Kudus, especially the twelfth
grade students who helped her, so this research could run well.
8. All of the lecturers of UMK who taught her during studying at the
campus.
9. The writer’s parents, sister, and the entire families who always give
support and motivation to the writer.
10. The writer’s friends that cannot be mentioned one by one.
Besides that, the writer apologies for any mistakes and happily receive any
constructive criticism and suggestion, but the writer hopes that it will be useful for
those especially who are in the field of education.
Kudus, July 2016
The writer
Kiky Wulandari
viii
ABSTRACT
Wulandari, Kiky. 2016. Teachers’ Questioning Strategies in English Classroom
Interaction in the Twelfth Grade of SMA N 1 Jekulo Kudus in 2015/2016
Academic Year . Skripsi.English Education Department, Teacher Training
and Education Faculty, Muria Kudus University. Advisor: (1) Rismiyanto,
S.S.,M.Pd, (2) Mutohhar, S.Pd, M.Pd.
Key words: Teachers’questions, Questoning strategies
Teachers’ question is one of the important part in classroom interaction.
Teacher asks questions to keep the students involvement during the learning
process, to express their ideas and thoughts, and evaluate the material. In
classroom interaction, the teachers use strategy of questioning to control the
interaction. By using strategy, teachers can manage the classroom and easier to
give the material to the students.
Based on the statement of the problem, the main objectives of the research
are as follows: (i) to describe the teachers’ questioning strategies in classroom
learning in the twelfth grade of SMA N 1 Jekulo Kudus in 2015/2016 academic
year.
This is a descriptive qualitative research. The data of this research is the
teachers’ questioning strategy. The data source is transcript of three English
teachers’ interview of the twelfth grade of SMA N 1 Jekulo Kudus in 2015/2016
academic year. The writer did interview to the three English teachers and record
it. To analyze the data, she transcribes the result of interview, classifies, analyzes,
and makes the conclusion.
The result of this research shows that the three English teachers of SMA N
1 Jekulo Kudus used the theory of teachers’ questioning strategies. There are five
categories, they are selecting the type of question and its level of difficulty,
phrasing the question and delivering it, allowing time for students to thinking
(wait time), choosing a student to answer a question, the student response and
providing feedback. It means that the theory of teachers questioning strategies is a
good theory. The three English teachers can manage the class, delivering the
knowledge, and knowing the characteristic of the students well.
At the end of this research, the writer suggests that teachers can continue
to use those strategies according to the students’ need. Teachers can also elaborate
the question based on the material in the classroom.
ix
ABSTRAK
Wulandari, Kiky. 2016. Strategi Bertanya Guru dalam Berinteraksi di Kelas
Bahasa Inggris di Kelas Dua Belas SMA N 1 Jekulo Kudus pada Tahun
Ajaran 2015/2016. Skripsi.Program Studi Pendidikan Bahasa Inggris,
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Dosen
Pembimbing: (1) Rismiyanto, S.S.,M.Pd, (2) Mutohhar, S.Pd, M.Pd.
Kata Kunci: Pertanyaan guru, Strategi bertanya
Pertanyaan guru adalah salah satu bagian terpenting dalam berinteraksi di
kelas. Guru bertanya untuk mempertahankan keterlibatan siswa selama proses
belajar, untuk mengekspresikan ide-ide dan pikiran-pikiran mereka, dan
mengevaluasi materi. Dalam pembelajaran di kelas, guru menggunakan strategi
bertanya untuk mengendalikan interaksinya. Dengan menggunakan strategi, guru
dapat mengatur kelas dan lebih mudah untuk memberikan materi kepada siswa.
Berdasarkan rumusan masalah, tujuan utama dari penelitian ini adalah
sebagai berikut: (i) untuk mendeskripsikan strategi bertanya guru dalam
pembelajaran di kelas dua belas dari SMA N 1 Jekulo Kudus pada tahun ajaran
2015/2016.
Penelitian ini adalah sebuah penelitian deskriptif kualitatif. Data dari
penelitian ini adalah strategi bertanya guru. Sumber data berupa transkrip dari
wawancara ketiga guru Bahasa Inggris dari kelas dua belas di SMA N 1 Jekulo
Kudus pada tahun ajaran 2015/2016. Penulis mewawancarai ketiga guru Bahasa
Inggris dan merekamnya. Untuk menganalisis data, penulis mentranskrip hasil
wawancara, mengklasifikasi, menganalisis, dan membuat kesimpulan.
Hasil dari penelitian ini menunjukkan bahwa ketiga guru Bahasa Inggris di
SMA N 1 Jekulo Kudus menggunakan teori dari strategi bertanya guru. Ada lima
kategori, yaitu memilih tipe pertanyaan dan tingkat kesulitannya, melafalkan
pertanyaan dan menyampaikannya, memberikan waktu pada siswa untuk berfikir
(waktu tunggu), memilih seorang siswa untuk menjawab pertanyaan, jawaban
siswa dan memberikan timbal balik. Itu berarti bahwa teori dari strategi bertanya
guru adalah teori yang baik. Ketiga guru Bahasa Inggris dapat mengatur kelas,
menyampaikan pengetahuan, dan mengetahui karakter siswa dengan baik.
Pada akhir penelitian ini, penulis menyarankan bahwa guru dapat
melanjutkan untuk menggunakan strategi tersebut berdasarkan kebutuhan siswa.
Guru juga dapat mengembangkan pertanyaan berdasarkan pada materi di dalam
kelas.
x
TABLE OF CONTENTS
COVER.......................................................................................................
LOGO….....................................................................................................
TITLE.........................................................................................................
MOTTO AND DEDICATION.................................................................
ADVISORS’ APPROVAL........................................................................
EXAMINERS’ APPROVAL
ACKNOWLEDGEMENT.........................................................................
ABSTRACT...............................................................................................
ABSTRAK.............................................................................................
TABLE OF CONTENTS..........................................................................
LIST OF TABLES.....................................................................................
LIST OF APPENDICES...........................................................................
Page
I
Ii
iii
Iv
V
vi
viii
Ix
X
xiii
xiv
xv
CHAPTER I INTRODUCTION
1.1 Background of the Research................................................................
1
1.2 Statements of the Problem...................................................................
4
1.3 Objectives of the Research..................................................................
5
1.4 Significances of the Research..............................................................
5
1.5Limitation of the Research....................................................................
5
1.6 Operational Definition.........................................................................
6
CHAPTER II REVIEW TO RELATED LITERATURE
2. 1 Teaching English in SMA N 1 Jekulo Kudus……………….………
8
2.2 Classroom Interaction..... ...…………...……………………………..
9
2.2.1 Teacher’s Talk...................................……………..……………….
10
2.2.2 Students’ Talk.........………………………...………………………
11
xi
2.3 Teacher’s Questions ……………………...…………………………
12
2.4 Questioning Strategy……………………………………………….....
13
2.5 Review of the Previous Research……....…………………………....
16
2.6 Theoretical Framework ……………...……………………………….
17
CHAPTER III METHOD OF THE RESEARCH
3.1 Design of the Research…….…………………………………………
18
3.2 Data and Data Source ………………………………………………
18
3.3 Data Collection ………………………………………………………
19
3.4 Data Analysis ………………………………………………………...
20
CHAPTER IV FINDING OF THE RESEARCH
4.1 The Result of Interview by Three English Teachers’ (T1, T2, and
T3) about Questioning Strategies in Classroom Interaction in the
Twelfth Grade of SMA N 1 Jekulo Kudus in 2015/2016 Academic
Year ………...…................................................................................
22
CHAPTER V DISCUSSION
5.1 The English Teachers’ Questioning Strategies in Classroom
Interaction in the Twelfth Grade of SMA N 1 Jekulo Kudus in
2015/2016 Academic Year …………………………………..........
5.1.1 Selecting the Type of Question and Its Level of Difficulty…...…..
30
5.1.2 Phrasing the Question and Delivering It.…………………………
33
5.1.3 Allowing Time for Students to Thinking (Wait Time).....................
35
5.1.4 Choosing a Student to Answer a Question.......................................
37
xii
30
5.1.5 The Student Response and Providing Feedback..............................
40
CHAPTER VI CONCLUSION AND SUGGESTION
6.1 Conclusion...........................................................................................
45
6.2 Suggestion...........................................................................................
47
BIBLIOGRAPHY......................................................................................
APPENDICES...........................................................................................
48
50
xiii
LIST OF TABLES
Table
Page
3.1
Guideline of Interview with English Teachers………………….
19
4.1.1
Selecting the Type of Question and Its Level of Difficulty ……
23
4.1.2
Phrasing the Question and Delivering It ……….........................
24
4.1.3
Allowing Time for Students to Thinking (Wait Time).........……
25
4.1.4
Choosing a Student to Answer a Question ………......................
26
4.1.5
Student Response and Providing Feedback ………………
27
xiv
LIST OF APPENDICES
Appendix
Page
Guideline of Interview with English Teachers................................................51
Transcript 1 .................................................................................................... 52
Transcript 2 ................................................................................................... 58
Transcript 3 ....................................................................................................64
xv