APPROVAL SHEET TEACHERS’ QUESTIONS AND STUDENTS’ RESPONSES IN EFL CLASSROOM : A Case Study in a Public Senior High School in Bandung.

TABLE OF CONTENTS

APPROVAL SHEET ……… i

ACKNOWLEDGEMENTS ……….. ii

DECLARATION ……….. iii

ABSTRACT ……….. iv

TABLE OF CONTENT ……… v

LIST OF TABLE ……….. vi

LIST OF FIGURES ……….. vii

CHAPTER I ……….. 1

INTRODUCTION ……… 1

1.1 Background ……….. 1

1.2 Objectives of the Study ………... 5

1.3 Significance of the Study ………. 6

1.4 Definition of Key Term ……… 7

1.4.1 Teachers’ Questions ……… 7

1.4.2 Students’ Responses ……… 7

1.4.3 EFL Classroom Activities ……… 8

1.5 The Structure of This Thesis ……… 9

CHAPTER II ………. 11

REVIEW OF RELATED LITERATURE ……… 11

2.1 Teachers’ Questions ……….……… 11

2.1.1 Questions ………..……..………….. 12

2.1.2 The Purposes of the Questions ………....………… 13

2.1.3 The Function of Questions ……….. 14

2.1.4 The Types of Teachers’ Questions ……….. 14

2.2 Teachers’ Questionsand EFL Classroom Activities …….. 18

2.2.1 Classroom Interaction and Questioning …… …….. 21

2.3 Questioning Strategies ……….………. 22

2.4 Students’ Responses ……….……… 26

2.5 Previous Studies on Questioning ……….………. 29

CHAPTER III ……… 32

METHODOLOGY ……….. 32

3.1 Research Design ……… 32

3.3 Research Setting and Participants .……… 34

3.4 Data Collecting Techniques ……….. 37

3.4.1 Observation ………. 37

3.4.2 Interview ………. 39

3.4.3 Video Recording ………. 40

3.5 Data Analyzing Techniques ………... 41

CHAPTER IV ……….. 45

DATA PRESENTATION AND DISCUSSION ………. 45

4.1 Teachers’ Questions and Students’ Responses ………….. 45

4.1.1 Knowledge Question ……… 47

4.1.2 Comprehension Question ………. 53

4.1.3 Application Question ……… 57

4.1.4 Inference Question ……….. 61

4.1.5 Analysis Question ……… 64

4.1.6 Synthesis Question ……… 67

4.1.7 Evaluating Question ………. 71

4.2 Questioning Strategies in EFL Classroom ………. 81

4.2.1 Repeating ………. 82

4.2.2 Rephrasing ……….. 85

4.2.3 Simplifying……… 86

4.2.4 Decomposition ………. 88

CHAPTER V ………. 102

CONCLUSIONS AND RECOMMENDATIONS ………….. 102

5.1 Conclusions ……….. 102

5.2 Recommendation ………. 105

REFERENCES ……….. 106

LIST OF TABLES

1. Table 1 Questioning Patterns of Teachers ……… 13 2. Table 2 Levels Thinking with Bloom’s Taxonomy and

Cognitive Processes ……….. 18

3. Table 4.1 The Frequency of Teachers’ Questions……….. 47 4. Table 4.5 The Composition of Teachers’ Questioning Strategies.. 83

LIST OF FIGURES

CHAPTER I INTRODUCTION

1.1 Background

The study about questioning and students’ response to the teachers’

questions in English Foreign Language (EFL) classroom is challenging because question plays role to the developing of teaching strategy. Teacher question has been the focus of research for many years (Gerot, 1989, cited in Nunan, 1991: 192) because questioning plays crucial role in classroom instruction and in the educational process that has been identified as an important aspect of classroom interaction in teaching learning situation that teacher can display, draw reference from, comprehend, confirm and clarify the students’ knowledge (Willen, 1987; Sadker and Sadker, 1990).

In the teaching and learning processes, teacher questioning is the primary instigating aspect that occurs during the lesson. Research shows that teachers need to ask a lot of questions to initiate this process. Lourdusamy (2005: 34) supported that one interactive routine that often happens in the classroom is the question-and-answer method that is used by the teacher during the lesson to monitor the understanding of the students and to seek their views and opinions. The interactive question-and-answer routine creates a communicative situation which depends on how teacher initiates the interaction and applies the right type of question to create an interactive language classroom environment (Brown, 2001).

Questioning helps teacher to build an interactive activity to improve

students’ ability in communication. In language learning, the interactive and dynamic teaching and learning processes become the main aspects in creating conducive language learning that will promote students achievement (Rosenshine cited in Brualdi, 1998).

In traditional teaching and learning process where teacher dominates the classroom activity, it is useless to create an interactive activity because the teacher always gives lengthy explanations and lectures, drills repetitively, and makes too many judgments about the students’ answers (Gebhard, 1996: 49). This statement is also supported by Johnson (2001) who says that some teachers in a traditional teaching start by giving the student declarative knowledge on the chosen topic and telling them about what they have to do. Long and Sato (1983) cited in Nunan (1986: 194) also found that teachers asked more display questions and fewer referential questions. It can be seen that teachers tend to use more low-level-cognitive question than higher-level-low-level-cognitive questions (Brualdi, 1998).

Foreign language learning must include the development of children’s basic communication abilities in English by encouraging enjoyment and motivation in learning to build an interactive teaching and learning (Pinter, 2009: 99). Teacher should be aware to use the higher-level-cognitive questions to rise activities that involves attention, noticing and understanding to the subject by creating question-and-answer method (Thornbury, 205:41) This kind of question requires students to use higher order thinking or reasoning skills. This statement is supported by Brown (1994) that a good conversation in the learning process needs

teacher question to give students the impetus and opportunity to produce comfortable language, initiate key language, initiate a chain reaction of students’ interaction and provide the students with opportunities to find out what others think by hearing what they say.

Questions can also be used to test out students’ awareness of the affect of their behavior in teaching and learning process as Wong (2005: 138) stated that a misbehaving student may not be aware of the effect his behavior and can help him learn to behave more appropriately. Suherdi (2009: 157) emphasized that the composition and proportion of question types, tasking and teacher explanation are the keys to building language competence, positive attitude, independent and responsible thinking and personal leadership skills.

The use of various types of teacher questions in classroom is beneficial to foreign language learning if it can elicit students’ responses. An interactive

classroom environment depends on how students response to the teachers’

questions. If the teacher wants the students, as language target, to master language skills, the teacher should build the creative and interactive classroom environment to achieve active participation by the students. Students’ response quality can be evaluated in relation to the teaching learning goals by measuring right word choice, understanding of the grammar and the feedback quality as well as and also mastery of the language data (Suherdi, 2009).

The teacher has role to educate students to reach a level of accepted educational competence (Wettasinghe, 2005: 194) by initiating the interaction to build a communicative situation. The communicative situation in English

language teaching learning occurs in conversation as an objective of understanding and interpreting that can increase achievement among students (Pinter, 2009; Slavin, 1988; Wong, 2005). The communicative situation in learning process needs questioning that can initiate a chain reaction of feedback. Leng (2005: 97) supported that communicative situation creates the dynamic process that facilitates interaction between students and students, and students and teachers.

It also provides opportunity to observe student process of thinking.

When students respond to the teachers’ questions, teacher takes the response as

the feedback to gain achievement in language teaching and learning. Questioning

pushes the reaction as the feedback. The feedback can be stated as students’

responses to the teacher’s questions to build interactive teaching and learning process. Interactive teaching and learning depends on how a teacher uses the right strategy to create an interactive condition when using questioning methods.

This study was conducted to find out the answers to the following research questions:

1. What questions do the teachers usually use in EFL classroom to

elicit students’ responses?

2. How do students respond to the teachers’ questions during teaching learning process?

3. What strategies do the teachers apply when the questions are not understood by the students to create an interactive teaching and

1.2 Objectives of the Study

Questioning strategy is not a new research topic; however it is still an interesting and pertinent issue in regard to the development of language teaching and learning research. This statement was supported by Walsh (2006) who claims

that the purpose of searching the teachers’ questions is to promote the awareness

of teacher in using their questions during classroom interaction. Teachers’ use of the right type of question and how they apply questioning in order to create interactive learning processes in the classroom is the true art of the effective language teacher. Leng (2005:62) described the effective teachers as being teachers who promote student learning that enhance their cognitive, social effectiveness and personal development’.

In the language teaching and learning-process, an effective teacher tries to create an interesting classroom by applying questioning. In teaching and learning activities teachers sometimes find difficulty in using the appropriate type of questioning. This situation makes the situation in the class stagnant and boring. Teachers need to apply questioning strategies that make students feel interested and active in the classroom activities. Hence the need to investigate how teachers choose and apply question types and what strategies they use when their questions are not understood by the students as well as how students respond to the teachers’ questions.

This study was designed to investigate the teacher questions that are used by English teachers during English teaching learning process and to identify

the methods that are applied by the teachers when their questions are not understood by the students as well as to investigate the quality of students’

responses to the teachers’ questions during the classroom teaching learning process.

1.3 Significance of the Study

Teachers’ questions create to determine the quality of students’ learning. From the theory perspective, teachers’ questions can be categorized as knowledge questions, comprehension questions, application questions, inference questions, analysis question, synthesis question, and evaluation questions. Teacher will apply questioning strategies when students do not know how to respond and answer the questions incorrectly. Some questioning strategies that can be used by the teacher to elicit the response from student are rephrasing, simplification, repetition and decomposition.

When teacher applies questioning, teacher needs responses from the students. The responses from the students can be categorized as verbal or nonverbal including the use of gestures, facial expressions, eye contact, and conversational distance.

It is hoped that the answers to this research will help to formulate a new view and way of thinking about teaching and learning methods and evaluation techniques. This research will also develop the teaching strategy to create innovative and interactive language learning classroom.

1.4 Definitions of Key Terms 1.4.1. Teachers’ Questions

Teachers’ questions have a central function in teaching and learning. A teacher as “a professional question-asker” needs question formulating skill because types of questions they create determine the quality of students’ learning (Suherdi, 2009: 156). This study includes a description of teacher question from Kinsela and Bloom (1959) and cited in Brown (1994: 166) which has seven question and instruction categories consisting of knowledge questions, comprehension questions, application questions, inference questions, analysis question, synthesis question, and evaluation questions.

1.4.2 Students’ Responses

During teaching and learning process, teacher questions need responses from the students. The responses from the students can be categorized as verbal or nonverbal. Verbal communication can be defined as spoken communication, including the use of words and intonation to convey meaning, while the nonverbal communication is defined as “silent” communication, including the use of gestures, facial expressions, eye contact, and conversational distance (Levine, 1993; Suherdi, 2009). Brown (1994: 163) also categorized students’ responses such as specific response means responding to the teacher within specific and limited range of available or previously practiced answers, open ended or student initiated means responding to the teacher with students’ own reactions, silence means pauses in the interaction, silence-AV means silence in the interaction

during which a piece of audio-visual equipment, confusion, and laughter means student is giggling in the class.

From some previous studies, it was noted that the students used verbal response because they understood the questions from the teacher enabling the teacher to elicit the response from the students more easily. The students used non-verbal response because of some burden: e.g. they had difficulty understanding the questions, they did not know the answer and or they had psychological problems such as being shy, afraid or nervous. These varied responses from the students can be categorized as communication feedback.

1.4.3 EFL Classroom Activities

Classroom activities in English Foreign Language (EFL) teaching and learning are the focus of the research. According to Chavez (2006) - For foreign language learners, the classroom is the primary forum for them to use and experience the target language. Similar to Chavez, Pinter also stated (2006) that teaching English as foreign language is challenging because students learn English as a school subject and had limited opportunity to practice the language outside school so that they had no immediate need or clear motivation to use and learn English.

It is for this reason that teachers have to have the skill to prepare, organize and manage questioning in order to develop the suitable interactive classroom activities that can be defined as ideal for creating interaction between teacher and students, and students with students in the classroom.

1.5 The Structure of This Thesis

This thesis consists of five chapters introduced separately as follow: Chapter I introduces to the whole of the study which includes the background for conducting study on teacher questions and then presents the research questions and the purposes of the present study. At the end of this chapter the researcher presents the key terms most frequently used in this study and the description of the thesis structure.

Chapter II discusses the theoretical views on which the present study is based. The theoretical views include the nature of questioning in classroom teaching learning interaction as well as the types of questions, the students’ responses, and also the questioning strategies employed when the questions are not understood by the students. Finally, this chapter ends by presenting some related studies conducted by a number of researchers concerning the use of questions in classroom language learning.

Chapter III constitutes the methodological aspect of this thesis. In this section, the researcher elaborates on the methodological issues of the present study. The elaboration includes the research design, research method, research validity, participants, research setting, techniques of gathering data, and techniques of analyzing data respectively.

Chapter IV presents the findings and discussion. This analysis is presented in sequence starting from types of teacher questions and student responses and is followed by questioning techniques used by the teachers when

their questions were not understood by the students. At the end of each presentation of the findings the researcher draws conclusions in relation to specific research questions.

Chapter V is the conclusion or summary. This part summarizes the findings obtained from the present study. At the end of this section, the researcher provides recommendations for conducting further related studies based on topical limitations of the present study and puts forward some suggestions for the further study on teachers’ questions.

CHAPTER III

METHODOLOGY

This research is an attempt to seek answers to a number of phenomenon or aspects relating to where teachers asked questions and how students responded to them. The research into teachers‟ questions and students‟ responses in the EFL classroom includes details of the research design, research validity, the participants, the research setting, techniques of gathering data, and technique of analyzing data respectively.

3.1. Research Design

This research applied a qualitative research design. The reason for using qualitative design is that this design is an appropriate way to explore daily behavior, in this case the behavior of teacher and students in classroom. In qualitative research, the researcher tries to understand participants‟ experiences with the central focus of the study in natural setting that refers to the ordinary, everyday worlds of participants (Heigham and Croker, 2009).

There are several methods in qualitative research such as ethnography, phenomenology, grounded theory and case study (Alwasilah, 2008). This research ended when the researcher found the saturated data in the data collecting process (Sugiyono, 2009). The transferability of its findings would be limited to the context of the present study.

This research used descriptive case study style because the researcher presents a detailed, contextualized picture of a particular case or phenomenon to

gain a deeper understanding of a case or phenomenon with procedural descriptive data viewed as part of a whole (Hood, 2009; Bogdan and Taylor, 1975). This statement similar to that of Creswell who stated that:

Case study in which the researcher explores a single entity or phenomenon (“the case”) bounded by time and activity a program, event, process, institution, or social group and collects detailed information by using a variety of data collection procedures during a sustained period of time (1994, 12).

The research about teachers‟ questions and students‟ responses in the EFL classroom was a case study because the researcher presented a description on teacher questioning that is used during the process of teaching and learning English in classroom setting. For this purpose the researcher applied a case study which is part of descriptive method to find information from a research object that is bounded by time.

3.2 Establishment of Trustworthiness

The researcher used some techniques suggested by Rallis and Rossman (2009) included:‟ prolonged engagement, triangulation, and participant validation‟ to ensure validity in this research. Prolonged engagement or „being there‟ was used because of the accessibility of the researcher to the research field. The researcher was present and spent time with the participants over a five year period in the setting so that the researcher was able to make a detailed research of the target phenomenon.

Triangulation was used for constructing validity (Alwasilah, 2000) and to get data validity from variety data collection (multiple sources of data). This

study used interviews, observations and video recording. The triangulation carried out based on interviews with teachers and students and also classroom observation to catch all questioning- answering activities. This study was validated by presenting detailed descriptions on the process and the setting based on the field notes during the observation.

This study also took another step to ensure validity of procedure in the form of participant validation. Participant validation was conducted as member checking. The researcher made the participant check in transcribing and interpreting the video recorded data. The participants were asked to make sure that the transcription was valid based on the recorded data and whether they identified questions in the transcription as questions or not so that the researcher and the participants had the same perception in determining the utterances as questions or not.

This study used these techniques to enable the researcher to maintain the quality of data gathering and subsequent analysis. The researcher used these techniques according to situation and condition in field research so that the researcher could explore daily behavior and students in classroom, and understand participants‟ experiences with the central focus of the study in natural setting.

3.3. Research Setting and Participants

This study was conducted in a Public Senior High School located in Bandung. The reason for choosing this school was the accessibility of the researcher into this school. There were two groups as the focus of observation.

The first group was XI Natural Science which consisted of nine classes. The second group was XI Social Science which consisted of two classes. These two groups (Social and Natural Science) were at the first semester of academic year 2011/2012 and the teaching-learning was conducted in morning shift from 6.30 am to 01.30 pm. The students received English lessons twice a week.

This research involved two English teachers, both female, to get the data of teacher questioning. The fact that these two participants were the colleagues of the researcher enabled the researcher to maintain and utilize this close relationship. Both participants are certified teachers. Those two teachers were coded as teacher A and teacher B. They had been teaching English for more than ten years and had broad experience in teaching English.

Teacher A has been teaching in the research field for about more than 15 years. She graduated from a local university majoring in English after attaining a Diploma degree (D3) in the same university and passed the teacher certification in 2009 with a good grade. During the research process she was class teacher for class XI Natural Science 6. She applied teaching and learning method based on her experiences and combined it well with the latest curriculum.

Teacher B got a Diploma (D2) in 1982 from a local university that led on to her becoming a Junior High School teacher. She has S1 degree from two local state universities majoring in Communication in 1991 and English Education in 2000 and she has a Management Magister degree from a private university in Bandung. She has been teaching English in research location since 2009. During the research process she was class teacher for class XII Natural Science 7. She

passed the teacher certification in 2008 with a good grade because of her teaching achievement in another Senior High School. With her strong education background, she has been able to apply a variety of techniques to the teaching and learning process.

Meanwhile, students who participated in this research were involved 90 students divided into two groups of students. The first group was Class XI Natural Science which consisted of nine classrooms. The students were selected into this classes based on their existing group. They were selected based on their rank when they were in the last semester of the first year. They showed the best achievement in most subjects because the input came from the highest ranked students in the school. In this regard they had been classified as gifted students as they were from the high achiever group of students.

The second group was class XI Social Science which consisted of two classrooms. Some of them had other activities outside school and were busy in doing activities in sports, art, etc. so that they were sometimes absent from the class to take part in matches or competitions etc. This situation made them lower achievers by comparison to the other class.

The data also collected when the students were in the second year of Senior High School in the academic 2011-2012. These two class groups showed some interesting characteristics especially during observation to collect the data about teachers‟ questions and students‟ responses to the teacher questions.

3.4 Data Collecting Techniques

This study used multiple procedures to collect data including; observation, interviews and video recording to gather data on problems or issues and to answer research questions. The researcher used observation for several reasons, they were that; teachers and students follow familiar routines and activities in school, observation was used to triangulate or provide additional evidence for the research study and because the practice of language teaching, teachers and researcher always requires making sense of a complex situation (Cowie, 2009:168). This research used in-depth interview to reveal some information to answer research questions.

3.4.1 Observation

Observation was used as a major technique among data collecting techniques. This study used observation to make detailed examination of what types of questions were applied by the teachers, and what were the responses that have been given by the students to the teachers‟ question, and observed what were the questioning strategies that have been applied by the teachers when their questions were not understood by the students in the natural setting of the ordinary, daily activities at school. This study used observation to make detailed examination of participants‟ behavior in the natural setting of the ordinary, everyday world of participants (Heigham and Croker, 2009: 166).

The researcher used himself as the research instrument to capture the data that were used to answer the research questions. To investigate teachers‟ questions and students‟ responses and some specific details, the researcher

watched and made detailed notes details from the back during EFL classroom activities.

In this research, the researcher observed the participants in their classroom. The researcher played the role of non-participant observer because the researcher was in the classroom to collect data only and not to take part in any classroom activities. The observation were collected from the natural classroom situation as possible, and watched from the back of the classroom so as not to interfere in any classroom activities. The field notes were made by the investigation on the questions that were used by the teacher, the responses from the students to the teachers‟ questions and some details that were useful to answer research questions.

The researcher engaged himself in detailed description about the language learning activities occurring in the classroom. Detailed description refers to the rich, vivid descriptions and interpretations that researchers create as they collect data or the writing about a research setting needs to be as detailed and rich as possible so that readers can feel like they are there with the researcher (Geertz cited in Heigham and Croker, 2009).

The observations focused on the research questions as the observation guidelines which were to find out the type of questions that were used by the teachers in EFL classroom activities, the responses that were presented by the students to the teachers‟ questions and the questioning strategies that were applied by the teachers where their questions were not understood by the students. This method was employed to avoid misperception and or misunderstanding from the

teachers who were being investigated by their colleague. According to Heigham and Croker (2009: 169) being observed can stir up visceral responses in many teachers especially where being observed by a colleague.

This study conducted 24 observations, 12 observations were made on each group (Natural Science and Social Science classes). During the observation, all participants taught different topics. In class XI Natural Science class, the teacher taught Genre Narrative at first, while in class XI Social class the teacher taught Genre Analytical Exposition. Before observing each class, the teacher introduced the researcher to the students and then the observer took place in the back of the class. During the observations, the researcher made field notes of all the classroom activities and used the researcher himself as the research instruments to make description from the research activity during the classroom activities.

3.4.2 Interview

This research used interviews only to gain specific information about teachers‟ understanding of what types of questions that were used in their classrooms. Interviews were used to support the data gained from observation and video-recording techniques. Interview was used through verbal interaction between interviewer and respondent directly (Sevilla, 1992). Similar to Nasution (1982) that interview is classified as verbal communication to collect information.

This research used opened and closed interviews. The interview was developed naturally where the subjects know and realize about being interviewed,

while closed interview has been done when researcher asked some questions and the subject did not know or realize about the interview (Moleong, 2004; Heigham and Croker, 2009).

The opened interview was used in the classroom or teachers‟ room after observation or video-recording techniques to discuss about the situation in the classroom. The researcher asked some questions to the participants to support the data from observation and video-recording about the information that could not be revealed from those techniques. The participants knew and realized being interviewed so that this process can be classified as the open interview technique.

The closed interview technique was used to collect the data from students about the reason of their responses to the teachers‟ questions. The closed interview is used when the students were asked in informal situation, and they did not realize that they were being interviewed by the researcher because the researcher asked the questions several days after observation and video-recording techniques. The interviewed was done in the middle of daily conversation.

3.4.3 Video Recording

The data collection most were taken from observation in natural classroom situation as possible where the researcher watched from the back of the classroom and made the field notes about the questions that were used by the teacher, the responses from the students to the teachers‟ questions and some details that were useful to answer research questions.

To support the data collection, this study conducted the video recording to catch all the teaching and learning process in the classroom so that the researcher can collect the data from the specific activities. Video recording was also used to interpret some objectives features that the researcher was not being influence of the classroom activities circumstance.

The researcher sat and watched in the back of the class while the data from video recording were taken by one of the students. Video recording was not used in entire research process. The study conducted four (4) video recording techniques because of the limited source of systems during research collecting data. Video recording was used only when the participants applied questioning in the classroom. Video recording was off when the participants involved in writing and drama or role play activities. Along the collecting data the researcher concerns with the relationship among colleagues. The researcher always tries to keep good relationship because sometimes being observed can stir up visceral responses in many teachers, especially observed by a colleague (Cowie, 2009).

3.5 Data Analyzing Techniques

This research collected the data from video-recorded, observation, and interview techniques. The data from video-recorded and observation were categorized and analyzed, while the information from interview was used to support the data from video-recording and observation techniques. There were some steps in analyzing data from field notes and video recording.

From field notes observations, the researcher made description of each observation based on the observation guidelines during the observation. The result of the description will be used to provide more detail context when classifying types of questions and interpreting the meaning of certain utterances.

First, the researcher counted the frequency of teacher questions that were applied by the teachers in their classrooms based on the framework of Brown (2001) questions categories. The categories are Knowledge question, Comprehension questions, Application questions, Inference questions, Analysis questions, Synthesis questions, and Evaluating questions. The next step was arranging the hierarchy of teachers‟ questions based on the frequency of questions, into the table of teachers‟ questions frequency to find out which questions mostly used by the teachers in their classrooms.

After arranging the hierarchy of questions, the next step was analyzed the response from the students. The students‟ responses can be categorized verbal communication as spoken communication, including the use of words and intonation to convey meaning, while the nonverbal communication including the use of gesture, facial expression, eye contact, and conversational distance.

The last step was categorizing the questioning strategies that were used by the teachers when their questions were not understood by the students. The researcher analyzed the field notes to find out which teacher questions could elicit student responses and which ones should be applied the questioning strategies such as rephrasing, simplification, repetition, and decomposition.

From video-recording data, the researcher made transcription and gave several codes to indicate specific features of the transcription. The researcher applied codes T for teacher, S for one student, Ss for many students, “*” For pausing, “….” for no response, and for non- verbal responses.

The researcher made classification of the utterances into two categories, teacher questions category and student responses category. After all the utterances have been categorized, then the researcher classified all the teacher questions based the taxonomy of question which adapted from the framework of Brown (2001). The researcher analyzed the transcription to find out which teacher questions could elicit student responses and which ones could get inappropriate responses.

The next step was categorizing the questioning strategies from the transcriptions of video-recording. The transcription were coded which questioning strategies that were used by the teachers when their questions were not understood by the students. The researcher analyzed the transcriptions to find out which teacher questions could elicit student responses and which ones should be applied the questioning strategies such as rephrasing, simplification, repetition, and decomposition.

The next step was analyzed the response from the students. The students‟ responses can be categorized as communication feedback. The feedback from the students can be verbal and nonverbal communication (Suherdi, 2009, Brown, 1994, and Levine, 1993). In teaching and learning process in the classroom, students give variety responses by answer questions verbally or just

silent but they give responses by using their body language such as nodding or shaking their head, facial expression, eye contact, and conversational distance. Some students‟ responses can be expressed by laughter or use the native language (Brown, 1994).

The last step was the researcher made the participant check in transcribing and interpreting the video recorded data. The participants were asked to make sure that the transcription was valid based on the recorded data and whether they identified questions in the transcription as questions or not so that the researcher and the participants had the same perception in determining the utterances as questions or not.

This research methodology can be figured out from the research framework that was starting from determining the research background, formulate the problem into research questions which were showed up because of the lack of theories and realities, determining the collecting and analyzing data techniques, presenting the research findings and elaborating with the theories.

This research was design to explore daily behavior of teacher and students in classroom and presented in details bounded by time. This study was validated by presenting detailed descriptions on the process and the setting based on the field notes during the observation, and also took another step to ensure validity of procedure in the form of participant validation to enable the researcher to maintain the quality of data gathering and subsequent analysis according to situation and condition in field research.

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This section is the end part of this thesis. In this chapter the researcher elaborates the conclusions that can be drawn from the present study and some possible recommendations for conducting further related studies.

5.1 Conclusions

This thesis investigated Teacher Questioning in EFL Classroom Activities of two English teachers in a Senior High School in Bandung. The purpose was to identify the teachers’ questions in EFL classroom, students’ response to the teachers’ questions during teaching and learning process in the classroom, and questioning strategies the teachers applied when the questions were not understood by the students.

The findings of the present study show that the two participants used various of questions during their teaching and learning activities. Both participants taught the same language topics using different materials during their EFL classroom activities.

The research findings showed that the teachers used questions in the classroom to achieve a variety of purposes. Teacher A, who teaches in a Natural Science class, taught the communicative material and generic structure. Teacher B who used questions in Social Science class, taught how to use analyze statements and to persuade students that something is the case. She started by introducing the

topic and the speaker or writer position followed by the main arguments and elaborated with point supporting development.

From the findings, teacher A used 68% knowledge questions in her EFL class during research, and teacher B used 81% knowledge questions in her EFL class during research. This finding supports the previous studies conducted by Brualdi (1998) that teachers spend most of their time asking low-level cognitive questions than high-level-cognitive questions. Brualdi (1998) also stated that in traditional teaching and learning method, most teachers use questions that only focus on memorizing with sort answer from students as feedback. This type of question is believed to give small opportunity to students’ understanding and also

gives small opportunity to students’ achievement because it limits them to the understanding of the subject matter only.

This study also reveals that the students responded with verbal and non verbal responses. They gave verbal responses by directly answering the questions with their own words or by making sounds without answering the questions such as yelling, while the non verbal responses that they gave were smiling, shaking of the head, nodding or even just being silent. The responses from the student can be categorized as communication feedback which matches with the statements from Suherdi (2009), Levine (1993) and Brown (1994) that verbal communication as spoken communication, includes the use of words and intonation to convey meaning, give their own ideas, opinions, reaction and or feelings while the non verbal responses/feedback communication is “silent” communication and or facial expression by the students where they communicate without the use of words

including the use of gestures, facial expressions, eye contact and conversational distance. The students gave a variety of responses depending on the question that was given by the teacher and their ability to comprehend its content.

The teachers’ questions facilitated interaction between students and students, and students and teachers and also provided the opportunity to observe students’ process of thinking. Teachers’ questions created interactive activity with the active participation of the students to construct useful representations of knowledge learning that that engaged students in the lessons. The active classroom environment was designed to encourage interactive participation and to increase students’ understanding. This condition was similar to the condition described by Rosenshine cited in Brualdi (1998) and Pinter (2009) that: learning occurs in conversation as a result of understanding and interpreting and a good students-teacher interaction promotes students learning.

This study also reveals that both teachers used various questioning techniques to modify questions when their questions failed to generate student responses. Those techniques were repeating, simplifying, rephrasing and decomposing the questions. In this case, the findings support the study of Wu (1993). Concerning this finding, it is concluded that questioning strategies were used when students did not give relevant reaction, and some even simply did not react at all.

Regarding those findings, it is expected that this study contributes something to the area of related research and more specifically to the language learning insight. Though it is just a small-scale investigation and the findings

reveal only partial views of classroom questioning, it is aimed to give further insights on the importance of using quality questioning in the language classroom and promotes teacher awareness of the importance of using questions properly to facilitate students in learning a foreign language.

As this study involved a small number of participants over a short period of time research, the holistic influence of teacher questioning to students’ achievement could not be fully revealed. In addition, this research covers three aspects only, so this research does not provide views from all perspectives of language learning. To this end, a research involving more participants and longitudinal research could be recommended to be carried out in the future.

5.2 Recommendations for Further Research

For further investigation the following aspects could be aspects worthy of being taken into consideration. Firstly, a further study could be focused on what question produce the most satisfying answers from the students. Such a study could be directed to aspects of classroom teaching: 1) how a teacher creates the materials that can produce satisfactory responses from students, and 2) what kind of classroom activities support the use of different types of questions. Secondly, further studies can be directed toward the influence of teachers’ questions to classroom interaction. This type of study could focus on how

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APPENDIXES Field Note of observation 1

Day/Date : Wednesday / 2 November 2011 Time : 2 x 45 minutes

Teacher : Teacher A Lesson material : Narrative Number of students : 45/ xi science 6 Observer : Iskandar Dz Description of activities:

Teacher A asked the students to introduce themselves. Teacher A asked some questions to the students. The teacher then begins the class by asking the students whether they have finished their narrative assignment. The students were asked to tell about their narrative stories they have chosen from various English newspapers, magazines, books or internet. This task was assigned at the previous meeting a week before this observation. Here, the teacher called the students individually to present their narrative stories in front of her. She also sometimes went around to other students for checking students‟ works and asking many questions about the stories. During this session, the teacher asked the students about stories they interested in, the reasons of choosing them, how they get the sources (newspaper, magazine, internet, books), what the stories are about, and what difficulties they got when making the stories. It was found that Teacher A used more knowledge questions than others.

Field Note of observation 2

Day/Date : Thursday / 3 November 2011 Time : 2 x 45 minutes

Teacher : Teacher A Lesson material : Narrative Number of students : 45 / xi science 6 Observer : Iskandar Dz

Description of activities:

Lesson two of Teacher A was about students‟ ability in writing Narrative. Here the students in class science 6 were asked to prepare script of their writing individually. At the time of observation, the teacher asked the students to discuss and demonstrate their writing in group. During this discussion and demonstration, the teacher gave suggestions on how to write with the right language features related to this genre. For this, the teacher only gave general instructions and suggestions to each group. More specific suggestions were only given to one group. As a result, there were some data about questioning gained from this lesson.

Field Note of observation 3

Day/Date : Friday / 4 November 2011 Time : 2 x 45 minutes

Teacher : Teacher A

Lesson material : Narrative Text Through Drama Number of students : 45 / xi science 6

Observer : Iskandar Dz Description of activities:

Lesson three of Teacher A was about students‟ performance in speaking activities. Here the students in class science 6 were asked to prepare script of drama in group of seven. At the time of observation, the teacher asked the students to discuss and demonstrate the drama in their own group. During this discussion and demonstration, the teacher gave suggestions on how to perform the roles and the intonation of the utterances on the script. For this, the teacher only gave general instructions and suggestions to each group. More specific suggestions were only given to one group. As a result, there were no data about questioning gained from this lesson.

Field Note of observation 4

Day/Date : Wednesday / 9 November 2011 Time : 2 x 45 minutes

Teacher : Teacher A Lesson material : Narrative Number of students : 45 / xi science 6 Observer : Iskandar Dz

Description of activities:

The students were asked to tell about their narrative stories they have chosen from various English newspapers, magazines, books or internet. This task was assigned at the previous meeting a week before this observation. Here, the teacher called the students individually to present their narrative stories in front of her. She also sometimes went around to oer students for checking students‟ works and asking many questions about the stories. During this session, the teacher asked the students about stories they interested in, the reasons of choosing them, how they get the source (newspaper, magazine, internet, books), what the stories are about, and what difficulties they got when making the stories.

Field Note of observation 5

Day/Date : Monday / 14 November 2012 Time : 2 x 45 minutes

Teacher : Teacher B

Lesson material : Analytical Exposition Number of students : 45 / social class

Observer : Iskandar Dz

Description of activities:

These lessons were characterized as one of the genre in third semester based on the curriculum. This class was attended by forty five students. The lesson was about Analytical Exposition. The activities were began by reviewing the previous material which was discussed the generic structure of Analytical Exposition. After that she explained the language features of Analytical Exposition by giving some written examples on the board. Then the class discussed the language features in pair work. Finally the students assigned to write Analytical Exposition individually.

Field note of observation 6

Day/Date : Wednesday/ 16 November 2011

Time : 2 x 45 minutes

Teacher : Teacher B

Lesson material : Analytical Exposition Number of students : 45/ xi social 1

Observer : Iskandar Dz Description of activities:

These lessons were characterized as one of the genre in third semester based on the curriculum. This class was attended by forty five students. The lesson was about Analytical Exposition. The activities were began by reviewing the previous material which was discussed the students assignment of Analytical Exposition. After that the teacher explained the students mistakes of Analytical Exposition by giving some written examples on the board. Then the class discussed the language features in pair work. Finally the students assigned to write again Analytical Exposition individually.

Field Note of observation 7

Day/Date :Wednesday/ 23November 2011 Time : 2 x 45 minutes

Teacher : Teacher B

Lesson material : Analytical Exposition Number of students : 45/ xi social1

Observer : Iskandar Dz

Description of activities:

These lessons were characterized as one of the genre in third semester based on the curriculum. This class was attended by forty five students. The lesson was about Analytical Exposition. The activities were began by reviewing the previous material which was discussed the students assignment of Analytical Exposition. Finally the students assigned to go to the library searching for Analytical Exposition individually.

Field note of observation 8

Day/Date :Wednesday/ 7 December 2011

Time : 2 x 45 minutes

Teacher : Teacher B Lesson Material : Passive Voice Number of students : 45 / xi social 1 Observer : Iskandar Dz Description of activities:

Lesson eight was conducted to learn about passive voice. The activity was started by asking the students about previous material. The class was attended by 45 students. The teacher explained the lesson by classified active and passive first. Then students were divided into groups. Each member of the group was asked to make sentence in English, and students from other group should change the sentence into passive voice. After the student change the sentence into passive, then they should make another active sentence to be delivered to another students in another group. Finally each group performed in front of the class and teacher checked their work.

Field note of observation 9

Day/Date : Thursday/ 8 December 2011 Time : 2 x 45 minutes

Teacher : Teacher A Lesson Material : Passive Voice Number of students : 45 / xi science 6 Observer : Iskandar Dz Description of activities:

Lesson nine was conducted to learn about passive voice. The activity was started by asking the students about previous material. The class was attended by 45 students. The teacher explained the lesson by classified active and passive first. Then students were divided into groups. Each member of the group was asked to make sentence in English, and students from other group should change the sentence into passive voice. After the student change the sentence into passive, then they should make another active sentence to be delivered to another students in another group. Finally each group performed in front of the class and teacher checked their work.

Field note of observation 10

Day/Date :Friday/ 9 December 2011 Time : 2 x 45 minutes

Teacher : Teacher A

Lesson Material : Expressions of making and cancelling an appointment Number of students : 45 / xi science 6

Observer : Iskandar Dz Description of activities:

Lesson ten was conducted to learn about expressions . The activity was started by asking the students about their friendship and conversation between them . The class was attended by 45 students. The teacher explained the lesson by classified expressions of making appointment and cancelling appointment. Then students were divided into groups. Each member of the group was asked to make sentence of making appointment in English, and students from other group should change the sentence into cancelling appointment . After that the students conversely do in different way to their group. Finally each group performed in front of the class and teacher checked their work.

Field note of observation 11

Day/Date : Monday/12 December 2011 Time : 2 x 45 minutes

Teacher : Teacher B

Lesson Material : Expressions of making and cancelling an appointment Number of students : 45 / xi social 1

Observer : Iskandar Dz Description of activities:

Lesson eleven was their friendship and conversation between them. The class was attended by 45 students. The teacher explained the lesson by classified expressions of making appointment and cancelling appointment. Then students were divided into groups. Each member of the group was asked to make sentence of making appointment in English, and students from other group should change the sentence into cancelling appointment . After that the students conversely do in different way to their group. Finally each group performed in front of the class and teacher checked their work.

Field note of observation 12

Day/Date : Wednesday/14 December 2011 Time : 2 x 45 minutes

Teacher : Teacher B

Lesson Material : Expressing satisfaction and dissatisfaction Number of students : 45 / xi social 1

Observer : Iskandar Dz Description of activities:

Lesson twelve of teacher B was about expressing satisfaction and dissatisfaction. These lessons were characterized as one of the expressions in third semester based on the curriculum. This class was attended by forty five students. The activities began by listening to the dialogue between Juan and July about satisfaction and dissatisfaction. After that the teacher explained the expressions used by both students then giving written examples on the board. Then the class discussed the dialogue and practice in group. Finally the students assigned to write the dialogue by using their own words individually.

Field note of observation 13

Day/Date : Thursday/15 December 2011

Time : 2 x 45 minutes

Teacher : Teacher A

Lesson Material : Expressing satisfaction and dissatisfaction Number of students : 45 / xi science 6

Observer : Iskandar Dz

Description of activities:

Lesson thirteen was conducted to learn about expressing satisfaction and dissatisfactions. These lessons were characterized as one of the expressions in third semester based on curriculum. This class was attended by 45 students. The activities began by listening to the dialogue between Juan and July about satisfaction and dissatisfaction. After that the teacher explained the expressions used by both students then giving written examples on the board. Then the class discussed the dialogue and practice in group. Finally the students assigned to write the dialogue by using their own words individually.

Field note of observation 14

Day/Date : Friday/16 December 2011

Time : 2 x 45 minutes

Teacher : Teacher B Lesson Material : Report

Number of students : 45 / xi social 1 Observer : Iskandar Dz Description of activities

These lessons were characterized as one of the genre in third semester based on the curriculum. This class was attended by forty five students. The lesson was about report. The activities began by listening to the text of report given by the teacher. After that teacher explained the language feature of report then giving written examples on the board. Then the class discussed the sample of the text and discussed in group. Finally the students assigned to write the report by using their own words individually.

Field note of observation 15

Day/Date :Monday/ 19 December 2011

Time : 2 x 45 minutes

Teacher : Teacher B

Lesson Material : Report

Number of students : 45 / xi social 1 Observer : Iskandar Dz Description of activities:

Lesson fifteen of Teacher B was about student ability in writing Report. The activities were began by reviewing the previous material which was discussed the students assignment of writing report. At the time of observation, the teacher asked the students to discuss and demonstrate their writing in group. During this discussion and demonstration, the teacher gave suggestions on how to write with the right language features related to this genre. For this, the teacher only gave general instructions and suggestions to each group. More specific suggestions were only given to one group. As a result, there were some data about questioning gained from this lesson.

Field note of observation 16

Day/Date : Wednesday /4 July 2012

Time : 2 x 45 minutes

Teacher : Teacher A

Lesson material : Report

Number of students : 45 / xi science 6

Observer : Iskandar Dz

Description of activities :

These lessons were characterized as one of the genre in third semester based on curriculum. This class was attended by forty five students. The lesson was about report. The activities began by listening to the text of report given by the teacher. After that teacher explained the language feature of report then giving written examples on the board. Then the class discussed the sample of the text and

discussed in group. Finally the students assigned to write the report by using their own words individually.

Field note of observation 17

Day/Date :Thursday/12 July 2012

Time : 2 x 45 minutes

Teacher : Teacher A

Lesson Material : Report

Number of students : 45 / xi science 6

Observer : Iskandar Dz

Description of activities:

These lessons were characterized as one of the genre in third semester based on the curriculum. This class was attended by forty five students. The lesson was about report. The activities were began by reviewing the previous material which was discussed the students assignment of report. After that the teacher explained the student mistakes of report by giving some written examples on the board. Then the class discussed the language features in pair work. Finally the students assigned to write again report individually.

Field note of observation 18

Day/Date : Monday/16 July 2012

Time : 2 x 45 minutes

Teacher : Teacher A

Lesson Material : Expressions of congratulation and compliment

Number of students : 45 / xi science 6 Observer : Iskandar Dz Description of activities

Lesson eighteen of teacher A was conducted to learn about expression. The activity was started by showing the dialogue about the charet‟s competition in their school. The class was attended by 45 students. The teacher explained the lesson by classified the expressions of congratulation and compliment. Then students were divided into groups. Each member of the group was asked to express congratulation then students from other group should change into compliment. After that the students conversely do in different way to their group. Finally each group performed in front of the class and the teacher checked their work.

Field note of observation 19

Day/Date : Wednesday/18 July 2012

Time : 2 x 45 minutes

Teacher : Teacher B

Lesson Material : Expressions of congratulation and compliment Number of students : 45 / social class

Observer : Iskandar Dz Description of activities

Lesson nineteen of teacher B was conducted to learn about expression. The

activity was started by showing the dialogue about the charet‟s competition in

their school. The class was attended by 45 students. The teacher explained the lesson by classified the expressions of congratulation and compliment. Then students were divided into groups. Each member of the group was asked to express congratulation then students from other group should change into compliment. After that the students conversely do in different way to their group. Finally each group performed in front of the class and the teacher checked their work.

Field note of observation 20

Day/Date : Monday/23 July 2012 Time : 2 x 45 minutes Teacher : Teacher A

Lesson Material : Hortatory Exposition Number of students : 45 / Science class Observer : Iskandar Dz

Description of activities

These lessons were characterized as one of the genre in fourth semester based on the curriculum. This class was attended by 45 students. The lesson was about Hortatory Exposition. The activities were begun by reviewing the previous lesson in third semester about Analytical Exposition which students compared both genres. Then the teacher explained the language feature of Hortatory Exposition by giving some written examples on the board. After that the class discussed the language features in pair work. Finally the students assigned to write the language feature individually.

Field note of observation 21

Day/Date :Wednesday/ 25 July 2012 Time : 2 x 45 minutes

Teacher : Teacher B

Lesson material : Hortatory Exposition Number of students : 45 / Social Class Observer : Iskandar Dz Description of activities

The lessons were characterized as one of the genre in fourth semester based on the curriculum. This class was attended by 45 students. The lesson was about Hortatory Exposition. The activities were begun by reviewing the previous lesson in third semester about Analytical Exposition which students compared both genres. Then the teacher explained the language feature of Hortatory Exposition by giving some written examples on the board. After that the class discussed the language feature in pair work. Finally the students assigned to write the language feature individually.

Field note of observation 22

Day/Date :Wednesday/ 4 August 2012

Time : 2 x 45 minutes

Teacher : Teacher A

Lesson Material : Spoof

Number of students : 45 / Science class

Observer : Iskandar Dz

Description of activities

These lessons were characterized as one of the genre in fourth semester based on curriculum. This class was attended by forty five students. The lesson was about spoof. The activities began by listening to the text of spoof was given by the teacher. After that teacher explained the language feature of spoof then giving written examples on the board. Then the class discussed the sample of the text and discussed in group. Finally the students assigned to write the spoof by using their own words individually.

Field note of observation 23

Day/Date : Thursday/12 August 2012

Time : 2 x 45 minutes

Teacher : Teacher A

Lesson Material : Spoof

Number of students : 45 / Science class

Observer : Iskandar Dz

Description of activities

These lessons were characterized as one of the genre in fourth semester based on the curriculum. This class was attended by 45 students. The lesson was about Spoof. The activities began by reviewing the previous lesson in listening section about kinds of Spoof given by the teacher. Then the teacher explained the similarities between spoof and anecdote by giving some written examples on the board. After that the class discussed the language features of both genres in pair work. Finally the students assigned to write and read spoof text made by their group in front of the class individually.

Field note of observation 24

Day/Date : Monday/3 Sept 2012

Time : 2 x 45 minutes

Teacher : Teacher B Lesson material : Spoof

Number of students : 45 / Social Class

Observe : Iskandar Dz

Description of activities

The lessons were characterized as one of the genre in fourth semester based on the curriculum. This class was attended by 45 students. The lesson was about Spoof. The activities began by listening to the text of Spoof given by the teacher. After that the teacher explained the language feature of spoof then given written examples on the board. Then the class discussed the sample of the text and discussed in group. Finally the students assigned to write the spoof by using their own words individually.

Iskandar Dzulkarnain, 2013

Teachers' Questions And Students' Responses in EFL Classroom Universitas Pendidikan Indonesia | repository.upi.edu

Field note of observation 19

Day/Date : Wednesday/18 July 2012

Time : 2 x 45 minutes

Teacher : Teacher B

Lesson Material : Expressions of congratulation and compliment

Number of students : 45 / social class

Observer : Iskandar Dz

Description of activities

Lesson nineteen of teacher B was conducted to learn about expression. The

activity was started by showing the dialogue about the charet‟s competition in

their school. The class was attended by 45 students. The teacher explained the lesson by classified the expressions of congratulation and compliment. Then students were divided into groups. Each member of the group was asked to express congratulation then students from other group should change into compliment. After that the students conversely do in different way to their group. Finally each group performed in front of the class and the teacher checked their work.

Iskandar Dzulkarnain, 2013

Teachers' Questions And Students' Responses in EFL Classroom Universitas Pendidikan Indonesia | repository.upi.edu

Field note of observation 20

Day/Date : Monday/23 July 2012 Time : 2 x 45 minutes Teacher : Teacher A

Lesson Material : Hortatory Exposition Number of students : 45 / Science class Observer : Iskandar Dz

Description of activities

These lessons were characterized as one of the genre in fourth semester based on the curriculum. This class was attended by 45 students. The lesson was about Hortatory Exposition. The activities were begun by reviewing the previous lesson in third semester about Analytical Exposition which students compared both genres. Then the teacher explained the language feature of Hortatory Exposition by giving some written examples on the board. After that the class discussed the language features in pair work. Finally the students assigned to write the language feature individually.

Iskandar Dzulkarnain, 2013

Teachers' Questions And Students' Responses in EFL Classroom Universitas Pendidikan Indonesia | repository.upi.edu

Field note of observation 21

Day/Date :Wednesday/ 25 July 2012 Time : 2 x 45 minutes

Teacher : Teacher B

Lesson material : Hortatory Exposition Number of students : 45 / Social Class Observer : Iskandar Dz Description of activities

The lessons were characterized as one of the genre in fourth semester based on the curriculum. This class was attended by 45 students. The lesson was about Hortatory Exposition. The activities were begun by reviewing the previous lesson in third semester about Analytical Exposition which students compared both genres. Then the teacher explained the language feature of Hortatory Exposition by giving some written examples on the board. After that the class discussed the language feature in pair work. Finally the students assigned to write the language feature individually.

Iskandar Dzulkarnain, 2013

Teachers' Questions And Students' Responses in EFL Classroom Universitas Pendidikan Indonesia | repository.upi.edu

Field note of observation 22

Day/Date :Wednesday/ 4 August 2012

Time : 2 x 45 minutes

Teacher : Teacher A

Lesson Material : Spoof

Number of students : 45 / Science class

Observer : Iskandar Dz

Description of activities

These lessons were characterized as one of the genre in fourth semester based on curriculum. This class was attended by forty five students. The lesson was about spoof. The activities began by listening to the text of spoof was given by the teacher. After that teacher explained the language feature of spoof then giving written examples on the board. Then the class discussed the sample of the text and discussed in group. Finally the students assigned to write the spoof by using their own words individually.

Iskandar Dzulkarnain, 2013

Teachers' Questions And Students' Responses in EFL Classroom Universitas Pendidikan Indonesia | repository.upi.edu

Field note of observation 23

Day/Date : Thursday/12 August 2012

Time : 2 x 45 minutes

Teacher : Teacher A

Lesson Material : Spoof

Number of students : 45 / Science class

Observer : Iskandar Dz

Description of activities

These lessons were characterized as one of the genre in fourth semester based on the curriculum. This class was attended by 45 students. The lesson was about Spoof. The activities began by reviewing the previous lesson in listening section about kinds of Spoof given by the teacher. Then the teacher explained the similarities between spoof and anecdote by giving some written examples on the board. After that the class discussed the language features of both genres in pair work. Finally the students assigned to write and read spoof text made by their group in front of the class individually.

Iskandar Dzulkarnain, 2013

Teachers' Questions And Students' Responses in EFL Classroom Universitas Pendidikan Indonesia | repository.upi.edu

Field note of observation 24

Day/Date : Monday/3 Sept 2012

Time : 2 x 45 minutes

Teacher : Teacher B

Lesson material : Spoof

Number of students : 45 / Social Class

Observe : Iskandar Dz

Description of activities

The lessons were characterized as one of the genre in fourth semester based on the curriculum. This class was attended by 45 students. The lesson was about Spoof. The activities began by listening to the text of Spoof given by the teacher. After that the teacher explained the language feature of spoof then given written examples on the board. Then the class discussed the sample of the text and discussed in group. Finally the students assigned to write the spoof by using their own words individually.