AN ANALYSIS OF A TEACHER’S QUESTIONS IN EFL CLASSROOM: A Qualitative Case Study of English Teacher in Public Junior High School in Bandung.

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An Analysis of a T

eacher’s Questions in EFL Classroom

(A Qualitative Case Study of English Teacher in Public Junior High School in Bandung)

A Paper

Submitted to the Department of English Education in partial fulfillment for the requirement

for Sarjana Pendidikan Degree

Eka Raudhatul Jannah 0801193

ENGLISH EDUCATION DEPARTMENT

THE FACULTY OF LANGUAGE AND ARTS

INDONESIA UNIVERSITY OF EDUCATION

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An Analysis of a Teacher’s Questions

in EFL Classroom

(A Qualitative Case Study of English

Teacher in Public Junior High School

in Bandung)

Oleh

Eka Raudhatul Jannah

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

November 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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PAGE OF APPROVAL

An Analysis of Teacher’s Questions in EFL Classroom

(A Qualitative Case Study of English Teacher in Public Junior High School in Bandung)

A FINAL PAPER

Eka Raudhatul Jannah 0801193

Approved by:

Main Supervisor Co-Supervisor

Prof. Dr. Didi Suherdi, M.Ed. M. Handi Gunawan, S.Pd., M.Pd. NIP. 196211011987121001 NIP. 1973011320009121002

Head of English Education Department Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001

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ii ABSTRACT

The study entitled “An Analysis of A Teacher’s Questions in EFL Classroom”

focuses on the issue of the teacher’s questioning behavior observed during a whole class teaching portion. The aims of the study are mainly to investigate the teacher’s questions and strategies as well as the effects of the teacher’s questioning behavior of the students in eight grade in a junior high school in Bandung, West Java.

A qualitative research design was employed in this study. The data were obtained from classroom observation for five learning sessions and one interview session. The data collected from classroom observation were transcribed and then analyzed by using the Taxonomy theory of Bloom (1956) in dividing several cognitive domains to construct the purposes of the teacher’s questions asked in classroom activities. Meanwhile, the students’ responses to teacher’s questioning behavior were analyzed based on Suherdi framework (2007).

The findings of this study shown that only four of all cognitive domains of Bloom’s questions taxonomy were asked by the teacher especially in three lower cognitive domains such as knowledge, comprehension and application or those are in display questions and one of the three higher cognitive domains such as analysis or those are in referential question. Moreover, the study revealed that those questions or cognitive domains will not make students produce longer responses unless the teacher is able to encourage the students to elaborate further rather that only accepting responses brief or less complex responses. On the other hand, to facilitate the second language development of students and bring about more conversational forms of whole class teaching, the students should be asked to expand their critical thinking and opinions as the responses to the moves among teacher and students.

Finally, it is recommended that a study be conducted in broader scope of criticizing the teacher’s questions and delivering strategies. In addition, the implication of this study is that teacher should be given a training program to develop teachers’ questioning techniques so that more complex selection of questions will appear.

Keywords: Teacher’s Questioning Behavior, Students’ Responses, Junior High

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ii ABSTRAK

Penelitian ini berjudul “An Analysis of A Teacher’s Questions in EFL Classroom” fokus pada isu perilaku bertanya guru yang diteliti sepanjang kelas mengajar. Tujuan dari penelitian ini adalah utamanya untuk meneliti pertanyaan-pertanyaan guru dan strateginya serta juga efek dari pertanyaan tersebut kepada siswa kelas delapan di sebuah sekolah menengah pertama di Bandung, Jawa Barat.

Desain penelitian kualitatif diterapkan pada penelitian ini. Data dikumpulkan dari observasi kelas sebanyak lima sesi pembelajaran serta satu sesi wawancara. Data yang dikumpulkan dari observasi kelas telah ditulis dan kemudian dianalisis dengan menggunakan Teori Taxonomy Bloom (1956) dalam membaginya ke dalam beberapa ranah kognitif untuk mengetahui tujuan dari pertanyaan-pertanyaan guru yang ditanyakan pada aktifitas-aktifitas kelas. Sementara, respon-respon siswa terhadap pertanyaan-pertanyaan guru akan dianalisis berdasarkan teori Suherdi (2007).

Hasil dari penelitian ini menunjukkan bahwa hanya empat dari keseluruhan ranah kognitif dari taksonomi pertanyaan Bloom telah ditanyakan oleh guru terutama pada tiga ranah kognitif yang terendah seperti knowledge, comprehension dan

application atau display questions dan satu dari tiga ranah kognitif lebih tinggi seperti analysis atau referential questions. Selain itu, penelitian juga mengungkapkan bahwa keseluruhan pertanyaan atau ranah kognitif tersebut tidak akan membuat para siswa menghasilkan respon-respon lebih panjang kecuali kalau guru mampu untuk mendorong para siswanya untuk lebih menjelaskan daripada hanya menerima respon tersebut dengan singkat atau respon yang kurang kompleks. Di samping itu, untuk memfasilitasi pengembangan bahasa kedua bagi para siswa dan membuat atmosfir kelas yang lebih bersifat percakapan, para siswa harus ditanya untuk mengembangkan pemikiran kritis dan pendapatnya sebagai respon dari percakapan yang dilakukan antara guru dan siswa.

Kesimpulannya, direkomendasikan untuk penelitian yang dilakukan pada ruang lingkup yang lebih luas dalam mengritisi pertanyaan-pertanyaan guru serta strategi penyampaiannya. Dan juga, implikasi penelitian ini adalah guru harus diberikan sebuah program pelatihan untuk mengembangkan teknik bertanya guru sehingga pemilihan pertanyaan yang kompleks akan muncul.

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DECLARATION ... i

ABSTRACT ... ii

PREFACE ... iii

ACKNOWLEDGMENT ... iv

TABLE OF CONTENTS ... v

LIST OF TABLES ... viii

LIST OF APPENDICES ... ix

CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1

1.2 Research Questions ... 3

1.3 Reason for Choosing Topic ... 3

1.4 Objectives of the Study ... 4

1.5 Significance of the Study ... 4

1.6 Scope of the Study ... 4

1.7 Method of the Study ... 5

1.7.1 Design of the Study ... 5

1.7.2 Sites and Respondents ... 5

1.7.3 Data Collection ... 6

1.7.4 Data Analysis ... 7

1.8 Clarification of Key Terms ... 8

1.9 Organization of the Paper... 9

CHAPTER II THEORETICAL FOUNDATION 2.1 Classroom Interaction ... 10

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2.2 Teacher’s Role in Teaching Learning Process ... 12

2.3 Teacher Questioning Behavior ... 15

2.3.1 Questions and Teacher Questions ... 15

2.3.1 Teacher Questioning Strategies ... 23

2.4 Students’ Responses towards Teacher’s Questions ... 26

CHAPTER III RESEARCH METHODOLOGY 3.1 Statement of the Problems ... 29

3.2 Research Method ... 29

3.2.1 Methodology ... 29

3.2.2 Respondents ... 29

3.2.3 Instruments ... 29

3.2.4 Data Collection Techniques ... 30

3.2.4.1 Classroom Observation and Field-Notes ... 30

3.2.4.2 Interview ... 31

3.2.5 Data Analysis Technique ... 32

3.3 Concluding Remark ... 32

CHAPTER IV FINDINGS AND DISCUSSION 4.1 Classroom Observation Data ... 33

4.1.1 Type of Questions Delivered by Teacher and the Questioning Strategies ... 33

4.1.2 Responses of Students towards Questions of Teachers in Their Learning ... 87

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4.2 Interview Data ... 96 4.2.1 Teacher’s Reasons in asking many questions ... 96 4.2.2 Teacher’s Difficulties in asking many questions ... 96 4.2.3 Teacher’s Knowledge about categories of questions and strategies of questioning techniques as well as students’ responses ... 97 4.3 Concluding Remark ... 98

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ... 99 5.2 Suggestions ... 101

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1 CHAPTER I INTRODUCTION

This chapter introduces the present study. It includes background of study, research questions, reasons for choosing topic, significance of study, objectives of study, and scope of study. It also provides method of study, clarification of key terms, and organization of the paper.

1.1 Background of the Study

In this globalization era, English, as the world language for international communication, is used for communication in many countries. English as an international language is used to communicate, to strengthen and to nurture relationship among all countries in the world. Business, science, education and technology are all fields in which by using English, communicator will be easy to interact. Considering the importance of English today, people from various non-English speaking countries, including Indonesia, learn non-English either as a second or a foreign language.

With regard to the reasons, mostly Indonesia people begin to use English in many aspects of their life, education for example. From elementary school till college, English is an obligatory subject that students have to learn. The Indonesian government stipulated law No. 20 of 2003 on the National Education System, “Government and/ or local government carry out at least one education unit in all educational level to be developed into internationally standard education unit”. Considered by the government law, various schools, universities and private education college teach English to many Indonesian children with multiple ways out of delivering English.

Establishing English classroom is not a simple job. Teachers should have a special preparation such as teacher’s competencies in approach, method, techniques, media and material of teaching-learning in English. Merely those competencies, students will act differently in attending English classroom because

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it is their non-native language, classroom’s atmosphere will be different too. Learning environment or classroom settings must be prepared before doing teaching-learning in English subject class.

There are several factors which influence in teaching English, what materials are given to the students, how the teacher teaches them, and how the teacher makes students interested in learning English. In class, the teacher is supposed to be the one who has sufficient knowledge of teaching skills in English in terms of material, strategies of teaching and communications ways with students. The teacher who takes more parts in the teaching-learning process. There are some factors which influence the teaching learning process such as teacher, curriculum, syllabus, materials, methods, media, evaluation, students, and interaction (Harmer 2001: 167).

The teacher also has to prepare a communicative teaching and learning in classroom because providing communication competence in English classroom is required as communicative learning will be created from an interactive learning and teaching. Interaction will help learner to attain better learning and get knowledge easily as students can rehearse their competence. Teacher and students interactions are totally considered by researcher as a very important influence in learning English.

For starting interaction in classroom, teacher employs questioning behavior which is manifested in types of questions and strategies of questioning. Questions are used in elaborating students’ responses when teacher does not know the answers so that they produce longer responses then when answering routine or display questions (Brook, 1984 cited in Lynch 1990). Teacher asks to investigate and negotiate the meaning in which students can use their prior knowledge to comprehend lesson. As a result students can engage actively in teaching learning process. Furthermore, teacher’s questions can give more space of learning (Tsui et al., 2004) in regard that it will challenge the students to be more critical in their responses and use their background knowledge to get possible answer. It is due to

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the fact that questions oblige students to give their responses (Ellis, 1992 cf. Heaton et al., 2003).

Additionally, Suherdi (1994) investigated teacher’s language in classroom and concluded that teachers tend to benefit questioning activities for delivering teaching materials and also questioning is considered as easy methods to be conducted, and then teacher usually neglects it. But the fact is not the way they see. Given to the interesting phenomena of teacher’s questions, the discussion will reveal teacher’s questions and their students’ responses or reactions. Thus, researcher names this research in title “An Analysis of Teacher’s Questions in EFL Classroom (A Qualitative Case Study of English Teacher in Public Junior High School in Bandung)”.

1.2 Research Questions

The study is designed to answer the following questions:

1. What types of questions are provided by teacher in teaching English in eighth grade of junior high school?

2. What are students’ responses to the teacher’s questions? 1.3 Reasons for Choosing Topic

Such a shocking situation when researcher comes to a classroom and teaches students, who are really new for researcher. Researcher does not even know characteristics of them. Researcher experienced it when she got one educational program from the college. Teaching is not only giving instruction and material but also giving questions to be a bridge for explanation material later. Questions are usually considered as a simple way of bridging for teacher, but there are several important points to be considered before teacher elicits questions. In order to find out what questions which are delivered by teacher in classroom and also the accuracy of students’ responses toward teacher’s questions, the researcher conducts the research. The result of this problem somehow will be a good solution in the future.

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1.4 Objectives of the Study

Based on the description in the background, the research aims to:

1. Investigate teacher’s questions to students in classroom discourse of English subject.

2. Reveal what students’ responses effected by the teacher’s questions and strategies of delivering questions.

1.5 Significance of the Study

On basis of the objective above, the significance of the studt can be stated as follows:

1. Theoretical benefit

The findings of the research can enhance the literature on classroom discourse especially teacher’s questions and delivering strategies.

2. Practical benefits

The findings of the study will be constructively useful for students and teachers. For the students, this study is expected to be a reference about any kinds of questions of their teacher so that students can react well and clearly toward teacher’s questions. For the teacher, the results of this study can be used as a reference to improve their performance in designing and practice questions during teaching learning process.

3. Professional benefits

The findings of the study can help teachers improve the quality of teacher’s questions and delivering strategies, to create a more conversational classroom atmosphere and also to be more creative in encouraging students. 1.6 Scope of the Study

The study focused on questions which were asked by the teacher in his English lesson in the classroom. All kinds of questions were noted. In addition, research also focused on students’ responses; all kinds of responses were recorded. The responses were not always accurate with what teacher expects, so before

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classroom time, researcher asked the teacher about expected answers toward delivered questions. Therefore, the students’ real answers or responses in classroom were compared to the teacher’s expectation.

1.7 Method of the Study

The study focused on the teacher’s questions which were delivered to the students in one classroom in the light of discourse analysis theory. In addition, it also observed students’ responses towards the questions. This study is an observational type of the descriptive method. The following procedure is modified to investigate teacher’s questions in classroom and students’ responses.

1.7.1 Design of the Study

The research employs the qualitative and descriptive methods as the aim of study is to reveal the phenomena beyond the process of language teaching and learning. Descriptive method is appropriate for the study as it attempts to discover phenomena of teacher’s questions and reveal students’ responses toward those questions in EFL classroom. It is in line with the statement of Brumfit and Mitchel (1990) who suggest that descriptive study can unfold what is really going on classroom which the current practice of how learners do learn, how teachers do teach, and what classroom do look like, at particular moment in particular place will be revealed.

1.7.2 Sites and Respondents

This study was conducted in one Junior High School in Bandung. The respondents were one English teacher and one English classroom. This study does not consider how long the teacher’s experienced in education world, especially in teaching. This study focuses on teacher’s questions and their conversation with his students, so teaching experience is not really necessary to be considered.

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1.7.3 Data collection

Collecting data is a procedure to get a data in purpose to solve the problems by using some methods are used by the researcher. For attaining the aims of study, the research comprises of observation, field-notes and interview.

1. Observation

The writer observes the teacher’s questions when teaching-learning process in progress. Besides, the writer also observes students’ response when teacher gives questions.

Camera video is settled in the best position to record classroom interaction, while the researcher sits in back of classroom or stands in strategic place to make it easier in seeing and recording. Although video can capture almost whole natural action of classroom setting, there will be several actions which are not captured by video recorder, to encounter this problem, other tools to collect data is conducted.

2. Field-notes

Field-noting is conducted as long as the video recorder taped the classroom actions. This tool is aimed at getting unseen actions of teacher and students moves or responses. Of course it is a supportive tool of observation.

3. Interview

Furthermore, interview with the teacher is also an important and supportive tool to attain aims of study. In the research, the interview is to investigate teacher’s point of view in doing some questioning techniques.

The procedures of data collecting are elaborated as follows:

1. Observing classroom interaction by utilizing video-recording 2. Transcribing and coding the data

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3. Interviewing the teacher to investigate teacher’s reasons of using questions and clarifying some salient behaviors of teacher and students

4. Analyzing and drawing conclusion 1.7.4 Data Analysis

In the study, data obtained must fit in with need. Therefore, tools of collecting data must be compatible in order to get an accurate data. In collecting data, researcher used observation, field notes and interview which explained previously.

The research used observation to get data about teacher’s questions which are delivered to students in classroom. The data of teacher’s questions is primer data in which researcher uses it to find out another variable in this research. The video recording will be transcribed and analyzed to support the answer of second research questions.

The analysis of study used in research considers all about classroom discourse, especially in asking questions and using delivering strategies as well as students’ responses toward the questions. Suherdi’s framework of classroom discourse analysis (2007) is used to identify each responses of students occurred in the lesson. The framework of analyzing students’ language in classroom setting can be a way out to reveal a contribution of teacher’s questions in developing students’ competence of language.

The identification of teacher’s questions is based on Bloom’s taxonomy theory (1956) in which six categories of questions ranging from display to referential questions is wide open.

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1.8 Clarification of Key Terms

Some highlighted terms in the present study should be elaborated clearly in order to get focus of present study. Below are some terms which need to get more elaboration

1. Classroom interaction

Classroom interaction is a practice that enhances the development of the two very important language skills which are speaking and listening among the learners. It aims at probing into the learner’s prior learning ability and his way of conceptualizing facts and ideas.

2. Teacher’s Questions

Teacher questions are best suited as diagnostic tools that indicate student academic progress or assess critical thinking. It also designed to measure how much the students have learnt, and how well the teacher has taught the material.

3. Bloom’s Teacher Question

Six categories of teacher questions derived from Bloom’s taxonomy and have functions to stimulate students’ cognitive domain, for example knowledge, comprehension, application, analysis, synthesis, and evaluation.

4. Teacher’s strategies of questioning

It may simply be defined as some ways used by teacher in delivering questions to the students.

5. Discourse analysis

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6. Students’ response toward teacher’s questions

It is reaction to an event, occurrence or situation; and also any behavior that results from a stimulus in this case is teacher’s questions

1.9 Organization of the Paper

Below is organization of paper of this study with the explanation of each chapter Chapter I Introduction

It consists of background of study, scope of the study, statement of the problem, significance of the study, research methodology, and clarification of terms and organization of paper. In general, this chapter provides the framework or the ground thinking of study to bridge the following chapters.

Chapter II Theoretical Foundation

This chapter describes the theories used in developing study. All of them will serve the fundamental references in conducting and analyzing the study.

Chapter III Research Methodology

It discusses methodology of the research that consists of formulation of the problem, aims of this research, data collection, scope of the study, analytical framework

Chapter IV findings and discussion

It discusses the result of the research and the discussion of research findings Chapter V Conclusions and Suggestions

It consists of conclusion of the study includes the implication and suggesting for further research and for the related institutions.

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CHAPTER III

RESEARCH METHODOLOGY

The third chapter presents the methodology of research. It will be divided into several sections; statements of the problems, the research methodology, data collection and procedure.

3.1 Statement of the Problems

The study examines teacher’s questions in EFL classroom. The research problems are formulated in the following research questions:

1. What types of questions are provided by teacher in teaching English in eighth grade of junior high school?

2. What are students’ responses toward the teacher’s questions? 3.2 Research Method

3.2.1 Methodology

This research is conducted in a case study within a descriptive qualitative method. It is collecting, transcribing and analyzing, and interpreting data by observing one teacher as participant of EFL classroom. This study focuses on a particular phenomenon and situation which also describes the facts and characteristics of researched elements in systematic ways.

3.2.2 Respondents

The respondents of the study are an English teacher and 30 students of eighth grade. There is no characteristic under choosing of English teacher chosen and also students. Their sessions were recorded respectively, and crosschecked by interview.

3.2.3 Instruments

The main data were collected by recording five meetings of teaching and learning in classroom. The data were recorded in chronological order, first until fifth meetings in one material or in schedule series of teacher. It is chosen as the source of study as the researcher has been experienced in the way how teacher constructs

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and delivers question with students in classroom, so the researcher take this theme to find out many kinds of questions delivered and strategies implemented by teacher to students. Teachers tend to use many questions in their teaching learning, but they usually don’t know how to deliver them, what the functions and effects of the questions are. The questions and students’ responses answer to all statements of the problem.

3.2.4 Data Collection Technique

There are three forms of data collection technique used in the research. The data of all activities in the classroom were collected through classroom observation and field-notes; and the data of teacher’s point of view in delivering those kinds of questions in teaching learning and some salient behaviors of students and teacher were collected through interview. Each technique of the data collection technique is described below.

3.2.4.1 Classroom Observation and Field-Notes

The aim of the study is to explore the delivered questions and strategies executed by teacher to students during teaching and learning of anything taught materials. Classroom observation which has been conducted as a technique to collect data as the data is teacher’s behavior in giving questions and students’ behavior in responding the questions. The type of classroom observation used in this study is non-participant observation in which the researcher does not participate in the activity being observed, but rather sat on the side or backline and watched (Fraenkel and Wallen, 1990). In addition, the use of videos is a supported tool of researcher’s observation note and also it is aimed at catching real situation during teaching and learning process.

To answer two research questions stated in Chapter I, five meetings were conducted from March 22nd until April 26th respectively. Each lesson in classroom took 80 minutes per meeting. The observation included video recording, field-noting, replaying video and transcribing it to find out the teacher’s questions and students’ responses toward them.

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3.2.4.2 Interview

To reinvestigate the data from last technique, interview is also used to get data; the teacher point of view in using the questions and strategies of questioning to students in teaching learning. Semi-structured interview has been applied to the teacher because it allowed the researcher to respond the interaction at the moment; it means that the improvement of questions planned in interview will be done by the researcher whether to respond, acquire new coming ideas on the topic. The questions of interview which have been organized in advance were about the whole activities of teaching learning process, the reasons of using questions and responses of students is necessary to be asked. Tape recorder was used to record the interview; the result of interview is transcribed then by the researcher. Bahasa and English both will be a language used in interview.

These are the following questions of the interview in Bahasa:

1. Dapatkah anda menjelaskan tahapan pembelajaran yang anda lakukan di setiap pembelajaran bahasa inggris di kelas?

2. Mengapa anda mengaplikasikan tahapan pembelajaran yang anda jelaskan sebelumnya?

3. Dalam setiap pembelajaran bahasa inggris, anda melontarkan banyak pertanyaan kepada siswa, apa yang membuat anda melakukan hal tersebut?

4. Apakah anda mengenal Bloom’s taxonomy dan tiap kategori pertanyaannya?

5. Apakah anda sadar telah melakukan/melontarkan berbagai tipe pertanyaan yang tertera pada Bloom’s taxonomy?

6. Apakah pendapat anda mengenai respon siswa pada pertanyaan-pertanyaan anda?

7. Apakah kesulitan yang anda hadapi ketika mendapatkan berbagai respon terkait pertanyaan-pertanyaan anda?

8. Apa sajakah strategi yang anda gunakan dalam menggunakan pertanyaan sehingga mendapat respon siswa yang anda harapkan?

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9. Apakah keuntungan yang anda dapatkan dari tiap pembelajaran yang dilaksanakan?

All questions interviewed to teacher is purposed to get information and data about teacher’s reasons and difficulties in asking many questions and also teacher’s knowledge about categories of questions and students’ responses toward questions.

3.2.5 Data Analysis Technique

The data were collected through classroom observation by taking video and observation note from March 22nd to April 26th of an English teacher and 30 students of eighth grade. In addition the data were analyzed based on Bloom’s Taxonomy (1956) and theories of classroom discourse analysis of Suherdi’s framework (2007).

The data from the videos were transcribed. During the process of reading the transcription, researcher employed coding based on type of questions which has been explained in Chapter Two. Coding here means the process of segmenting and labeling text to forms of descriptions. The result of the analysis is described whole comprehensively in Chapter 4. The data collected from the interview were also transcribed then categorized into some main topics based on the research questions.

To get validity and consistency of the data, the data from classroom observation, field-notes and interview were crosschecked in order to check the data was consistent or not. The final step was analyzing the data by using theory framework, which will be fully presented in the Chapter 4.

3.3 Concluding Remark

This chapter has presented statements of problem, research design, research site, participant, data collection techniques, and data analysis techniques. This research is aimed at categorizing types of teacher’s questions and strategies of questioning in teaching learning process, finding out students’ responses toward the questions and figuring out the reasons of question being asked by teacher.

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99 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This last chapter highpoints two sections such as conclusions and suggestions for further research. The conclusions are drawn from the research findings and discussion in the previous chapters.

5.1. Conclusions

The findings of the current study highpoint the teacher’s questioning behavior such as types of questions and questioning strategies, applied in classroom interaction. The subsequent explanations are supposed to give any point of view concerning about teacher’s questions and its strategies in classroom session until they are impacted to some responses shown by students.

According to the findings, the research concludes that four of six types of Bloom Taxonomy cognitive domain questions were employed by the teacher in English classroom such as knowledge, comprehension, application, and analysis. The teacher provided various questioning strategies to distribute four types of questions in three stages of classroom interaction. The questioning strategies applied by the teacher were repetition, rephrasing, simplification, probing, exemplification, blank filling, code switching, and clueing. The most applied strategies in teaching and learning classroom was probing and knowledge questions which are included in display questions would be the most asked questions.

The objectives of the lesson could be one of many main factors of teacher’s implementation in distributing his questions. Therefore, the effectiveness of teacher’s questioning or choices of many types of questions which will be delivered in classroom interaction will depend on the formulation of lesson objectives. Real and applicable objectives which are also coordinated with students’ capability level and expected competence shall be a valuable foundation

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100

for designing and choosing good questioning techniques which will support in achieving lesson objectives.

Moreover, the variety of learning task would be another influential factor in creating teacher’s questioning behavior, especially in determining types of teacher’s questions and strategies in teaching and learning process. In this condition, students can be engaged systematically in doing and accomplishing task since it is guided by well-constructed teacher’s questions.

On the other hand, the use of questioning strategies could be influenced by teacher’s comprehension toward their students. The implementation of strategies of questioning usage concerns not only to the students whether their level capability and comprehension, but also concern to the difficulty level of the questions. Students’ language development will be the result of implementation of questioning strategies usage.

Students’ language development is not only determined by the teacher’s questions but also the strategies in delivering the questions. The quantity of teacher’s questions will not guarantee the development; the excellence and variability of teacher’s questions will such an important factor in developing student’s language development. That is why teacher is required to give as many as possible of variety of types of questions.

It can be concluded that well-created teacher’s questioning behavior significantly influences in language development of students and teacher in teaching and learning process. Designed questioning behavior in choosing types of questions and well-reacted in delivering questioning strategies will lead to successful learning in term of achieving lesson objectives and high students’ achievement in language production. Teacher and students’ interaction affects each other and be one of main causes of engagement of classroom activity.

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5.2. Suggestions

Two various suggestions are focused to the teacher in reason that teacher will be the main influence in many activities of classroom learning. One suggestion below will be some advices towards the focus of research but in developed one for educational awareness and coming research are shown as follows

First, teachers must master in questioning skill since it is a basic competence and a significant influence in achieving lesson objectives. Lesson objectives, students’ development of language and effective language learning, will be attained by capable and skillful teachers. Therefore, training for developing such skill must be conducted in order to build up the language learning.

Second, teachers should pay attention into Bloom’s taxonomy of cognitive domain of types of teacher’s questions, in which it is the important basis for creating teacher’s effective questioning in teaching and learning process. Cognitive domain will guide teacher in choosing questions which will be a bridge in delivering material, teacher should consider the domain of cognitive whether it is lower or higher and also the stages of classroom when the questions are occupied. With the several questions, students can have many opportunities and experiences in having higher level of cognitive domain, so that the language development will be granted. Teachers can harmonize their lesson and its objectives with many types of the questions, as those types of questions have their own purpose and attainment.

Third, there are some valuable recommendations for further research since the present study has some boundaries or limitations. The recommendations in developing for the future research as follows.

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102

1. The study on classroom interaction, especially in questioning strategies and types of questions of teacher towards learning materials in any grade and any level of schools is needed to investigate in a new version of Bloom taxonomy theory in order to give any updated knowledge for teachers and easiness in designing and practicing the questions.

2. A study focused on students’ language development and their responses by means a contribution of teacher’s questioning behavior will be much needed to be conducted.

3. The present study is more focused on the teacher’s questioning behaviors and students’ responses affected to the behaviors. Therefore, the study which is more focused on students’ response that lead to language development must be considered.

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for designing and choosing good questioning techniques which will support in achieving lesson objectives.

Moreover, the variety of learning task would be another influential factor

in creating teacher’s questioning behavior, especially in determining types of

teacher’s questions and strategies in teaching and learning process. In this condition, students can be engaged systematically in doing and accomplishing task since it is guided by well-constructed teacher’s questions.

On the other hand, the use of questioning strategies could be influenced by

teacher’s comprehension toward their students. The implementation of strategies

of questioning usage concerns not only to the students whether their level capability and comprehension, but also concern to the difficulty level of the

questions. Students’ language development will be the result of implementation of

questioning strategies usage.

Students’ language development is not only determined by the teacher’s

questions but also the strategies in delivering the questions. The quantity of

teacher’s questions will not guarantee the development; the excellence and variability of teacher’s questions will such an important factor in developing

student’s language development. That is why teacher is required to give as many as possible of variety of types of questions.

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5.2. Suggestions

Second, teachers should pay attention into Bloom’s taxonomy of cognitive domain of types of teacher’s questions, in which it is the important basis for

creating teacher’s effective questioning in teaching and learning process.

Cognitive domain will guide teacher in choosing questions which will be a bridge in delivering material, teacher should consider the domain of cognitive whether it is lower or higher and also the stages of classroom when the questions are occupied. With the several questions, students can have many opportunities and experiences in having higher level of cognitive domain, so that the language development will be granted. Teachers can harmonize their lesson and its objectives with many types of the questions, as those types of questions have their own purpose and attainment.

Third, there are some valuable recommendations for further research since the present study has some boundaries or limitations. The recommendations in developing for the future research as follows.

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2. A study focused on students’ language development and their responses by

means a contribution of teacher’s questioning behavior will be much needed to be conducted.

3. The present study is more focused on the teacher’s questioning behaviors

and students’ responses affected to the behaviors. Therefore, the study

which is more focused on students’ response that lead to language