T1 112006008 Full text
TEACHER’S QUESTIONING STRATEGIES IN TEACHING
ENGLISH IN SMP PANGUDI LUHUR SALATIGA
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Shirley Permata Sari
112006008
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2014
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any
course or accepted for the fulfillment of any degree or diploma in any university. To
the best of my knowledge and my belief, this contains no material previously
published or written by any other person except where due reference is made in the
text.
Copyright@ 2014. Shirley Permata Sari and Prof. Dr. Gusti Astika, M.A.
All rights reserved. No part of this thesis may be reproduced by any means without
the permission of at least one of the copyright owners or the English Department,
Faculty of Language and Literature, Satya Wacana University, Salatiga.
Shirley Permata Sari:
TEACHER’S QUESTIONING STRATEGIES IN TEACHING
ENGLISH IN SMP PANGUDI LUHUR SALATIGA
Shirley Permata Sari
Abstract
This study aimed to investigate teacher‟s questioning strategies. This research
used descriptive method and the data were collected and obtained from observation of
class activity and the recordings of teacher‟s talk. Furthermore, the findings show that
most of the time in the classroom, the teacher used descriptive questioning strategies.
From the data analysis, it can be concluded that compare contrast questioning
strategies were suitable to be applied in teaching junior high school students.
Keywords: Questioning strategies, Students‟ Skills, and Teacher‟s Talk.
Introduction
It is believed that teachers play an important role in the students‟ learning
process. Therefore, teachers need to consider some strategies when they teach their
students. One of the teaching strategies is how teachers ask questions. Asking
questions and leading classroom discussions can have a positive impact on student
learning. However, the ways teachers ask questions to students in real classrooms in
Indonesian settings await further attention.
Shaunessy (2005) argues that questioning strategies are essential to the
growth of critical thinking skills, creative thinking skills, and higher level
thinking skills and can positively affect achievement, most classrooms are
devoid of these types of questions as a regular part of learning . In reality,
there are many classrooms in which teachers rarely pose questions above the
„read it and repeat it‟ level. Shaunessy (2005) says that most classrooms divergent
thinking is a nontraditional concept and occurs infrequently in most classrooms.
In fact, it has been documented that teachers typically ask the 96 percent of the
questions in a classroom environment (Graesser & Person, 1994). According to
Thompson (1989), both teachers and students should be caught up in a “mode of
inquiry”. In other words, teachers should play a role as guide to learning rather than as
an authority that dispenses questions and answers. Therefore, teachers are expected to
be facilitators, which means they have to be able to support the students in learning
progress, instead of being the only ones who in charge in classroom. The effect of the
teacher as a learning guide will build students‟ confidence and bring comfort in a
learning process.
This study attempted to find out the questioning techniques that the English
teacher used in SMP Pangudi Luhur Salatiga. Hopefully, this knowledge about
questioning strategies, as well as the classroom observation activity, could help
teachers become skillful in using questions effectively and productively.
Literature Review
Usually, a teacher will ask questions to the students for measuring the
students‟ knowledge, or to find out whether or not the students understand the subject
of the study. However, the teachers are expected to have appropriate methods for the
students‟ progression in a learning process. Indeed, teachers need to make sure that
the questions, which are generated to the students, are effective to stimulate students‟
involvements and to avoid students‟ confusions in the learning process
Furthermore, Hyman (1979) states that teachers develop a plan of action
for strategic questioning. Educators should understand why they are asking
particular questions so that the intended student outcome is considered when
designing the questions. Because student teacher interaction is so complex and
unpredictable, preliminary planning for a discussion or lesson is desirable.
However, the teacher should not attempt to map out exactly which questions to
pose at any specific moment. Rather, the teacher should be aware of the
learning occurring, where the learning is headed based on student interaction,
and how a specifically posed question may alter, enrich, or extend the situation.
Thus, knowing when and why to ask the appropriate question is a skill to be
honed by the teacher. Hyman (1979) recommends that teachers employ specific
strategies when asking questions.
Theories of questioning
Dori and Herscovitz (1999) points out that questioning is a key to active and
meaningful learning, and is the cornerstone of scientific enquiry. The formulation of
a good question is also a creative act, and at the heart of what doing science is
all about. Questions help us to make sense of the world, and to construct meaning
from data and information. They are psychological tools for thinking as they help
to explore and scaffold ideas, steer thinking in certain specific directions, and
can advance students' understanding of scientific concepts and phenomena.
Questions, particularly those asked in response to wonderment, stimulate
students to generate explanations for things which puzzle them and to propose
solutions to problems. These questions trigger the use of deep-thinking strategies
which may not be invoked if the questions had not been asked; thus they play an
important role in engaging students' minds more actively. Such questions can help
learners initiate a process of hypothesizing, predicting, thought-experimenting and
explaining, thereby leading to a cascade of generative activity and helping them to
acquire missing pieces of knowledge or resolve conflicts in their understanding
(Chin , 2004). When students engage socially in talk and activity about shared
problems or tasks, an individual's questions can also stimulate another group
member to use these strategies and thinking processes. The questions embedded
in the conversation of peer groups help learners‟ co-construct knowledge.
Types of Questions
There are several types of questions teachers can use to stimulate
creative, critical, and higher level thinking. The most commonly recommended
is the divergent thinking question that probes beyond the convergent, one
correct answer question, thus allowing students to delve more deeply into an
idea. Letzter (1982) says that teacher questions should be broad or open so that
students will be free to respond with their own thoughts. Pollack (1988) argues,
although the use of open ended questions may be somewhat threatening to the
teacher because of the lack of guidelines in evaluating children‟s responses, teachers
should still strive to find meaningful and purposeful opportunities regularly for
this line of inquiry. The goal is to encourage a learning environment that
values the process of learning to arrive at answers, rather than just the
answers themselves.
Chin (2004) classifies questioning strategies into the following:
1.
Descriptive Questions
These questions encourage students to establish their own narrative and
prioritize information. Usually these kinds of questions begin with such words or
expressions such as: “tell”, “discuss”, “describe”, “illustrate”, and “show.”
2.
Analysis Questions
These questions provide basic facts and call for sustained answers involving
critical thinking. These questions begin with such words as:“why”, “how would you
explain the fact that”, “prove”, “what is the importance of”, “how do you account
for”, and “what is the meaning of.”
3.
Evaluation Questions
These questions are structured like analysis questions but are based on
quotations or statements. These questions begin with such words or expressions as
“evaluate the statement that,” “what is meant by,” explain how.”
4.
Compare / Contrast Questions
These questions call attention to common elements or major differences
between ideas or arguments. These questions begin with such words or expressions
as “compare,” “contrast,” “What is the difference,” “What is the similarity.”
5.
Causal Relationship Questions
These questions may be used to show causal relationships or to determine
whether such relationships exist.
These questions begin with such words or
expressions as, “what are the causes of,” “what connection is there,” “what are the
results of.”
Similar to Chin‟s descriptive question, Gall (1984) defines the term fact
question, a question that requiring fact recall and demonstration of thinking skills.
Gall (1984) concluded that emphasizes on fact questions is more effective for
promoting young disadvantaged children‟s achievement, which primarily involves
mastery of basic skills; and emphasizes on higher cognitive questions is more
effective for students of average and high ability especially when they enter high
school, because they need to think independently. Furthermore, Gall (1984) states that
both fact questions and higher cognitive questions are useful, but the purposes of
those questions are different.
Research Question
This study was conducted to answer the following question:
What are questioning strategies that the English teachers use for the students?
Purpose of Research
The purpose of this study was to analyze the questioning strategies that the
English teachers used to the 1st and 2nd grade students of SMP Pangudi Luhur
Salatiga. This study analyzed teachers‟ questioning strategies to find out problems
that might appear when teachers asked questions to their students.
Significance of the Research
This study was important for teachers in general to develop their questioning
strategies to their students so the students could have positive attitude toward the
learning process. As a matter of fact, questioning strategies was one of teaching
strategies that was very commonly used by teachers. Therefore, it was important for
teachers to understand the important elements of questioning strategies.
The Study
This study was a descriptive method. It described the teachers questioning
strategies in class activities. This study applied several activities, for example
recording the teachers‟ talk and taking notes for the class activities for the
observation purpose. This study‟s basic interest was to monitor teacher‟s questioning
strategies. The data gathered were analyzed descriptively.
The Participants
The participants of the study were two English teachers who taught the 1 st
and 2nd grade students in SMP Pangudi Luhur Salatiga. The teachers had more than
three years experience in teaching English, which meant they had enough
experiences in teaching English and dealing with the students in the school.
Research Instrument
This study aimed to analyze the questioning strategies that the English
teachers used to the 1st and 2nd grade students of SMP Pangudi Luhur Salatiga. in
order to the aim of the study, I used a recorder as an instrument to record the
conversation during the time of teaching and learning process, that was used to collect
the data.
Data Collection
In gathering the data of this study, I recorded the teacher‟s talk with a
recording tool and took notes for anything important related to the classroom
conditions and teacher‟s talk. The ones that need to be paid attention to are the
questioning techniques or methods that the teacher gave to the students. The data
gathered were analyzed descriptively.
Data Analysis Procedure
The analysis was based on Chin‟s questioning strategies (2004) that are
covered in the discussion. First I recorded the teachers‟ talk and transcribed them.
The second step was identifying the types of the questions. Then I put the questions
into the table. The last step was analyzing the data and interpreting the data based on
Chin‟s questioning strategies (2004). From the research, I found out the questioning
strategies that were used by the teacher. It was probable that the teacher used various
different questioning strategies, because the teachers had their own reasons for using
those questioning strategies.
Finding and Discussion
This study attempted to find out the research question “What are questioning
strategies that the English teachers used for the students?” I would analyze the data
that have been obtained through observation class activity in SMP Pangudi Luhur
Salatiga.
Based on the observation class activity, the teacher‟s questions could be
classified into five question categories based on Chin‟s questioning strategies (2004)
as can be seen in table 1.
Types of Question
Table 1
No
1
Types of Questions
Frequency
Percentage
Descriptive Questions
54
85.71%
2
Analysis Questions
5
7.94%
3
Compare / Contrast Questions
3
4.76%
4
Evaluation Questions
1
1.59%
5
Causal Relationship Questions
-
-
Total
63
100%
According to the observation activities, most of the questions were the
descriptive questions. As the Table 1 shows, there were 85.71% of descriptive
questions used in the class during the observation. The rest of the questions were
analysis questions, 7.94%, compare contrast questions, 4.76%, and evaluation
question, 1.59%of the total questions. However, as seen in the table, the causal
relationship questions did not appear in the class activities during observation.
Descriptive Questioning Strategies
In this questioning strategy, students were only asked to recall information.
This strategy was the same as fact question categories from Gall (1984) which also
required students to recall previously presented information, as in utterance 17, when
the teacher asked “What is the meaning of nuclear family?” In utterance 17, the
teacher wanted to measure the students‟ knowledge about the nuclear family. As it
was suggested by Gall (1984), who categorizes the lowest question level of taxonomy
as a cognitive memory question, which meant it required simple process such as
recognition, rote memory and selective recall. Chin (2004) also had the same idea
with Gall, but Chin used different terms for this kind of question, descriptive
questions. As it has been mentioned earlier, the knowledge level of questions only
needs to recall students‟ answers.
It can thus be suggested that the teacher used knowledge level questions not
frequently, because they taught students in junior high school. Junior high school
students were expected to think in higher cognitive level, unlike the students in
elementary school. In other words, they should be given questions that stimulate
students to think creatively and modify their answers. However, the knowledge level
of questions was also necessary for the students, since it expected the awareness of
students to pay attention to the teacher. The students only need to answer the question
based on the knowledge that they have already known. For example, in utterance 11,
the teacher asked “Plural and singular forms. Apa itu?” The students automatically
recalled their memories based on their knowledge or their experiences.
Based on the graphic bar below, it can be concluded that “tell” were used
more frequently than the others. However, the further explanation with the
differences among tell, discuss, describe, illustrate and show can be seen in appendix
table 3 page 32.
25
20
15
10
5
0
Tell
Discuss
Describe
Show
Illustrate
Based on The American Heritage Dictionary of the English Language
(2000), tell means express in words with the short explanation, as for example “Do
you know speaking?” This means the speaker expects short explanation from the
person he or she asks. On the other hand, Discuss means to talk with others in an
effort to reach agreement. For example, “ Siapa yang tau simple present tense itu
bentuknya seperti apa? Terdiri dari apa saja?”
Describe is often used when we try to visualize something, for example
“Today we are going to make a card. Do you know card? Card itu opo?”
Furthermore, Illustrate means to clarify as by use of examples or comparisons, for
instance “Dalam kondisi yang seperti apa verbnya tidak ditambah dengan s/es?”
While Show can have the meaning of to point out to make it clear, as in this example
“Mr. Smith itu siapa? Posisi yang paling atas itu posisimu apa orang tuamu?”
Analysis Questioning Strategies
The second questioning strategy found in this thesis study was analysis
questioning strategies. In this questioning strategies, students were asked to put
information in another form. It required using independently generated data or a new
direction or perspective on a given topic. Chin (2004) called this kind of question as
action questions, because the questions always ask the students to predict the
outcome, as in utterance 2, when the teacher asked “Kalau misalnya cats (like) milk.
Yang bener bagaimana?” By asking this question, the teacher expected the students to
predict the outcome by changing the sentence into good sentence with good grammar.
Another example of analysis questioning strategies could be seen in the utterance 6,
“Kalau sisternya lebih dari satu bagaimana? Ditambah huruf apa?” The teacher was
asking this question because she or he wanted the students to take a guess based on
the clue she gave. The students were expected to answer the question with a full
sentence by using the proper grammar. It was the same with the utterance 3, when the
teacher asked ”Kenapa kok bukan likes?” The teacher wanted to stimulate the
students to be active in thinking process. Moreover, at this level of question, students
were asked to apply known facts to solve a problem and it also had potential to
stimulate higher level thinking. By using this kind of question, students would be
stimulated to think in higher level thinking. Moreover, it required students‟
perspective on a given topic.
Evaluation Questioning Strategies
In this questioning strategy, the students were expected to reason their
answers. It can be seen from utterance 1 from the evaluation questioning, “Sudah tau
ya bedanya? Coba kalau yang ini bagaimana? “The sun (rise) every morning.”Yang
bener bagaimana? “The sun is rising every morning” atau “The sun rises every
morning?” Based on the previous question, it seems that teacher wanted to correct the
students‟ answer. In other words, when the students answered the previous question
inappropriately, the teacher gave clue to them by asking that question. Obviously, the
teacher did not want to judge the answer as right or wrong. Instead, the teacher gave
clue to the students by giving another question to think, so the students would be
stimulated to think their answers again. The student might think a covert or overt
response to the teacher‟s question depending on what happens next. If the teacher
redirected the same question to someone else, some students would revise their
response of their classmate‟s contribution.
Compare / Contrast Questioning strategies
In this questioning strategy, the teachers asked the questions that call attention
to common elements or major differences between ideas or arguments. The Cause and
Effect strategy systematically analyzed and evaluated the relationship of two or more
subjects. The comparison was a process that shown how subjects were alike
(similarities), while the contrast was the process of showing how subjects were unlike
(differences). In this situation, students were expected to think critically and to find
out the differences, as in utterance 3 “Sebenarnya secara grammatical dua-duanya
benar. Tidak ada yang salah.Tetapi yang benar tetap yang kedua.Kenapa?Ada yang
bisa menjelaskan?” By analyzing the two similar things and finding the differences,
the students could be stimulated to think the right answer.
In addition, based on the observation, Chin‟s causal relationship questioning
strategy did not appear in the classroom. The teacher did not ask this kind of question
during the teaching learning activities.
Conclusion
From the observation class activities that were done it could be concluded
that the teachers used descriptive questioning strategy most frequently in teaching.
Theoretically, by using descriptive questions the teacher could dig into the students‟
thoughts. However, from the observation class activities, I found that the students
only produced short answers when the teacher asked descriptive questions. This fact
was rather disappointing, since the students were expected to think creatively.
After conducting this study, I would like to give some suggestions related to
the questioning strategies. First, compare contrast questioning strategies should be
applied more often in teaching students in junior high school, because it has the
potential to stimulate higher-level thinking. For example, when the teacher asked the
students about the differences between nuclear family and extended family, the
students were forced to think about the two things which have a common thing.
Basically, a nuclear family and extended family is the same, the only difference is
the members of the family. Therefore, it should make the students to think harder
about the differences of nuclear family and extended family.
Second, the teachers should give students more chances to explain their
answers because the first answers usually are superficial. For instance, from the
observation class activity, the teacher asked the student “Do you know habits?” and
the student answered “Yes.” However, the teacher did not give the student a chance
to explain why he answered “yes”, instead they explained about the meaning of
habits. Based on the observation of the class activity, the teacher did most of the
talking and reasoning instead of the student.
For the further research, I also suggest to interview the teacher related to the
questioning strategies that the teachers used. It is important to know the reasons why
the teachers use particular questioning strategies. However, this study is only limited
only to investigate questioning strategies by junior high school teachers. Hopefully,
this study could help teachers to develop their teaching strategies, so the students
could gain the best learning process. As a matter of fact, questioning strategies is one
of teaching strategies that is commonly used by teachers. Therefore, it is very
important to teachers to pay attention to their questioning strategies, because if they
do not apply the best questioning strategies in their teachings, the students will not
gain the best from learning process.
ACKNOWLEDGEMENT
This thesis would not have been finished without the support of many people.
I wish to express my gratitude to my supervisor, Prof. Dr. GustiAstika, M.A.,
who was abundantly helpful and patience in guiding me to finish this thesis. Deepest
gratitude alsogoes to Rindang Widiningrum,
M. Hum, as my thesis examiner.
Without whose knowledge and assistance this study would not have been completed. I
would like to thank the English teachers in SMP Pangudi Luhur Salatiga who were
willing to give an opportunity to collect the data in that school for this thesis. I also
wish to thank the students of SMP Pangudi Luhur Salatiga who were really
cooperative and helpful in the process of taking the data, though I knew that you were
all disturbed by me when I had to be closed to you to record the voice. Special thanks
also go to my husband, my family, and all of my friends who also supported me with
their prayers. All my best I give to God that I can finish this study.
References
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APPENDIX
THE FIRST RECORDING
Date
: September 13th 2013
Grade
: 7th grade (7C)
Number of students
: 24 students
Teacher
: Mrs. X
Topic
: Daily Activities (Family)
•
Do you know daily activities? Apa itu? Aktifitas?Ke?Kegiatan.Daily?se?
sehari-hari.. okay. (1)
•
Lalu kita juga akan belajar tentang speaking. Do you know speaking?
Berbicara (2)
•
Talking about habits. Do you know habits? Kebiasaan. (3)
•
Language focus. Language focus itu struktur nya atau tata bahasanya? (4)
•
Talking about family life. Do you know family? (5)
•
Asking for information. Dou you know information? (6)
•
So asking for information? Menanyakan informasi. Okay. (7)
•
Now let‟s go to grammar points. Grammar itu apa? (8)
•
Simple present tense dulu waktu SD pasti sudah di ajarkan. Apa itu? Kalimat
bentuk? Bi…? Biasa.. (9)
•
Adverb of frequency? Keterangan frequency.Pernah dengar dalam bahasa
Indonesia? (10)
•
Sering, selalu, tidak pernah, apa lagi? Kadang-kadang, biasanya (11)
•
Plural and singular forms. Apa itu? Plural ki opo? (12)
•
Kalau singular? Apa? (13)
•
Countable and uncountable noun apa itu? (14)
•
Okay, now let‟s go to family words. Do you know family? (15)
•
Our lesson today is about family. There are two kinds of family. Apa saja?
(16)
•
Yaaaa…. Extended family dan nuclear family. What is extended family? (17)
•
Siapa yang tau apa itu extended family? (18)
•
Ndak ada yang tau?
•
Extended family itu artinya keluarga besar. Lha kalau nuclear family itu apa?
(19)
•
What is the difference between nuclear family and extended family? (20)
•
Heeee? Keluarga nuklir?ya bukan to ya. (21)
•
Nuclear family is keluarga inti. Keluarga inti itu terdiri dari siapa saja to? (22)
•
Ah mosok ndak ada yang tau to? Keluarga inti itu ya mother, father, and
children
•
Lha kalau extended family tadi terdiri dari siapa saja?
Kok diem? Ya
selainnya mother, father, and children to ya.Siapa saja? (23)
•
Iyaaaa… grandfather, grandmother, uncle, aunt, niece, cousin, nephew
•
Di sini, tugas kalian adalah mengkategorikan itu masuk di N or E. N itu opo?
(24)
•
E itu apa? (25)
•
What do you think, grandmother? N or E? (26)
•
Brother? E or N? (27)
•
Mother? E or N? (28)
•
Grand children? E or N?grand children itu apa to? (29)
•
Son? What is son? (30)
•
Jadi son itu E apa N? (31)
•
Niece. What is niece? (32)
•
Niece itu E apa N? (33)
•
My brother‟s daughter is my …… itu berarti artinya gimana? Daughter itu
apa? Kalau brother? “‟s” di situ artinya apa to? Jadi my brother‟s daughter itu
artinya apa? Anak perempuannya kakak laki-laki saya. Lha anak
perempuannya kakak laki-laki saya itu siapa?Apa namanya in English? (34)
•
Dah lainnya lanjutkan sendiri. Yang sudah selesai boleh come forward and
write it in the black board. Buat yang maju, you will get the point. Iya iya aja.
Opo jal artinya you will get the point?
•
Okay..lets check.lhooooo… wife itu artinya apa to? Lha kalau father? Berarti
kalau my father‟s wife itu apa artinya? Papa nya istri saya apa istrinya papa
saya? Ayo ah di cek lagi.Ndak asal ngerjakan. (35)
(Then the students come forward to do the rest of the task and check it
whether it is true or false and ask the students to write the correct answer in
the blackboard)
•
Ini bener apa salah jawabannya? Yang bener apa? (36)
(This session is reading the text. The students are given opportunity to read
aloud the text, sentence by sentence (one student one sentence))
THE SECOND RECORDING
Date
: September 13th 2013
Grade
: 8th grade (8C)
Number of students
: 23 students
Teacher
: Mrs. X
Topic
: Plants and Animals
(The students are already had the meaning of the text from the previous meeting. And
now they are reading the text about proboscis monkey all together. The teacher‟s goal
is just to make sure that the students can pronounce each word correctly, because they
are the 8th grade students.)
•
No no no no..bukan “son” bacanya… tapi apa? (37) “soon” kalau bahasa
Indonesia tulisannya “sun”. huruf double o itu kalau dalam bahasa inggris
bacanya “u”
•
Bukan “monkey” ya bacanya..ndak dibaca plek sama hurufnya gitu.. gimana
bacanya yg bener? (38)
(in this session the students are given an opportunity to work in group to make
a poster, and the theme is “go green”)
•
Okay students.. Please make a group of three. And choose your group member
by yourself. Lha kok apa tu ma‟am? Buat grup, satu grupnya terdiri dari tiga
orang. Dan anggota grupnya choose by yourself. Artinya apa tu? (39) Pilihen
dewe. Ngono wae kok ya ra mudeng to cah-cah..
•
Sudah selesai buat grupnya. Do you still have spare paper to be submitted to
me? okay, kalau gitu tulis ketua grup dan anggotanya in your paper and give it
to me when you finish. Ki Mrs. X ngomong gini mudeng ga artinya apa? (40)
THE THIRD RECORDING
Date
: September 16th 2013
Grade
: 8th grade (8B)
Number of students
: 24 students
Teacher
: Mrs. X
Topic
: Go Green Poster
•
Tugas kalian sama dengan kelas sebelumnya, yaitu make a poster, temanya go
green. Berarti tugas kalian apa? Tentang apa? Sudah tau ya apa saja yang
harus kalian lakukan? Pertama buat kelompok in a group of three.Berarti satu
kelompok berapa orang?
•
Kira-kira buat poster isinya tiga orang butuh waktu berapa lama? Satu minggu
apa dua minggu?
•
Sekarang move on the next page. Di situ ada bacaan yang punya banyak
difficult words.Apa itu difficult words? (41)
•
Di halaman berapa Intan? Ngerti ndak kamu kita belajarnya sudah sampai
mana?
•
Sampai halaman berapa? Sebelahnya Intan itu siapa?Kamu juga tau ndak kita
belajarnya sudah sampai halaman berapa?
(The teacher mentions all of the difficult words and the students are announced to
prepare their ruler and pencil to underline the difficult words mention by the teacher.
After that the students are announced to find the meaning of the difficult words from
the dictionary.)
THE FOURTH RECORDING
Date
: September 16th 2013
Grade
: 7th grade (7A)
Number of students
: 26 students
Teacher
: Mrs. X
Topic
: Making Cards
•
Today we are going to make a card. Do you know card? Card itu opo? (42)
•
What is Easter card? Kartu apa? Easter tu apa to? Jadi Easter card tu apa? (43)
•
Okay terus ada anniversary card. Apa itu anniversary card? (44)
•
Condolences card. Apa itu condolences card? Kartu apa? Fungsinya buat apa?
(45)
•
Ada lagi graduation card. What is graduation card? Kartu apa itu? ( 46 )
•
Naaaaa… dari banya kartu itu, please make one of them. Do you understand?
(47)
•
I give you a week to do. Do you know a week? A week itu satu minggu.Cukup
ya waktunya?
•
You may draw or download from internet. Do you know how to download
from internet? (48)
•
Any question about your home work? Ada yang mau ditanyakan?
•
Iya, bisa cari di google. Tau google kan?
•
Terus tugasnya yang kemarin mana? Kok belum ada yang ngumpulkan?
•
Yang tentang family tree? Apa jangan-jangan belum pada buat ya?
•
Ya sudah, sekarang di buat dulu family treenya. Kemarin Mrs. X bilangnya
suruh buat family tree yang nuclear family apa yang extended family hayo?
Lupa juga ndak?
•
Kalau family tree itu posisi yang paling atas itu posisimu apa orang tuamu?
Gitu aja kok tanya. (49)
(The students have submitted their family tree. This is the next family tree
reading based on the hand book.)
•
Mr. Smith tu siapa? Posisinya apa dalam keluarga? (50)
•
Lah kalau Mr. and Mrs. Smith itu parentsnya berarti ditaruh diposisi yang
mana? (51)
•
Ayo ni dikerjakan dulu. Bisa ndak?
•
Yang ini masih belum bener. Ni siapa yang mengerjakan? Di betulkan dulu tu
(go to the next page)
•
Sekarang waktunya kalian boleh jalan-jalan kesana sini. Tapi untuk asking for
information ke teman-teman sekelas. Informationnya apa? (52)
•
How many……………? How many itu artinya apa? (53)
•
How many brothers do you have? Naaa gitu cara bertanyanya.
•
Kalau punya, jawabnya apa? (54)
•
Noooo bukan hanya one aor two saja. Harus lengkap. Bagaimana cara
menjawab pertanyaannya? (55)
•
Siapa yang tau? Lha kok ndak ada yang tau?Mau dapet poin ndak?
•
Kalau yang punya jawabnya yes… yes apa? (56)
•
Kalau tidak punya jawabnya yes apa no? no apa? (57)
•
Do you understand?
•
Finish?
•
Ardi, do you want to try to read aloud the result in front of the class?
•
Who want to try?
•
Who else? Siapa lagi?
THE FIFTH RECORDING
Date
: September 17th 2013
Grade
: 7th grade (7A)
Number of students
: 25 students
Teacher
: Mr. Y
Topic
: Simple Present Tense
•
Simple present tense itu fungsinya untuk apa to? Untuk menjelaskan apa?
Kejadian yang sedang terjadi atau untuk menerangkan kejadian yg biasa
terjadi seperti itu? (58)
•
Siapa yang tau simple present tense itu bentuknya seperti apa? Terdiri dari apa
saja? (59)
•
Simple present tense itu terdiri dari S + verb (+ s/es in third person)
•
S itu apa? Terdisri dari apa saja subjectnya? (60)
•
Dalam kondisi yang seperti apa verbnya tidak ditambah dengan s/es? Coba
bandingkan dengan yang diberi s! (61)
•
Kalau ditambah s/es subjectnya in third person. Artinya apa itu? (62)
•
Orang ketiga tunggal itu siapa saja? (63)
•
Yang di tambah s kalau yang bagaimana verbnya? (64)
•
Kalau yang di tambah es kalau yang bagaimana? (65)
•
Itu pelajaran di SD ya saya kira. Di SD sudah perrnah di ajarkan to seperti itu?
•
Sekarang kalau verb nya “have”. Apa itu have? Artinya apa? (66)
•
Kalau I? have apa has? (67)
•
Kalau we? (68)
•
Kalau they? (69)
•
Kalau she? (70)
•
Kalau he? (71)
•
Kalau misalnya cats (like) milk. Yang bener bagaimana? (72)
•
Kenapa kok bukan likes? (73)
•
Sudah tau ya bedanya?
•
coba kalau yang ini bagaimana? “The sun (rise) every morning.”Yang bener
bagaimana? (74)
•
“The sun is rising every morning” atau “The sun rises every morning”? (75)
•
Sebenarnya secara grammatical dua-duanya benar. Tidak ada yang
salah.Tetapi yg benar tetap yang ke dua.Kenapa?Ada yang bisa menjelaskan?
(76)
•
Baik kalau sudah mengerti perbedaannya, sekarang coba dikerjakan sendiri
latihan soalnya. Nanti kita bahas bersama-sama.Mengerti ya?
THE SIXTH RECORDING
Date
: September 17th 2013
Grade
: 7th grade (7C)
Number of students
: 24 students
Teacher
: Mr. Y
Topic
: Daily Activities (Family)
•
Kemarin sama Mrs. X pelajarannya sudah sampai mana?
•
Siapa yang mau membaca paragraph pertama?
•
Paragraph kedua siapa ini?
•
Kita kerjakan family tree nya bersama-sama ya..Mr. Smith nya kita letakkan
dimana anak-anak? (77)
•
Mrs. Smith?
•
Harry?
•
Jody?
•
July?
•
Mr. Edward?
•
Mrs. Edward?
•
Sekarang tugasnya kalian bertanya kepada teman kalian tentang berapa
banyak jumlah saudara dari teman kalian. Tidak usah jalan-jalan kesana-sana,
kalian hanya berdiri dan bertanya kepada teman kalian, lalu laporkan kepada
saya out loud ya. Tapi tetap dari tempat duduk kalian.Gitu ya?Sudah mudeng
ya? Any question?
•
Siapa yang mau duluan? Atau urut nomor aja ya, biar semuanya dapat giliran.
•
Lha kalian sudah tau belum bagaimana cara bertanyanya?
•
How many sister do you have, Siska? (78)
•
Lalu Siska harus menjawab bagaimana? (79)
•
Kalau Siska hanya punya one sister, Siska harus menjawab “I have one sister”
understand?
•
Na ini Kiki tugasnya melaporkan kepada saya, bagaimana
cara
melaporkannya?
•
Siska has one sister and no brother. Begitu ya?
•
Tau ga kenapa has kok bukan have? (80)
•
Kalau sister nya lebih dari satu harus bagaimana? Ditambah huruf apa? (81)
Baik. Let‟s start. Number one Intan… (…till the last number)
Table 2
Descriptive Questions
Analysis
Questions
1. Do you know daily
activities?
2. Do you know speaking?
3. Do you know habits?
4. Language focus itu
struktur nya atau tata
bahasanya?
5. Do you know family?
6. Dou you know
information?
7. Grammar itu apa?
8. Simple present tense dulu
waktu SD pasti sudah di
ajarkan. Apa itu?
9. Adverb of frequency?
Keterangan frequency.
Pernah dengar dalam
1. Bagaimana
cara
menjawab
pertanyaann
ya?
2. Kalau
misalnya
cats (like)
milk. Yang
bener
bagaimana?
3. Kenapa kok
bukan likes?
4. Tau ga
kenapa has
kok bukan
have?
Evaluation
Questions
Compare / Contrast
Questions
Causal
Relationship
Questions
1. Sudah tau ya
1. What is the
bedanya?
difference between X
coba kalau
nuclear family and
yang ini
extended family?
bagaimana?
2. Dalam kondisi
“The sun
yang seperti apa
(rise) every
verbnya tidak
morning.”
ditambah dengan
Yang bener
s/es? Coba
bagaimana?
bandingkan
“The sun is
dengan yang diberi
rising every
s!
morning” atau 3. Sebenarnya secara
“The sun rises
grammatical duaevery
duanya benar.
morning”?
Tidak ada yang
salah. Tetapi yg
Descriptive Questions
bahasa Indonesia?
10. Sering, selalu, tidak
pernah, apa lagi?
11. Plural and singular
forms. Apa itu?
12. Kalau singular? Apa?
13. Countable and
uncountable noun apa
itu?
14. Do you know family?
15. There are two kinds of
family. Apa saja?
16. What is extended family?
17. What is the meaning of
nuclear family?
18. Keluarga inti itu terdiri
dari siapa saja to?
19. Lha kalau extended
family tadi terdiri dari
siapa saja?
20. What do you think,
grandmother? N or E?
21. Brother? E or N?
22. Mother? E or N?
23. Grand children? E or N?
grand children itu apa to?
Descriptive
24. Son? What is son?
25. Niece. What is niece?
26. Lha anak perempuannya
kakak laki-laki saya itu
siapa? Apa namanya in
English?
27. Berarti kalau my father‟s
wife itu apa artinya?
Papa nya istri saya apa
istrinya papa saya?
Descriptive
28. bukan “son” bacanya…
tapi apa?
29. gimana bacanya yg
bener?
30. Dan anggota grupnya
choose by yourself.
Artinya apa tu?
31. Di situ ada bacaan yang
punya banyak difficult
words. Apa itu difficult
words?
Analysis
Questions
5. Kalau sister
nya lebih
dari satu
harus
bagaimana?
Ditambah
huruf apa?
Evaluation
Questions
Compare / Contrast
Questions
benar tetap yang
ke dua. Kenapa?
Ada yang bisa
menjelaskan?
Causal
Relationship
Questions
Descriptive Questions
32. Today we are going to
make a card. Do you
know card? Card itu
opo?
33. Okay terus ada
anniversary card. Apa itu
anniversary card?
34. Condolences card. Apa
itu condolences card?
Kartu apa? Fungsinya
buat apa?
35. Ada lagi graduation card.
What is graduation card?
Kartu apa itu?
36. Do you know how to
download from internet?
37. Kalau family tree itu
posisi yang paling atas
itu posisimu apa orang
tuamu?
38. Mr. Smith tu siapa?
Posisinya apa dalam
keluarga?
39. Lah kalau Mr. and Mrs.
Smith itu parentsnya
berarti ditaruh diposisi
yang mana?
40. Simple present tense itu
fungsinya untuk apa to?
Untuk menjelaskan apa?
41. Siapa yang tau simple
present tense itu
bentuknya seperti apa?
Terdiri dari apa saja?
42. S itu apa? Terdiri dari
apa saja subjectnya?
43. Dalam kondisi yang
seperti apa verbnya tidak
ditambah dengan s/es?
44. Kalau ditambah s/es
subjectnya in third
person. Artinya apa itu?
45. Orang ketiga tunggal itu
siapa saja?
46. Yang di tambah s kalau
yang bagaimana
verbnya?
47. Kalau yang di tambah es
kalau yang bagaimana?
Analysis
Questions
Evaluation
Questions
Compare / Contrast
Questions
Causal
Relationship
Questions
Descriptive Questions
Analysis
Questions
Evaluation
Questions
Compare / Contrast
Questions
Causal
Relationship
Questions
48. Sekarang kalau verb nya
“have”. Apa itu have?
Artinya apa?
49. Kalau I? have apa has?
50. Kalau we?
51. Kalau they?
52. Kalau she?
53. Kalau he?
54. How many sister do you
have, Siska?
Table 3
No
1
Tell
Do you know
daily activities?
Discuss
Simple present
tense itu
fungsinya
untuk apa to?
Untuk
menjelaskan
apa?
Siapa yang tau
simple present
tense itu
bentuknya
seperti apa?
Terdiri dari apa
saja?
Describe
Today we are
going to make a
card. Do you
know card? Card
itu opo?
Illustrate
Keluarga
inti itu
terdiri dari
siapa saja
to?
Show
Language
focus itu
struktur nya
atau tata
bahasanya?
Condolences
card. Apa itu
condolences
card? Kartu apa?
Fungsinya buat
apa?
Dalam
kondisi
yang seperti
apa verbnya
tidak
ditambah
dengan s/es?
Kalau
singular?
Apa?
Ada lagi
graduation card.
What is
graduation card?
Kartu apa itu?
Grand children?
E or N? grand
children itu apa
to?
Lha kalau
extended
family tadi
terdiri dari
siapa saja?
Kalau
ditambah
s/es
subjectnya
in third
person.
Artinya apa
itu?
Do you
know how
to download
from
S itu apa?
Terdiri dari
apa saja
subjectnya?
2
Do you know
speaking?
3
Do you know
habits?
Grammar itu
apa?
4
Do you know
family?
There are two
kinds of family.
Apa saja?
5
Dou you know
information?
What is
extended
family?
What do you
think,
grandmother? N
or E?
Mr. Smith
itu siapa?
Posisinya
apa dalam
keluarga?
Kalau family
tree itu
posisi yang
paling atas
No
Tell
Discuss
Describe
6
Plural and
singular forms.
Apa itu?
Countable and
uncountable noun
apa itu?
What is the
meaning of
nuclear family?
Son? What is
son?
8
Do you know
grandmother?
9
Simple present
tense dulu waktu
SD pasti sudah di
ajarkan. Apa itu?
10
Adverb of
frequency?
Keterangan
Berarti kalau
my father‟s
wife itu apa
artinya? Papa
nya istri saya
apa istrinya
papa saya?
Di situ ada
bacaan yang
punya banyak
difficult words.
Apa itu
difficult words?
Kalau family
tree itu posisi
yang paling
atas itu
posisimu apa
orang tuamu?
Orang Ketiga
tunggal itu siapa
saja?
Okay terus ada
anniversary
card. Apa itu
anniversary
card?
Kalau Mother?
E or N?
7
11
12
13
frequency.
Pernah dengar
dalam bahasa
Indonesia?
Niece. What is
niece?
Lha anak
perempuannya
kakak laki-laki
saya itu siapa?
Apa namanya in
English?
Adverb
of frequency?
Keterangan
frequency.
Pernah dengar
Lah kalau Mr.
and Mrs. Smith
itu parentsnya
berarti ditaruh
diposisi yang
mana?
Yang di tambah
s kalau yang
bagaimana
verbnya?
Kalau yang di
tambah es
kalau yang
bagaimana?
What do you
think brother? E
or N?
How many sister
do you have,
Siska?
Illustrate
internet?
Show
itu posisimu
apa orang
tuamu?
No
14
Tell
dalam bahasa
Indonesia?
bukan “son”
bacanya… tapi
apa?
Dan anggota
grupnya choose
by yourself.
Artinya apa tu?
16 Kalau I? have apa
has?
17 Kalau we
bagaimana?
18 Kalau they?
19 Kalau she? Have
apa has?
20 Kalau he?
total
20
Discuss
Describe
Illustrate
Show
10
5
5
Sekarang kalau
verb nya
“have”. Apa itu
have? Artinya
apa?
15
14
ENGLISH IN SMP PANGUDI LUHUR SALATIGA
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Shirley Permata Sari
112006008
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2014
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any
course or accepted for the fulfillment of any degree or diploma in any university. To
the best of my knowledge and my belief, this contains no material previously
published or written by any other person except where due reference is made in the
text.
Copyright@ 2014. Shirley Permata Sari and Prof. Dr. Gusti Astika, M.A.
All rights reserved. No part of this thesis may be reproduced by any means without
the permission of at least one of the copyright owners or the English Department,
Faculty of Language and Literature, Satya Wacana University, Salatiga.
Shirley Permata Sari:
TEACHER’S QUESTIONING STRATEGIES IN TEACHING
ENGLISH IN SMP PANGUDI LUHUR SALATIGA
Shirley Permata Sari
Abstract
This study aimed to investigate teacher‟s questioning strategies. This research
used descriptive method and the data were collected and obtained from observation of
class activity and the recordings of teacher‟s talk. Furthermore, the findings show that
most of the time in the classroom, the teacher used descriptive questioning strategies.
From the data analysis, it can be concluded that compare contrast questioning
strategies were suitable to be applied in teaching junior high school students.
Keywords: Questioning strategies, Students‟ Skills, and Teacher‟s Talk.
Introduction
It is believed that teachers play an important role in the students‟ learning
process. Therefore, teachers need to consider some strategies when they teach their
students. One of the teaching strategies is how teachers ask questions. Asking
questions and leading classroom discussions can have a positive impact on student
learning. However, the ways teachers ask questions to students in real classrooms in
Indonesian settings await further attention.
Shaunessy (2005) argues that questioning strategies are essential to the
growth of critical thinking skills, creative thinking skills, and higher level
thinking skills and can positively affect achievement, most classrooms are
devoid of these types of questions as a regular part of learning . In reality,
there are many classrooms in which teachers rarely pose questions above the
„read it and repeat it‟ level. Shaunessy (2005) says that most classrooms divergent
thinking is a nontraditional concept and occurs infrequently in most classrooms.
In fact, it has been documented that teachers typically ask the 96 percent of the
questions in a classroom environment (Graesser & Person, 1994). According to
Thompson (1989), both teachers and students should be caught up in a “mode of
inquiry”. In other words, teachers should play a role as guide to learning rather than as
an authority that dispenses questions and answers. Therefore, teachers are expected to
be facilitators, which means they have to be able to support the students in learning
progress, instead of being the only ones who in charge in classroom. The effect of the
teacher as a learning guide will build students‟ confidence and bring comfort in a
learning process.
This study attempted to find out the questioning techniques that the English
teacher used in SMP Pangudi Luhur Salatiga. Hopefully, this knowledge about
questioning strategies, as well as the classroom observation activity, could help
teachers become skillful in using questions effectively and productively.
Literature Review
Usually, a teacher will ask questions to the students for measuring the
students‟ knowledge, or to find out whether or not the students understand the subject
of the study. However, the teachers are expected to have appropriate methods for the
students‟ progression in a learning process. Indeed, teachers need to make sure that
the questions, which are generated to the students, are effective to stimulate students‟
involvements and to avoid students‟ confusions in the learning process
Furthermore, Hyman (1979) states that teachers develop a plan of action
for strategic questioning. Educators should understand why they are asking
particular questions so that the intended student outcome is considered when
designing the questions. Because student teacher interaction is so complex and
unpredictable, preliminary planning for a discussion or lesson is desirable.
However, the teacher should not attempt to map out exactly which questions to
pose at any specific moment. Rather, the teacher should be aware of the
learning occurring, where the learning is headed based on student interaction,
and how a specifically posed question may alter, enrich, or extend the situation.
Thus, knowing when and why to ask the appropriate question is a skill to be
honed by the teacher. Hyman (1979) recommends that teachers employ specific
strategies when asking questions.
Theories of questioning
Dori and Herscovitz (1999) points out that questioning is a key to active and
meaningful learning, and is the cornerstone of scientific enquiry. The formulation of
a good question is also a creative act, and at the heart of what doing science is
all about. Questions help us to make sense of the world, and to construct meaning
from data and information. They are psychological tools for thinking as they help
to explore and scaffold ideas, steer thinking in certain specific directions, and
can advance students' understanding of scientific concepts and phenomena.
Questions, particularly those asked in response to wonderment, stimulate
students to generate explanations for things which puzzle them and to propose
solutions to problems. These questions trigger the use of deep-thinking strategies
which may not be invoked if the questions had not been asked; thus they play an
important role in engaging students' minds more actively. Such questions can help
learners initiate a process of hypothesizing, predicting, thought-experimenting and
explaining, thereby leading to a cascade of generative activity and helping them to
acquire missing pieces of knowledge or resolve conflicts in their understanding
(Chin , 2004). When students engage socially in talk and activity about shared
problems or tasks, an individual's questions can also stimulate another group
member to use these strategies and thinking processes. The questions embedded
in the conversation of peer groups help learners‟ co-construct knowledge.
Types of Questions
There are several types of questions teachers can use to stimulate
creative, critical, and higher level thinking. The most commonly recommended
is the divergent thinking question that probes beyond the convergent, one
correct answer question, thus allowing students to delve more deeply into an
idea. Letzter (1982) says that teacher questions should be broad or open so that
students will be free to respond with their own thoughts. Pollack (1988) argues,
although the use of open ended questions may be somewhat threatening to the
teacher because of the lack of guidelines in evaluating children‟s responses, teachers
should still strive to find meaningful and purposeful opportunities regularly for
this line of inquiry. The goal is to encourage a learning environment that
values the process of learning to arrive at answers, rather than just the
answers themselves.
Chin (2004) classifies questioning strategies into the following:
1.
Descriptive Questions
These questions encourage students to establish their own narrative and
prioritize information. Usually these kinds of questions begin with such words or
expressions such as: “tell”, “discuss”, “describe”, “illustrate”, and “show.”
2.
Analysis Questions
These questions provide basic facts and call for sustained answers involving
critical thinking. These questions begin with such words as:“why”, “how would you
explain the fact that”, “prove”, “what is the importance of”, “how do you account
for”, and “what is the meaning of.”
3.
Evaluation Questions
These questions are structured like analysis questions but are based on
quotations or statements. These questions begin with such words or expressions as
“evaluate the statement that,” “what is meant by,” explain how.”
4.
Compare / Contrast Questions
These questions call attention to common elements or major differences
between ideas or arguments. These questions begin with such words or expressions
as “compare,” “contrast,” “What is the difference,” “What is the similarity.”
5.
Causal Relationship Questions
These questions may be used to show causal relationships or to determine
whether such relationships exist.
These questions begin with such words or
expressions as, “what are the causes of,” “what connection is there,” “what are the
results of.”
Similar to Chin‟s descriptive question, Gall (1984) defines the term fact
question, a question that requiring fact recall and demonstration of thinking skills.
Gall (1984) concluded that emphasizes on fact questions is more effective for
promoting young disadvantaged children‟s achievement, which primarily involves
mastery of basic skills; and emphasizes on higher cognitive questions is more
effective for students of average and high ability especially when they enter high
school, because they need to think independently. Furthermore, Gall (1984) states that
both fact questions and higher cognitive questions are useful, but the purposes of
those questions are different.
Research Question
This study was conducted to answer the following question:
What are questioning strategies that the English teachers use for the students?
Purpose of Research
The purpose of this study was to analyze the questioning strategies that the
English teachers used to the 1st and 2nd grade students of SMP Pangudi Luhur
Salatiga. This study analyzed teachers‟ questioning strategies to find out problems
that might appear when teachers asked questions to their students.
Significance of the Research
This study was important for teachers in general to develop their questioning
strategies to their students so the students could have positive attitude toward the
learning process. As a matter of fact, questioning strategies was one of teaching
strategies that was very commonly used by teachers. Therefore, it was important for
teachers to understand the important elements of questioning strategies.
The Study
This study was a descriptive method. It described the teachers questioning
strategies in class activities. This study applied several activities, for example
recording the teachers‟ talk and taking notes for the class activities for the
observation purpose. This study‟s basic interest was to monitor teacher‟s questioning
strategies. The data gathered were analyzed descriptively.
The Participants
The participants of the study were two English teachers who taught the 1 st
and 2nd grade students in SMP Pangudi Luhur Salatiga. The teachers had more than
three years experience in teaching English, which meant they had enough
experiences in teaching English and dealing with the students in the school.
Research Instrument
This study aimed to analyze the questioning strategies that the English
teachers used to the 1st and 2nd grade students of SMP Pangudi Luhur Salatiga. in
order to the aim of the study, I used a recorder as an instrument to record the
conversation during the time of teaching and learning process, that was used to collect
the data.
Data Collection
In gathering the data of this study, I recorded the teacher‟s talk with a
recording tool and took notes for anything important related to the classroom
conditions and teacher‟s talk. The ones that need to be paid attention to are the
questioning techniques or methods that the teacher gave to the students. The data
gathered were analyzed descriptively.
Data Analysis Procedure
The analysis was based on Chin‟s questioning strategies (2004) that are
covered in the discussion. First I recorded the teachers‟ talk and transcribed them.
The second step was identifying the types of the questions. Then I put the questions
into the table. The last step was analyzing the data and interpreting the data based on
Chin‟s questioning strategies (2004). From the research, I found out the questioning
strategies that were used by the teacher. It was probable that the teacher used various
different questioning strategies, because the teachers had their own reasons for using
those questioning strategies.
Finding and Discussion
This study attempted to find out the research question “What are questioning
strategies that the English teachers used for the students?” I would analyze the data
that have been obtained through observation class activity in SMP Pangudi Luhur
Salatiga.
Based on the observation class activity, the teacher‟s questions could be
classified into five question categories based on Chin‟s questioning strategies (2004)
as can be seen in table 1.
Types of Question
Table 1
No
1
Types of Questions
Frequency
Percentage
Descriptive Questions
54
85.71%
2
Analysis Questions
5
7.94%
3
Compare / Contrast Questions
3
4.76%
4
Evaluation Questions
1
1.59%
5
Causal Relationship Questions
-
-
Total
63
100%
According to the observation activities, most of the questions were the
descriptive questions. As the Table 1 shows, there were 85.71% of descriptive
questions used in the class during the observation. The rest of the questions were
analysis questions, 7.94%, compare contrast questions, 4.76%, and evaluation
question, 1.59%of the total questions. However, as seen in the table, the causal
relationship questions did not appear in the class activities during observation.
Descriptive Questioning Strategies
In this questioning strategy, students were only asked to recall information.
This strategy was the same as fact question categories from Gall (1984) which also
required students to recall previously presented information, as in utterance 17, when
the teacher asked “What is the meaning of nuclear family?” In utterance 17, the
teacher wanted to measure the students‟ knowledge about the nuclear family. As it
was suggested by Gall (1984), who categorizes the lowest question level of taxonomy
as a cognitive memory question, which meant it required simple process such as
recognition, rote memory and selective recall. Chin (2004) also had the same idea
with Gall, but Chin used different terms for this kind of question, descriptive
questions. As it has been mentioned earlier, the knowledge level of questions only
needs to recall students‟ answers.
It can thus be suggested that the teacher used knowledge level questions not
frequently, because they taught students in junior high school. Junior high school
students were expected to think in higher cognitive level, unlike the students in
elementary school. In other words, they should be given questions that stimulate
students to think creatively and modify their answers. However, the knowledge level
of questions was also necessary for the students, since it expected the awareness of
students to pay attention to the teacher. The students only need to answer the question
based on the knowledge that they have already known. For example, in utterance 11,
the teacher asked “Plural and singular forms. Apa itu?” The students automatically
recalled their memories based on their knowledge or their experiences.
Based on the graphic bar below, it can be concluded that “tell” were used
more frequently than the others. However, the further explanation with the
differences among tell, discuss, describe, illustrate and show can be seen in appendix
table 3 page 32.
25
20
15
10
5
0
Tell
Discuss
Describe
Show
Illustrate
Based on The American Heritage Dictionary of the English Language
(2000), tell means express in words with the short explanation, as for example “Do
you know speaking?” This means the speaker expects short explanation from the
person he or she asks. On the other hand, Discuss means to talk with others in an
effort to reach agreement. For example, “ Siapa yang tau simple present tense itu
bentuknya seperti apa? Terdiri dari apa saja?”
Describe is often used when we try to visualize something, for example
“Today we are going to make a card. Do you know card? Card itu opo?”
Furthermore, Illustrate means to clarify as by use of examples or comparisons, for
instance “Dalam kondisi yang seperti apa verbnya tidak ditambah dengan s/es?”
While Show can have the meaning of to point out to make it clear, as in this example
“Mr. Smith itu siapa? Posisi yang paling atas itu posisimu apa orang tuamu?”
Analysis Questioning Strategies
The second questioning strategy found in this thesis study was analysis
questioning strategies. In this questioning strategies, students were asked to put
information in another form. It required using independently generated data or a new
direction or perspective on a given topic. Chin (2004) called this kind of question as
action questions, because the questions always ask the students to predict the
outcome, as in utterance 2, when the teacher asked “Kalau misalnya cats (like) milk.
Yang bener bagaimana?” By asking this question, the teacher expected the students to
predict the outcome by changing the sentence into good sentence with good grammar.
Another example of analysis questioning strategies could be seen in the utterance 6,
“Kalau sisternya lebih dari satu bagaimana? Ditambah huruf apa?” The teacher was
asking this question because she or he wanted the students to take a guess based on
the clue she gave. The students were expected to answer the question with a full
sentence by using the proper grammar. It was the same with the utterance 3, when the
teacher asked ”Kenapa kok bukan likes?” The teacher wanted to stimulate the
students to be active in thinking process. Moreover, at this level of question, students
were asked to apply known facts to solve a problem and it also had potential to
stimulate higher level thinking. By using this kind of question, students would be
stimulated to think in higher level thinking. Moreover, it required students‟
perspective on a given topic.
Evaluation Questioning Strategies
In this questioning strategy, the students were expected to reason their
answers. It can be seen from utterance 1 from the evaluation questioning, “Sudah tau
ya bedanya? Coba kalau yang ini bagaimana? “The sun (rise) every morning.”Yang
bener bagaimana? “The sun is rising every morning” atau “The sun rises every
morning?” Based on the previous question, it seems that teacher wanted to correct the
students‟ answer. In other words, when the students answered the previous question
inappropriately, the teacher gave clue to them by asking that question. Obviously, the
teacher did not want to judge the answer as right or wrong. Instead, the teacher gave
clue to the students by giving another question to think, so the students would be
stimulated to think their answers again. The student might think a covert or overt
response to the teacher‟s question depending on what happens next. If the teacher
redirected the same question to someone else, some students would revise their
response of their classmate‟s contribution.
Compare / Contrast Questioning strategies
In this questioning strategy, the teachers asked the questions that call attention
to common elements or major differences between ideas or arguments. The Cause and
Effect strategy systematically analyzed and evaluated the relationship of two or more
subjects. The comparison was a process that shown how subjects were alike
(similarities), while the contrast was the process of showing how subjects were unlike
(differences). In this situation, students were expected to think critically and to find
out the differences, as in utterance 3 “Sebenarnya secara grammatical dua-duanya
benar. Tidak ada yang salah.Tetapi yang benar tetap yang kedua.Kenapa?Ada yang
bisa menjelaskan?” By analyzing the two similar things and finding the differences,
the students could be stimulated to think the right answer.
In addition, based on the observation, Chin‟s causal relationship questioning
strategy did not appear in the classroom. The teacher did not ask this kind of question
during the teaching learning activities.
Conclusion
From the observation class activities that were done it could be concluded
that the teachers used descriptive questioning strategy most frequently in teaching.
Theoretically, by using descriptive questions the teacher could dig into the students‟
thoughts. However, from the observation class activities, I found that the students
only produced short answers when the teacher asked descriptive questions. This fact
was rather disappointing, since the students were expected to think creatively.
After conducting this study, I would like to give some suggestions related to
the questioning strategies. First, compare contrast questioning strategies should be
applied more often in teaching students in junior high school, because it has the
potential to stimulate higher-level thinking. For example, when the teacher asked the
students about the differences between nuclear family and extended family, the
students were forced to think about the two things which have a common thing.
Basically, a nuclear family and extended family is the same, the only difference is
the members of the family. Therefore, it should make the students to think harder
about the differences of nuclear family and extended family.
Second, the teachers should give students more chances to explain their
answers because the first answers usually are superficial. For instance, from the
observation class activity, the teacher asked the student “Do you know habits?” and
the student answered “Yes.” However, the teacher did not give the student a chance
to explain why he answered “yes”, instead they explained about the meaning of
habits. Based on the observation of the class activity, the teacher did most of the
talking and reasoning instead of the student.
For the further research, I also suggest to interview the teacher related to the
questioning strategies that the teachers used. It is important to know the reasons why
the teachers use particular questioning strategies. However, this study is only limited
only to investigate questioning strategies by junior high school teachers. Hopefully,
this study could help teachers to develop their teaching strategies, so the students
could gain the best learning process. As a matter of fact, questioning strategies is one
of teaching strategies that is commonly used by teachers. Therefore, it is very
important to teachers to pay attention to their questioning strategies, because if they
do not apply the best questioning strategies in their teachings, the students will not
gain the best from learning process.
ACKNOWLEDGEMENT
This thesis would not have been finished without the support of many people.
I wish to express my gratitude to my supervisor, Prof. Dr. GustiAstika, M.A.,
who was abundantly helpful and patience in guiding me to finish this thesis. Deepest
gratitude alsogoes to Rindang Widiningrum,
M. Hum, as my thesis examiner.
Without whose knowledge and assistance this study would not have been completed. I
would like to thank the English teachers in SMP Pangudi Luhur Salatiga who were
willing to give an opportunity to collect the data in that school for this thesis. I also
wish to thank the students of SMP Pangudi Luhur Salatiga who were really
cooperative and helpful in the process of taking the data, though I knew that you were
all disturbed by me when I had to be closed to you to record the voice. Special thanks
also go to my husband, my family, and all of my friends who also supported me with
their prayers. All my best I give to God that I can finish this study.
References
Ball, W., & Brewer, P. (2000). Socratic seminars in the block. Larchmont, NY:
Eye on Education.
Bloom,
B.
S.
(Ed.).
(1956).
Taxonomy
of
educational
objectives: The
classification of educational goals. Handbook I: Cognitive domain. New
York: Longman.
Callahan, C. (1978). Developing creativity in the gifted and talented .Reston,
VA: Council for Exceptional Children.
Chin, C. (2004). Questioning students in ways that encourage thinking.Teaching
Science: The journal of the Australian Science Teachers Association, Vol.50
No.4. Page 16-21.
Dori, J. and Herscovitz, O. (1999).Question posing capability as an alternative
evaluation method.New York: Longman.
Feldhusen, J. (1994). Thinking skills and curriculum development. In J. V. T.
(Ed.). Comprehensive curriculum for gifted learners. Boston: Allyn and
Bacon.
Gall, M. D. (1984).Synthesis of Research on Teachers’ Questioning. Illinois: Charles
C Thomas Publisher.
Gallagher, J. J. (1985). Teaching the gifted child . Boston: Allyn and Bacon.
Gallagher, J. J., & Gallagher, S. A. (1994). Teaching the gifted child. Boston:
Allyn and Bacon.
Graesser, A. C., and Person, N. K. (1994).Question asking during tutoring.American
Educational Research Journal, Vol.31, No.9. 1-28.
Harcourt, H. (2000). The American Heritage Dictionary of the English Language.
New York: Houghton and Mifflin Company.
Letzter, F. (1982). Meeting the special needs of the gifted and creative student
in the world history classroom. New York: Mckay.
Pollack, H. (1988).Questioning strategies to encourage critical thinking.NewYork:
Wiley.
Shaunessy, E. (2005). Questioning Strategies for Teaching the Gifted. Texas:
Prufrock Press Inc.
Strasser, B. (1967). The use of questions as an aspect of a teacher’s behavior.
New York: Wiley.
Thompson, R. (1989). Learning to question in R. A. Neff and M. Weimer (eds).
Classroom Communication: Collected Readings for Effective Discussion
and Questioning. London: Taylor & Francis, Ltd.
Will, H. (1987). Asking good followup questions.New York: Longman.
Wolf, D. (1987). The art of questioning. Boston: Allyn and Bacon.
APPENDIX
THE FIRST RECORDING
Date
: September 13th 2013
Grade
: 7th grade (7C)
Number of students
: 24 students
Teacher
: Mrs. X
Topic
: Daily Activities (Family)
•
Do you know daily activities? Apa itu? Aktifitas?Ke?Kegiatan.Daily?se?
sehari-hari.. okay. (1)
•
Lalu kita juga akan belajar tentang speaking. Do you know speaking?
Berbicara (2)
•
Talking about habits. Do you know habits? Kebiasaan. (3)
•
Language focus. Language focus itu struktur nya atau tata bahasanya? (4)
•
Talking about family life. Do you know family? (5)
•
Asking for information. Dou you know information? (6)
•
So asking for information? Menanyakan informasi. Okay. (7)
•
Now let‟s go to grammar points. Grammar itu apa? (8)
•
Simple present tense dulu waktu SD pasti sudah di ajarkan. Apa itu? Kalimat
bentuk? Bi…? Biasa.. (9)
•
Adverb of frequency? Keterangan frequency.Pernah dengar dalam bahasa
Indonesia? (10)
•
Sering, selalu, tidak pernah, apa lagi? Kadang-kadang, biasanya (11)
•
Plural and singular forms. Apa itu? Plural ki opo? (12)
•
Kalau singular? Apa? (13)
•
Countable and uncountable noun apa itu? (14)
•
Okay, now let‟s go to family words. Do you know family? (15)
•
Our lesson today is about family. There are two kinds of family. Apa saja?
(16)
•
Yaaaa…. Extended family dan nuclear family. What is extended family? (17)
•
Siapa yang tau apa itu extended family? (18)
•
Ndak ada yang tau?
•
Extended family itu artinya keluarga besar. Lha kalau nuclear family itu apa?
(19)
•
What is the difference between nuclear family and extended family? (20)
•
Heeee? Keluarga nuklir?ya bukan to ya. (21)
•
Nuclear family is keluarga inti. Keluarga inti itu terdiri dari siapa saja to? (22)
•
Ah mosok ndak ada yang tau to? Keluarga inti itu ya mother, father, and
children
•
Lha kalau extended family tadi terdiri dari siapa saja?
Kok diem? Ya
selainnya mother, father, and children to ya.Siapa saja? (23)
•
Iyaaaa… grandfather, grandmother, uncle, aunt, niece, cousin, nephew
•
Di sini, tugas kalian adalah mengkategorikan itu masuk di N or E. N itu opo?
(24)
•
E itu apa? (25)
•
What do you think, grandmother? N or E? (26)
•
Brother? E or N? (27)
•
Mother? E or N? (28)
•
Grand children? E or N?grand children itu apa to? (29)
•
Son? What is son? (30)
•
Jadi son itu E apa N? (31)
•
Niece. What is niece? (32)
•
Niece itu E apa N? (33)
•
My brother‟s daughter is my …… itu berarti artinya gimana? Daughter itu
apa? Kalau brother? “‟s” di situ artinya apa to? Jadi my brother‟s daughter itu
artinya apa? Anak perempuannya kakak laki-laki saya. Lha anak
perempuannya kakak laki-laki saya itu siapa?Apa namanya in English? (34)
•
Dah lainnya lanjutkan sendiri. Yang sudah selesai boleh come forward and
write it in the black board. Buat yang maju, you will get the point. Iya iya aja.
Opo jal artinya you will get the point?
•
Okay..lets check.lhooooo… wife itu artinya apa to? Lha kalau father? Berarti
kalau my father‟s wife itu apa artinya? Papa nya istri saya apa istrinya papa
saya? Ayo ah di cek lagi.Ndak asal ngerjakan. (35)
(Then the students come forward to do the rest of the task and check it
whether it is true or false and ask the students to write the correct answer in
the blackboard)
•
Ini bener apa salah jawabannya? Yang bener apa? (36)
(This session is reading the text. The students are given opportunity to read
aloud the text, sentence by sentence (one student one sentence))
THE SECOND RECORDING
Date
: September 13th 2013
Grade
: 8th grade (8C)
Number of students
: 23 students
Teacher
: Mrs. X
Topic
: Plants and Animals
(The students are already had the meaning of the text from the previous meeting. And
now they are reading the text about proboscis monkey all together. The teacher‟s goal
is just to make sure that the students can pronounce each word correctly, because they
are the 8th grade students.)
•
No no no no..bukan “son” bacanya… tapi apa? (37) “soon” kalau bahasa
Indonesia tulisannya “sun”. huruf double o itu kalau dalam bahasa inggris
bacanya “u”
•
Bukan “monkey” ya bacanya..ndak dibaca plek sama hurufnya gitu.. gimana
bacanya yg bener? (38)
(in this session the students are given an opportunity to work in group to make
a poster, and the theme is “go green”)
•
Okay students.. Please make a group of three. And choose your group member
by yourself. Lha kok apa tu ma‟am? Buat grup, satu grupnya terdiri dari tiga
orang. Dan anggota grupnya choose by yourself. Artinya apa tu? (39) Pilihen
dewe. Ngono wae kok ya ra mudeng to cah-cah..
•
Sudah selesai buat grupnya. Do you still have spare paper to be submitted to
me? okay, kalau gitu tulis ketua grup dan anggotanya in your paper and give it
to me when you finish. Ki Mrs. X ngomong gini mudeng ga artinya apa? (40)
THE THIRD RECORDING
Date
: September 16th 2013
Grade
: 8th grade (8B)
Number of students
: 24 students
Teacher
: Mrs. X
Topic
: Go Green Poster
•
Tugas kalian sama dengan kelas sebelumnya, yaitu make a poster, temanya go
green. Berarti tugas kalian apa? Tentang apa? Sudah tau ya apa saja yang
harus kalian lakukan? Pertama buat kelompok in a group of three.Berarti satu
kelompok berapa orang?
•
Kira-kira buat poster isinya tiga orang butuh waktu berapa lama? Satu minggu
apa dua minggu?
•
Sekarang move on the next page. Di situ ada bacaan yang punya banyak
difficult words.Apa itu difficult words? (41)
•
Di halaman berapa Intan? Ngerti ndak kamu kita belajarnya sudah sampai
mana?
•
Sampai halaman berapa? Sebelahnya Intan itu siapa?Kamu juga tau ndak kita
belajarnya sudah sampai halaman berapa?
(The teacher mentions all of the difficult words and the students are announced to
prepare their ruler and pencil to underline the difficult words mention by the teacher.
After that the students are announced to find the meaning of the difficult words from
the dictionary.)
THE FOURTH RECORDING
Date
: September 16th 2013
Grade
: 7th grade (7A)
Number of students
: 26 students
Teacher
: Mrs. X
Topic
: Making Cards
•
Today we are going to make a card. Do you know card? Card itu opo? (42)
•
What is Easter card? Kartu apa? Easter tu apa to? Jadi Easter card tu apa? (43)
•
Okay terus ada anniversary card. Apa itu anniversary card? (44)
•
Condolences card. Apa itu condolences card? Kartu apa? Fungsinya buat apa?
(45)
•
Ada lagi graduation card. What is graduation card? Kartu apa itu? ( 46 )
•
Naaaaa… dari banya kartu itu, please make one of them. Do you understand?
(47)
•
I give you a week to do. Do you know a week? A week itu satu minggu.Cukup
ya waktunya?
•
You may draw or download from internet. Do you know how to download
from internet? (48)
•
Any question about your home work? Ada yang mau ditanyakan?
•
Iya, bisa cari di google. Tau google kan?
•
Terus tugasnya yang kemarin mana? Kok belum ada yang ngumpulkan?
•
Yang tentang family tree? Apa jangan-jangan belum pada buat ya?
•
Ya sudah, sekarang di buat dulu family treenya. Kemarin Mrs. X bilangnya
suruh buat family tree yang nuclear family apa yang extended family hayo?
Lupa juga ndak?
•
Kalau family tree itu posisi yang paling atas itu posisimu apa orang tuamu?
Gitu aja kok tanya. (49)
(The students have submitted their family tree. This is the next family tree
reading based on the hand book.)
•
Mr. Smith tu siapa? Posisinya apa dalam keluarga? (50)
•
Lah kalau Mr. and Mrs. Smith itu parentsnya berarti ditaruh diposisi yang
mana? (51)
•
Ayo ni dikerjakan dulu. Bisa ndak?
•
Yang ini masih belum bener. Ni siapa yang mengerjakan? Di betulkan dulu tu
(go to the next page)
•
Sekarang waktunya kalian boleh jalan-jalan kesana sini. Tapi untuk asking for
information ke teman-teman sekelas. Informationnya apa? (52)
•
How many……………? How many itu artinya apa? (53)
•
How many brothers do you have? Naaa gitu cara bertanyanya.
•
Kalau punya, jawabnya apa? (54)
•
Noooo bukan hanya one aor two saja. Harus lengkap. Bagaimana cara
menjawab pertanyaannya? (55)
•
Siapa yang tau? Lha kok ndak ada yang tau?Mau dapet poin ndak?
•
Kalau yang punya jawabnya yes… yes apa? (56)
•
Kalau tidak punya jawabnya yes apa no? no apa? (57)
•
Do you understand?
•
Finish?
•
Ardi, do you want to try to read aloud the result in front of the class?
•
Who want to try?
•
Who else? Siapa lagi?
THE FIFTH RECORDING
Date
: September 17th 2013
Grade
: 7th grade (7A)
Number of students
: 25 students
Teacher
: Mr. Y
Topic
: Simple Present Tense
•
Simple present tense itu fungsinya untuk apa to? Untuk menjelaskan apa?
Kejadian yang sedang terjadi atau untuk menerangkan kejadian yg biasa
terjadi seperti itu? (58)
•
Siapa yang tau simple present tense itu bentuknya seperti apa? Terdiri dari apa
saja? (59)
•
Simple present tense itu terdiri dari S + verb (+ s/es in third person)
•
S itu apa? Terdisri dari apa saja subjectnya? (60)
•
Dalam kondisi yang seperti apa verbnya tidak ditambah dengan s/es? Coba
bandingkan dengan yang diberi s! (61)
•
Kalau ditambah s/es subjectnya in third person. Artinya apa itu? (62)
•
Orang ketiga tunggal itu siapa saja? (63)
•
Yang di tambah s kalau yang bagaimana verbnya? (64)
•
Kalau yang di tambah es kalau yang bagaimana? (65)
•
Itu pelajaran di SD ya saya kira. Di SD sudah perrnah di ajarkan to seperti itu?
•
Sekarang kalau verb nya “have”. Apa itu have? Artinya apa? (66)
•
Kalau I? have apa has? (67)
•
Kalau we? (68)
•
Kalau they? (69)
•
Kalau she? (70)
•
Kalau he? (71)
•
Kalau misalnya cats (like) milk. Yang bener bagaimana? (72)
•
Kenapa kok bukan likes? (73)
•
Sudah tau ya bedanya?
•
coba kalau yang ini bagaimana? “The sun (rise) every morning.”Yang bener
bagaimana? (74)
•
“The sun is rising every morning” atau “The sun rises every morning”? (75)
•
Sebenarnya secara grammatical dua-duanya benar. Tidak ada yang
salah.Tetapi yg benar tetap yang ke dua.Kenapa?Ada yang bisa menjelaskan?
(76)
•
Baik kalau sudah mengerti perbedaannya, sekarang coba dikerjakan sendiri
latihan soalnya. Nanti kita bahas bersama-sama.Mengerti ya?
THE SIXTH RECORDING
Date
: September 17th 2013
Grade
: 7th grade (7C)
Number of students
: 24 students
Teacher
: Mr. Y
Topic
: Daily Activities (Family)
•
Kemarin sama Mrs. X pelajarannya sudah sampai mana?
•
Siapa yang mau membaca paragraph pertama?
•
Paragraph kedua siapa ini?
•
Kita kerjakan family tree nya bersama-sama ya..Mr. Smith nya kita letakkan
dimana anak-anak? (77)
•
Mrs. Smith?
•
Harry?
•
Jody?
•
July?
•
Mr. Edward?
•
Mrs. Edward?
•
Sekarang tugasnya kalian bertanya kepada teman kalian tentang berapa
banyak jumlah saudara dari teman kalian. Tidak usah jalan-jalan kesana-sana,
kalian hanya berdiri dan bertanya kepada teman kalian, lalu laporkan kepada
saya out loud ya. Tapi tetap dari tempat duduk kalian.Gitu ya?Sudah mudeng
ya? Any question?
•
Siapa yang mau duluan? Atau urut nomor aja ya, biar semuanya dapat giliran.
•
Lha kalian sudah tau belum bagaimana cara bertanyanya?
•
How many sister do you have, Siska? (78)
•
Lalu Siska harus menjawab bagaimana? (79)
•
Kalau Siska hanya punya one sister, Siska harus menjawab “I have one sister”
understand?
•
Na ini Kiki tugasnya melaporkan kepada saya, bagaimana
cara
melaporkannya?
•
Siska has one sister and no brother. Begitu ya?
•
Tau ga kenapa has kok bukan have? (80)
•
Kalau sister nya lebih dari satu harus bagaimana? Ditambah huruf apa? (81)
Baik. Let‟s start. Number one Intan… (…till the last number)
Table 2
Descriptive Questions
Analysis
Questions
1. Do you know daily
activities?
2. Do you know speaking?
3. Do you know habits?
4. Language focus itu
struktur nya atau tata
bahasanya?
5. Do you know family?
6. Dou you know
information?
7. Grammar itu apa?
8. Simple present tense dulu
waktu SD pasti sudah di
ajarkan. Apa itu?
9. Adverb of frequency?
Keterangan frequency.
Pernah dengar dalam
1. Bagaimana
cara
menjawab
pertanyaann
ya?
2. Kalau
misalnya
cats (like)
milk. Yang
bener
bagaimana?
3. Kenapa kok
bukan likes?
4. Tau ga
kenapa has
kok bukan
have?
Evaluation
Questions
Compare / Contrast
Questions
Causal
Relationship
Questions
1. Sudah tau ya
1. What is the
bedanya?
difference between X
coba kalau
nuclear family and
yang ini
extended family?
bagaimana?
2. Dalam kondisi
“The sun
yang seperti apa
(rise) every
verbnya tidak
morning.”
ditambah dengan
Yang bener
s/es? Coba
bagaimana?
bandingkan
“The sun is
dengan yang diberi
rising every
s!
morning” atau 3. Sebenarnya secara
“The sun rises
grammatical duaevery
duanya benar.
morning”?
Tidak ada yang
salah. Tetapi yg
Descriptive Questions
bahasa Indonesia?
10. Sering, selalu, tidak
pernah, apa lagi?
11. Plural and singular
forms. Apa itu?
12. Kalau singular? Apa?
13. Countable and
uncountable noun apa
itu?
14. Do you know family?
15. There are two kinds of
family. Apa saja?
16. What is extended family?
17. What is the meaning of
nuclear family?
18. Keluarga inti itu terdiri
dari siapa saja to?
19. Lha kalau extended
family tadi terdiri dari
siapa saja?
20. What do you think,
grandmother? N or E?
21. Brother? E or N?
22. Mother? E or N?
23. Grand children? E or N?
grand children itu apa to?
Descriptive
24. Son? What is son?
25. Niece. What is niece?
26. Lha anak perempuannya
kakak laki-laki saya itu
siapa? Apa namanya in
English?
27. Berarti kalau my father‟s
wife itu apa artinya?
Papa nya istri saya apa
istrinya papa saya?
Descriptive
28. bukan “son” bacanya…
tapi apa?
29. gimana bacanya yg
bener?
30. Dan anggota grupnya
choose by yourself.
Artinya apa tu?
31. Di situ ada bacaan yang
punya banyak difficult
words. Apa itu difficult
words?
Analysis
Questions
5. Kalau sister
nya lebih
dari satu
harus
bagaimana?
Ditambah
huruf apa?
Evaluation
Questions
Compare / Contrast
Questions
benar tetap yang
ke dua. Kenapa?
Ada yang bisa
menjelaskan?
Causal
Relationship
Questions
Descriptive Questions
32. Today we are going to
make a card. Do you
know card? Card itu
opo?
33. Okay terus ada
anniversary card. Apa itu
anniversary card?
34. Condolences card. Apa
itu condolences card?
Kartu apa? Fungsinya
buat apa?
35. Ada lagi graduation card.
What is graduation card?
Kartu apa itu?
36. Do you know how to
download from internet?
37. Kalau family tree itu
posisi yang paling atas
itu posisimu apa orang
tuamu?
38. Mr. Smith tu siapa?
Posisinya apa dalam
keluarga?
39. Lah kalau Mr. and Mrs.
Smith itu parentsnya
berarti ditaruh diposisi
yang mana?
40. Simple present tense itu
fungsinya untuk apa to?
Untuk menjelaskan apa?
41. Siapa yang tau simple
present tense itu
bentuknya seperti apa?
Terdiri dari apa saja?
42. S itu apa? Terdiri dari
apa saja subjectnya?
43. Dalam kondisi yang
seperti apa verbnya tidak
ditambah dengan s/es?
44. Kalau ditambah s/es
subjectnya in third
person. Artinya apa itu?
45. Orang ketiga tunggal itu
siapa saja?
46. Yang di tambah s kalau
yang bagaimana
verbnya?
47. Kalau yang di tambah es
kalau yang bagaimana?
Analysis
Questions
Evaluation
Questions
Compare / Contrast
Questions
Causal
Relationship
Questions
Descriptive Questions
Analysis
Questions
Evaluation
Questions
Compare / Contrast
Questions
Causal
Relationship
Questions
48. Sekarang kalau verb nya
“have”. Apa itu have?
Artinya apa?
49. Kalau I? have apa has?
50. Kalau we?
51. Kalau they?
52. Kalau she?
53. Kalau he?
54. How many sister do you
have, Siska?
Table 3
No
1
Tell
Do you know
daily activities?
Discuss
Simple present
tense itu
fungsinya
untuk apa to?
Untuk
menjelaskan
apa?
Siapa yang tau
simple present
tense itu
bentuknya
seperti apa?
Terdiri dari apa
saja?
Describe
Today we are
going to make a
card. Do you
know card? Card
itu opo?
Illustrate
Keluarga
inti itu
terdiri dari
siapa saja
to?
Show
Language
focus itu
struktur nya
atau tata
bahasanya?
Condolences
card. Apa itu
condolences
card? Kartu apa?
Fungsinya buat
apa?
Dalam
kondisi
yang seperti
apa verbnya
tidak
ditambah
dengan s/es?
Kalau
singular?
Apa?
Ada lagi
graduation card.
What is
graduation card?
Kartu apa itu?
Grand children?
E or N? grand
children itu apa
to?
Lha kalau
extended
family tadi
terdiri dari
siapa saja?
Kalau
ditambah
s/es
subjectnya
in third
person.
Artinya apa
itu?
Do you
know how
to download
from
S itu apa?
Terdiri dari
apa saja
subjectnya?
2
Do you know
speaking?
3
Do you know
habits?
Grammar itu
apa?
4
Do you know
family?
There are two
kinds of family.
Apa saja?
5
Dou you know
information?
What is
extended
family?
What do you
think,
grandmother? N
or E?
Mr. Smith
itu siapa?
Posisinya
apa dalam
keluarga?
Kalau family
tree itu
posisi yang
paling atas
No
Tell
Discuss
Describe
6
Plural and
singular forms.
Apa itu?
Countable and
uncountable noun
apa itu?
What is the
meaning of
nuclear family?
Son? What is
son?
8
Do you know
grandmother?
9
Simple present
tense dulu waktu
SD pasti sudah di
ajarkan. Apa itu?
10
Adverb of
frequency?
Keterangan
Berarti kalau
my father‟s
wife itu apa
artinya? Papa
nya istri saya
apa istrinya
papa saya?
Di situ ada
bacaan yang
punya banyak
difficult words.
Apa itu
difficult words?
Kalau family
tree itu posisi
yang paling
atas itu
posisimu apa
orang tuamu?
Orang Ketiga
tunggal itu siapa
saja?
Okay terus ada
anniversary
card. Apa itu
anniversary
card?
Kalau Mother?
E or N?
7
11
12
13
frequency.
Pernah dengar
dalam bahasa
Indonesia?
Niece. What is
niece?
Lha anak
perempuannya
kakak laki-laki
saya itu siapa?
Apa namanya in
English?
Adverb
of frequency?
Keterangan
frequency.
Pernah dengar
Lah kalau Mr.
and Mrs. Smith
itu parentsnya
berarti ditaruh
diposisi yang
mana?
Yang di tambah
s kalau yang
bagaimana
verbnya?
Kalau yang di
tambah es
kalau yang
bagaimana?
What do you
think brother? E
or N?
How many sister
do you have,
Siska?
Illustrate
internet?
Show
itu posisimu
apa orang
tuamu?
No
14
Tell
dalam bahasa
Indonesia?
bukan “son”
bacanya… tapi
apa?
Dan anggota
grupnya choose
by yourself.
Artinya apa tu?
16 Kalau I? have apa
has?
17 Kalau we
bagaimana?
18 Kalau they?
19 Kalau she? Have
apa has?
20 Kalau he?
total
20
Discuss
Describe
Illustrate
Show
10
5
5
Sekarang kalau
verb nya
“have”. Apa itu
have? Artinya
apa?
15
14