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“You have to keep the distance, not too far but have to keep the distance”
4.2.3.3 Teacher’s Questions Demanding Facts
Teacher’s questions demanding facts dominated the classroom discourse. She performed this kind of speech function for the following
purposes: 1. to invite students’ participation by asking them about certain actions that
the students have done students’ experience - Do you sit too close to the television when you watch movie?
- Does your Mom tell you that you do not eat to much snack? too many snack?
- And yesterday what had happened to all of you? 2. to ask students’ understanding about certain meaning
- What is safe means? - What is sticker?
- Which sticker do you mean? - OK Hansen, what page is that?
- What is hand? - And what is kind?
3. to ask the students to mention their ideas
- And then, how to keep your class happy? - Do you know why?
- What else? - How about your chair and your desk?
- How to read this one everybody? - Do you think he’s fighting?
- Why is it unsafe? 4.
to check students’ understanding - All right. So today what has we learned?
- What has we learned everybody? - And what are the rules that we have learned today?
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4.2.3.4 Teacher’s Question Demanding Opinion
Teacher’s questions demanding opinion were functioning as an activator, to make the students be active delivers. Questions like in the
following excerpts were used to engage the students in the classroom interaction.
- Do you think you need to have good habits at school? - So what are your good habits at school?
- Al right, do you think that biting your friend is a good habit? - Yes.. What will happen if you rock your chair if you seat on it?
4.2.3.5 Teacher’s Question Demanding Facts
The teacher used question demanding facts when she wants to elicit true information from the students like in the following excerpt below.
“And yesterday, what had happened to all of you?” “What is safe, Mario?”
4.2.3.5 Teacher’s Command Demanding Goods and Services
