63 surface, it is a good phenomenon, but because the volunteers are those who are
active or with better English proficiency, it will obstruct other students’ development. Teachers always prefer nominating. But too much nominating will
make students more passive. Sometimes, in order to save time, teachers often answer the questions by themselves. But in this way, students will become more
dependent on teachers. They expect to receive information passively instead of thinking about them actively. In addition, the classroom atmosphere will be blunt.
So how teachers use various question patterns properly to prompt language learning is still a question that all teachers should pay attention to as well as to be
studied. The results from the questionnaires Question
-- I like to answer the questions in this way indicates the students’ favorite way to answer questions
involved in this research: 71.25 of students 57 persons preferred to answer questions in chorus; 6.25 of students 5 persons liked to be called by their
teachers; and 22.5 18 persons liked to be volunteers. These results show a large number of students preferred to answer in chorus, over half of the students
who liked to answer voluntarily, and only a few of them liked to be called.
c. Correctness Table 4.17: Correctness
Total No. of Qs. Correct Answer
Incorrect Answer No Answer
No No
No Display
100 62.5
8 5
52 32.5
Referential 4
457.1 -
3 42.8
Meanwhile, when referring to the correctness of students’ answers, the students mostly produced correct answers or intended answers as what the teacher
expected. There were only 5 incorrect answers they gave. Four 4 incorrect
64 answers were found in class A and one 1 incorrect answer was found in class B.
There were also 26 19.8 questions that did not get responses from students. However, there were another 11 8.39 questions that required students’
participation in pointing to a part of the body mentioned by the teacher. The data shows that 15 11.4 English questions were answered using Indonesian, and
there were 2 questions answered by the teacher. There were still some questions they could not answer. The video
transcription of classroom observations showed that for the questions they could not answer, the teacher rephrased and asked them again by using Indonesian
language, as in You smell with it.When the students did not know the answer, she then
asked them
again using
Indonesian language.Ciumsesuatumenggunakan?what organ do you use to smell
something? Then the students’ responded by using Indonesian language too as in Hidung nose, or in Do you know the function based on the part of your
body?She then asked it again.Tahufungsinya?do you its function?Then the students’ response was Bisa Yes, we do. This implies the fact that when the
teacher askeda question by using Indonesian language, the students then would answer it using Indonesian too. They unconsciously followed the teacher to
answer the question using Indonesian. The first incorrect answer was found in the question Can you mention an
example of a tame animal? Student A said Lion, student B said Tiger, and student C said Elephant. Instead of telling the students the correct answer, the teacher
continued by asking another question. The second incorrect answer was for the question Next? Which refers to the picture of a frog?Student D said Duck, student
65 E said Dog, and student F said Kodok. The answer “kodok” was true, but the
teacher expected the answer to be “frog”. The next incorrect answer was the question about the description of a zebra. The students said it was a horse or lion.
The teacher then answered the question by telling the students that the answer was zebra. The next incorrect answer was when the question was about the
responsibility of a driver; for this question the students said “car”. The last question that resulted in an incorrect answer was the question about the workplace
of the police. There was 1 student who said “supermarket”. To briefly summarize the results, for the students’ responses toward the
teachers’ questions, in eight meetings, most of the students’ responses were very brief, with four words or less when display and referential questions were asked.
Longer responses of four words could only be found in a few questions.
4. Wait-Time
