62 English. The teacher herself sometimes had difficulty in asking such questions to
make her students understand what she meant. At that time, she asked them a question by using Indonesian as in Pet disebut juga binatang?It was followed by
the students’ answering Binatang peliharaan. Or in Itis like a human being, seperti? It was answered Manusia, biasa memanjat pohon.
b. Ways of Responding
Through the classroom observations, I can find teachers directed their questions to nearly all the students in the class. There were 78 of the students
who admitted that their teachers distributed their questions to most of the students. These results disprove the finding that a teacher is likely to limit the questions to a
limited few Richards, J. Lockhart, 1994. It is generally considered desirable to distribute questions among all students to keep them engaged in interactions and
keep them alert to respond. This result may imply that the EFL classroom investigated is beneficial to L2 learning in this aspect.
Generally, in English classrooms, teachers let students answer their questions in four ways: 1 nominating; 2 chorus-answering; 3 volunteering; and
4 teacher self-answering.
Table 4.16: Ways of Responding
Total No. of Qs. Nominating
In-Chorus Volunteering
Self-Answer No
No No
No Display
114 -
63 55.26
32 28.07
19 16.6
Referential 4
- 3
75 1
25 -
From this table, it can be seen that chorus answering is more frequent than other ways. This can get support from the questionnaire. Students felt more secure
if they answered a teacher’s question in-chorus. By doing this, they were not afraid of making a mistake. The other preference was volunteering. On the
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
