PATTERNS OF QUESTIONS IN CLASSROOM INTERACTION.
ABSTRACT
Leliana. Patterns of Questions in English Classroom Interaction. A Thesis.
English Applied Linguistics Study Program. Postgraduate School. State
University of Medan. 2010.
The main objective of this research was to investigate the patterns of
questions used in English classroom interactions and to find out differences in
' patterns of questions used by male and female learners. The method of the study
was descriptive method with qualitative approach. The source of data was taken
from the 2009/201 0 students of Grade eleven of the State Senior High School 3
Medan. The sample was taken from 6 classrooms interaction. The data were
collected in 3 ways. They are recording 6 classroom interaction, transcribing the
utterances in classroom interaction, and identifying all students' questions. The
data were analysed to describe patterns of question in male and female learners,
finding some differences of using question between male and female learners, and
describing the causes of the differences by giving explanation. The fmdings of the
study indicate that; a) there are 36 patterns of questions used by the students in
English classroom interaction which comprise the three structure patterns such as
yes-no question, tag questions, wh-questions, and their cross combination with 6
aspects of personal engagement and markedness. The personal engagement
includes interesting engaging, committing, interlising, interpreting, and
evaluating. Markedness is distinguished into marked and unmarked. b) the
significant differences iit the choice of question used by male and female learners.
The differences are: a). female learners tend to use yes-no questions, tag
questions, personal engagement, and markedness, b) male learners tend to use whquestions. c) the differences in using patterns of question between male and
female learners are caused by social context because; a) male learners tends to get
things done and to accomplish objects; b) female learners tend to connect and
enhance relationship.
iii
A THESIS
PATTERNS OF QUESTIONS
IN ENGLISH CLASSROOM INTERACTION
LELIANA
Registration Number . 082188310066
This Thesis was examined on June 24tl\ 2010 by the Board of Examines
Approval by
Adviser Commissions
Approval of Board of Examiner
Thesis Examiners of Magister Humaoiora
Dr. Sri Minda Murni, M.S
NIP. 19630525 198803 2 016
Prof. Amrin Saragih, M.A, Ph.D
NIP.19550113 1982031 002
Prof. Dr. Busmin Gurning, M.Pd
NIP. 19590713 1986011 001
Prof. Dr. Lince Sihombing, M.Pd
Nlr.t9610425 198601 2 001
Dr. Didik Saotoso, M.Pd
NIP. 19660616 1994 3 1 006
ACKNOWLEDGEMENTS
Thanks to Allah SWT the Almighty and Most Beneficial for without His
Guidance and Mercy, this thesis would not have been completed. In the process of
finishing this piece of academic writing, the writer has been given much support
and valuable knowledge from many people whose names can not be mentioned
one 6yone.
First, tbe writer would like to express her
DR. Sri Minda Murni, M.S, her First Adviser and Prof. Am rio Sar-agih, P.hD.,
her Second Adviser, for their valuable advice, guidance, constructive comments
and precious time spent on supervising and commenting the process o
until it comes to its present form.
Second, his special gratitude goes to Prof. Dr. Busmin Gurning, M.l!_d.,
and Prof. Dr. Lince Sihombing, M.Pd., as the Head and Secretary of Enghsh
Applied Linguistics Study Program and all lecturers, for the valuable knowledge
and instruction they have imparted to him during the years studying
Third, the writer wishes to express his gratitude to the Boards of
examiners, Prof. Busmin Gurning, M.Pd, Prof. Dr. Lince Sihomb·ng, M.Pd,
and Dr. Didik Santoso, M.Pd., who have given her so e advices when she
p
some useful books and other sources that are needed in writing this thesis.
A very special debt of gratitude is directed to her beloved parents, Zainal
Abidin and Mariana, together with her beloved husband, Masrum, and her
children, Fitri Julianingsih, Hikma Widayu, Mas Bagus, Talita Samantha,
Tika Wulandari, Mas Guru, and Malischa Salsabila, for their full love,
support, care, and prayers.
Then, a special thanks is addressed to Headmaster o
High Scfiool 3 Medan, Drs. Sablan Daulay, M.Pd and all the teac ers of that
school who give the spirit for the writer.
inally, a special debt of gratitude is addressed to all of he
Last but not least, she must confess that she has done her utmost to
accomplish this thesis but she realizes that it is still far from being perfect.
Therefore, any constructive criticisms, suggestions, or comments will be highly
appreciated.
May God bless us!
Medan, July 2010
Leliana
Registration Number: 0821883310066
ii
A very special debt of gratitude is directed to her beloved parents, Zainal
Abidin and Mariana, together with her beloved husband, Masrum, and her
children, Fitri Julianingsih, llikma Widayu, Mas Bagus, Talita Samantha,
Tika Wulandari, Mas Guru, and Malischa Salsabila, for their full love,
Then, a special thanks is addressed to Headmaster o
High School 3 Medan. Drs. Sablan Daulay,
M.~d
and all the teacliers of that
school who give the spirit for the writer.
Finally, a special debt of gratitude is addressed to all of her beloved at
Bappeda Class, for their close friendship and encouragement in finishing this
thesis.
Last but not least, she must confess that she has done her utmost to
accomplish this thesis but she realizes that it is still far from being perfect
Therefore, any constructive criticisms, suggestions, or comments will be highly
appreciated.
May God bless us!
Medan, July 2010
Leliana
Registration Number: 0821883310066
11
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT .........•.••.....•...•..•.............•.•.•.•.•..•..••••...•.•.............. i
ABSTRACT ................................................................................................... iii
TABLE OF CON ENTS...........•.........•..•........••.....•••••••••.............................. iv
CHAP'fER
INTRODUCTION •••.••••.•••,.................................................... I
1.2 Problems of the Study .................................................... ..
1.3 Objectives of the Study .................................................... 4
1.4 Scope of the Study ........................................................... 4
1.5 Significance of the Study ................................................. 5
REVIEW OF LITERATURE ............................................... 6
2.1 Classroom Interaction ....................................................... 6
-z
?
2.2 Patterns of Question in Classroom Interaction ............... 10
. A. Question Based on Personal Engagement ................. to
· B. Question Based on Structural.............................. .. .... 11
C. Question Based on Markedeness........ ... .. .. . .. ... ..... 2
2.2.1 Using Questions in English Classroom Interaction ...... 24
m
2.2.2
The Use of Questions in Classroom Interaction ..... 1
2.2.3
The Power of Questions in Classroom Interaction
2.2.4 The Reason of Using Questions in Classroom
Interaction .......................................... ................ ....... 33
Language and Gender .................................................... I 0
Social Context .............................................................. 43
2.5 Conceptual Framework ................................................. 44
iv
ill
RESEARCH MEmOD................................................ ....... 47
3.1 Research Design .............................................................. 47
3.2 Source of Data................................................................. 47
3.3 Technigue of COllecting the Data ................................... 48
3.4
3.5
FINDINGS AND DISCUSSIONS ...................................... 50
4.1 Description ofthe Data .................................................. 50
4.2 Findings ............................................................................ 67
4.4 The System of Network ................................................... 69
V
CONCLUSION AND SUGGESTIONS ............................... 71
5.1 Conclusions ..................................................................... 71
5.2 Suggestions ..................................................................... 711
REFERENCES .............................................................................................. 73
v
CHAPTER I
INTRODUCTION
1.1 Background of Study
Language plays an important and indispensable role in one's life. One
caimot fully understand others without knowing the language that is being used. It
means that one can only interact with others or expresses one's feelings by using a
language or by manipulating the words of the language other people know.
Edward (1985:6) adds that a language as a system implies regulari
and rules of
order and is used for communicative purposes by a group of people who
constitutes the speech or language communication. It is a common actor-that
when people communicate with one another they use a language and/er-1X)dy
language to express their feelings, ideas, opinions or suggestions. Thus, a
"language can be said to play a very important function in human's life.
Typically, in doing communication, speakers ask between
questions per day, however the quality and value of questions varies.
Tra~y
(2005:34) states that 300 until 400 questions per day are said by every people to
kho some information. Every question demands an answer as the res
se. That
is why questions inevitably generate communication.
as~t
Ta
n (,1290:35) writes that gender plays an important role in discussing
such as trouble talk, intimacy and emotion as a mechanism for getting
thing done, accomplishing instrument tasks, conveying information, and
maintaining status between female and male. Questions are expected to know the
way people speak and this is an easy and useful pattern for the speakers to acquire
1
2
some information. This is in line with Deborah and Janice (2004:12) who state
that the idea that female and male differ fundamentally in the way they use
question to communicate is to explain who they are, what they want to know, and
how to identify the topic of speaking.
activities, and drills in language teaching and learning. Richard ( 1985:93) remarks
that questions are used to provide models for transformation:; repetition and
manipulation exercise, to test comprehension, and to maintain an acceptable ratio
( 1988:220) describes
questions in the classroom are also helpful in seeking
iAformation such as a) asking opinions; b) enlisting reinforcement or.
su~
rt,
c) trying to get a response showing acceptance, forgiveness, love, attenti0n,
d) analyzing critically, etc.
However, as Donald (2003:15) observers, most
students find difficult to raise questions. As consequence, they are passive in the
class.
In using question, the students use different patterns of questions. ;:p
(1990:14) states that when a girl told a friend (girl) about her accident in last
from his friends. On the other Jiand, most of the girls use
Tag question in making interaction. These phenomena give explanation that boys
3
and girls have difference reason such as for the boys, using Wh-question make
him more satisfY to get information because it gives complete information and
accurately. While for the girls, using Tag question is very simple to make
interaction.
being, interaction with one another; by means of a language is
inevitable. Using question to malCe the interaction fruitful is very interesting
because it can express what the speaker wants to know. People always fail to
make good interaction if she or he cannot do communication well. It means that
interaction can be successfully done if there is a good communication Oetween the
speaker and the listener.
( 1972:88) divides questions into three patterns, namely: Yes-No Questions,
Attached (Tag questions) and Wh questions. Each of patterns is formed tiYifiake
communication easily for the speaker. The way in which the questioning appears
to play a central role in stabling patterns of verbal communication betwee female
and male are performed by several mode of questioning. Wilson (1993:$5) states
that there are three level guide of question which is adapted from Bloom's
Taxonomy.
They are personal engagement, structural, marked ess. Ttlese
questions are potential to perform 36 new questions based on speaker's attention.
4
study focuses to the patterns of questions used by the male and female learners in
English classroom interaction.
1.2 Problems of the Study
The problems of this study are formulated as the following.
1. What patterns of questions are used in English classroom interaction?
2. Are there any differences in patterns of questions used by male
learners?
3. What social context causes the differences?
1.3 Objectives of the Study
The objectives of the study are
I. to investigate the patterns of questions used in English classroom interacti ns.
to find out differences in patterns of questions used by male and female
learners?
3. to find out the social contexts causing the differences.
1.4
pe ofthe Study
This study is limited on the patterns of questions used in
this case, there are three level guide of question
hich is
are personal
engagement, structural, markedness. These questions are potential to perfonn 36
new questions based on speaker's attention.
5
1.5 Significance of the Study
A study on question is a very interesting and challenging one to be
conducted because it is one of the many aspects of the language being studied. It
is expected that fmdings of this study are useful for
1. English teachers,
Study will be as the iiifonnation to increase teaching-
learning processes through using question,
2. stiKients ofEnglish language in that the findings can be used as a reference to
rise questions in classroom interaction and
3. the English Department, the fmdings can encourage and motivate the lecturers
to increase their teaching through using questions to increase student's
classroom interaction.
-z
?
m
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
After analyzing the
ta, conclusions are drawn as the following.
(1) There are 36 patterns of questions used by the students in English classroom
interaction which comprise the three structure patterns sucfi as yes-no
question, tag questions, wh-questions, and their cross comomation with 6
aspe
of personal engagement and markedness. The personal engagement
includes interesting engaging, committing, interlising, interpreting,
evaluating. Markedness is distinguished into marked and unmarked.
(2) The significant differences in the choice of question made by male and female
learners. The differences are: a) female learners tend to use yes-no questions,
tag questions, personal engagement, and markedness, b) male learners tend to
use wh-questions.
(3) Social context causes
describe their attitude, good manner, and how to say sentence to get a purpose.
5.2 Suggestions
fmdings of the study, the following suggestions are
71
72
( l) It is advisable for the teacher to understand the role of gender in classroom
interaction as shown in the different patterns of questions used by male and
female learners.
(2) It is suggested for the future researcher to develop their knowledge of patterns
(3) It is suggested that based on the findings of the study, the sp,eaker would pay
attention to the social context to
English classroom interaction.
z
?
m
REFERENCES
Alexander, J. E. 1988. Understanding and Comprehending. New Jersey
Prentice-Hall.
Allwright, D and Bailey, K. 1991. Focus on the Language Classroom. New York
: Cambridge University.
·Berlitz. V. 2000. Getting Around. Diakses 5 July 200 I.
Brown,
e and Levinson, S. 1978. Unive.rsal in Language
Phenomena. Cambridge: Cambridge University.
Brown, D. 2001. Principle Language and Teaching. New York : Longman.
Cegale, D.J. 1981. An Elaboration of the Meaning of !nteractio
New York: Moughton.
Cronbach, K.l954. New Generalizations and Explanations in Langua. e
Gender Research. Pp. 185-203, In Language In Society, 28/2
Deborah, J and Janice, A. 2004. Using Question to Communicate. Singapore.
Birdman.
·Dillon, M. 1988. Question Strategy. San Francisco. Houghton.
Fasold, B. 1990. Women in Speech their Speech Communication.
Longman
Erank, M. 1972. Modern English : A Practical Reference Guide. New York" :
Prentice-Hall.
F 1er J. 2002. The Process of Question. London: Longman.
m
Heaton, H. 1982 .. Model of Question. New Jersey: Prentice hall.
of Sociolinguistics. Philadelphia: University of
Holmes, J. 1992. An ntrodUction to Sociolinguistics. London : Longman.
Lakoff. R.T. 1973. Language and Woman's Place. New York: Harper and Row.
73
74
Lewis; M. 2002. Making Question. London: Longman.
Long, Greene, H. and Frank, V. 1976. Interaction. London: Longman.
Mackay, S and Horberger, N. 1996. Sociolinguistics and Language Learning.
Cambridge: Cambridge University,
Nelsen, F. 1997. Questions Strategies. London: Longman.
Pieter.1992. How to Answer English Question. London: Longman.
Richard, Jack et.al.1985. Dictionary
linguistics. London: Longman.
Robinson, M. 1991. Good Question/id.com/2001. Accessed 5 July 2001.
Sibarani, B. 2004. Qualitative Research in Linguistics and Language Teaching.
Medan : Graduate Program State University of Medan ( unpublished).
Slack, F. 2002. http/www/adlit/questioning/during.htm-36k.Diakses
2007.
Sudman, C and Bradburn, M. 1982. How to do Questions. New York: Mougbro
Tannen, D. 1990. You Just Don't Understand:
Conversation. New York: William Morrow.
Women's and Men in
Trudgill, P. 1983. Sex, Covert Prestige and Linguistics Change in the Urban.
London: Longman.
Tracy, H. 2005. How to Make Question. Accessed on 21 July 2007.
Wardhaugh, C. 1986. Women In Their Speech Communities. London: Longman.
Weatherall, A. 2002. Gender, language, Discourse. New York: Routledge.
West, C and Zi merman, D. 1987. Doing Gender: Gender and Society. 125-151
in Journal of Pragmatics.
. 'Askirzg Question in the C/assroomJCo.uK.. Accessed 4 May
Leliana. Patterns of Questions in English Classroom Interaction. A Thesis.
English Applied Linguistics Study Program. Postgraduate School. State
University of Medan. 2010.
The main objective of this research was to investigate the patterns of
questions used in English classroom interactions and to find out differences in
' patterns of questions used by male and female learners. The method of the study
was descriptive method with qualitative approach. The source of data was taken
from the 2009/201 0 students of Grade eleven of the State Senior High School 3
Medan. The sample was taken from 6 classrooms interaction. The data were
collected in 3 ways. They are recording 6 classroom interaction, transcribing the
utterances in classroom interaction, and identifying all students' questions. The
data were analysed to describe patterns of question in male and female learners,
finding some differences of using question between male and female learners, and
describing the causes of the differences by giving explanation. The fmdings of the
study indicate that; a) there are 36 patterns of questions used by the students in
English classroom interaction which comprise the three structure patterns such as
yes-no question, tag questions, wh-questions, and their cross combination with 6
aspects of personal engagement and markedness. The personal engagement
includes interesting engaging, committing, interlising, interpreting, and
evaluating. Markedness is distinguished into marked and unmarked. b) the
significant differences iit the choice of question used by male and female learners.
The differences are: a). female learners tend to use yes-no questions, tag
questions, personal engagement, and markedness, b) male learners tend to use whquestions. c) the differences in using patterns of question between male and
female learners are caused by social context because; a) male learners tends to get
things done and to accomplish objects; b) female learners tend to connect and
enhance relationship.
iii
A THESIS
PATTERNS OF QUESTIONS
IN ENGLISH CLASSROOM INTERACTION
LELIANA
Registration Number . 082188310066
This Thesis was examined on June 24tl\ 2010 by the Board of Examines
Approval by
Adviser Commissions
Approval of Board of Examiner
Thesis Examiners of Magister Humaoiora
Dr. Sri Minda Murni, M.S
NIP. 19630525 198803 2 016
Prof. Amrin Saragih, M.A, Ph.D
NIP.19550113 1982031 002
Prof. Dr. Busmin Gurning, M.Pd
NIP. 19590713 1986011 001
Prof. Dr. Lince Sihombing, M.Pd
Nlr.t9610425 198601 2 001
Dr. Didik Saotoso, M.Pd
NIP. 19660616 1994 3 1 006
ACKNOWLEDGEMENTS
Thanks to Allah SWT the Almighty and Most Beneficial for without His
Guidance and Mercy, this thesis would not have been completed. In the process of
finishing this piece of academic writing, the writer has been given much support
and valuable knowledge from many people whose names can not be mentioned
one 6yone.
First, tbe writer would like to express her
DR. Sri Minda Murni, M.S, her First Adviser and Prof. Am rio Sar-agih, P.hD.,
her Second Adviser, for their valuable advice, guidance, constructive comments
and precious time spent on supervising and commenting the process o
until it comes to its present form.
Second, his special gratitude goes to Prof. Dr. Busmin Gurning, M.l!_d.,
and Prof. Dr. Lince Sihombing, M.Pd., as the Head and Secretary of Enghsh
Applied Linguistics Study Program and all lecturers, for the valuable knowledge
and instruction they have imparted to him during the years studying
Third, the writer wishes to express his gratitude to the Boards of
examiners, Prof. Busmin Gurning, M.Pd, Prof. Dr. Lince Sihomb·ng, M.Pd,
and Dr. Didik Santoso, M.Pd., who have given her so e advices when she
p
some useful books and other sources that are needed in writing this thesis.
A very special debt of gratitude is directed to her beloved parents, Zainal
Abidin and Mariana, together with her beloved husband, Masrum, and her
children, Fitri Julianingsih, Hikma Widayu, Mas Bagus, Talita Samantha,
Tika Wulandari, Mas Guru, and Malischa Salsabila, for their full love,
support, care, and prayers.
Then, a special thanks is addressed to Headmaster o
High Scfiool 3 Medan, Drs. Sablan Daulay, M.Pd and all the teac ers of that
school who give the spirit for the writer.
inally, a special debt of gratitude is addressed to all of he
Last but not least, she must confess that she has done her utmost to
accomplish this thesis but she realizes that it is still far from being perfect.
Therefore, any constructive criticisms, suggestions, or comments will be highly
appreciated.
May God bless us!
Medan, July 2010
Leliana
Registration Number: 0821883310066
ii
A very special debt of gratitude is directed to her beloved parents, Zainal
Abidin and Mariana, together with her beloved husband, Masrum, and her
children, Fitri Julianingsih, llikma Widayu, Mas Bagus, Talita Samantha,
Tika Wulandari, Mas Guru, and Malischa Salsabila, for their full love,
Then, a special thanks is addressed to Headmaster o
High School 3 Medan. Drs. Sablan Daulay,
M.~d
and all the teacliers of that
school who give the spirit for the writer.
Finally, a special debt of gratitude is addressed to all of her beloved at
Bappeda Class, for their close friendship and encouragement in finishing this
thesis.
Last but not least, she must confess that she has done her utmost to
accomplish this thesis but she realizes that it is still far from being perfect
Therefore, any constructive criticisms, suggestions, or comments will be highly
appreciated.
May God bless us!
Medan, July 2010
Leliana
Registration Number: 0821883310066
11
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT .........•.••.....•...•..•.............•.•.•.•.•..•..••••...•.•.............. i
ABSTRACT ................................................................................................... iii
TABLE OF CON ENTS...........•.........•..•........••.....•••••••••.............................. iv
CHAP'fER
INTRODUCTION •••.••••.•••,.................................................... I
1.2 Problems of the Study .................................................... ..
1.3 Objectives of the Study .................................................... 4
1.4 Scope of the Study ........................................................... 4
1.5 Significance of the Study ................................................. 5
REVIEW OF LITERATURE ............................................... 6
2.1 Classroom Interaction ....................................................... 6
-z
?
2.2 Patterns of Question in Classroom Interaction ............... 10
. A. Question Based on Personal Engagement ................. to
· B. Question Based on Structural.............................. .. .... 11
C. Question Based on Markedeness........ ... .. .. . .. ... ..... 2
2.2.1 Using Questions in English Classroom Interaction ...... 24
m
2.2.2
The Use of Questions in Classroom Interaction ..... 1
2.2.3
The Power of Questions in Classroom Interaction
2.2.4 The Reason of Using Questions in Classroom
Interaction .......................................... ................ ....... 33
Language and Gender .................................................... I 0
Social Context .............................................................. 43
2.5 Conceptual Framework ................................................. 44
iv
ill
RESEARCH MEmOD................................................ ....... 47
3.1 Research Design .............................................................. 47
3.2 Source of Data................................................................. 47
3.3 Technigue of COllecting the Data ................................... 48
3.4
3.5
FINDINGS AND DISCUSSIONS ...................................... 50
4.1 Description ofthe Data .................................................. 50
4.2 Findings ............................................................................ 67
4.4 The System of Network ................................................... 69
V
CONCLUSION AND SUGGESTIONS ............................... 71
5.1 Conclusions ..................................................................... 71
5.2 Suggestions ..................................................................... 711
REFERENCES .............................................................................................. 73
v
CHAPTER I
INTRODUCTION
1.1 Background of Study
Language plays an important and indispensable role in one's life. One
caimot fully understand others without knowing the language that is being used. It
means that one can only interact with others or expresses one's feelings by using a
language or by manipulating the words of the language other people know.
Edward (1985:6) adds that a language as a system implies regulari
and rules of
order and is used for communicative purposes by a group of people who
constitutes the speech or language communication. It is a common actor-that
when people communicate with one another they use a language and/er-1X)dy
language to express their feelings, ideas, opinions or suggestions. Thus, a
"language can be said to play a very important function in human's life.
Typically, in doing communication, speakers ask between
questions per day, however the quality and value of questions varies.
Tra~y
(2005:34) states that 300 until 400 questions per day are said by every people to
kho some information. Every question demands an answer as the res
se. That
is why questions inevitably generate communication.
as~t
Ta
n (,1290:35) writes that gender plays an important role in discussing
such as trouble talk, intimacy and emotion as a mechanism for getting
thing done, accomplishing instrument tasks, conveying information, and
maintaining status between female and male. Questions are expected to know the
way people speak and this is an easy and useful pattern for the speakers to acquire
1
2
some information. This is in line with Deborah and Janice (2004:12) who state
that the idea that female and male differ fundamentally in the way they use
question to communicate is to explain who they are, what they want to know, and
how to identify the topic of speaking.
activities, and drills in language teaching and learning. Richard ( 1985:93) remarks
that questions are used to provide models for transformation:; repetition and
manipulation exercise, to test comprehension, and to maintain an acceptable ratio
( 1988:220) describes
questions in the classroom are also helpful in seeking
iAformation such as a) asking opinions; b) enlisting reinforcement or.
su~
rt,
c) trying to get a response showing acceptance, forgiveness, love, attenti0n,
d) analyzing critically, etc.
However, as Donald (2003:15) observers, most
students find difficult to raise questions. As consequence, they are passive in the
class.
In using question, the students use different patterns of questions. ;:p
(1990:14) states that when a girl told a friend (girl) about her accident in last
from his friends. On the other Jiand, most of the girls use
Tag question in making interaction. These phenomena give explanation that boys
3
and girls have difference reason such as for the boys, using Wh-question make
him more satisfY to get information because it gives complete information and
accurately. While for the girls, using Tag question is very simple to make
interaction.
being, interaction with one another; by means of a language is
inevitable. Using question to malCe the interaction fruitful is very interesting
because it can express what the speaker wants to know. People always fail to
make good interaction if she or he cannot do communication well. It means that
interaction can be successfully done if there is a good communication Oetween the
speaker and the listener.
( 1972:88) divides questions into three patterns, namely: Yes-No Questions,
Attached (Tag questions) and Wh questions. Each of patterns is formed tiYifiake
communication easily for the speaker. The way in which the questioning appears
to play a central role in stabling patterns of verbal communication betwee female
and male are performed by several mode of questioning. Wilson (1993:$5) states
that there are three level guide of question which is adapted from Bloom's
Taxonomy.
They are personal engagement, structural, marked ess. Ttlese
questions are potential to perform 36 new questions based on speaker's attention.
4
study focuses to the patterns of questions used by the male and female learners in
English classroom interaction.
1.2 Problems of the Study
The problems of this study are formulated as the following.
1. What patterns of questions are used in English classroom interaction?
2. Are there any differences in patterns of questions used by male
learners?
3. What social context causes the differences?
1.3 Objectives of the Study
The objectives of the study are
I. to investigate the patterns of questions used in English classroom interacti ns.
to find out differences in patterns of questions used by male and female
learners?
3. to find out the social contexts causing the differences.
1.4
pe ofthe Study
This study is limited on the patterns of questions used in
this case, there are three level guide of question
hich is
are personal
engagement, structural, markedness. These questions are potential to perfonn 36
new questions based on speaker's attention.
5
1.5 Significance of the Study
A study on question is a very interesting and challenging one to be
conducted because it is one of the many aspects of the language being studied. It
is expected that fmdings of this study are useful for
1. English teachers,
Study will be as the iiifonnation to increase teaching-
learning processes through using question,
2. stiKients ofEnglish language in that the findings can be used as a reference to
rise questions in classroom interaction and
3. the English Department, the fmdings can encourage and motivate the lecturers
to increase their teaching through using questions to increase student's
classroom interaction.
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CHAPTERV
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
After analyzing the
ta, conclusions are drawn as the following.
(1) There are 36 patterns of questions used by the students in English classroom
interaction which comprise the three structure patterns sucfi as yes-no
question, tag questions, wh-questions, and their cross comomation with 6
aspe
of personal engagement and markedness. The personal engagement
includes interesting engaging, committing, interlising, interpreting,
evaluating. Markedness is distinguished into marked and unmarked.
(2) The significant differences in the choice of question made by male and female
learners. The differences are: a) female learners tend to use yes-no questions,
tag questions, personal engagement, and markedness, b) male learners tend to
use wh-questions.
(3) Social context causes
describe their attitude, good manner, and how to say sentence to get a purpose.
5.2 Suggestions
fmdings of the study, the following suggestions are
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72
( l) It is advisable for the teacher to understand the role of gender in classroom
interaction as shown in the different patterns of questions used by male and
female learners.
(2) It is suggested for the future researcher to develop their knowledge of patterns
(3) It is suggested that based on the findings of the study, the sp,eaker would pay
attention to the social context to
English classroom interaction.
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