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THE TEACHERS’ QUESTIONING TYPES
IN ENGLISH CLASSROOM ACTIVITY OF SMA N 3 PATI
IN ACADEMIC YEAR 2015/2016
By
AJENG FITRIA RAHMASARI
NIM 201232057
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2016
ii
THE TEACHERS’ QUESTIONING TYPES
IN ENGLISH CLASSROOM ACTIVITY OF SMA N 3 PATI
IN ACADEMIC YEAR 2015/2016
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing
the Sarjana Program in the Department of English Education
By
AJENG FITRIA RAHMASARI
NIM 201232057
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2016
iii
MOTTO AND DEDICATION
Motto
-
Failed in struggle does not mean a decline.
-
Never give up.
-
Do your best every moment.
Dedication
This skripsi is dedicated to:
- Her beloved parents
- Her brother
- Her family
- Her friends
iv
v
vi
ACKNOWLEDGEMENT
First of all, the writer would like to thank to Allah SWT who has given a
chance, guidance, mercy, blessing, so she can finish the research entitled “The
Teachers’ Questioning Types in English Classroom Activity of SMA N 3 Pati in
Academic Year 2015/2016.”
In this occasion, the writer would like to express her sincere gratitude to:
1. Dr. Slamet Utomo, M.Pd. as the Dean of the Teacher Training and Education
Faculty.
2. Diah Kurniati, S.Pd., M.Pd. as the Head of English Education Department of
Teacher Training and Education Faculty of Muria Kudus University.
3. Drs. Muh Syafei, M.Pd. as the first advisor, for all his invaluable time and
patience in guiding her during the process of writing.
4. Agung Dwi Nurcahyo, S.S., M.Pd. as the second advisor, for all his
invaluable time and patience in guiding her during the process of writing.
5. All the English Department lecturers who have given much knowledge and
have been teaching and guiding her patiently since the first year of the study
at Muria Kudus University in 2012.
6. The headmaster of SMA N 3 Pati who has given permission to her to do the
research.
7. The teachers of SMA N 3 Pati who guide and help her.
8. Her mother, father, and family who have given spirit, pray and support.
9. Her friends, Edi, Timun, Dita, Icha, Nia, and Elysa who help and guide her
during the process of writing skripsi.
vii
10. She would also like to express her gratitude to all friends and all people who
always give supports in finishing this skripsi.
She realizes that there are still some lacking in her research because of
limitation knowledge and ability. However, she hopes that this research will be
useful for the researcher herself, the students, the teachers, and the readers.
Kudus, 16th May 2016
The writer,
Ajeng Fitria Rahmasari
viii
ABSTRAK
Rahmasari, Ajeng Fitria. 2016. Tipe-Tipe Pertanyaan Guru dalam Aktivitas Kelas
Bahasa Inggris di SMA N 3 Pati tahun ajaran 2015/2016 . Skripsi.
Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu
Pendidikan, Universitas Muria Kudus. Pembimbing: (1) Drs. Muh
Syafei, M.Pd., (2) Agung Dwi Nurcahyo, S.S, M.Pd.
Key words: Pertanyaan Guru, Tipe Pertanyaan, Fungsi Pertanyaan
Pertanyaan berfungsi sebagai cara guru untuk mengontrol interaksi di
dalam kelas. Pertanyaan guru yang efektif diyakini dapat memusatkan perhatian
siswa untuk memahami materi pelajaran, membangun rasa ingin tahu, mendorong
imaginasi, dan mendorong mereka untuk mencari pengetahuan baru. Tetapi,
pertanyaan yang efektif tidak selalu terjadi. Jadi, sebagai seorang guru, pertanyaan
penting untuk mengelola kelas dan membuat siswa lebih aktif di dalam kelas.
Dalam mengajar, guru mungkin menerapkan pertanyaan-pertanyaan yang berbeda
dan itu tergantung pada situasi di dalam kelas dan guru itu sendiri.
Tujuan dari penelitian ini adalah: (i) untuk menemukan tipe-tipe
pertanyaan yang digunakan oleh guru SMA N 3 Pati tahun ajaran 2015/2016
selama proses belajar mengajar (ii) untuk menemukan fungsi-fungsi pertanyaan
yang digunakan oleh guru SMA N 3 Pati tahun ajaran 2015/2016 selama proses
belajar mengajar.
Penelitian ini adalah sebuah penelitian deskriptif kualitatif. Data dari
penelitian ini adalah pertanyaan-pertanyaan yang digunakan oleh guru bahasa
Inggris dan sumber data berupa percakapan tiga guru. Penulis mengamati dan
merekam tiga guru ketika mereka mengajar di dalam kelas dan membuat
transkripnya. Itu dilakukan dalam dua sesi di setiap kelas yang mana durasi setiap
sesinya adalah 90 menit. Untuk menganalisis data, penulis mengidentifikasi
pertanyaan guru, mengklasifikasi, menganalisis, dan membuat kesimpulan.
Hasil dari penelitian ini menunjukkan bahwa tipe pertanyaan yang
digunakan oleh tiga guru SMA N 3 Pati tahun ajaran 2015/2016 adalah dominan
pada tipe pertanyaan procedural dengan jumlah 283 pertanyaan. Ini berarti bahwa
guru fokus pada pengelolaan kelas, sehingga mereka bisa mengontrol siswa
mereka. Hasil penelitian dari fungsi pertanyaan menunjukkan bahwa tiga guru
bahasa Inggris SMA N 3 Pati tahun ajaran 2015/2016 cenderung menggunakan
strategi yang sama dalam pertanyaan meskipun pada tingkatan, kelas, dan sesi
yang berbeda. Pertanyaan sebagai fungsi instructional menjadi yang paling
menonjol dengan jumlah 296 pertanyaan. Itu berarti bahwa guru bisa menuntun
siswa untuk memahami materi baru lebih baik dan lebih mendalam.
Pada akhir penelitian ini, penulis menyarankan bahwa guru bisa
menggunakan pertanyaan yang bervariasi yang mana tidak hanya fokus pada
pengelolaan kelas, tetapi juga fokus dalam mendorong siswa untuk berfikir,
sehingga akan menjadi seimbang.
ix
ABSTRACT
Rahmasari, Ajeng Fitria. 2016. The Teachers’ Questioning Types in English
Classroom Activity of SMA N 3 Pati in Academic Year 2015/2016 .
Skripsi. English Education Department, Teacher Training and Education
Faculty, Muria Kudus University. Advisor: (1) Drs. Muh Syafei, M.Pd.,
(2) Agung Dwi Nurcahyo, S.S., M.Pd.
Key words: Teachers’ Questions, Type of Questions, Function of questions
Questions serve as the way of the teachers for controlling the classroom
interaction. Effective teachers’ questioning is believed to focus students' attention
to understand lesson content, arouse their curiosity, stimulate their imagination,
and motivate them to seek out new knowledge. But, effective questioning does not
always happen. So, as a teacher, it is important to manage the class and make
students be more active in the class. In teaching, the teachers may implement
different questions and it depends on the situation and teachers themselves.
The objective of this research: (i) to find out kinds of questioning types
used by the teachers of SMA N 3 Pati in academic year 2015/2016 during
teaching and learning process (ii) to find out the questioning functions used by the
teachers of SMA N 3 Pati in academic year 2015/2016 during teaching and
learning process.
This is a descriptive qualitative research. The data of this research is
teachers’ questions used by the English teachers. The data source is three
teachers’ talks. The writer did observation and video recording three teachers
when they taught in the classroom and transcribed it. It is conducted in 2 sessions
in each class which each session is 90 minutes. To analyze the data, she identifies
the teachers’ questions, classifies, analyzes, and makes the conclusion.
The result of this research shows that type of questions used by three
English teachers of SMA N 3 Pati in academic year 2015/2016 are dominant in
procedural question with the total of frequency is 283 questions. It means that the
teachers focus on managing the class, so they can control their students. The result
of question functions shows that three English teachers of SMA N 3 Pati in
academic year 2015/2016 use the same strategy in questioning although in
different levels, classes, and sessions. Questions as instructional function are the
dominant one with the total of frequency is 296 questions. It means that the
teachers can guide the students to understand the new materials better and more
deeply.
At the end of this research, the writer suggests that teachers can use variety
of questions which are not only focus on managing the class, but also focus on
motivating the students to think, so it will be balance.
x
TABLE OF CONTENTS
COVER ....................................................................................................... i
LOGO .......................................................................................................... ii
TITLE ......................................................................................................... iii
MOTTO AND DEDICATION ................................................................... iv
ADVISORS’ APPROVAL .......................................................................... v
EXAMINERS’ APPROVAL ...................................................................... vi
ACKNOWLEDGEMENT .......................................................................... vii
ABSTRAK ................................................................................................... ix
ABSTRACT .................................................................................................. x
TABLE OF CONTENTS ............................................................................ xi
LIST OF TABLES ...................................................................................... xiii
LIST OF FIGURES .................................................................................... xiv
LIST OF APPENDICES ............................................................................. xv
CHAPTER I INTRODUCTION
1.1
Background of the Research ..............................................................
1.2
Statement of the Research ..................................................................
1.3
Objective of the Research ..................................................................
1.4
Significance of the Research ..............................................................
1.5
Scope of the Research .........................................................................
1.6
Operational Definition ........................................................................
1
4
5
5
6
6
CHAPTER II REVIEW TO RELATED LITERATURE
2.1
Teaching English in SMA N 3 Pati .................................................... 8
2.2
Communication Strategy .................................................................. 10
2.3
Scaffolding Talks .............................................................................. 11
2.3.1 Teachers’ Role ................................................................................... 12
2.3.2 Teachers’ Talk ................................................................................... 12
2.3.3 Students’ Talk ................................................................................... 13
2.4
Classroom English............................................................................. 14
2.5
Classroom Interaction ....................................................................... 15
2.6
Students’ Responses ......................................................................... 15
2.7
Teachers’ Questions .......................................................................... 16
2.8
Characteristic of Effective Questions ................................................ 18
2.9
Type of Teachers’ Questions............................................................. 19
2.10 Function of Teachers’ Questions....................................................... 21
2.11 Review of Previous Research ........................................................... 23
2.12 Theoretical Framework ..................................................................... 25
xi
CHAPTER III METHOD OF THE RESEARCH
3.1
Design of the Research ....................................................................... 27
3.2
Data and Data Source ......................................................................... 27
3.3
Data Collection ................................................................................... 28
3.4
Data Analysis ..................................................................................... 30
CHAPTER IV FINDING OF THE RESEARCH
4.1
Research Finding ................................................................................ 34
CHAPTER V DISCUSSION
5.1
Type of Teachers’ Questions Used by the English Teachers ............. 71
5.2
Function of Teachers’ Questions Used by the English Teachers ....... 79
CHAPTER VI CONCLUSION AND SUGGESTION
6.1
Conclusion ......................................................................................... 84
6.2
Suggestion .......................................................................................... 85
REFERENCES ............................................................................................ 86
APPENDICES ............................................................................................. 89
xii
LIST OF TABLES
Tables
Page
3.1 Observation Protocol ................................................................................ 29
3.2 Classifying Type and Function of Questions for Each Teacher .............. 32
3.3 Classification of Type and Function of questions used by
Three Teachers ........................................................................................... 33
4.1 Result of Type and Function of Questions Analysis Used by
the English Teacher (T1) when Teaching at X MIA 4 in Session 1 ......... 35
4.2 Result of Type and Function of Questions Analysis Used by
the English Teacher (T1) when Teaching at X MIA 4 in Session 2 ......... 39
4.3 Result of Type and Function of Questions Analysis Used by
the English Teacher (T2) when Teaching at XI MIA 5 in Session 1 ........ 48
4.4 Result of Type and Function of Questions Analysis Used by
the English Teacher (T2) when Teaching at XI MIA 5 in Session 2 ........ 53
4.5 Result of Type and Function of Questions Analysis Used by
the English Teacher (T3) when Teaching at XII MIA 1 in Session 1 ....... 56
4.6 Result of Type and Function of Questions Analysis Used by
the English Teacher (T3) when Teaching at XII MIA 1 in Session 2 ....... 64
4.7 Classification of Type and Function of Questions Used by
Three Teachers .......................................................................................... 70
5.1 The Result Frequency of Questioning Types Used by
Three English Teachers at Three Classes .................................................. 72
5.2 The Result Frequency of Questioning Functions Used by
Three English Teachers at Three Classes .................................................. 79
xiii
LIST OF FIGURES
Figure
Page
3.1 Components of Data Analysis: Interactive Model ................................... 30
xiv
LIST OF APPENDICES
Appendix
Page
Appendix 1 Observation Protocol T1 ............................................................ 89
Appendix 2 Observation Protocol T1 ........................................................... 92
Appendix 3 Observation Protocol T2 ............................................................98
Appendix 4 Observation Protocol T2 ......................................................... 101
Appendix 5 Observation Protocol T3 .......................................................... 103
Appendix 6 Observation Protocol T3 ......................................................... 109
Appendix 7 Transcript 1............................................................................... 113
Appendix 8 Transcript 2 .............................................................................. 119
Appendix 9 Transcript 3 .............................................................................. 129
Appendix 10 Transcript 4 ............................................................................ 136
Appendix 11 Transcript 5 ............................................................................ 140
Appendix 12 Transcript 6 ............................................................................ 150
Appendix 13 Statement ............................................................................... 158
Appendix 14 Keterangan Selesai Bimbingan .............................................. 159
Appendix 15 Permohonan Ujian Skripsi ..................................................... 160
Appendix 16 Surat Keputusan Judul Skripsi ............................................... 161
Appendix 17 Surat Ijin Penelitian ................................................................ 162
Appendix 18 Surat Rekomendasi ................................................................. 163
Appendix 19 Surat Keterangan Penelitian ................................................... 164
Appendix 20 Kartu Bimbingan .................................................................... 165
Appendix 21 Curriculum Vitae .................................................................... 167
xv
IN ENGLISH CLASSROOM ACTIVITY OF SMA N 3 PATI
IN ACADEMIC YEAR 2015/2016
By
AJENG FITRIA RAHMASARI
NIM 201232057
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2016
ii
THE TEACHERS’ QUESTIONING TYPES
IN ENGLISH CLASSROOM ACTIVITY OF SMA N 3 PATI
IN ACADEMIC YEAR 2015/2016
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing
the Sarjana Program in the Department of English Education
By
AJENG FITRIA RAHMASARI
NIM 201232057
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2016
iii
MOTTO AND DEDICATION
Motto
-
Failed in struggle does not mean a decline.
-
Never give up.
-
Do your best every moment.
Dedication
This skripsi is dedicated to:
- Her beloved parents
- Her brother
- Her family
- Her friends
iv
v
vi
ACKNOWLEDGEMENT
First of all, the writer would like to thank to Allah SWT who has given a
chance, guidance, mercy, blessing, so she can finish the research entitled “The
Teachers’ Questioning Types in English Classroom Activity of SMA N 3 Pati in
Academic Year 2015/2016.”
In this occasion, the writer would like to express her sincere gratitude to:
1. Dr. Slamet Utomo, M.Pd. as the Dean of the Teacher Training and Education
Faculty.
2. Diah Kurniati, S.Pd., M.Pd. as the Head of English Education Department of
Teacher Training and Education Faculty of Muria Kudus University.
3. Drs. Muh Syafei, M.Pd. as the first advisor, for all his invaluable time and
patience in guiding her during the process of writing.
4. Agung Dwi Nurcahyo, S.S., M.Pd. as the second advisor, for all his
invaluable time and patience in guiding her during the process of writing.
5. All the English Department lecturers who have given much knowledge and
have been teaching and guiding her patiently since the first year of the study
at Muria Kudus University in 2012.
6. The headmaster of SMA N 3 Pati who has given permission to her to do the
research.
7. The teachers of SMA N 3 Pati who guide and help her.
8. Her mother, father, and family who have given spirit, pray and support.
9. Her friends, Edi, Timun, Dita, Icha, Nia, and Elysa who help and guide her
during the process of writing skripsi.
vii
10. She would also like to express her gratitude to all friends and all people who
always give supports in finishing this skripsi.
She realizes that there are still some lacking in her research because of
limitation knowledge and ability. However, she hopes that this research will be
useful for the researcher herself, the students, the teachers, and the readers.
Kudus, 16th May 2016
The writer,
Ajeng Fitria Rahmasari
viii
ABSTRAK
Rahmasari, Ajeng Fitria. 2016. Tipe-Tipe Pertanyaan Guru dalam Aktivitas Kelas
Bahasa Inggris di SMA N 3 Pati tahun ajaran 2015/2016 . Skripsi.
Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu
Pendidikan, Universitas Muria Kudus. Pembimbing: (1) Drs. Muh
Syafei, M.Pd., (2) Agung Dwi Nurcahyo, S.S, M.Pd.
Key words: Pertanyaan Guru, Tipe Pertanyaan, Fungsi Pertanyaan
Pertanyaan berfungsi sebagai cara guru untuk mengontrol interaksi di
dalam kelas. Pertanyaan guru yang efektif diyakini dapat memusatkan perhatian
siswa untuk memahami materi pelajaran, membangun rasa ingin tahu, mendorong
imaginasi, dan mendorong mereka untuk mencari pengetahuan baru. Tetapi,
pertanyaan yang efektif tidak selalu terjadi. Jadi, sebagai seorang guru, pertanyaan
penting untuk mengelola kelas dan membuat siswa lebih aktif di dalam kelas.
Dalam mengajar, guru mungkin menerapkan pertanyaan-pertanyaan yang berbeda
dan itu tergantung pada situasi di dalam kelas dan guru itu sendiri.
Tujuan dari penelitian ini adalah: (i) untuk menemukan tipe-tipe
pertanyaan yang digunakan oleh guru SMA N 3 Pati tahun ajaran 2015/2016
selama proses belajar mengajar (ii) untuk menemukan fungsi-fungsi pertanyaan
yang digunakan oleh guru SMA N 3 Pati tahun ajaran 2015/2016 selama proses
belajar mengajar.
Penelitian ini adalah sebuah penelitian deskriptif kualitatif. Data dari
penelitian ini adalah pertanyaan-pertanyaan yang digunakan oleh guru bahasa
Inggris dan sumber data berupa percakapan tiga guru. Penulis mengamati dan
merekam tiga guru ketika mereka mengajar di dalam kelas dan membuat
transkripnya. Itu dilakukan dalam dua sesi di setiap kelas yang mana durasi setiap
sesinya adalah 90 menit. Untuk menganalisis data, penulis mengidentifikasi
pertanyaan guru, mengklasifikasi, menganalisis, dan membuat kesimpulan.
Hasil dari penelitian ini menunjukkan bahwa tipe pertanyaan yang
digunakan oleh tiga guru SMA N 3 Pati tahun ajaran 2015/2016 adalah dominan
pada tipe pertanyaan procedural dengan jumlah 283 pertanyaan. Ini berarti bahwa
guru fokus pada pengelolaan kelas, sehingga mereka bisa mengontrol siswa
mereka. Hasil penelitian dari fungsi pertanyaan menunjukkan bahwa tiga guru
bahasa Inggris SMA N 3 Pati tahun ajaran 2015/2016 cenderung menggunakan
strategi yang sama dalam pertanyaan meskipun pada tingkatan, kelas, dan sesi
yang berbeda. Pertanyaan sebagai fungsi instructional menjadi yang paling
menonjol dengan jumlah 296 pertanyaan. Itu berarti bahwa guru bisa menuntun
siswa untuk memahami materi baru lebih baik dan lebih mendalam.
Pada akhir penelitian ini, penulis menyarankan bahwa guru bisa
menggunakan pertanyaan yang bervariasi yang mana tidak hanya fokus pada
pengelolaan kelas, tetapi juga fokus dalam mendorong siswa untuk berfikir,
sehingga akan menjadi seimbang.
ix
ABSTRACT
Rahmasari, Ajeng Fitria. 2016. The Teachers’ Questioning Types in English
Classroom Activity of SMA N 3 Pati in Academic Year 2015/2016 .
Skripsi. English Education Department, Teacher Training and Education
Faculty, Muria Kudus University. Advisor: (1) Drs. Muh Syafei, M.Pd.,
(2) Agung Dwi Nurcahyo, S.S., M.Pd.
Key words: Teachers’ Questions, Type of Questions, Function of questions
Questions serve as the way of the teachers for controlling the classroom
interaction. Effective teachers’ questioning is believed to focus students' attention
to understand lesson content, arouse their curiosity, stimulate their imagination,
and motivate them to seek out new knowledge. But, effective questioning does not
always happen. So, as a teacher, it is important to manage the class and make
students be more active in the class. In teaching, the teachers may implement
different questions and it depends on the situation and teachers themselves.
The objective of this research: (i) to find out kinds of questioning types
used by the teachers of SMA N 3 Pati in academic year 2015/2016 during
teaching and learning process (ii) to find out the questioning functions used by the
teachers of SMA N 3 Pati in academic year 2015/2016 during teaching and
learning process.
This is a descriptive qualitative research. The data of this research is
teachers’ questions used by the English teachers. The data source is three
teachers’ talks. The writer did observation and video recording three teachers
when they taught in the classroom and transcribed it. It is conducted in 2 sessions
in each class which each session is 90 minutes. To analyze the data, she identifies
the teachers’ questions, classifies, analyzes, and makes the conclusion.
The result of this research shows that type of questions used by three
English teachers of SMA N 3 Pati in academic year 2015/2016 are dominant in
procedural question with the total of frequency is 283 questions. It means that the
teachers focus on managing the class, so they can control their students. The result
of question functions shows that three English teachers of SMA N 3 Pati in
academic year 2015/2016 use the same strategy in questioning although in
different levels, classes, and sessions. Questions as instructional function are the
dominant one with the total of frequency is 296 questions. It means that the
teachers can guide the students to understand the new materials better and more
deeply.
At the end of this research, the writer suggests that teachers can use variety
of questions which are not only focus on managing the class, but also focus on
motivating the students to think, so it will be balance.
x
TABLE OF CONTENTS
COVER ....................................................................................................... i
LOGO .......................................................................................................... ii
TITLE ......................................................................................................... iii
MOTTO AND DEDICATION ................................................................... iv
ADVISORS’ APPROVAL .......................................................................... v
EXAMINERS’ APPROVAL ...................................................................... vi
ACKNOWLEDGEMENT .......................................................................... vii
ABSTRAK ................................................................................................... ix
ABSTRACT .................................................................................................. x
TABLE OF CONTENTS ............................................................................ xi
LIST OF TABLES ...................................................................................... xiii
LIST OF FIGURES .................................................................................... xiv
LIST OF APPENDICES ............................................................................. xv
CHAPTER I INTRODUCTION
1.1
Background of the Research ..............................................................
1.2
Statement of the Research ..................................................................
1.3
Objective of the Research ..................................................................
1.4
Significance of the Research ..............................................................
1.5
Scope of the Research .........................................................................
1.6
Operational Definition ........................................................................
1
4
5
5
6
6
CHAPTER II REVIEW TO RELATED LITERATURE
2.1
Teaching English in SMA N 3 Pati .................................................... 8
2.2
Communication Strategy .................................................................. 10
2.3
Scaffolding Talks .............................................................................. 11
2.3.1 Teachers’ Role ................................................................................... 12
2.3.2 Teachers’ Talk ................................................................................... 12
2.3.3 Students’ Talk ................................................................................... 13
2.4
Classroom English............................................................................. 14
2.5
Classroom Interaction ....................................................................... 15
2.6
Students’ Responses ......................................................................... 15
2.7
Teachers’ Questions .......................................................................... 16
2.8
Characteristic of Effective Questions ................................................ 18
2.9
Type of Teachers’ Questions............................................................. 19
2.10 Function of Teachers’ Questions....................................................... 21
2.11 Review of Previous Research ........................................................... 23
2.12 Theoretical Framework ..................................................................... 25
xi
CHAPTER III METHOD OF THE RESEARCH
3.1
Design of the Research ....................................................................... 27
3.2
Data and Data Source ......................................................................... 27
3.3
Data Collection ................................................................................... 28
3.4
Data Analysis ..................................................................................... 30
CHAPTER IV FINDING OF THE RESEARCH
4.1
Research Finding ................................................................................ 34
CHAPTER V DISCUSSION
5.1
Type of Teachers’ Questions Used by the English Teachers ............. 71
5.2
Function of Teachers’ Questions Used by the English Teachers ....... 79
CHAPTER VI CONCLUSION AND SUGGESTION
6.1
Conclusion ......................................................................................... 84
6.2
Suggestion .......................................................................................... 85
REFERENCES ............................................................................................ 86
APPENDICES ............................................................................................. 89
xii
LIST OF TABLES
Tables
Page
3.1 Observation Protocol ................................................................................ 29
3.2 Classifying Type and Function of Questions for Each Teacher .............. 32
3.3 Classification of Type and Function of questions used by
Three Teachers ........................................................................................... 33
4.1 Result of Type and Function of Questions Analysis Used by
the English Teacher (T1) when Teaching at X MIA 4 in Session 1 ......... 35
4.2 Result of Type and Function of Questions Analysis Used by
the English Teacher (T1) when Teaching at X MIA 4 in Session 2 ......... 39
4.3 Result of Type and Function of Questions Analysis Used by
the English Teacher (T2) when Teaching at XI MIA 5 in Session 1 ........ 48
4.4 Result of Type and Function of Questions Analysis Used by
the English Teacher (T2) when Teaching at XI MIA 5 in Session 2 ........ 53
4.5 Result of Type and Function of Questions Analysis Used by
the English Teacher (T3) when Teaching at XII MIA 1 in Session 1 ....... 56
4.6 Result of Type and Function of Questions Analysis Used by
the English Teacher (T3) when Teaching at XII MIA 1 in Session 2 ....... 64
4.7 Classification of Type and Function of Questions Used by
Three Teachers .......................................................................................... 70
5.1 The Result Frequency of Questioning Types Used by
Three English Teachers at Three Classes .................................................. 72
5.2 The Result Frequency of Questioning Functions Used by
Three English Teachers at Three Classes .................................................. 79
xiii
LIST OF FIGURES
Figure
Page
3.1 Components of Data Analysis: Interactive Model ................................... 30
xiv
LIST OF APPENDICES
Appendix
Page
Appendix 1 Observation Protocol T1 ............................................................ 89
Appendix 2 Observation Protocol T1 ........................................................... 92
Appendix 3 Observation Protocol T2 ............................................................98
Appendix 4 Observation Protocol T2 ......................................................... 101
Appendix 5 Observation Protocol T3 .......................................................... 103
Appendix 6 Observation Protocol T3 ......................................................... 109
Appendix 7 Transcript 1............................................................................... 113
Appendix 8 Transcript 2 .............................................................................. 119
Appendix 9 Transcript 3 .............................................................................. 129
Appendix 10 Transcript 4 ............................................................................ 136
Appendix 11 Transcript 5 ............................................................................ 140
Appendix 12 Transcript 6 ............................................................................ 150
Appendix 13 Statement ............................................................................... 158
Appendix 14 Keterangan Selesai Bimbingan .............................................. 159
Appendix 15 Permohonan Ujian Skripsi ..................................................... 160
Appendix 16 Surat Keputusan Judul Skripsi ............................................... 161
Appendix 17 Surat Ijin Penelitian ................................................................ 162
Appendix 18 Surat Rekomendasi ................................................................. 163
Appendix 19 Surat Keterangan Penelitian ................................................... 164
Appendix 20 Kartu Bimbingan .................................................................... 165
Appendix 21 Curriculum Vitae .................................................................... 167
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