T1 112011112 Full text
TEACHERS’ QUESTIONS IN ENGLISH LESSONS IN SMA NEGERI 1
SALATIGA
THESIS
Submitted in Partial Fulfillment
of the Requirement for the Degree of
Sarjana Pendidikan
Kusmiyani Desi Anisa
112011112
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2015
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any
course or accepted for the fulfillment of any degree or diploma in any university. To
the best my knowledge and my belief, this contains no material previously published
or written by any other person expect where due references is made in the text.
Copyright@2015. Kusmiyani Desi Anisa and Maria Christina Eko S. M. Hum
All right reserved. No part of this thesis may be produced by any means without
permission of at least one of the copyright owner or the English Language Education
Program, Faculty of Language and Literature, Satya Wacana Christian University,
Salatiga
Kusmiyani Desi Anisa :
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TEACHERS’ QUESTIONS IN ENGLISH LESSONS IN SMA
NEGERI 1 SALATIGA
Kusmiyani Desi Anisa
Abstract
Questions and answers are the most common ways of interactions in
classrooms‟ activities. By asking questions, teachers can build good
communications with the students, review the materials, assess the students‟
abilities and assist them to comprehend the lessons. Since questions frequently
produce by the teachers and have a significant role in learning, I am interested
to do a research in that field. The study is conducted to examine the types of
questions used in English lessons especially in Senior High School Negeri 1
Salatiga. The participants are four teachers, each of them was observed twice.
The data are collected using observations. The study revealed that the teachers
used the eight types of teachers‟ questions, they are Yes-No, Short-Answer,
Display, Convergent, Divergent, Open-Ended, Referential, and Imaginative
Questions. The study also revealed that Yes-No question is the most used i the
teaching-learning process. The result of the study is expected to aid the
student-teachers applying the suitable questions while teaching.
Keywords: teachers’ questions, types of questions, English lessons
INTRODUCTION
Teachers have a significant role in teaching-learning activities. Not only
convey the materials, but also they have to handle the classrooms to be conducive.
They also have authority to manage the classrooms, instruct and motivate the
students. Since teaching always related with interactions, the ways teachers interact
with students are called teachers‟ talk. Teachers‟ talk is the key of resources of
language input for the students. During teaching, teachers spend a part of the time to
talk in classrooms. According to Shomoossi (1997, p.23), “teachers do at least one half
of the talking done in the classrooms”.
When teachers are talking, they build communications with the students. Asking
questions are one the ways to communicate. In a meeting, teachers may produce many
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questions to mingle with the students. According to Qashoa (2013), the act of teachers
asking questions in the classrooms, is one of the most common and major activities.
In addition, Cotton (1988) as cited in Hamiloğlu (2012, p.1) argues that “teachers
spend anywhere from thirty to fifty percent of their instructional time conducting
question session”.
By asking questions, teachers will get responses from the students. The
responses can be the measurement of students‟ abilities.
Shomoossi claims that
“questions as a means of measuring knowledge” (1997, p. 26). Not only to measure,
but also questions are the “tools” to gain the information from the students. Questions
actually stimulate the students‟ thoughts and lead them to speak up. Hasan (2006) as
cited in Yang (2010, p. 3) states that “teacher question is a kind of input provided by
the teacher”. Teachers‟ questions can be the key to raise students‟ opinion. From
questions, teachers can recognize and assess the students‟ abilities. When teachers are
discussing certain issues, the students will emerge with varieties of answers whereas
teachers come up with the same questions. These activities will aid the teachers to
recognize how far the students use their critical thinking. Teachers‟ questions can also
encourage students to speak up and practice their speaking skill, especially when
teachers ask about their views toward the certain issue. Since asking questions are
important, I am interested to do research in this field.
Before I go further, I would like to share my own experience when I was in
Senior High school level. I was a student of Senior High School in East Java. I had
different English teachers during stayed in grade 10-12. All of them were women. In
my opinion, they had the almost similar types of questions when they were teaching
English. Started from greeting until closing, the teachers offered many questions,
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whether the questions related with the lesson or not. According to Andersson (2012),
teachers generally ask their students numerous questions during a lesson. However,
yes-no questions regularly emerged during classroom activities. They just simply
asked, “Do you know what I mean?” “Is there any question?” Those types of
questions could not give students chances to convey their thoughts. Students were led
to answer yes or no only. It would be better if my English teachers came up the WH question. It the same line with Darn (2008) as cited in (Gharbavia & Iravani, 2014),
teachers need to employ efficient types of questions, should diminish the use of yes/
no questions, ask a balance of referential and display questions. I think the more
complicated questions such as WH-questions would give more opportunities for
students to explore and convey their ideas.
In my opinion, by asking varieties questions in teaching-learning will give
more opportunities for students to deliver their thoughts. By offering those questions,
can make the classrooms to be more actives. It also aid the teachers to measure the
students‟ abilities in comprehend the lessons. This is another rationale why I am
interested to conduct the research.
Therefore, I decided to conduct a study on types of‟ questions used by English
teachers in Senior High School Negeri 1 Salatiga. However, this study is not the first
study conducted in the field of teachers‟ questions. There are a number of previous
studies on teachers‟ questions such as the studies were conducted by Hamiloğlu
(2012) and Yang (2010). In his study, Hamiloglu investigated the types of teachers‟
questions, the frequently teachers asked the question and also examined the aim of the
questions. The context of his study was in two different schools in Turkey.
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Meanwhile, Yang (2010) conducted a study in three different classes on Non-Native
Speakers of Pre-service English teachers in Hongkong. The results of the two studies
show similar findings. Yes-no question is the most preferable question in teaching
English as the foreign language.
This research is aimed to investigate the types of teachers‟ questions are used
in English lessons, particularly in Senior High School Negeri 1 Salatiga. A research
question is used to guide the study: “what types of teachers‟ questions are used in
English lessons in Senior High School Negeri 1 Salatiga?” By relying on this
question, I hope that I can examine types of teacher‟s questions used in English
lessons.
The findings of the study are expected to contribute valuable insight in the
field of teaching English, especially in Senior High School. The findings of this paper
can aid the English teachers to recognize the types of teachers‟ questions which are
appropriate for English lessons. In addition, I also hope that this study become a
reference for those who are going to teach English in Senior High School, especially
the student-teachers. Hence, the student-teachers can assist the students to be active
participants in learning.
LITERATURE REVIEW
Teachers’ Talk
Teachers are the main means in teaching learning process. They have the
authority to instruct the students to do what they want to. Not only instruct but also to
manage the classrooms to be conducive during the lesson. Those two characteristics
can be classified as Teacher‟s Talk. Xiao-yan (2006) said that the various languages
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are used by the teachers to instruct the classrooms is recognized as teacher talk.
Similarly, Shomoossi (1997) argues that teacher talk is the particular language the
teachers use when they are dealing second or foreign language learners in the
classrooms. In line with the previous (Yanfen & Yuqin, 2010) argues that the
language employed by teachers in language classes is served as the foundation of
input of language knowledge, and also used to instruct language communication and
arrange classrooms‟ activities.
Therefore, teacher talk is the way how the teachers are addressing with the
learners. Teacher talk is not literally “talk”, it might belong to some methods.
Teachers‟ talks consist of numerous points, such as instructions, strategies,
classrooms‟ managements,, praises or encourages, and ask questions. Since teachers‟
talks consist of several points, this study only investigates about the teachers‟
questions.
Teachers’ Questions
Questions can be defined as mean to build interaction among students and
teachers. According to the Longman Dictionary of English Language as cited in
Shomoossi (1997), a question is a command or interrogative expression used to elicit
information or a response, or to test knowledge. In addition, Tsui (1992) said that
teachers‟ questions are all varieties and structures of utterances classified, either
syntactically or functionally. Thus, varieties of utterances which used to seek
information, especially produce by teachers, are called Teachers‟ Questions.
While teaching, teachers dominate the classrooms by asking questions.
According to Jansem (2008) as cited in (Meng, Zao, & Chattouphonexay, 2012, the
terms of teachers‟ questions as questions asked by teacher before, during, and after
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instruction in order to elicit responses from the students. Thus, teachers‟ questions
always appear in three phases of teaching, they are pre-teaching, whilst-teaching, and
post-teaching.
By asking questions, does not mean that teachers do not know the answers are.
However, according to Lyons (1977) as cited in (Shomoossi, 1997) asserted that it is the
conditions where the speaker should not know the answers to the question. In this case, it
depends on the questions are asked to the addressee. Since teachers‟ questions consist of
varieties questions, it will give different responses depending on the questions.
Types of Teachers’ Questions
Various questions can appear during the lessons. There are number types of
teachers‟ questions according to the scholars. Wajnryb (1992, p. 47) as cited in
Hamiloğlu (2012), have categorized the questions into six types. They are Yes/ No
questions, Short answer/retrieval-style questions, Imaginative/Non-retrieval questions
Open-ended questions, Display questions and Referential questions
Yes/No question.
Yes/No question is one of the most common questions which are often
emerging during teaching-learning process. Yes/ No is a kind of question which only
give two options to answer, just Yes or No. There are no other possible answers.
Instances:
(1) „Here is a picture of woman. Have you seen her face before?‟
(2) ‘Yeah, this video is very interesting. Do you like it?
Short answer/ retrieval-style questions
Short answer/ retrieval-style questions, this question leads the students to answer
in short-phrase. This kind of questions have exact answers based on the topic is being
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discussed. Students who asked this question, they can simply answer derived from the
recent fact regarding the activities. Examples:
(1) „What did she say this morning?’
(2) (4)‘Where were you last week?’
Imaginative Question/ Non-retrieval
Non-retrieval or imaginative questions refer to “questions that do not require the
learner to retrieve given information but instead call on inferred information or
information in which an opinion judgment is called for” Wajnryb (1992, p.3). This
question leads the students to imagine what they will do in certain situation given by
the teachers Example:
(1) ’What do you think the writer was suggesting by making the central
character an animal?’
(2) ‘What will you do if you have chance to study aboard?’
Open-ended questions
Open-ended questions refer to question which may have varieties possible
answers. As Yang (2007) sates “open-ended question can have more than one
possible answer”. Here are the examples
(1) ‘What kinds of sports do you like?’
(2) What are your reasons to choose this topic?’
From the questions the students may come up with several different answers.
Display and referential questions
Display questions refer to questions requesting information already known to
the questioner. Meaning the teachers have known the exact answer based on the issue
of being discussed. According to Brown (2001) as cited in (Behnam & Pouriran,
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2009), Display Questions refer to questions for which the teachers know the answers
and demand a single or short response. Examples:
(1) ‘What the color of this pen?’
(2) ’What is the genre of this music?’
As Kubota (1989) as cited in Feng (2013) said that display questions require
factual recall rather than higher level of thinking. In contrast, referential questions
refer to questions requesting new information. Behnam & Pouriran (2009) Referential
questions make for more interaction and meaningful negotiation and demand more
thought and generates longer response. Examples:
(1) ‘What did you study at university?
(2) ‘Why did you do after school?’
In this case teachers do not know the right answers. By emerging this question,
teachers expect that the students will come up with new information. Students will
answer based on their knowledge and experiences.
I have another categorization regarding the teachers‟ questions. There are the
other types of teachers‟ question proposed by Gabrielatos (1997). He offered two two
types of questions. See the following definitions
Convergent and Divergent questions
Convergent questions refer to which there is one correct answer. The students can
easily and directly answer the question without take time to think. Examples:
(1) ‘How old is X?’
(2) ’What is your father’s job?’
On the other hand, there is Divergent question refers to question which invite
learners to convey views, opinions or alternatives – the focus here is not on
correct/wrong responses. Examples:
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(1) ‘What do you think about the views expressed in the text?‟
(2) In your opinion, Why the President rise the fuel cost?‟
The elaboration above can conclude that divergent questions can raise the
students‟ critical thinking than the convergent. Convergent question only lead
students to answer one acceptable answer. In divergent questions, students take the
time to think the answer of the question. Moreover, students have a chance to explore
their ideas and each student obviously has their own perspective toward the subject
matter given. There is no right and wrong answer in divergent question.
I decided to use all of the types of the teachers‟ questions proposed by Wajnryb
(1992) and Gabrielatos (1997). As each type of question has its‟ own characteristic on
the aim, therefore it will complete each others. Besides, it gave more options when I
did my observations.
THE STUDY
This is qualitative study. The study focused on types of questions used by
teachers in English lessons. I elaborated the data which have collected by describing
the data.
Context of the study
The study was conducted in Senior High School Negeri 1 Salatiga. The school
has English as foreign language which is taught in the school as core program and
elective. I had the immediate access as a researcher to conduct the study since the
location was near and I also did my teaching practicum in that school. Therefore, it
saved the time and sped up the data collection process.
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Participants
The participants of this study were 4 English teachers in Senior High School
Negeri 1 Salatiga. All of the participants teach grade 10 and 11. However, they teach
in different majors. They are language, science, social, and elective. Actually, there
are more than 5 English teachers in that school. However, when I did the
observations, there were only four English teachers who were available to be
observed. I observed twice each of participants.
Instrument of Data Collection
The data of this study came from real-time observations or classroom
observations. In real time observations I had an opportunity to see how teachers were
asking questions to the students. Time-sampling protocol was used to record all the
data during teaching-learning in all English lessons. Every time the teachers produced
questions, I wrote the time, ticked, and wrote the examples of the questions.
Figure 1. Observation Protocol
Name of Teacher:
Classroom
:
Topic
:
Time
Date
:
Duration :
TYPE OF QUESTION
EXAMPLE NOTES
YN SA DIS CON DIV OP REF IMA OT
Taken from: (Zacharias, 2013)
YN
SA
DIS
CON
DIV
OP
REF
IMA
OT
: Yes-No Question
: Short-Answer/ Retrieval Question
: Display Question
: Convergent Question
: Divergent Question
: Open-Ended Question
: Referential Question
: Imaginative/Non-Retrieval Question
: Others
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Data Collection Procedure
Before I did the observations, I have asked for formal permission letters from
the Faculty of Language and Literature to do the observations. Firstly, I saw the
headmaster to get the permission from the principal of the school to conduct the
research at the school. Secondly, I saw and made appointments with the English
teachers to do the class observations. After I knew the schedules, I did the
observations in English lessons.
Data Analysis Procedure
Once, I got the data from classrooms observations, I classified the type of
teachers‟ questions based on the theories that I had. From the observations protocol, it
was easier to see the frequent questions which were used in the English lessons.
Because I only emphasized on the types of teachers questions, and this was a
qualitative research, it was suitable when I described the data I have collected through
explanation.
FINDINGS AND DISCUSSION
Since I used 2 theories in this study, I decided to discuss each categorization
separately. The first group consists of 6 types of questions they are Yes-No, ShortAnswer, Display, Open-Ended, Referential, and Imaginative Question proposed by
Wajnryb (1992). The second group consists of 2 types of questions they are
Convergent and Divergent Questions proposed by (Gabrielatos, 1997).
Yes-No Questions
Based on the observations, this question is the most used by the English
teachers. In any occasion, from the beginning until the ending of the lesson the
teachers often come up with Yes-No question. According to (Dai, 2011), this
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particular (yes-no) type of questions are one of the most common questions types. The
used of Yes-No questions had the highest frequency.
There were many examples of Yes-No question revealed in this study. I decided
to classify them based on the sequence of the learning activities. Since in learning
there are 3 phases, I interested to distinguish the types of teachers‟ question used in
each phase. They are pre-teaching, whilst-teaching and post teaching. All the
participants started the lesson by stating Yes-No question. See table 1
Table 1. Yes-No questions in pre-teaching
Teacher
Example Questions
(1) Are there any students absent
Teacher A
today?
(2) Did you remember the last week
Teacher B
material?
(3) Can we discuss this passage?
Teacher C
(4) Do you bring the paper test?
Teacher D
The first table described that the participant used Yes-No question at the
beginning of the lesson. By asking questions, perhaps the teachers used the simple
question to open the lesson rather than asking the students with Wh question. Also, it
would help the teacher to measure if their students were well prepared or not to join
the class. It was crucial to ask at the beginning, as it is a simple question, but, it might
be give influence to the entire lesson. Because by doing so, the teacher already known
from the start that the class has ready to begin the lesson before the class discussed the
material deeper.
Teachers also produced Yes-No questions in whilst-teaching phase. See the
other examples the questions. See table 2 for the instances.
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Teacher A
Table 2. Yes-No Questions in whilst-teaching
Teacher
Example Question
(1) Do you know the genre of this
text?
(2) Can you tell me the differences
between descriptive and report?
(3) Are you listening?
(4) Do you have any difficulties in
understanding the questions?
(5) Do you realize that the examples
are used certain pattern?
(6) Do you know about Acid Rain?
(7) Do you see the changes?
(8) Do you know charitable?
(9) Do we have to read the text?
Teacher B
Teacher C
Teacher D
The second table showed that all the participants had similar way while asking
regarding the topic was being discussed. It might be teachers needed the students to
acknowledge that they have a master or the material or not. Furthermore, perhaps the
reason the teachers come up with the question was because they just want to build
communication with the entire class. Teachers often asked Yes-No while the students
were doing the task. The question would break the silent and to seek the information
from the students whether the students understood or not by answering yes or no
only. Perhaps, the teachers would not make the students in an under pressure situation
while answering. Rezaee & Farahiana (2012) claimed that yes no question primarily
applied to get feedback from the students. It was also will help the teachers to take
right action after teachers knew the students‟ answers.
Example number 7 was quite different from the others. Probably, by stating the
question, perhaps Teacher A only wanted to control the classroom. In other words,
she wanted to manage the classroom into more conducive condition. Emerging that
kind of question could affect the students‟ attitude toward the teacher itself.
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The last examples of Yes-No question I have found at the end of the lesson. The
data showed that the three participants came up with the most similar questions. On
the other hand, an English teacher produced the different one, but it was similar. See
table 3.
Table 3. Yes-No questions in post-teaching
Teacher
Example question
Teacher A,B, and C
(1) Is there any question so far?
Teacher D
(2) Is it clear?
The third table revealed that most English teachers close the lesson by using
Yes-No question. Teachers came up with this type of question just to do final
checking about students‟ comprehension. It was a simple way to close the lesson.
According to the previous explanations, Yes-No question was the most favorite
types to be applied in classroom activities. Conceivably Yes-No question was the
simplest question to be asked to the students. The students do not need to answer the
question by elaborating their own idea.
Based on all the examples that I gave, it represent that Yes-No question only to
check the information given to Murcia and Freeman (1999) as cited in (Feng, 2013)
“Yes/No questions are primarily used to seek new information or clarify or confirm
given or shared information.” (p.149). However, Yes-No question can lead the
teachers to come up with the other types questions to seek the information deeper.
Display Questions
Display question is another type of question which used to review materials.
Based on the frequency, display questions placed below of Yes-No question. See table
4
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Table 4.Display Questions
Teacher
Example Question
Teacher A
(1) Where do the monkeys live?
(2) What does “they” in the line 1
refers to?
Teacher B
(3) What the women say about?
Teacher C
(4) What happen first?
(5) What make it changes?
Teacher D
(6) Who makes it?
(7) What did come first?
I found these questions in the whilst-teaching. Coincidentally, all the
participants used reading skill to be taught in the class. Hence, the major activity was
reading. There was more than one passage which must be read during the lesson. At
the time, the participants gave copied materials and relied on the English handbook.
Before the teachers asked this kind of question, they asked for the students to read the
passage first. After read, the entire class discussed the content of the text. Obviously,
they have read the whole text.
By asking the question, probably the teachers just want to know whether the
students were careful or not when they were reading. Most students answered
incorrect answers, and the rest prefered silent. For the students, display questions
were quite common in reading activity. Since the questions were easy to answers. As
(Rezaee & Farahiana, 2012) said that “it is most likely that they repeat the
information that is already available”(p.162) the answers have provided by the text. If
they were not able to answer the question, they just need to take a look at the text to
look for the correct answers. The teachers only need to check their comprehension. As
teachers, they have mastered the material, thus they were able to ask questions related
to the passage and knew the correct answers. Liked the expertise have said that the
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answer is factual and already known by the teachers; hence it will be easier for the
teachers to examine which students who were really paying attention to the material.
Based on (Meng, Zao, & Chattouphonexay, 2012) and (David, 2007) their
study which identified that the used of display question was higher than the other of
Wh-questions. I also found the similar result. I have mentioned that display question
placed below Yes-No question. Perhaps, teachers often used display question to grab
the students‟ attention tothe topic. Teachers also wanted to review the materials. They
wanted making sure that the entire class has mastered the topic. By producing the
question, teacher review what they have read.
Short-answer questions
Short answer question also being the common question appeared in this study.
The questions only need the students to answer in short phrases. See Table 5 for the
instances.
Teacher A
Teacher B
Table 5. Short Answer Questions
Teacher
Example Question
(1) What is the purpose of writing
the text?
(2) What is your topic?
Teacher C
Teacher D
(3) What make him so tired?
(4) What is the mainly happen?
The fifth table showed that the students have to answer the question in short
phrases. The questions appear in the middle of teaching after reading text. See
example number 1, the class discussed narrative text. The students answered “The
purpose of Narrative text is to entertain the readers.” They answer the question in
short phrases based on their knowledge. Although, there was no sentence stated like
the students‟ answer in the written text or implicit, they have had information related
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the topic. Students were able to answer as they have comprehended the passage and
drawing conclusion by themselves about the aim of the text. As each of the text genre
has each own purpose in writing.
On the other hand, Teacher B,C,D still relied on the text. Since the questions
were easy for the students to answer. They only need to look up the answer in the
passage as it was the explicit answer.
Referential Questions
Referential question also used by the English teachers. I found several
referential questions during teaching-learning activity. Only three participants applied
referential question; they are teachers A,B, and D. See the following examples.
Table 6.Referential Questions in pre-teaching
Teacher
Example Question
Teacher A
(1) Who are absent today?
Teacher B
(2) Who is coming and not coming
today?
Teacher D
(3) How many of you bring the test
paper?
Teacher A and B uttered the similar question in the beginning of the lesson.
After greeted the students, they directly asked the class those kinds of questions.
Checking the attendance was one of the teachers‟ habitual in teaching. It was crucial
to ask before the lesson began. Teachers wanted to know which students were absent
that day by asking and paying attention to the attendance list. Some students might
not know the answers, therefore teachers prefer asked the question to the whole class.
After teachers knew the name of everyone who was absent, it made the teachers were
easier to divide the students into groups.
The example number 3 stated in the beginning of the lesson. The entire class
discuss about the last week examination. The class needed the paper test to support
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the discussion. Some students brought it, and the rest did not. After the teachers knew
the answer, perhaps it would aid the teacher to divide the class into several groups to
discuss the examination deeper.
Table 7. Referential Questions in whilst-teaching
Teacher
Example Question
Teacher A
(1) How many cars do you have?
(2) How many dictionaries do you
have?
Teacher B
(3) What is the relationship between
expensive and big city?
(4) Who have not got the chance to
read?
The example number 1-3 stated while whilst-teaching. The teachers said the
questions did not rely on the materials. The teachers tried to build communication
with students who had done with the task. The three examples were asked to certain
students as the intermezzo while the other students were doing the task. It was an
intermezzo which not made the students put into a pressure situation. Teachers and
students might have simple conversation to fill up the time while waiting the other
students finished doing the task.
Example number 4 stated to find out which students who have not got chance
to read the text. Teacher B asked the students to read the text one by one by pointing
the students randomly. The text consisted of many paragraphs, a student had to read a
paragraph and so forth. By stating the question, it convinced the teacher that all the
students have had the chance to read the paragraph.
Open-Ended Questions
Another common type of teacher question was Open-Ended question. OpenEnded question led the students to answer based on their own thinking without any
interfere from neither the teacher nor the material. See the examples
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Teacher A
Teacher B
Teacher C
Teacher D
Table 8 Open-Ended Questions
Teacher
Example Question
(1) How are you today?
(2) What do you think the meaning?
(3) What do you think about that?
(4) What do you think about
English subject?
Table 8 showed that all the participants applied Open-Ended question in
English lesson. I found out the example number 1 in the beginning of the lesson.
Before began the lesson, teacher A came up with the question aimed to greet the
students. By stating the question, the students might have varieties‟ possible answers
based on their own feeling and condition. Teacher A might expect the students had
good mood, eager and fine condition to join the English class. On the other hand,
some students preferred answer the question by random responses. The students
tended to reply by uttering joke answers, for example, student A“ I am not okay,
because I have just finished the English homework.” In addition, the students had a
tendency to answer less enthusiasm.
Example numbers 2-3 have a similar case in asking questions. Teacher B, C,
and D were asking questions to gain the students critical thinking. It was also to
encourage the students to give their own perspective and views on the materials. Each
student might have different responses one to another. This type of question offered
an occasion for students to speak up and utter their views. There were not right and
wrong answers as each had their own way of viewing something.
Imaginative Questions
It was the last type of question I discussed based on Wajnryb (1992)
categorization. From the four participants I have observed, I only found a participant
produced imaginative question. See table 9
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Table 9. Imaginative Question
Teacher
Example Question
Teacher B
(1) What will you say if your
friends are cheating on the test?
Teacher B was the only one who came up with an imaginative question.
Example number 1 showed that teacher B put the students in a certain occasion which
was familiar and close to their surroundings. Obviously, the students were wellknown about cheating, whether they did or not. By stating the question, it provided a
chance to imagine the situation. Perhaps, teacher B just wanted to encourage students
imaginative by giving the familiar topics for them. Each student might have varieties
answers based on their own attitude about cheating. Perhaps, they would agree,
disagreed or, they might give advises to their friends.
This is the second classification of questions. They are Convergent and
Divergent questions. See the following elaborations.
Convergent Questions
The other type of teachers‟ questions was convergent question. All the
participants applied the question to review the lesson. See table 10
Teacher
Teacher A
Table 10 . Convergent Questions
Example Question
(1) What tenses is used in this
paragraph?
Teacher B
(2) What does the writer write in the
last paragraph?
Teacher C
(3) What happen first?
Teacher D
(4) Who is the addressee?
Like I have explained in the previous paragraph, reading skills were taught
during classrooms activities. Those kinds of questions appeared after students read the
text. It was easy for students to answer. If they did not know the answer, they just rely
on the text. Teacher A uttered “What tenses is used in this paragraph?” When I did
20
my observations, the topic was being discussed was narrative text. The narrative text
used past tense in delivering the passage. It was clearly written in the passage that
narrative text used past tense. The students might not answer the question with the
other type of tenses.
When the teachers state one type of question, it might belong to the other
types of question. Each question has its own characteristic, but since one question can
reveal the similar answer, and it might be classified to the other types of question.
Teachers A,B,C,D came up with a different question. However, the answers of the
questions were similar. For instance, teacher C said that, “What make him so tired?”.
Students answered “Because he did exercise” Once, the students answered in short
phrases. At the same time, the teacher also related the question to the text. The answer
was explicit, and there was only one correct answer stated in the text. Thus, at the
same time a question might belong to Display, Convergent and Short-Answer
question.
Divergent Questions
The last type categorization proposed by Gabrielatos (1997) is Divergent
question. Divergent question provide more chances for the students to convey their
views. See table 11
Teacher
Teacher A
Teacher B
Teacher C
Teacher D
All
Table 11 Divergent Questions
Examples Questions
(1) How are you today?
(2) Why the writer use the text?
(3) Why rain doesn‟t happen in the
desert?
(4) What do you think about the
English subject?
teachers used this kind of question. By asking the question, students will
give different answers. However, there was no right and wrong answer. No matter, the
21
answers were, all of them were acceptable. This question also invited the students to
think critically toward the issue given. Perhaps, the students would arrange their
argument to convince their thoughts to the other students and the teacher. By applying
divergent question, it might lead the classes to a discussion by arguing some reliable
opinions.
CONCLUSION
The study is conducted to examine the types of teachers‟ questions used in
English lessons in Senior High School Negeri 1 Salatiga. I collected the data by doing
observations. I found that eight types of teachers‟ questions were used during
teaching-learning as the result, they were Yes-No, Short-Answer, Display, OpenEnded, Referential, Imaginative Question Convergent, and Divergent question. Based
on the observations, I draw a conclusion that Yes-No question was the most
preferable question used during teaching. All the participants applied the question
from the beginning until the ending of the lesson by offering varieties of Yes-No
question.
As Yes-No question was the simplest question; the English teachers should
apply the other type of questions to encourage students to be more active and have
critical thinking. Teachers might come up more with divergent, open-ended and
imaginative questions. Those three types of question could lead the students to think
harder, practice to express their own ideas by speaking up. The three questions could
aid the classrooms to be more active.
This study was done in limited time; perhaps the other studies can take longer
time to do the research. Thus, the research is expected to have more accurate and rich
22
data to be analyzed. Other studies can have more participants‟ to get more information
about the type of teachers‟ questions. This research only discussed concerning on
types of teacher‟s questions, for further research, I suggest to have participants who
teach in vary level and major of students.
23
Acknowledgement
I would like to praise ALLAH SWT who always gives me blessings, and
strengthening me in every time of my life. Maria Christina Eko Setyorini, M.Hum
as my supervisor and Dian Toar Y.G Sumakul, M.A as my great second reader who
were abundantly helpful and patience in guiding me to finish this thesis in a limited
time, without their knowledge and assistance this study would not have been
completed.
My love and gratitude to my beloved family: Ibu, Bapak, Mak‟e and
especially for Bude (Alm) who always support me in any conditions. Bagus Setyo
Wicaksono, my partner in crime who always motivates me to complete this thesis. I
also would like to thank the SMA Negeri 1 Salatiga for helping me in finishing my
thesis. My best brothers and sisters : ICIKIWIR (Fatra, Adi Hann, Daniel, Nandi,
Nana, Nandu). Mira, Reza, Sasha, Iis, Adi-Codot, Brian-Cacing and Lesty who are
willing to help me and big love to the family of ELEVENERS (ED 2011) Also for
those whose names I cannot mention here. All of you are the best gift I ever had.
Thanks for making my days alive. Thank you very much.
Kusmiyani Desi Anisa,
24
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English classrooms . Swedish.Retrieved January, 13 2015 from http://www.divaportal.org/smash/get/diva2:538813/FULLTEXT01.pdf
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Pre
26
Appendixs
Name of Teacher: Lucia Sudiyati
Date
:Wednesday, February 4th 2015
Classroom
: XI MIA 2/3
Duration : 10.15- 12.00 (90 Minutes)
Topic
: Because and Because of
Types of Questions
Time
Example of Questions
YN
SA
DIS CON DIV
OP
REF
IMA
OT
How are you today?
√
√
Why do Arief absent today?
10.30
√
Who are absent today?
√
What is the different because and
10.35
√
√
√
because of??
Can you sing this song?
10.38
√
Is it you?
√
What is it?
10.44
√
√
√
Is it your picture?
√
How many times they change the
11.25
√
schedule?
How many cars do you have?
√
√
How many cars do your parents
10.50
√
have?
How many dictionaries do you have?
√
What did we learn last week?
11.34
√
√
√
What is “jasmine”?
11.37
√
√
√
Any questions so far?
11.46
√
BREAK
27
Notes
Name of Teacher: Theresa Dini Retnowati
Date/ time : Saturday, February, 7th 2015
Classroom
: Lintas Minat X
Duration : 10.15-12.30 (135 minutes)
Topic
:Giving advice
Types of Questions
Time
Examples
YN SA DIS CON DIV OP REF
IMA OT
Are all of you having group?
√
Who is coming and not coming today?
10.30
√
Where is he?
√
Is anyone knows where is Siska?
√
10.32
Is Abimanyu here?
√
Do you have any difficulties in
√
10.39
understanding the questions?
Any other idea from other students?
10.55
√
What the women say about?
10.56
√
√
√
Did you get Fiona‟s advices from the
√
recording?
10.58
Is that the only advice to Waynes?
√
What else?
√
√
√
Can you identify which sentences that
√
Fiona use in the dialogue?
11.02
Can you find other sentences?
√
Do you have any idea about Fiona‟s
√
11.04
sentences?
Anymore example relate to Fiona
√
11.06
advices?
Do you realize that the examples are used
11.08
√
28
Notes
11.15
√
11.21
√
11.28
√
√
11.16
11.29
11.31
11.32
11.37
11.41
11.49
11.49
11.52
11.53
11.54
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
certain pattern?
Do you remember any kinds of modals?
What is the different between „must and
should‟?
Have you written this down?
What about the use „have and had better?
How about the pattern?
Is it the same?
Are there any differences in the pattern
on your book and the recording?
What are the differences of those?
Does it give different meaning?
What do you thing the meaning?
When we use V1 and V-ing?
What about this?
Can you see the differences now?
What will you say if your friends are
cheating on the test?
Have you finished?
Can you guess the pattern used on the
dialogue?
Are there other sentences with the same
pattern on the dialogue?
What is the different of these?
Is there any different in the meaning?
How was your weekend?
What does it mean?
√
√
√
√
√
√
√
√
√
29
11.59
12.03
12.11
12.18
12.19
√
√
√
√
√
√
√
√
Is there anything to ask?
Are there any difficulties to ask?
How about the next number?
Have you finished it?
Is Anita here?
Is ok for the sentence?
Do you think so?
Who have not got the chance to read?
√
√
30
Date
:Wednesday, February 4th 2015
Duration : 90 Minutes
Name of Teacher : Lucia Sudiyati
Classroom: XI MIA 5/3
Topic : Because and Because of
Time
YN
10.15
10.17
10.20
10.22
10.27
√
10.45
10.52
11.00
11.44
11.47
√
√
√
√
√
DIS
√
√
√
√
√
√
√
√
10.30
10.55
SA
√
√
√
Types of Questions
CON DIV
OP
REF
√
√
√
√
√
√
√
IMA
Example of Questions
OT
How are you today?
Who are absent today?
Why do Arief absent today?
Have you read the text I gave last
week?
How many of you have read the text?
What is the main idea of the text?
Where do the monkeys live?
What does “they” in the line 1 refers
to?
What is the purpose of writing this
paragraph?
What tenses is used in this paragraph?
Do you know the genre of this text?
Can you tell me the differences
between descriptive and report?
Do find any difficulties to figure out
those texts?
√
√
√
BREAK
Have you finished?
Do you have any questions?
31
Notes
Date/ time : Tuesday, February 10th 2015
Duration : 9.15-11.00 (90 minutes)
Name of Teacher : Kartika
Classroom
:Bahasa X
Topic
: Report Text
Time
09.27
YN
√
√
√
09. 29
09.30
09.45
09.49
√
√
√
09.52
10.40
10.52
10.54
√
SA
DIS
Types of Questions
CON DIV OP REF
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
IMA
OT
Examples
Can we discuss this passage?
Do you think that environment
change?
What do you think about that?
Do you see the changes?
What else?
What happen to the river?
How is it changes?
What make it changes?
Do you know about Acid Rain?
What is it like?
Can you continue what happen next?
Can you write it down there?
What happened after the oxidized?
Why acid rain very dangerous?
What is the contain of the rain acid?
√
√
BREAK
√
√
√
Where does the rain happen?
Do you know about the rain come
from?
What happen first?
Why rain doesn‟t happen in the
32
Notes
√
√
√
desert?
What do you think?
Any question so far?
√
33
Name of Teacher : Kartika
Date/ time : Tuesday, February 27th 2015
Classroom
:Bahasa X
Duration : 9.15-11.00 (90 minutes)
Topic
: Giving Advice (using should)
Types of Questions
Time
Examples
DIV
YN SA
DIS
CON
OP REF IMA OT
09.59
10.00
10.01
10.03
10.04
10.09
10.11
10.36
11.03
11.08
11.09
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Do you bring this one?
Can you find the expression?
What is the topic?
Anything else?
What make him so tired?
Do you like doing exercise?
What is the topic of the dialogue?
Do you do the healthy activity?
Based on the dialogue, which express
the forbidden in the class?
What is the dialogue about?
Have you finished?
Do you find the best advice?
Which one is the best advice?
Do you think the advice is impossible
to do?
Any question?
BREAK
√
√
√
√
√
34
Notes
Name of Teacher : Agustina
Date/ time : Monday, March 30th 2015
Classroom
:Bahasa X
Duration : 9.15-11.00 (90 minutes)
Topic
: Discussing the Examination
Types of Questions
Time
Examples
YN SA DIS CON DIV OP REF IMA OT
Why don‟t you tell me that Pak
√
13.20
Bambang absent today?
Do you bring the test items?
√
13.23
Why don‟t you bring items?
√
How can you be so proud like this?
13.25
√
How many of you bring the test
√
13.25
paper?
Can you lend your friend the test
√
paper?
13.26
Do we have to read the text?
√
Who is the addressee?
13.27
√
√
√
Cesar refer to whom?
13.29
√
√
√
What is the mainly happen?
13.30
√
√
√
What is the aim of narrative text?
13.31
√
√
√
What is potion?
13.34
√
√
√
What did come first?
13.38
√
√
√
Who makes it?
13.45
√
√
√
Do you like the grade?
13.55
√
What do you think about English
√
√
√
14.07
subject?
Is there any question?
14.10
√
35
Notes
Name of Teacher : Agustina
Date/ time : Tuesday, March 31st 2015
Classroom
:MIA 6/1
Duration : 9.15-11.00 (90 minutes)
Topic
: Discussing the Examination
Types of Questions
Time
Example
SALATIGA
THESIS
Submitted in Partial Fulfillment
of the Requirement for the Degree of
Sarjana Pendidikan
Kusmiyani Desi Anisa
112011112
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2015
i
ii
iii
iv
v
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any
course or accepted for the fulfillment of any degree or diploma in any university. To
the best my knowledge and my belief, this contains no material previously published
or written by any other person expect where due references is made in the text.
Copyright@2015. Kusmiyani Desi Anisa and Maria Christina Eko S. M. Hum
All right reserved. No part of this thesis may be produced by any means without
permission of at least one of the copyright owner or the English Language Education
Program, Faculty of Language and Literature, Satya Wacana Christian University,
Salatiga
Kusmiyani Desi Anisa :
vi
TEACHERS’ QUESTIONS IN ENGLISH LESSONS IN SMA
NEGERI 1 SALATIGA
Kusmiyani Desi Anisa
Abstract
Questions and answers are the most common ways of interactions in
classrooms‟ activities. By asking questions, teachers can build good
communications with the students, review the materials, assess the students‟
abilities and assist them to comprehend the lessons. Since questions frequently
produce by the teachers and have a significant role in learning, I am interested
to do a research in that field. The study is conducted to examine the types of
questions used in English lessons especially in Senior High School Negeri 1
Salatiga. The participants are four teachers, each of them was observed twice.
The data are collected using observations. The study revealed that the teachers
used the eight types of teachers‟ questions, they are Yes-No, Short-Answer,
Display, Convergent, Divergent, Open-Ended, Referential, and Imaginative
Questions. The study also revealed that Yes-No question is the most used i the
teaching-learning process. The result of the study is expected to aid the
student-teachers applying the suitable questions while teaching.
Keywords: teachers’ questions, types of questions, English lessons
INTRODUCTION
Teachers have a significant role in teaching-learning activities. Not only
convey the materials, but also they have to handle the classrooms to be conducive.
They also have authority to manage the classrooms, instruct and motivate the
students. Since teaching always related with interactions, the ways teachers interact
with students are called teachers‟ talk. Teachers‟ talk is the key of resources of
language input for the students. During teaching, teachers spend a part of the time to
talk in classrooms. According to Shomoossi (1997, p.23), “teachers do at least one half
of the talking done in the classrooms”.
When teachers are talking, they build communications with the students. Asking
questions are one the ways to communicate. In a meeting, teachers may produce many
1
questions to mingle with the students. According to Qashoa (2013), the act of teachers
asking questions in the classrooms, is one of the most common and major activities.
In addition, Cotton (1988) as cited in Hamiloğlu (2012, p.1) argues that “teachers
spend anywhere from thirty to fifty percent of their instructional time conducting
question session”.
By asking questions, teachers will get responses from the students. The
responses can be the measurement of students‟ abilities.
Shomoossi claims that
“questions as a means of measuring knowledge” (1997, p. 26). Not only to measure,
but also questions are the “tools” to gain the information from the students. Questions
actually stimulate the students‟ thoughts and lead them to speak up. Hasan (2006) as
cited in Yang (2010, p. 3) states that “teacher question is a kind of input provided by
the teacher”. Teachers‟ questions can be the key to raise students‟ opinion. From
questions, teachers can recognize and assess the students‟ abilities. When teachers are
discussing certain issues, the students will emerge with varieties of answers whereas
teachers come up with the same questions. These activities will aid the teachers to
recognize how far the students use their critical thinking. Teachers‟ questions can also
encourage students to speak up and practice their speaking skill, especially when
teachers ask about their views toward the certain issue. Since asking questions are
important, I am interested to do research in this field.
Before I go further, I would like to share my own experience when I was in
Senior High school level. I was a student of Senior High School in East Java. I had
different English teachers during stayed in grade 10-12. All of them were women. In
my opinion, they had the almost similar types of questions when they were teaching
English. Started from greeting until closing, the teachers offered many questions,
2
whether the questions related with the lesson or not. According to Andersson (2012),
teachers generally ask their students numerous questions during a lesson. However,
yes-no questions regularly emerged during classroom activities. They just simply
asked, “Do you know what I mean?” “Is there any question?” Those types of
questions could not give students chances to convey their thoughts. Students were led
to answer yes or no only. It would be better if my English teachers came up the WH question. It the same line with Darn (2008) as cited in (Gharbavia & Iravani, 2014),
teachers need to employ efficient types of questions, should diminish the use of yes/
no questions, ask a balance of referential and display questions. I think the more
complicated questions such as WH-questions would give more opportunities for
students to explore and convey their ideas.
In my opinion, by asking varieties questions in teaching-learning will give
more opportunities for students to deliver their thoughts. By offering those questions,
can make the classrooms to be more actives. It also aid the teachers to measure the
students‟ abilities in comprehend the lessons. This is another rationale why I am
interested to conduct the research.
Therefore, I decided to conduct a study on types of‟ questions used by English
teachers in Senior High School Negeri 1 Salatiga. However, this study is not the first
study conducted in the field of teachers‟ questions. There are a number of previous
studies on teachers‟ questions such as the studies were conducted by Hamiloğlu
(2012) and Yang (2010). In his study, Hamiloglu investigated the types of teachers‟
questions, the frequently teachers asked the question and also examined the aim of the
questions. The context of his study was in two different schools in Turkey.
3
Meanwhile, Yang (2010) conducted a study in three different classes on Non-Native
Speakers of Pre-service English teachers in Hongkong. The results of the two studies
show similar findings. Yes-no question is the most preferable question in teaching
English as the foreign language.
This research is aimed to investigate the types of teachers‟ questions are used
in English lessons, particularly in Senior High School Negeri 1 Salatiga. A research
question is used to guide the study: “what types of teachers‟ questions are used in
English lessons in Senior High School Negeri 1 Salatiga?” By relying on this
question, I hope that I can examine types of teacher‟s questions used in English
lessons.
The findings of the study are expected to contribute valuable insight in the
field of teaching English, especially in Senior High School. The findings of this paper
can aid the English teachers to recognize the types of teachers‟ questions which are
appropriate for English lessons. In addition, I also hope that this study become a
reference for those who are going to teach English in Senior High School, especially
the student-teachers. Hence, the student-teachers can assist the students to be active
participants in learning.
LITERATURE REVIEW
Teachers’ Talk
Teachers are the main means in teaching learning process. They have the
authority to instruct the students to do what they want to. Not only instruct but also to
manage the classrooms to be conducive during the lesson. Those two characteristics
can be classified as Teacher‟s Talk. Xiao-yan (2006) said that the various languages
4
are used by the teachers to instruct the classrooms is recognized as teacher talk.
Similarly, Shomoossi (1997) argues that teacher talk is the particular language the
teachers use when they are dealing second or foreign language learners in the
classrooms. In line with the previous (Yanfen & Yuqin, 2010) argues that the
language employed by teachers in language classes is served as the foundation of
input of language knowledge, and also used to instruct language communication and
arrange classrooms‟ activities.
Therefore, teacher talk is the way how the teachers are addressing with the
learners. Teacher talk is not literally “talk”, it might belong to some methods.
Teachers‟ talks consist of numerous points, such as instructions, strategies,
classrooms‟ managements,, praises or encourages, and ask questions. Since teachers‟
talks consist of several points, this study only investigates about the teachers‟
questions.
Teachers’ Questions
Questions can be defined as mean to build interaction among students and
teachers. According to the Longman Dictionary of English Language as cited in
Shomoossi (1997), a question is a command or interrogative expression used to elicit
information or a response, or to test knowledge. In addition, Tsui (1992) said that
teachers‟ questions are all varieties and structures of utterances classified, either
syntactically or functionally. Thus, varieties of utterances which used to seek
information, especially produce by teachers, are called Teachers‟ Questions.
While teaching, teachers dominate the classrooms by asking questions.
According to Jansem (2008) as cited in (Meng, Zao, & Chattouphonexay, 2012, the
terms of teachers‟ questions as questions asked by teacher before, during, and after
5
instruction in order to elicit responses from the students. Thus, teachers‟ questions
always appear in three phases of teaching, they are pre-teaching, whilst-teaching, and
post-teaching.
By asking questions, does not mean that teachers do not know the answers are.
However, according to Lyons (1977) as cited in (Shomoossi, 1997) asserted that it is the
conditions where the speaker should not know the answers to the question. In this case, it
depends on the questions are asked to the addressee. Since teachers‟ questions consist of
varieties questions, it will give different responses depending on the questions.
Types of Teachers’ Questions
Various questions can appear during the lessons. There are number types of
teachers‟ questions according to the scholars. Wajnryb (1992, p. 47) as cited in
Hamiloğlu (2012), have categorized the questions into six types. They are Yes/ No
questions, Short answer/retrieval-style questions, Imaginative/Non-retrieval questions
Open-ended questions, Display questions and Referential questions
Yes/No question.
Yes/No question is one of the most common questions which are often
emerging during teaching-learning process. Yes/ No is a kind of question which only
give two options to answer, just Yes or No. There are no other possible answers.
Instances:
(1) „Here is a picture of woman. Have you seen her face before?‟
(2) ‘Yeah, this video is very interesting. Do you like it?
Short answer/ retrieval-style questions
Short answer/ retrieval-style questions, this question leads the students to answer
in short-phrase. This kind of questions have exact answers based on the topic is being
6
discussed. Students who asked this question, they can simply answer derived from the
recent fact regarding the activities. Examples:
(1) „What did she say this morning?’
(2) (4)‘Where were you last week?’
Imaginative Question/ Non-retrieval
Non-retrieval or imaginative questions refer to “questions that do not require the
learner to retrieve given information but instead call on inferred information or
information in which an opinion judgment is called for” Wajnryb (1992, p.3). This
question leads the students to imagine what they will do in certain situation given by
the teachers Example:
(1) ’What do you think the writer was suggesting by making the central
character an animal?’
(2) ‘What will you do if you have chance to study aboard?’
Open-ended questions
Open-ended questions refer to question which may have varieties possible
answers. As Yang (2007) sates “open-ended question can have more than one
possible answer”. Here are the examples
(1) ‘What kinds of sports do you like?’
(2) What are your reasons to choose this topic?’
From the questions the students may come up with several different answers.
Display and referential questions
Display questions refer to questions requesting information already known to
the questioner. Meaning the teachers have known the exact answer based on the issue
of being discussed. According to Brown (2001) as cited in (Behnam & Pouriran,
7
2009), Display Questions refer to questions for which the teachers know the answers
and demand a single or short response. Examples:
(1) ‘What the color of this pen?’
(2) ’What is the genre of this music?’
As Kubota (1989) as cited in Feng (2013) said that display questions require
factual recall rather than higher level of thinking. In contrast, referential questions
refer to questions requesting new information. Behnam & Pouriran (2009) Referential
questions make for more interaction and meaningful negotiation and demand more
thought and generates longer response. Examples:
(1) ‘What did you study at university?
(2) ‘Why did you do after school?’
In this case teachers do not know the right answers. By emerging this question,
teachers expect that the students will come up with new information. Students will
answer based on their knowledge and experiences.
I have another categorization regarding the teachers‟ questions. There are the
other types of teachers‟ question proposed by Gabrielatos (1997). He offered two two
types of questions. See the following definitions
Convergent and Divergent questions
Convergent questions refer to which there is one correct answer. The students can
easily and directly answer the question without take time to think. Examples:
(1) ‘How old is X?’
(2) ’What is your father’s job?’
On the other hand, there is Divergent question refers to question which invite
learners to convey views, opinions or alternatives – the focus here is not on
correct/wrong responses. Examples:
8
(1) ‘What do you think about the views expressed in the text?‟
(2) In your opinion, Why the President rise the fuel cost?‟
The elaboration above can conclude that divergent questions can raise the
students‟ critical thinking than the convergent. Convergent question only lead
students to answer one acceptable answer. In divergent questions, students take the
time to think the answer of the question. Moreover, students have a chance to explore
their ideas and each student obviously has their own perspective toward the subject
matter given. There is no right and wrong answer in divergent question.
I decided to use all of the types of the teachers‟ questions proposed by Wajnryb
(1992) and Gabrielatos (1997). As each type of question has its‟ own characteristic on
the aim, therefore it will complete each others. Besides, it gave more options when I
did my observations.
THE STUDY
This is qualitative study. The study focused on types of questions used by
teachers in English lessons. I elaborated the data which have collected by describing
the data.
Context of the study
The study was conducted in Senior High School Negeri 1 Salatiga. The school
has English as foreign language which is taught in the school as core program and
elective. I had the immediate access as a researcher to conduct the study since the
location was near and I also did my teaching practicum in that school. Therefore, it
saved the time and sped up the data collection process.
9
Participants
The participants of this study were 4 English teachers in Senior High School
Negeri 1 Salatiga. All of the participants teach grade 10 and 11. However, they teach
in different majors. They are language, science, social, and elective. Actually, there
are more than 5 English teachers in that school. However, when I did the
observations, there were only four English teachers who were available to be
observed. I observed twice each of participants.
Instrument of Data Collection
The data of this study came from real-time observations or classroom
observations. In real time observations I had an opportunity to see how teachers were
asking questions to the students. Time-sampling protocol was used to record all the
data during teaching-learning in all English lessons. Every time the teachers produced
questions, I wrote the time, ticked, and wrote the examples of the questions.
Figure 1. Observation Protocol
Name of Teacher:
Classroom
:
Topic
:
Time
Date
:
Duration :
TYPE OF QUESTION
EXAMPLE NOTES
YN SA DIS CON DIV OP REF IMA OT
Taken from: (Zacharias, 2013)
YN
SA
DIS
CON
DIV
OP
REF
IMA
OT
: Yes-No Question
: Short-Answer/ Retrieval Question
: Display Question
: Convergent Question
: Divergent Question
: Open-Ended Question
: Referential Question
: Imaginative/Non-Retrieval Question
: Others
10
Data Collection Procedure
Before I did the observations, I have asked for formal permission letters from
the Faculty of Language and Literature to do the observations. Firstly, I saw the
headmaster to get the permission from the principal of the school to conduct the
research at the school. Secondly, I saw and made appointments with the English
teachers to do the class observations. After I knew the schedules, I did the
observations in English lessons.
Data Analysis Procedure
Once, I got the data from classrooms observations, I classified the type of
teachers‟ questions based on the theories that I had. From the observations protocol, it
was easier to see the frequent questions which were used in the English lessons.
Because I only emphasized on the types of teachers questions, and this was a
qualitative research, it was suitable when I described the data I have collected through
explanation.
FINDINGS AND DISCUSSION
Since I used 2 theories in this study, I decided to discuss each categorization
separately. The first group consists of 6 types of questions they are Yes-No, ShortAnswer, Display, Open-Ended, Referential, and Imaginative Question proposed by
Wajnryb (1992). The second group consists of 2 types of questions they are
Convergent and Divergent Questions proposed by (Gabrielatos, 1997).
Yes-No Questions
Based on the observations, this question is the most used by the English
teachers. In any occasion, from the beginning until the ending of the lesson the
teachers often come up with Yes-No question. According to (Dai, 2011), this
11
particular (yes-no) type of questions are one of the most common questions types. The
used of Yes-No questions had the highest frequency.
There were many examples of Yes-No question revealed in this study. I decided
to classify them based on the sequence of the learning activities. Since in learning
there are 3 phases, I interested to distinguish the types of teachers‟ question used in
each phase. They are pre-teaching, whilst-teaching and post teaching. All the
participants started the lesson by stating Yes-No question. See table 1
Table 1. Yes-No questions in pre-teaching
Teacher
Example Questions
(1) Are there any students absent
Teacher A
today?
(2) Did you remember the last week
Teacher B
material?
(3) Can we discuss this passage?
Teacher C
(4) Do you bring the paper test?
Teacher D
The first table described that the participant used Yes-No question at the
beginning of the lesson. By asking questions, perhaps the teachers used the simple
question to open the lesson rather than asking the students with Wh question. Also, it
would help the teacher to measure if their students were well prepared or not to join
the class. It was crucial to ask at the beginning, as it is a simple question, but, it might
be give influence to the entire lesson. Because by doing so, the teacher already known
from the start that the class has ready to begin the lesson before the class discussed the
material deeper.
Teachers also produced Yes-No questions in whilst-teaching phase. See the
other examples the questions. See table 2 for the instances.
12
Teacher A
Table 2. Yes-No Questions in whilst-teaching
Teacher
Example Question
(1) Do you know the genre of this
text?
(2) Can you tell me the differences
between descriptive and report?
(3) Are you listening?
(4) Do you have any difficulties in
understanding the questions?
(5) Do you realize that the examples
are used certain pattern?
(6) Do you know about Acid Rain?
(7) Do you see the changes?
(8) Do you know charitable?
(9) Do we have to read the text?
Teacher B
Teacher C
Teacher D
The second table showed that all the participants had similar way while asking
regarding the topic was being discussed. It might be teachers needed the students to
acknowledge that they have a master or the material or not. Furthermore, perhaps the
reason the teachers come up with the question was because they just want to build
communication with the entire class. Teachers often asked Yes-No while the students
were doing the task. The question would break the silent and to seek the information
from the students whether the students understood or not by answering yes or no
only. Perhaps, the teachers would not make the students in an under pressure situation
while answering. Rezaee & Farahiana (2012) claimed that yes no question primarily
applied to get feedback from the students. It was also will help the teachers to take
right action after teachers knew the students‟ answers.
Example number 7 was quite different from the others. Probably, by stating the
question, perhaps Teacher A only wanted to control the classroom. In other words,
she wanted to manage the classroom into more conducive condition. Emerging that
kind of question could affect the students‟ attitude toward the teacher itself.
13
The last examples of Yes-No question I have found at the end of the lesson. The
data showed that the three participants came up with the most similar questions. On
the other hand, an English teacher produced the different one, but it was similar. See
table 3.
Table 3. Yes-No questions in post-teaching
Teacher
Example question
Teacher A,B, and C
(1) Is there any question so far?
Teacher D
(2) Is it clear?
The third table revealed that most English teachers close the lesson by using
Yes-No question. Teachers came up with this type of question just to do final
checking about students‟ comprehension. It was a simple way to close the lesson.
According to the previous explanations, Yes-No question was the most favorite
types to be applied in classroom activities. Conceivably Yes-No question was the
simplest question to be asked to the students. The students do not need to answer the
question by elaborating their own idea.
Based on all the examples that I gave, it represent that Yes-No question only to
check the information given to Murcia and Freeman (1999) as cited in (Feng, 2013)
“Yes/No questions are primarily used to seek new information or clarify or confirm
given or shared information.” (p.149). However, Yes-No question can lead the
teachers to come up with the other types questions to seek the information deeper.
Display Questions
Display question is another type of question which used to review materials.
Based on the frequency, display questions placed below of Yes-No question. See table
4
14
Table 4.Display Questions
Teacher
Example Question
Teacher A
(1) Where do the monkeys live?
(2) What does “they” in the line 1
refers to?
Teacher B
(3) What the women say about?
Teacher C
(4) What happen first?
(5) What make it changes?
Teacher D
(6) Who makes it?
(7) What did come first?
I found these questions in the whilst-teaching. Coincidentally, all the
participants used reading skill to be taught in the class. Hence, the major activity was
reading. There was more than one passage which must be read during the lesson. At
the time, the participants gave copied materials and relied on the English handbook.
Before the teachers asked this kind of question, they asked for the students to read the
passage first. After read, the entire class discussed the content of the text. Obviously,
they have read the whole text.
By asking the question, probably the teachers just want to know whether the
students were careful or not when they were reading. Most students answered
incorrect answers, and the rest prefered silent. For the students, display questions
were quite common in reading activity. Since the questions were easy to answers. As
(Rezaee & Farahiana, 2012) said that “it is most likely that they repeat the
information that is already available”(p.162) the answers have provided by the text. If
they were not able to answer the question, they just need to take a look at the text to
look for the correct answers. The teachers only need to check their comprehension. As
teachers, they have mastered the material, thus they were able to ask questions related
to the passage and knew the correct answers. Liked the expertise have said that the
15
answer is factual and already known by the teachers; hence it will be easier for the
teachers to examine which students who were really paying attention to the material.
Based on (Meng, Zao, & Chattouphonexay, 2012) and (David, 2007) their
study which identified that the used of display question was higher than the other of
Wh-questions. I also found the similar result. I have mentioned that display question
placed below Yes-No question. Perhaps, teachers often used display question to grab
the students‟ attention tothe topic. Teachers also wanted to review the materials. They
wanted making sure that the entire class has mastered the topic. By producing the
question, teacher review what they have read.
Short-answer questions
Short answer question also being the common question appeared in this study.
The questions only need the students to answer in short phrases. See Table 5 for the
instances.
Teacher A
Teacher B
Table 5. Short Answer Questions
Teacher
Example Question
(1) What is the purpose of writing
the text?
(2) What is your topic?
Teacher C
Teacher D
(3) What make him so tired?
(4) What is the mainly happen?
The fifth table showed that the students have to answer the question in short
phrases. The questions appear in the middle of teaching after reading text. See
example number 1, the class discussed narrative text. The students answered “The
purpose of Narrative text is to entertain the readers.” They answer the question in
short phrases based on their knowledge. Although, there was no sentence stated like
the students‟ answer in the written text or implicit, they have had information related
16
the topic. Students were able to answer as they have comprehended the passage and
drawing conclusion by themselves about the aim of the text. As each of the text genre
has each own purpose in writing.
On the other hand, Teacher B,C,D still relied on the text. Since the questions
were easy for the students to answer. They only need to look up the answer in the
passage as it was the explicit answer.
Referential Questions
Referential question also used by the English teachers. I found several
referential questions during teaching-learning activity. Only three participants applied
referential question; they are teachers A,B, and D. See the following examples.
Table 6.Referential Questions in pre-teaching
Teacher
Example Question
Teacher A
(1) Who are absent today?
Teacher B
(2) Who is coming and not coming
today?
Teacher D
(3) How many of you bring the test
paper?
Teacher A and B uttered the similar question in the beginning of the lesson.
After greeted the students, they directly asked the class those kinds of questions.
Checking the attendance was one of the teachers‟ habitual in teaching. It was crucial
to ask before the lesson began. Teachers wanted to know which students were absent
that day by asking and paying attention to the attendance list. Some students might
not know the answers, therefore teachers prefer asked the question to the whole class.
After teachers knew the name of everyone who was absent, it made the teachers were
easier to divide the students into groups.
The example number 3 stated in the beginning of the lesson. The entire class
discuss about the last week examination. The class needed the paper test to support
17
the discussion. Some students brought it, and the rest did not. After the teachers knew
the answer, perhaps it would aid the teacher to divide the class into several groups to
discuss the examination deeper.
Table 7. Referential Questions in whilst-teaching
Teacher
Example Question
Teacher A
(1) How many cars do you have?
(2) How many dictionaries do you
have?
Teacher B
(3) What is the relationship between
expensive and big city?
(4) Who have not got the chance to
read?
The example number 1-3 stated while whilst-teaching. The teachers said the
questions did not rely on the materials. The teachers tried to build communication
with students who had done with the task. The three examples were asked to certain
students as the intermezzo while the other students were doing the task. It was an
intermezzo which not made the students put into a pressure situation. Teachers and
students might have simple conversation to fill up the time while waiting the other
students finished doing the task.
Example number 4 stated to find out which students who have not got chance
to read the text. Teacher B asked the students to read the text one by one by pointing
the students randomly. The text consisted of many paragraphs, a student had to read a
paragraph and so forth. By stating the question, it convinced the teacher that all the
students have had the chance to read the paragraph.
Open-Ended Questions
Another common type of teacher question was Open-Ended question. OpenEnded question led the students to answer based on their own thinking without any
interfere from neither the teacher nor the material. See the examples
18
Teacher A
Teacher B
Teacher C
Teacher D
Table 8 Open-Ended Questions
Teacher
Example Question
(1) How are you today?
(2) What do you think the meaning?
(3) What do you think about that?
(4) What do you think about
English subject?
Table 8 showed that all the participants applied Open-Ended question in
English lesson. I found out the example number 1 in the beginning of the lesson.
Before began the lesson, teacher A came up with the question aimed to greet the
students. By stating the question, the students might have varieties‟ possible answers
based on their own feeling and condition. Teacher A might expect the students had
good mood, eager and fine condition to join the English class. On the other hand,
some students preferred answer the question by random responses. The students
tended to reply by uttering joke answers, for example, student A“ I am not okay,
because I have just finished the English homework.” In addition, the students had a
tendency to answer less enthusiasm.
Example numbers 2-3 have a similar case in asking questions. Teacher B, C,
and D were asking questions to gain the students critical thinking. It was also to
encourage the students to give their own perspective and views on the materials. Each
student might have different responses one to another. This type of question offered
an occasion for students to speak up and utter their views. There were not right and
wrong answers as each had their own way of viewing something.
Imaginative Questions
It was the last type of question I discussed based on Wajnryb (1992)
categorization. From the four participants I have observed, I only found a participant
produced imaginative question. See table 9
19
Table 9. Imaginative Question
Teacher
Example Question
Teacher B
(1) What will you say if your
friends are cheating on the test?
Teacher B was the only one who came up with an imaginative question.
Example number 1 showed that teacher B put the students in a certain occasion which
was familiar and close to their surroundings. Obviously, the students were wellknown about cheating, whether they did or not. By stating the question, it provided a
chance to imagine the situation. Perhaps, teacher B just wanted to encourage students
imaginative by giving the familiar topics for them. Each student might have varieties
answers based on their own attitude about cheating. Perhaps, they would agree,
disagreed or, they might give advises to their friends.
This is the second classification of questions. They are Convergent and
Divergent questions. See the following elaborations.
Convergent Questions
The other type of teachers‟ questions was convergent question. All the
participants applied the question to review the lesson. See table 10
Teacher
Teacher A
Table 10 . Convergent Questions
Example Question
(1) What tenses is used in this
paragraph?
Teacher B
(2) What does the writer write in the
last paragraph?
Teacher C
(3) What happen first?
Teacher D
(4) Who is the addressee?
Like I have explained in the previous paragraph, reading skills were taught
during classrooms activities. Those kinds of questions appeared after students read the
text. It was easy for students to answer. If they did not know the answer, they just rely
on the text. Teacher A uttered “What tenses is used in this paragraph?” When I did
20
my observations, the topic was being discussed was narrative text. The narrative text
used past tense in delivering the passage. It was clearly written in the passage that
narrative text used past tense. The students might not answer the question with the
other type of tenses.
When the teachers state one type of question, it might belong to the other
types of question. Each question has its own characteristic, but since one question can
reveal the similar answer, and it might be classified to the other types of question.
Teachers A,B,C,D came up with a different question. However, the answers of the
questions were similar. For instance, teacher C said that, “What make him so tired?”.
Students answered “Because he did exercise” Once, the students answered in short
phrases. At the same time, the teacher also related the question to the text. The answer
was explicit, and there was only one correct answer stated in the text. Thus, at the
same time a question might belong to Display, Convergent and Short-Answer
question.
Divergent Questions
The last type categorization proposed by Gabrielatos (1997) is Divergent
question. Divergent question provide more chances for the students to convey their
views. See table 11
Teacher
Teacher A
Teacher B
Teacher C
Teacher D
All
Table 11 Divergent Questions
Examples Questions
(1) How are you today?
(2) Why the writer use the text?
(3) Why rain doesn‟t happen in the
desert?
(4) What do you think about the
English subject?
teachers used this kind of question. By asking the question, students will
give different answers. However, there was no right and wrong answer. No matter, the
21
answers were, all of them were acceptable. This question also invited the students to
think critically toward the issue given. Perhaps, the students would arrange their
argument to convince their thoughts to the other students and the teacher. By applying
divergent question, it might lead the classes to a discussion by arguing some reliable
opinions.
CONCLUSION
The study is conducted to examine the types of teachers‟ questions used in
English lessons in Senior High School Negeri 1 Salatiga. I collected the data by doing
observations. I found that eight types of teachers‟ questions were used during
teaching-learning as the result, they were Yes-No, Short-Answer, Display, OpenEnded, Referential, Imaginative Question Convergent, and Divergent question. Based
on the observations, I draw a conclusion that Yes-No question was the most
preferable question used during teaching. All the participants applied the question
from the beginning until the ending of the lesson by offering varieties of Yes-No
question.
As Yes-No question was the simplest question; the English teachers should
apply the other type of questions to encourage students to be more active and have
critical thinking. Teachers might come up more with divergent, open-ended and
imaginative questions. Those three types of question could lead the students to think
harder, practice to express their own ideas by speaking up. The three questions could
aid the classrooms to be more active.
This study was done in limited time; perhaps the other studies can take longer
time to do the research. Thus, the research is expected to have more accurate and rich
22
data to be analyzed. Other studies can have more participants‟ to get more information
about the type of teachers‟ questions. This research only discussed concerning on
types of teacher‟s questions, for further research, I suggest to have participants who
teach in vary level and major of students.
23
Acknowledgement
I would like to praise ALLAH SWT who always gives me blessings, and
strengthening me in every time of my life. Maria Christina Eko Setyorini, M.Hum
as my supervisor and Dian Toar Y.G Sumakul, M.A as my great second reader who
were abundantly helpful and patience in guiding me to finish this thesis in a limited
time, without their knowledge and assistance this study would not have been
completed.
My love and gratitude to my beloved family: Ibu, Bapak, Mak‟e and
especially for Bude (Alm) who always support me in any conditions. Bagus Setyo
Wicaksono, my partner in crime who always motivates me to complete this thesis. I
also would like to thank the SMA Negeri 1 Salatiga for helping me in finishing my
thesis. My best brothers and sisters : ICIKIWIR (Fatra, Adi Hann, Daniel, Nandi,
Nana, Nandu). Mira, Reza, Sasha, Iis, Adi-Codot, Brian-Cacing and Lesty who are
willing to help me and big love to the family of ELEVENERS (ED 2011) Also for
those whose names I cannot mention here. All of you are the best gift I ever had.
Thanks for making my days alive. Thank you very much.
Kusmiyani Desi Anisa,
24
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Pre
26
Appendixs
Name of Teacher: Lucia Sudiyati
Date
:Wednesday, February 4th 2015
Classroom
: XI MIA 2/3
Duration : 10.15- 12.00 (90 Minutes)
Topic
: Because and Because of
Types of Questions
Time
Example of Questions
YN
SA
DIS CON DIV
OP
REF
IMA
OT
How are you today?
√
√
Why do Arief absent today?
10.30
√
Who are absent today?
√
What is the different because and
10.35
√
√
√
because of??
Can you sing this song?
10.38
√
Is it you?
√
What is it?
10.44
√
√
√
Is it your picture?
√
How many times they change the
11.25
√
schedule?
How many cars do you have?
√
√
How many cars do your parents
10.50
√
have?
How many dictionaries do you have?
√
What did we learn last week?
11.34
√
√
√
What is “jasmine”?
11.37
√
√
√
Any questions so far?
11.46
√
BREAK
27
Notes
Name of Teacher: Theresa Dini Retnowati
Date/ time : Saturday, February, 7th 2015
Classroom
: Lintas Minat X
Duration : 10.15-12.30 (135 minutes)
Topic
:Giving advice
Types of Questions
Time
Examples
YN SA DIS CON DIV OP REF
IMA OT
Are all of you having group?
√
Who is coming and not coming today?
10.30
√
Where is he?
√
Is anyone knows where is Siska?
√
10.32
Is Abimanyu here?
√
Do you have any difficulties in
√
10.39
understanding the questions?
Any other idea from other students?
10.55
√
What the women say about?
10.56
√
√
√
Did you get Fiona‟s advices from the
√
recording?
10.58
Is that the only advice to Waynes?
√
What else?
√
√
√
Can you identify which sentences that
√
Fiona use in the dialogue?
11.02
Can you find other sentences?
√
Do you have any idea about Fiona‟s
√
11.04
sentences?
Anymore example relate to Fiona
√
11.06
advices?
Do you realize that the examples are used
11.08
√
28
Notes
11.15
√
11.21
√
11.28
√
√
11.16
11.29
11.31
11.32
11.37
11.41
11.49
11.49
11.52
11.53
11.54
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
certain pattern?
Do you remember any kinds of modals?
What is the different between „must and
should‟?
Have you written this down?
What about the use „have and had better?
How about the pattern?
Is it the same?
Are there any differences in the pattern
on your book and the recording?
What are the differences of those?
Does it give different meaning?
What do you thing the meaning?
When we use V1 and V-ing?
What about this?
Can you see the differences now?
What will you say if your friends are
cheating on the test?
Have you finished?
Can you guess the pattern used on the
dialogue?
Are there other sentences with the same
pattern on the dialogue?
What is the different of these?
Is there any different in the meaning?
How was your weekend?
What does it mean?
√
√
√
√
√
√
√
√
√
29
11.59
12.03
12.11
12.18
12.19
√
√
√
√
√
√
√
√
Is there anything to ask?
Are there any difficulties to ask?
How about the next number?
Have you finished it?
Is Anita here?
Is ok for the sentence?
Do you think so?
Who have not got the chance to read?
√
√
30
Date
:Wednesday, February 4th 2015
Duration : 90 Minutes
Name of Teacher : Lucia Sudiyati
Classroom: XI MIA 5/3
Topic : Because and Because of
Time
YN
10.15
10.17
10.20
10.22
10.27
√
10.45
10.52
11.00
11.44
11.47
√
√
√
√
√
DIS
√
√
√
√
√
√
√
√
10.30
10.55
SA
√
√
√
Types of Questions
CON DIV
OP
REF
√
√
√
√
√
√
√
IMA
Example of Questions
OT
How are you today?
Who are absent today?
Why do Arief absent today?
Have you read the text I gave last
week?
How many of you have read the text?
What is the main idea of the text?
Where do the monkeys live?
What does “they” in the line 1 refers
to?
What is the purpose of writing this
paragraph?
What tenses is used in this paragraph?
Do you know the genre of this text?
Can you tell me the differences
between descriptive and report?
Do find any difficulties to figure out
those texts?
√
√
√
BREAK
Have you finished?
Do you have any questions?
31
Notes
Date/ time : Tuesday, February 10th 2015
Duration : 9.15-11.00 (90 minutes)
Name of Teacher : Kartika
Classroom
:Bahasa X
Topic
: Report Text
Time
09.27
YN
√
√
√
09. 29
09.30
09.45
09.49
√
√
√
09.52
10.40
10.52
10.54
√
SA
DIS
Types of Questions
CON DIV OP REF
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
IMA
OT
Examples
Can we discuss this passage?
Do you think that environment
change?
What do you think about that?
Do you see the changes?
What else?
What happen to the river?
How is it changes?
What make it changes?
Do you know about Acid Rain?
What is it like?
Can you continue what happen next?
Can you write it down there?
What happened after the oxidized?
Why acid rain very dangerous?
What is the contain of the rain acid?
√
√
BREAK
√
√
√
Where does the rain happen?
Do you know about the rain come
from?
What happen first?
Why rain doesn‟t happen in the
32
Notes
√
√
√
desert?
What do you think?
Any question so far?
√
33
Name of Teacher : Kartika
Date/ time : Tuesday, February 27th 2015
Classroom
:Bahasa X
Duration : 9.15-11.00 (90 minutes)
Topic
: Giving Advice (using should)
Types of Questions
Time
Examples
DIV
YN SA
DIS
CON
OP REF IMA OT
09.59
10.00
10.01
10.03
10.04
10.09
10.11
10.36
11.03
11.08
11.09
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Do you bring this one?
Can you find the expression?
What is the topic?
Anything else?
What make him so tired?
Do you like doing exercise?
What is the topic of the dialogue?
Do you do the healthy activity?
Based on the dialogue, which express
the forbidden in the class?
What is the dialogue about?
Have you finished?
Do you find the best advice?
Which one is the best advice?
Do you think the advice is impossible
to do?
Any question?
BREAK
√
√
√
√
√
34
Notes
Name of Teacher : Agustina
Date/ time : Monday, March 30th 2015
Classroom
:Bahasa X
Duration : 9.15-11.00 (90 minutes)
Topic
: Discussing the Examination
Types of Questions
Time
Examples
YN SA DIS CON DIV OP REF IMA OT
Why don‟t you tell me that Pak
√
13.20
Bambang absent today?
Do you bring the test items?
√
13.23
Why don‟t you bring items?
√
How can you be so proud like this?
13.25
√
How many of you bring the test
√
13.25
paper?
Can you lend your friend the test
√
paper?
13.26
Do we have to read the text?
√
Who is the addressee?
13.27
√
√
√
Cesar refer to whom?
13.29
√
√
√
What is the mainly happen?
13.30
√
√
√
What is the aim of narrative text?
13.31
√
√
√
What is potion?
13.34
√
√
√
What did come first?
13.38
√
√
√
Who makes it?
13.45
√
√
√
Do you like the grade?
13.55
√
What do you think about English
√
√
√
14.07
subject?
Is there any question?
14.10
√
35
Notes
Name of Teacher : Agustina
Date/ time : Tuesday, March 31st 2015
Classroom
:MIA 6/1
Duration : 9.15-11.00 (90 minutes)
Topic
: Discussing the Examination
Types of Questions
Time
Example