SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2011

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A Case Study on the Use of Teacher’s Questioning in the Teaching of Reading at SMA “Islam” Malang

Veri Hardinansyah Dja'far




Dja’far, Veri Hardinansyah. 2011. A Case Study on the Use of Teacher’s Questioning in the Teaching of Reading at SMA “Islam” Malang. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Dr. Enny Irawati, M.Pd.


Key words:  teacher’s questioning,  teaching reading, active participation


The role of teacher is very important to guide and motivate the students in learning English. Reading is an important skill in learning English, but unfortunately the teaching of reading skill has not been developed sufficiently. Questioning is one of the most crucial strategies in the teaching of reading. The effective questioning applied will lead to better reading comprehension of the students. This study was conducted to identify and describe teacher’s questioning in an English class at SMA “Islam” Malang.

The subject of the research was the English teacher of grade XI and XII of SMA Islam Malang. In the present study, the researcher is the key instrument because he is the one who collected and analyzed the data. The researcher used field note sheet, observation checklist and tape recorder as the instruments to gain precise data in this study. The main data of the study are the questioning utterances produced by the teacher in teaching reading. The main data were taken during the teaching-learning process in the class. These main data were collected through observation and recording the teacher’s questioning in four meetings. To support the main data, secondary data were also collected through field note sheet. The data analysis was done in four steps, namely: data collection, data reduction, data display, and conclusion drawing.

The result of the research shows that the teacher used three types of techniques of questioning  mentioned in the category of questioning defined by Chaudron (1988:128)., i.e. (1) repeating or rephrasing the question (39.4%), (2) giving clues to narrow the question down (34.2%), and (3) modifying questions by giving alternative ‘or-choice’ questions (26.3%).

The findings of this study mostly support the existing theories of technique of questioning. As can be seen in the findings, the teacher in this study applied the three kinds of the techniques of  questioning as suggested by Chaudron(1988).

For the teacher, it is suggested that in questioning during teaching and learning of reading activities, the teacher needs to apply all kinds of techniques of questioning proportionally and be creative in questioning by considering the students’ ability since the students come different backgrounds. For the future researcher(s), it is suggested to investigate the teacher-technique in giving questioning in other skills in the field of English teaching.