SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2008

Ukuran Huruf:  Kecil  Sedang  Besar

A Study on Teacher’s Questions Given to the Students in English Classroom

Rhoy David Kurniawan


Teachers play an important role in the process of learning and teaching.
Questioning is a tool that can be used by the teacher to promote students‟
interaction and assist teacher to reach the goal. This study was aimed to describe
types of questions and questioning techniques used by the teacher in English
classroom in the senior high school level. This study was also aimed to know the
teacher‟s purpose of questions.
  The design of the study was descriptive qualitative. It was also a case
study since it was aimed at describing special and unique features of a teaching
situation or the method used by a particular teacher in a specific setting. The
setting of the study was SMA Negeri 4 Malang. The subject of the study was an
English teacher teaching eleven and twelve grades. Two classes, XI Social 1 (XI
S1) and XI science 3 (XI A3), were used for observation. The data were collected
through two meetings in each observed classroom. Observation sheet, audio-
visual recording, and interview guide were utilized as additional instruments,
while the researcher was the main instrument. The collected data were then sorted
out and organized. After all relevant data were displayed, the conclusion was
  The findings showed that the teacher delivered 93 questions in the first
observation and 92 questions in second observation in XI Social 1 class, 80
questions in the first observation and 36 questions in the second observation in the
XI science III. There were 301 questions analyzed based on the research
  The study found that the teacher utilized both divergent and convergent
questions. There were only 9 convergent questions, while 292 questions were
divergent. The teacher used all types of questions in Bloom‟s taxonomy. The
teacher used analysis question most frequently (39.9%), followed by knowledge
level (29.6%), comprehension level (11.6), synthesis level (9.63%), evaluation
level (8.31%), and application level (1%). The study found that most frequent
technique applied by the teacher was probing, 106 times, while the least frequent
technique applied was prompting, 22 times. The teacher also applied the
redirecting and the rephrasing techniques. The amount of wait-time spent by the
teacher was mostly below three seconds. It was found that the subject did not
know about the purpose of questioning clearly since she never got such subject in
the university and she never joined any seminar or workshop that specially
designed to train teacher‟s questioning ability. The teacher rarely prepared the questions before teaching. It was found that the teacher focused the questions to
involve the students in discussion so that the students got chances to develop their
communication skill. 
  Based on the findings of the study, it is suggested that researcher can
conduct further research on teacher‟s questions such as to know what type of
question gives the biggest influence in students‟ English proficiency and what
type of questions promote interaction in English classroom, especially in senior
high school level.