THE TEACHERS QUESTIONING TYPES IN ENGLISH CLASSROOM ACTIVITY OF SMA N 3 PATI IN ACADEMIC YEAR 2015/2016. By AJENG FITRIA RAHMASARI NIM

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1 THE TEACHERS QUESTIONING TYPES IN ENGLISH CLASSROOM ACTIVITY OF SMA N 3 PATI IN ACADEMIC YEAR 2015/2016 By AJENG FITRIA RAHMASARI NIM ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2016

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3 THE TEACHERS QUESTIONING TYPES IN ENGLISH CLASSROOM ACTIVITY OF SMA N 3 PATI IN ACADEMIC YEAR 2015/2016 SKRIPSI Presented to the University of Muria Kudus in Partial Fulfillment of the Requirements for Completing the Sarjana Program in the Department of English Education By AJENG FITRIA RAHMASARI NIM ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2016 iii

4 MOTTO AND DEDICATION Motto - Failed in struggle does not mean a decline. - Never give up. - Do your best every moment. Dedication This skripsi is dedicated to: - Her beloved parents - Her brother - Her family - Her friends iv

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7 ACKNOWLEDGEMENT First of all, the writer would like to thank to Allah SWT who has given a chance, guidance, mercy, blessing, so she can finish the research entitled The Teachers Questioning Types in English Classroom Activity of SMA N 3 Pati in Academic Year 2015/2016. In this occasion, the writer would like to express her sincere gratitude to: 1. Dr. Slamet Utomo, M.Pd. as the Dean of the Teacher Training and Education Faculty. 2. Diah Kurniati, S.Pd., M.Pd. as the Head of English Education Department of Teacher Training and Education Faculty of Muria Kudus University. 3. Drs. Muh Syafei, M.Pd. as the first advisor, for all his invaluable time and patience in guiding her during the process of writing. 4. Agung Dwi Nurcahyo, S.S., M.Pd. as the second advisor, for all his invaluable time and patience in guiding her during the process of writing. 5. All the English Department lecturers who have given much knowledge and have been teaching and guiding her patiently since the first year of the study at Muria Kudus University in The headmaster of SMA N 3 Pati who has given permission to her to do the research. 7. The teachers of SMA N 3 Pati who guide and help her. 8. Her mother, father, and family who have given spirit, pray and support. 9. Her friends, Edi, Timun, Dita, Icha, Nia, and Elysa who help and guide her during the process of writing skripsi. vii

8 10. She would also like to express her gratitude to all friends and all people who always give supports in finishing this skripsi. She realizes that there are still some lacking in her research because of limitation knowledge and ability. However, she hopes that this research will be useful for the researcher herself, the students, the teachers, and the readers. Kudus, 16 th May 2016 The writer, Ajeng Fitria Rahmasari viii

9 ABSTRAK Rahmasari, Ajeng Fitria Tipe-Tipe Pertanyaan Guru dalam Aktivitas Kelas Bahasa Inggris di SMA N 3 Pati tahun ajaran 2015/2016. Skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Pembimbing: (1) Drs. Muh Syafei, M.Pd., (2) Agung Dwi Nurcahyo, S.S, M.Pd. Key words: Pertanyaan Guru, Tipe Pertanyaan, Fungsi Pertanyaan Pertanyaan berfungsi sebagai cara guru untuk mengontrol interaksi di dalam kelas. Pertanyaan guru yang efektif diyakini dapat memusatkan perhatian siswa untuk memahami materi pelajaran, membangun rasa ingin tahu, mendorong imaginasi, dan mendorong mereka untuk mencari pengetahuan baru. Tetapi, pertanyaan yang efektif tidak selalu terjadi. Jadi, sebagai seorang guru, pertanyaan penting untuk mengelola kelas dan membuat siswa lebih aktif di dalam kelas. Dalam mengajar, guru mungkin menerapkan pertanyaan-pertanyaan yang berbeda dan itu tergantung pada situasi di dalam kelas dan guru itu sendiri. Tujuan dari penelitian ini adalah: (i) untuk menemukan tipe-tipe pertanyaan yang digunakan oleh guru SMA N 3 Pati tahun ajaran 2015/2016 selama proses belajar mengajar (ii) untuk menemukan fungsi-fungsi pertanyaan yang digunakan oleh guru SMA N 3 Pati tahun ajaran 2015/2016 selama proses belajar mengajar. Penelitian ini adalah sebuah penelitian deskriptif kualitatif. Data dari penelitian ini adalah pertanyaan-pertanyaan yang digunakan oleh guru bahasa Inggris dan sumber data berupa percakapan tiga guru. Penulis mengamati dan merekam tiga guru ketika mereka mengajar di dalam kelas dan membuat transkripnya. Itu dilakukan dalam dua sesi di setiap kelas yang mana durasi setiap sesinya adalah 90 menit. Untuk menganalisis data, penulis mengidentifikasi pertanyaan guru, mengklasifikasi, menganalisis, dan membuat kesimpulan. Hasil dari penelitian ini menunjukkan bahwa tipe pertanyaan yang digunakan oleh tiga guru SMA N 3 Pati tahun ajaran 2015/2016 adalah dominan pada tipe pertanyaan procedural dengan jumlah 283 pertanyaan. Ini berarti bahwa guru fokus pada pengelolaan kelas, sehingga mereka bisa mengontrol siswa mereka. Hasil penelitian dari fungsi pertanyaan menunjukkan bahwa tiga guru bahasa Inggris SMA N 3 Pati tahun ajaran 2015/2016 cenderung menggunakan strategi yang sama dalam pertanyaan meskipun pada tingkatan, kelas, dan sesi yang berbeda. Pertanyaan sebagai fungsi instructional menjadi yang paling menonjol dengan jumlah 296 pertanyaan. Itu berarti bahwa guru bisa menuntun siswa untuk memahami materi baru lebih baik dan lebih mendalam. Pada akhir penelitian ini, penulis menyarankan bahwa guru bisa menggunakan pertanyaan yang bervariasi yang mana tidak hanya fokus pada pengelolaan kelas, tetapi juga fokus dalam mendorong siswa untuk berfikir, sehingga akan menjadi seimbang. ix

10 ABSTRACT Rahmasari, Ajeng Fitria The Teachers Questioning Types in English Classroom Activity of SMA N 3 Pati in Academic Year 2015/2016. Skripsi. English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisor: (1) Drs. Muh Syafei, M.Pd., (2) Agung Dwi Nurcahyo, S.S., M.Pd. Key words: Teachers Questions, Type of Questions, Function of questions Questions serve as the way of the teachers for controlling the classroom interaction. Effective teachers questioning is believed to focus students' attention to understand lesson content, arouse their curiosity, stimulate their imagination, and motivate them to seek out new knowledge. But, effective questioning does not always happen. So, as a teacher, it is important to manage the class and make students be more active in the class. In teaching, the teachers may implement different questions and it depends on the situation and teachers themselves. The objective of this research: (i) to find out kinds of questioning types used by the teachers of SMA N 3 Pati in academic year 2015/2016 during teaching and learning process (ii) to find out the questioning functions used by the teachers of SMA N 3 Pati in academic year 2015/2016 during teaching and learning process. This is a descriptive qualitative research. The data of this research is teachers questions used by the English teachers. The data source is three teachers talks. The writer did observation and video recording three teachers when they taught in the classroom and transcribed it. It is conducted in 2 sessions in each class which each session is 90 minutes. To analyze the data, she identifies the teachers questions, classifies, analyzes, and makes the conclusion. The result of this research shows that type of questions used by three English teachers of SMA N 3 Pati in academic year 2015/2016 are dominant in procedural question with the total of frequency is 283 questions. It means that the teachers focus on managing the class, so they can control their students. The result of question functions shows that three English teachers of SMA N 3 Pati in academic year 2015/2016 use the same strategy in questioning although in different levels, classes, and sessions. Questions as instructional function are the dominant one with the total of frequency is 296 questions. It means that the teachers can guide the students to understand the new materials better and more deeply. At the end of this research, the writer suggests that teachers can use variety of questions which are not only focus on managing the class, but also focus on motivating the students to think, so it will be balance. x

11 TABLE OF CONTENTS COVER... i LOGO... ii TITLE... iii MOTTO AND DEDICATION... iv ADVISORS APPROVAL... v EXAMINERS APPROVAL... vi ACKNOWLEDGEMENT... vii ABSTRAK... ix ABSTRACT... x TABLE OF CONTENTS... xi LIST OF TABLES... xiii LIST OF FIGURES... xiv LIST OF APPENDICES... xv CHAPTER I INTRODUCTION 1.1 Background of the Research Statement of the Research Objective of the Research Significance of the Research Scope of the Research Operational Definition... 6 CHAPTER II REVIEW TO RELATED LITERATURE 2.1 Teaching English in SMA N 3 Pati Communication Strategy Scaffolding Talks Teachers Role Teachers Talk Students Talk Classroom English Classroom Interaction Students Responses Teachers Questions Characteristic of Effective Questions Type of Teachers Questions Function of Teachers Questions Review of Previous Research Theoretical Framework xi

12 CHAPTER III METHOD OF THE RESEARCH 3.1 Design of the Research Data and Data Source Data Collection Data Analysis CHAPTER IV FINDING OF THE RESEARCH 4.1 Research Finding CHAPTER V DISCUSSION 5.1 Type of Teachers Questions Used by the English Teachers Function of Teachers Questions Used by the English Teachers CHAPTER VI CONCLUSION AND SUGGESTION 6.1 Conclusion Suggestion REFERENCES APPENDICES xii

13 LIST OF TABLES Tables Page 3.1 Observation Protocol Classifying Type and Function of Questions for Each Teacher Classification of Type and Function of questions used by Three Teachers Result of Type and Function of Questions Analysis Used by the English Teacher (T1) when Teaching at X MIA 4 in Session Result of Type and Function of Questions Analysis Used by the English Teacher (T1) when Teaching at X MIA 4 in Session Result of Type and Function of Questions Analysis Used by the English Teacher (T2) when Teaching at XI MIA 5 in Session Result of Type and Function of Questions Analysis Used by the English Teacher (T2) when Teaching at XI MIA 5 in Session Result of Type and Function of Questions Analysis Used by the English Teacher (T3) when Teaching at XII MIA 1 in Session Result of Type and Function of Questions Analysis Used by the English Teacher (T3) when Teaching at XII MIA 1 in Session Classification of Type and Function of Questions Used by Three Teachers The Result Frequency of Questioning Types Used by Three English Teachers at Three Classes The Result Frequency of Questioning Functions Used by Three English Teachers at Three Classes xiii

14 LIST OF FIGURES Figure 3.1 Components of Data Analysis: Interactive Model Page xiv

15 LIST OF APPENDICES Appendix Page Appendix 1 Observation Protocol T Appendix 2 Observation Protocol T Appendix 3 Observation Protocol T Appendix 4 Observation Protocol T Appendix 5 Observation Protocol T Appendix 6 Observation Protocol T Appendix 7 Transcript Appendix 8 Transcript Appendix 9 Transcript Appendix 10 Transcript Appendix 11 Transcript Appendix 12 Transcript Appendix 13 Statement Appendix 14 Keterangan Selesai Bimbingan Appendix 15 Permohonan Ujian Skripsi Appendix 16 Surat Keputusan Judul Skripsi Appendix 17 Surat Ijin Penelitian Appendix 18 Surat Rekomendasi Appendix 19 Surat Keterangan Penelitian Appendix 20 Kartu Bimbingan Appendix 21 Curriculum Vitae xv