ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY ......English classroom in Satya Wacana Christian Junior...

THE USE OF TEACHER’S QUESTIONS IN SATYA WACANACHRISTIAN JUNIOR HIGH SCHOOL

THESISSubmitted in Partial Fulfillment

of the Requirements for the Degree ofSarjana Pendidikan

Debora Mayang Arum112011037

ENGLISH LANGUAGE EDUCATION PROGRAMFACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITYSALATIGA

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TABLE OF CONTENTS

ABSTRACT............................................................................................................ 1

INTRODUCTION .................................................................................................. 1

LITERATURE REVIEW........................................................................................ 4

Questioning as one aspect of teacher talk ........................................................ 5

Teacher’s questions.......................................................................................... 6

THE STUDY........................................................................................................... 9

Context of the study ......................................................................................... 9

Participant ........................................................................................................ 9

Reasearch instrument ..................................................................................... 10

Data collection procedures............................................................................. 10

Data analysis procedures................................................................................ 11

FINDING AND DISCUSSION ............................................................................ 11

Teacher’s questions usage.............................................................................. 12

Types of teacher’s questions asked................................................................ 14

Purposes of teacher’s questions asked ........................................................... 26

CONCLUSION..................................................................................................... 41

ACKNOWLEDGEMENT .................................................................................... 43

REFERENCES...................................................................................................... 44

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LIST OF DIAGRAMS

Diagram 1. The usage of teacher’s questions based on Wajnryb’s (1992)categorization of question types. ........................................................ 12

Diagram 2. The usage of teacher’s questions based on Brown and Edmonson’s(1985) categorization of question purposes. ...................................... 13

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THE USE OF TEACHER’S QUESTIONS IN SATYA WACANA

CHRISTIAN JUNIOR HIGH SCHOOL

ABSTRACT

The investigation concerning the use of teacher’s question has been significant toconduct since questioning is one of the most common and important teacher’stechniques in EFL classroom context (Behnam and Pouriran, 2009). This studyaims to investigate the types and purposes of teacher’s questions used in anEnglish classroom in Satya Wacana Christian Junior High School. Thisinvestigation employed real time observation using time-sampling protocol tocapture the teacher’s questions. The observation was conducted 8 (eight) times.The data captured were analyzed according to Wajnryb’s (1992) categorization ofquestion types and Brown and Edmonson’s (1985) categorization of purposes ofquestion. The results show that the teacher used almost all of question’s types andpurposes. In term of question’s types, Yes/No, Short Answer/Retrieval Style,Open-ended, Display and Referential questions were used. In term of question’spurposes, the teacher used questions to arouse interest and curiosity concerning atopic, focus attention on a particular issue or concept, develop an active approachto learning, diagnose specific difficulties inhibiting pupil learning, expressgenuine interest in the ideas and feelings of the pupils and provide an opportunityfor pupils to assimilate and reflect upon information.

Keywords: The use of teacher’s questions, teacher’s questions, question’s types,question’s purposes

INTRODUCTION

The investigation of the use of teacher’s questions is significant since

questioning is one of the most common and important teachers’ techniques used

in EFL classroom context (Behnam and Pouriran, 2009). The frequent use of

questioning may refer to its straightforward nature in engaging students to talk

(Yanfen&Yuqin, 2010). A teacher can stimulate students’ response directly by

using questions as a way of information request. Furthermore, by asking

questions, the teacher gives more opportunity for the students to, “understand and

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use uncomprehensible [difficult] language...” (Long, 1996). By responding to the

teacher’s questions, the students can improve their language store through

language understanding and practicing processes. Consequently, the contribution

of the teacher’s question in engaging students’ effort to understand and use their

language store makes questioning technique become important in helping the

students to improve their language competency.

There has been a great interest in investigating the use of teacher’s

questions and the effects on language classroom interactions and learning

processes. David (2007) has conducted a study to investigate the distribution of

display and referential questions and to explore their effects on ESL classroom

interaction in Nigerian secondary schools. He found that display questions are

more often used by teacher rather than referential questions. Furthermore, the

result shows that display questions create more interactions than referential ones.

Shomoossi (2004) also has conducted a study in Tehran universities to study the

teacher questioning in EFL classrooms. The result of the study shows that display

questions are more often used by the teachers. Shomoossi (2004) also found out

that not all the use of referential questions can create enough teacher-student

interactions. Another study has been conducted by Hamiloğlu (2012) to examine

how the teacher’s questions influence student’s learning. The participants of study

are two groups of students from one private primary school and one state primary

school in Istanbul, Turkey. The finding shows that there is evidence regarding the

impact of teacher’s questions on student’s learning. These studies have proven

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how teachers’ questioning techniques can influence classroom interactions and

learning processes.

As can be seen, there are numerous studies of teacher’s questions which

have been carried out to compare two or more teacher’s questions and also the

relation of questions asked by the teacher and student’s learning. In the same line

of inquiry, this study is aimed to examine the types and purposes of teacher’s

question. Specifically, this study is aimed to investigate the types and purposes of

teacher’s questions used in an English class in Satya Wacana Christian Junior

High School.

This study is directed to answer the questions below.

1. What are the types of questions used by the teacher in an English class

in Satya Wacana Christian Junior High School?

2. What are the teacher’s purposes of asking the particular types of

questions?

Brown (2001) states that to develop teacher’s role as an initiator and

sustainer of interactions, one of the best way is to develop a set of questioning

strategies. In order to develop an effective set of questioning strategies, it is

important to begin with an investigation of the use of various kinds of teacher’s

questions and the purpose of its usage in language classroom context as a

consideration material. Further, the investigation becomes a more important

starting point in a context in which teacher’s role as interaction initiator and

sustainer is still highly needed, like in Junior High School level. Based on that

reasoning, this study is perceived as significant to conduct.

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In addition to that, the result of this study hopefully is able to raise the

awareness of English teachers in Satya Wacana Christian Junior High School

about the use of teacher’s question. As Walsh (2002) concludes awareness in

language classroom as a more conscious use of language by noticing the

interactional features on learning opportunity, the English classroom teacher’s

awareness can be expected to stimulate the teacher to develop an effective set of

questioning strategies that may help in achieving the teaching goals and helping

the students to learn in the English classroom.

LITERATURE REVIEW

Questioning has been one of the most common and important teachers’

techniques used in EFL classroom context (Behnam & Pouriran, 2009). The

frequent use of questioning may refer to its straightforward nature in engaging

students to talk (Yanfen&Yuqin, 2010). By using questions as a way of

information request, teachers can stimulate students’ response directly.

Furthermore, by asking questions, teachers give more opportunity for their

students to, “understand and use uncomprehensible [difficult] language...” (Long,

1996). By responding to teachers’ questions, students can improve their language

store through language understanding and practicing processes. Therefore, the

contribution of teachers’ question in engaging students’ effort to understand and

use their language store makes questioning technique becomes important in

classroom teaching and learning processes.

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Questioning as one aspect of teacher talk

According to Ellis (1988), teacher talk is, “... [a] special language the

teacher uses when addressing L2 learners in the classroom... There is systematic

simplification of formal properties of the teacher’s language”. From that

definition, teacher talk seems to be one of teachers’ strategies in teaching students

who has lower proficiency than the teachers themselves. In order to be able to

teach those students, the teachers should use a ‘special language’ which can be

understood by students and can engage their attention and participation. It means

that the teachers should simplify and modify their language to adjust students’

level of proficiency to engage students’ responses which are likely expected to

result on students’ understanding and use of the language.

Nunan (1989) states that, “One aspect of teacher talk which has received

quite a lot attention is that teacher questions”. Questioning might get the attention

as it is believed as, “the commonest and most straightforward way to make

students to talk in the class” (Yanfen & Yuqin, 2010). Questioning has a

demanding effect to whom the question is asked. The students are encouraged and

expected to give answers to teachers’ questions in order to go on with the teaching

and learning processes. Therefore, questioning might be assumed as the most

effective teacher talk as it is the most ‘straightforward’ way in engaging students’

responses. Furthermore, teachers’ questions give students more opportunity to

keep practicing and even modify the language in order to improve their

competency in the target language (Banbrook & Skehan, 1989). By keep

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practicing using the target language, the students are expected to be more

comprehensible in the language learned.

Teachers’ questions

Cotton (1989) defines teachers’ questions as teachers’ “instructional cues

or stimuli that convey to students the content elements to be learned and

directions for what they are to do and how they are to do it”. From that definition,

teachers’ questions cannot be assumed as insignificant utterances. Teachers’

questions consist of reasons, purposes and functions of language teaching and

learning materials that need to be noted and fulfilled to attempt the teaching and

learning success. Each teacher’s question can have different reasons, purposes and

functions. Therefore, each teacher’s question is delivered in different form in

order to fulfill those particular reasons, purposes and functions which may be

carried in.

According to Richards and Lockhart (1996), there are several reasons of

the common use of questions in teaching. The first reason is questions can

stimulate and maintain students’ interest. Second, questions may encourage

students to think and focus on the content of the lesson. Questions may also

enable a teacher to clarify what a student has said. Furthermore, questions enable

a teacher to elicit particular structures or vocabulary items. They can also enable

teachers to check students’ understanding. Lastly, questions encourage student

participation in a lesson.

Regarding to the various reasons mentioned, teachers’ purposes in using

questions in teaching are proposed by Brown and Edmonson (1985). The first

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purpose is to arouse interest and curiosity concerning a topic. The second purpose

is to focus attention on a particular issue or concept. Thirdly, questions are used to

develop an active approach to learning. Fourthly, to stimulate pupils to ask

questions themselves and others. Furthermore, questions may be used to diagnose

specific difficulties inhibiting pupil learning. Questions use can also express a

genuine interest in the ideas and feelings of the pupils. In addition, questions are

used to provide an opportunity for pupils to assimilate and reflect upon

information.

Further, teachers’ reasons and purposes of using questions in teaching

create specific functions through which they can be fulfilled. Kearsley (1976)

proposes some questions’ functions which are devided into echoic, epistemic,

expressive, social control, attentional and verbosity. With the echoic function,

questions are asked for repetition and reiteration of a statement or verification

whether an utterance has been understood as intended (e.g. ‘Excuse me?’, ‘Pardon

me?’, ‘What?’, etc.). With epistemic function, questions are asked to acquire

information. In acquiring information, questions are further divided into

referential and evaluative. Referential questions are intended to provide contextual

information about situations, occasions, activities, purposes, relations or

possessions (e. g. Wh-questions). Evaluative questions are asked to check the

addressee’s understanding of the answer (sometimes called display, test or known

information questions). Furthermore, questions have expressive function in which

questions are used to convey attitudinal information to the addressee (e. g. ‘Are

you coming?’ Or ‘Aren’t you?’). With the function of social control, questions are

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asked to maintain power by preserving control of the dialogue. Questions are also

asked to fulfill their attentional function by allowing the questioner to govern the

direction of the dialogue (‘Would you like to listen to me?’ or ‘Are you listening

to what I have just said?’). Lastly, questions are asked with their verbosity

functions. With this function, questions are asked only for sake of politeness or to

sustain conversation (e. g. cocktail party questions).

In order to function effectively, questions are divided into several types based

on Wajnryb’s (1992) categorization. This categorization divides questions into six

different types. The first type of question based on Wajnryb’s categorization is

yes/no questions. In this category, questions such as ‘Here is a picture of woman.

Have you seen her face before?’ are asked. This kind of question expects yes/no

answers from the students. The second type of question in this categorization is

short answer/retrieval-style questions. The question like ‘What did she say about

the film?’ is included in this type of question since the question expects the

students to give short/ retrieval-style answer. Thirdly, open-ended questions are

listed in the categorization. The questions like ‘Whom could he have telephoned?’

can be included in this category since the question may evoke open-ended answer

from the students which based on their own ideas or analysis. Further, there are

display and referential questions in Wajnryb’s categorization of question. Display

questions are asked to request for information that has been already known by the

teacher or questioner. ‘What color is this pen?’ is one example of display

question because the answer of the question has been already known by the

questioner. While display questions request for information that has been known

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by the questioner, referential questions seek for new information such as ‘What

did you study at university?’. The last type of question in this category is non-

retrieval or imaginative questions. This type of question does not require the

learner to retrieve given information but instead call to inferred information or

information in which an opinion judgment is called for. The example for non-

retrieval, imaginative questions is ‘What do you think the writer was suggesting

by making the central character an animal?’.

THE STUDY

Context of the study

This study was conducted in an English class of Satya Wacana Christian

Junior High School, Salatiga, Indonesia, with two main reasons as the basis of

selection. The first reason was that in this class, there had not been any study

investigating teachers questioning. The second reason was, based on the pre-

observation conducted in the English classroom, teacher – students interactions

through question and anwer sessions in the discussions was evident through the

teaching and learning process. Therefore, this study was conducted.

Participant

The participant of the study was a teacher of an English class in Satya

Wacana Christian Junior High School who agreed to take part in this study. The

participant was qualified in educational background to teach and had at least 5

years teaching experience in English classes. The teacher was oberved while

teaching in an English class in the first semester of 2015 (January – Juni). The

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English class taught by the teacher met twice a week. The first meeting lasted

3x45 minutes and the second meeting lasted 1x45 minutes.

Research instrument

Observation was conducted to gain the data needed in attempt to fulfill the

purpose of this study using time-sampling protocols. The time-sampling protocols

were used to record or gather the data; the teacher’s questions asked in the English

classroom, by following the time order of occurrence during the observation. The

protocols had title, class name, day and date, class time, class length, initial of the

teacher, total number of students, topic/skill of the lesson and a table which

includes types of teacher’s questions, sample of expression and occurrence.

Audio-Recording was also made for this study. However, it was only used

to help the researcher ensure the validity of the data captured in the time-sampling

observation protocols.

Data collection procedures

The classroom observation was conducted 8 (eight) times to find the

recurring patterns of questioning in the English class and to ensure that the data

captured in the observation were not coincidental data. In each observation, the

researcher always prepared the recording device at the beginning of the class.

Afterwards, the researcher sat at the back of the class to have the best position in

observing the class. While observing, the researcher noted down the classroom

discussion activities in time-sampling protocol as a way of capturing data.

The data captured in the observations were qualitative data which were

recorded and then be discussed descriptively.

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Data analysis procedures

The data gathered from the classroom observations using the time-

sampling protocols were analyzed in several steps to answer the research

questions of the study; ‘What are types of questions used by the teacher in an

English class in Satya Wacana Christian Junior High School?’and ‘What are the

teacher’s purposes of asking the particular types of questions?’. At the first step,

the researcher checked the validity of the teacher’s questions noted in the time-

sampling protocols by comparing the data with the audio recording which had

been transcribed. After the first checking process was done, the researcher

checked and analyzed the grouping of the teacher’s questions based on Wajnryb’s

(1992) categorization of question to answer the first research question.

Afterwards, the questions were grouped and analyzed based on the Brown and

Edmonson’s (1985) categorization of teacher’s purposes in using questions to

answer the second research question. The data were also be analyzed in term of

frequency of occurance.

FINDING AND DISCUSSION

This section discusses the usage of teacher’s questions in the English class

of Satya Wacana Christian Junior High School in term of question types based on

Wajnryb’s (1992) categorization and question purposes based on Brown and

Edmonson’s (1985) categorization. Firstly, the discussion about teacher’s

questions usage in term of types and purposes is presented with the help of

diagrams. In the next sub-section, the discussion in term of question types is done

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specifically by presenting some significant excerpts of teacher’s questions.

Further, teacher’s questions were discussed in term of purposes by presenting

some significant episodes.

Teacher’s questions usage

This sub-section discusses the teacher’s questions usage in term of types

and purposes by employing diagrams.

1. Teacher’s questions in term of types

Diagram 1. The usage of teacher’s questions based on Wajnryb’s (1992) categorization ofquestion types.

Diagram 1 shows the teacher’s questions usage in the English classroom

based on Wajnryb’s (1992) question type categorization. The diagram shows that

Display, Yes or No and Referential questions were the major questions asked by

the teacher. Display questions were the most frequent teacher’s questions asked as

the questions were used for 36,01% from the total of questions usage. Yes or No

questions followed in the second position with 35,05% of classroom usage. In the

third position, Referential questions were asked with 20,26% of usage. Further,

35,05%

6,43%2,25%

36,01%

20,26%

Types of Teacher's Questions

Yes/No

Short Answer/Retrieval Style

Open-ended

Display

Referential

Non-retrieval/Imaginative

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Diagram 1 shows that the frequency of the three prior types of questions usage

was significantly higher than the other three types of questions; Short

Answer/Retrieval-style, Open-ended and Non-retrieval/Imaginative questions.

Short Answer/Retrieval-style and Open-ended questions were only asked in the

English classroom with each 6,43% and 2,25% of usage. Moreover, the usage of

Non-retrieval/Imaginative questions could not be found in the English classroom.

2. Teacher’s questions in term of purposes

Diagram 2. The usage of teacher’s questions based on Brown and Edmonson’s (1985)categorization of question purposes.

Diagram 2 shows the teacher’s questions usage based on Brown and

Edmonson’s (1985) categorization of question purposes in the English class. The

diagram suggests that teacher’s objective to develop an active approach to

learning was the most frequent purpose expressed in asking questions as more

than half (53,05%) of the total frequency refers to this purpose. In the second

position, teacher’s purpose to express a genuine interest in the ideas and feelings

1,29% 2,57%

53,05%9,65%

32,80%

0,64%Purposes of Teacher's Questions

To arouse interest and curiosityconcerning a topic

To focus attention on a particular issueor concept

To develop an active approach tolearning

To stimulate pupils to ask questionsthemselves and others

To diagnose specific difficultiesinhibiting pupil learning

To express a genuine interest in theideas and feelings of the pupils

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of the pupil was expressed through 32,80% of classroom usage. Further, Diagram

2 shows that the frequency of the two prior purposes of questions usage was

significantly higher than the other five purposes of questions. In a quite significant

gap with the prior purposes, teacher’s objective to diagnose specific difficulties

inhibiting pupil learning followed in the third position with only 9,65% of usage.

Teacher’s purpose in asking questions to focus attention on a particular issue or

concept (2,57%) and to arouse interest and curiousity concerning a topic (1,29%)

followed in the fourth and fifth position. In the sixth positions, teacher’s purpose

in asking questions to provide an opportunity for pupils to assimilate and reflect

upon information followed with 0,64% of usage. Moreover, the diagram suggests

that the question purpose of stimulating pupils to ask questions themselves and

others was not found in the English classroom.

Types of teacher’s questions asked

This sub-section specifically discusses the usage of teacher’s questions in

term of types with the help of some significant excerpts in presenting the

discussion of each question type.

1. Yes/No Questions

Excerpt 1

(Discussing a student’s house in a question and answer session with the topic

of ‘House Description’)

Teacher : “Okay. Now, Felis, I want you to stand and give example to your

friends.”

Student A2 : “Okay.”

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Teacher : “Okay, Felis. Well, I want to visit your house. I want to meet your

parents to talk about your performance. By the way, is it easy to

find your house?”

Student A2 : “Yes, it is.”

...

Excerpt 1 shows an example of Yes/No question category. The question

of “By the way, is it easy to find your house?” in the excerpt can be

categorized as a Yes/No question since the question likely owns the most

significant characteristic of Yes/No question based on Wajnryb’s (1992)

description as it seems to expect the student to only give a yes or no answer.

Through the question of “By the way, is it easy to find your house?” the

student was only required to decide whether she considered her house to be

easy or difficult to find. After the process of consideration had been made by

the student, she decided to give an answer of “Yes, it is.”, as she considered her

house to be easily found.

Excerpt 2



Student D2: “In front of my house, I have trees.”

Teacher : “How many trees?”

Student D2 : “Two.”

Teacher : “What kind of trees?”

Student D2 : “I have starfruit trees.”

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Teacher : “Oh, starfruit. It’s nice. Oh, well, is there any decorative thing?

Benda-benda dekorasi, maybe, that you hang on the wall or the

door.”

Students : “Yes, I have a beautiful handicraft from Tana Toraja.”

...

Excerpt 2 demonstrates another example of Yes/No question category. In

the excerpt, teacher’s question of “Oh, well, is there any decorative thing?”

also shows the main characteristic of Yes/No questions as the question seems

to simply expect the students to give a yes or no answer without any demand of

reason explanation. By asking such question, the teacher seemed to only want

to know whether there was or there was not any house decoration owned by the

student. As the student owning a particular house decoration in her house (‘A

handicraft’), she finally decided to answer “Yes, I have a beautiful handicraft

from Tana Toraja” to show her ownership of the questioned thing.

2. Short Answer/Retrieval-style Questions

Excerpt 3

(Discussing about the Indonesian version of various fruit names)

Teacher : “’Mangosteen’?” (Asking for the Indonesian version of the fruit

name)

“Mastin.” (Giving a clue)

Students : “Manggis.”

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Excerpt 4

(Discussing about the Indonesian version of some vocabularies found in a

movie)

Teacher : “Hurt. H-U-R-T. What is that?” (Asking for the Indonesian

version of the vocabulary)

Students : (Keep guessing)

Teacher : “’You hurt me because you go with the other girl. Who is she?

You hurt me so much.’” (Giving an example as a clue)

“What is ‘hurt’? Menya...”

Students : “Menyakiti.”

Excerpt 3 demonstrates an example of Short Answer/Retrieval-style

question category. The question of “’Mangosteen?’” which was asked for the

Indonesian version of the fruit name can be included in this category of

question types since it seems to own the primary characteristic of a Short

Answer/Retrieval-style question described by Wajnryb (1992) as the question

likely expects the students to simply give a short answer without any

concentration on the answer structure. Therefore, to emphasize the teacher’s

expectation of short answer regarding her question, she added a clue. The clue

given was ‘Mastin’ which is well-known by the students as a brand name that

makes use of ‘Mangosteen’ as its main ingredient. Since the television

commercial of the brand was delivered in Bahasa Indonesia, the students

seemed to rapidly find the Indonesian version of the fruit (‘Mangosteen’) as

they simultaneously gave a short answer of “Manggis”. The students’ short

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answer may also indicate that they did not really pay attention on the answer

structure as they briefly said “Manggis” rather than to answer in a complete

sentence of “It is called Manggis in Indonesian”.

Excerpt 4 shows another sample of Short Answer/Retrieval-style

questions. As the teacher asked the question of “What is ‘hurt’?”, the students

seemed to be only desired to give a short and less structure-concentration

answer in which the expected Indonesian version of the word ‘hurt’ should be

delivered. To achieve that expectation, the teacher likely gave some clues to

the students. The first clue was an example of the word (‘hurt’) usage in daily

conversation (’You hurt me because you go with the other girl. Who is she?

You hurt me so much.’). The second clue was the front part of the Indonesian

version of the word ‘hurt’ (Menya... from the word Menyakiti) which seemed

to significantly lead the students to deliver the expected answer as they shortly

and simultaneously answered “Menyakiti” rather than gave a complete

sentence answer (“’Hurt’ is ‘menyakiti’ in Indonesian”).

3. Open-ended Questions

Excerpt 5

(Discussing detail information of a text about whale)

Teacher : “’Whale’ itu apa?”

Students : “Paus.”

Teacher : “Betul, paus. Ukurannya berapa?”

Students : “33m in.”

Teacher : “33m in length. What is the difference between ‘length’ and

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‘long’?”

Students : “’Length’ itu panjang, ‘long’ itu juga panjang.”

Teacher : “What is the difference between ‘long’ and ‘length’?”

Students : “’Length’ itu lonjong, bu.”

Teacher : “Ini kata sifat (refers to the word’ long’), ini kata benda (refers to

the word ‘length’)”. ...

Excerpt 5 demonstrates an example of Open-ended question category.

The question of “What is the difference between ‘length’ and ‘long’?” and

“What is the difference between ‘long’ and ‘length’?” can be categorized in

this type of question since they follows Wajnryb’s (1992) description of Open-

ended question as a question that evokes open-ended answers based on

students’ ideas or analyses. By asking those two questions, the teacher likely

expected the students to use their ability of thinking to find the difference of

the word ‘length’ and ‘long’ (The word class). As a response, the students

seemed to use their analyses ability as they firstly concluded the difference of

the two words as “’Length’ itu panjang, ‘long’ itu juga panjang”. Since the first

answer did not match the teacher’s expectation of a correct answer, again she

asked “What is the difference between ‘long’ and ‘length’?”. The students who

were stimulated by the question tried to do another analysis that came to the

answer of “’Length’ itu lonjong, bu”. The question and answer process of the

teacher and the students shows how the students tried to do some analyses

based on their own background knowledge in order to answer the questions

even though they still could not answer correctly.

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Excerpt 6







‘long’?”





the word ‘length’). ‘Panjang buku itu’, itu adjective atau kata

benda?”

Students : “Benda.”

Excerpt 6 shows another example of Open-ended question. The question

of “‘Panjang buku itu’, itu adjective atau kata benda?” likely indicates the

characteristic of Open-ended questions as it seems to expect students’ open-

ended answer which is based on their ideas and analyses. After given the

difference of the word ‘long’ and ‘length’ (“Ini kata sifat (refers to the word’

long’), ini kata benda (refers to the word ‘length’”) in term of word class, the

students likely were also hoped to be able to recognize the difference of the

two words (‘long’ or ‘length’) when the words were used in a particular

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context. Therefore, through the question of “‘Panjang buku itu’, itu adjective

atau kata benda?”, the teacher indirectly stimulated the students to analyze the

word (‘length’ which is translated as ‘panjang’ in Indonesian) that had been

implemented in a particular context (‘Panjang buku itu’) in order to recognize

the word class of the word. As a response, the students likely tried to use the

given information of the two words’ classification as their basic of analysis that

resulting in a correct answer of “Benda”.

Excerpt 7 also demonstrates another sample of Open-ended question. By

asking the question of “Ceritanya tentang apa sih ini?” the teacher likely tried

to implement the primary characteristic of an Open-ended question which is to

evoke open-ended answers based on students’ ideas or analyses. Through the

question of “Ceritanya tentang apa sih ini?” the students seemed to be

stimulated to analyze a text and conclude the main idea of the text. The

students likely tried to read the text and noticed some keywords of the text.

Based on their finding of the keywords, the students concluded “Circus” as the

correct answer of the teacher’s question.

Excerpt 7

(Discussing a text about circus)

Teacher : “Okay, the last section, this is for ulangan next week. You should

write translation for the ulangan. After that, you can ave a break

for a week. Okay lah, untuk yang bisa jawab soal yang kali ini

bisa keluar kelas lebih awal.”

Students : “Yes!”

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Teacher : “Pay attention first. Kalian coba observasi. Ceritanya tentang apa

sih ini?” (Refers to the text about circus)

Students : “’Circus.”

4. Display Questions

Excerpt 8 demonstrates a sample of Display questions. The question of

“’Holy’ itu biasanya artinya apa?” can be categorized in this question type

since the question likely owns the main characteristic which is to check

students understanding about a topic or issue that has been already known by

the teacher. The question of “’Holy’ itu biasanya artinya apa?” was used by the

teacher to check students’ knowledge about a vocabulary (‘Holy’) which is in

pronounciation similar with the name of the tree discussed (‘Holly’). By using

their background knowledge of the vocabulary, the students came to the answer

of “’Holy’ itu suci”. The students’ answer likely matched the teacher’s

expectation of a correct answer so that the teacher might conclude that her

students understand the vocabulary (‘holy’) well.

Excerpt 8

(Discussing about ‘King Holly Tree’ text which can be found in students’

handout)

Teacher : “The oldest. What is the oldest thing there?” (Refers to the text)

Students : “A plant.”

Teacher : “Ya, a plant. Namanya apa? What’s the name?”

Students : “A spicemen of King’s Holly.”

Teacher : “Yes, good. Baru tahu kan? ‘Holy’ itu biasanya artinya apa?”

23

Students : “’Holy’ itu suci.”

Teacher : “Kalau ini sejenis apa? (refers to the King’s Holly tree). Pohon

berdaun hijau. Kita nggak punya ya di Jawa.

Students : “Dimana?”

Teacher : “Di Tasmania.”

Students : “Pohon apa?”

Teacher : “Holly. Pohon yang berwarna hijau...”

Excerpt 9


Teacher : “Ya. Nama sirkusnya apa? What is the name of the circus?”

Students : “Rodriguez Circus.”

Excerpt 9 shows another example of Display questions. The question of

“Nama sirkusnya apa? What is the name of the circus?” in the excerpt can be

included in this category of question as they likely implement the primary

characteristic to check students’ understanding of a particular topic or issue. By

asking the questions to the students, the teacher may stimulate students to give

an answer. As the students delivered the answer (“Rodriquez Circus”), the

teacher got a chance to check her students understanding of the topic (A text

about circus). Since the students’ answer of “Rodriquez Circus” was correct,

the teacher might conclude that her students were able to understand the text

well.

24

5. Referential Questions

Excerpt 10 shows a sample of Referential questions based on Wajnryb’s

(1992) categorization. The question of “What is the color of your house?” can

be categorized as a Referential question since it likely seeks for new

information which is unknown by the teachers. The teacher tried to get a new

information about a student’s house color by asking the question of “What is

the color of your house?”. As a response, the student A2 delivered the new

information for the teacher as she answered “White and grey”.

Excerpt 10

(Discussing about the ’ House Description’)

Teacher : “I will give you questions. Jadi memancing kamu dengan

pertanyaan. Example. What is the color of your house?”

Student A2 : “White and grey.”

Excerpt 11 shows an example of Referential question as the teacher

asked the question of “Afraid of what?”. The question delivered by the teacher

indicates the main characteristic of referential question which is to find a new

information that is unknown by the teacher. It likely expected the student to

give information about the thing that made her ‘afraid’ which was unknown by

the teacher. As a response, the student gave answer of “Making mistake.

Membuat kesalahan.”. This answer specifically informed the teacher about the

cause of Student B2’s anxiety in trying to describe someone’s house. Later, the

answer seemed to enable the teacher to give particular advice to the student

25

(“As I told you, English is a habit, kebiasaan. Kita belajar membiasakannya.

Jadi jangan takut. Ayo berlatih.”).

Excerpt 11

(Trying to practice describing someone’s house)

Student B2: “Yes. Mam, well, I’m afraid. Aku takut.”

Teacher : “Afraid of what?”

Student B2: “Making mistake. Membuat kesalahan.”

Teacher : “As I told you, English is a habit, kebiasaan. Kita belajar

membiasakannya. Jadi jangan takut. Ayo berlatih.”

Excerpt 12 demonstrates other sample of Referential question as the

teacher asked the question of “Besides trees and bridges, what are the other

thing that you can notice from Arum’s house?”. The teacher’s question seems

to show her effort to seek for new information which is the primary

characteristic of this category of question types. The question of “Besides trees

and bridges, what are the other thing that you can notice from Arum’s house?”

likely enabled the teacher to get a new information about her student’s house

(There is a big stone in front of student A2’s (Arum’s) house) as the student

gave an answer of “Big stones”.

Excerpt 12

(Discussing about a student’s house description)

Teacher : “Besides trees and bridges, what are the other thing that you can

notice from Arum’s house?”

Students : “Big stones.”

26

Purposes of teacher’s questions asked

This sub-section presents discussion of teacher’s question usage in term of

purposes by presenting the analysis of each question purpose. According to its

nature as coherence sequence of sentences within a particular theme or topic of

interaction that is created by identical participants, time, location or global event

or action (Van Dijk, 1981), episodes are used in this discussion with the

expectation to provide a more complete and contextual illustration of analysis

concerning the use of specific teacher’s questions.

1. To arouse interest and curiosity concerning a topic

Episode 1

(Discussing about ‘King Holly Tree’ text which can be found in students’

handout)

Student B1 : “A spicemen of king’s holly, a plant found in the rainforest of

Tasmania, is one of the oldest plants on Earth – over 43,000

years old.” (Reading the text)

Teacher : “The oldest. What is the oldest thing there?” (Refers to the text)

Students : “A plant.”

Teacher : “Ya, a plant. Namanya apa? What’s the name?”

Students : “A spicemen of King’s Holly.”

Teacher : “Yes, good. Baru tahu kan? ‘Holy’ itu biasanya artinya apa?”

Students : “’Holy’ itu suci.”

Teacher : “Kalau ini sejenis apa? (refers to the King’s Holly tree). Pohon

berdaun hijau. Kita nggak punya ya di Jawa.

27

Students : “Dimana?”

Teacher : “Di Tasmania.”

Students : “Pohon apa?”

Teacher : “Holly. Pohon yang berwarna hijau. Ditemukan dimana? Where

can be found?”

Students : “Tasmania.”

Teacher : “The rain forest of Tasmania. What is ‘rainforest’?”

Students : “Hujan. Hutan hujan.”

Teacher : “Hutan hujan tropis. How old is king’s holly?”

Students : “43,000 years old.”

Episode 1 demonstrates an example of Brown and Edmonson’s (1985)

category of question purpose which is to arouse interest and curiosity

concerning a topic. The question of “’Holy’ itu biasanya artinya apa?” may

best match the main characteristic of this category of question purpose as the

teacher’s question likely relates the present vocabulary learned (The name of a

tree “Holly”) and the previous learned vocabulary (‘Holy’) which have similar

way of pronunciation to arouse students interest as two similar word might

have different meaning or usage. Students’ interest and curiousity which was

expected in asking such question seems to be successfully attained as after they

gave answer of “’Holy’ itu suci”, they initiated some questions related to the

topic (“Dimana?” and “Pohon apa?”).

28

2. To focus attention on a particular issue or concept

Episode 2



write translation for the ulangan. After that, you can have a

break for a week. Okay lah, untuk yang bisa jawab soal yang

kali ini bisa keluar kelas lebih awal.”






Students : “The Rodriguez Circus.”

...

Teacher : “Okay, lanjut. True or false. Just raise your hand.”

Students : “Okay.”

Teacher : “The circus comes to the town twice a week.”

Students : “False.”

Teacher : “False. It should be? It should be? Maksudnya, the correct

sentence?” (Asking for the correct answer)

Students : “Yang mana ya. Oh! Every year.”

Teacher : “Ya. Next. The three clowns wear identical shoes.”

Students : “True.”

29

Teacher : “True. They wear? What color is their shoes?”

Students : “Red.”

Teacher : “Which is the father of the clowns?”

Students : “Pot.”

Teacher : “Yes. Next. Leopold’s father is the strongest.”

Students : “False. It should be Leopold.”

Teacher : “Next. People don’t come to the circus because of the animals.”


Episode 2 shows a sample of teacher’s purpose to focus attention on a

particular issue or concept in asking question based on Brown and Edmonson’s

(1985) categorization. The question of “Ceritanya tentang apa sih ini?” begun

the discussion of a text about circus. The teacher seems to ask this question to

focus the students’ attention to the content of the topic. The students who were

likely expected to know what they were going to discuss answered the

teacher’s question with the word “Circus” after they tried to do some quick

reading and analysis of the text. As the students had found the main topic of the

text, they likely become focus to the particular topic (Circus) since they had

known what they were going to talk about. Further, the students’ focus on the

particular topic seems to help them in responding teacher’s question and

statements concerning the topic in the next activity (True or False).

30

3. To develop an active approach to learning

Episode 3



write translation for the ulangan. After that, you can have a

break for a week. Okay lah, untuk yang bisa jawab soal yang

kali ini bisa keluar kelas lebih awal.”






Students : “The Rodriguez Circus.”

...

Teacher : “Okay, lanjut. True or false. Just raise your hand.”

Students : “Okay.”

Teacher : “The circus comes to the town twice a week.”

Students : “False.”

Teacher : “False. It should be? It should be? Maksudnya, the correct

sentence?” (Asking for the correct answer)

Students : “Yang mana ya. Oh! Every year.”

Teacher : “Ya. Next. The three clowns wear identical shoes.”


31

Teacher : “True. They wear? What color is their shoes?”

Students : “Red.”

Teacher : “Which is the father of the clowns?”

Students : “Pot.”

Teacher : “Yes. Next. Leopold’s father is the strongest.”

Students : “False. It should be Leopold.”

Teacher : “Next. People don’t come to the circus because of the animals.”


Episode 3 demonstrates an example of Brown and Edmonson’s (1985)

category of question purpose to develop an active approach to learning. The

question of “Nama sirkusnya apa? What is the name of the circus?” likely used

by the teacher to stimulate the students to actively learn the detail information

from text discussed. As the students tried to find the answer of the teacher’s

question by doing scanning or highlighting the key words, they are indirectly

being active in learning the text discussed. As a result of their learning process,

they accurately found that the name of the circus discussed in the text is

‘Rodriguez Circus’.

Episode 4



Teacher : “Okay. Now, Felis, I want you to stand up and give example to

your friends.”

Student A2: “Okay.”

32

Teacher : “Okay Felis. Well, I want to visit your house. I want to meet your

parents to talk about your performance. By the way, is it easy to

find your house?”

Student A2 : “Yes, it is. I live in a new complex, so they have houses with the

same design with blue roof and no fence. And the wall, they are

all white and grey. There is small bridge in front of every house.”

Teacher : “Later on, do not read.”

Student A2 : “Okay.

Teacher : “I will give you questions. Jadi memancing kamu dengan

pertanyaan. Example. What is the color of your house?”

Student A2: “White and grey.”

Teacher : “And how about the roof? (Asking about the color) Is it colorful

or black or brown?”

Student A2 : “It is blue.”

Teacher : “Nanti tidak boleh baca tapi boleh bawa catatan kecil. You can

bring the picture. You can also write down the clues. Boleh tulis

kata kuncinya. Kalau semua nggak boleh. So, Felis, I still

confuse to find your house. Maybe, you can tell a little bit about

the picture.

Student A2 : “It has a handicraft from Tana Toraja in front of the door.”

Teacher : “But, if we open the door, we can’t see the handicraft, right?”

Student A2 : “Yes. In front of my house, there are two trees, one of them is a

starfruit tree.”

33

Teacher : “Okay. Well, I got it. I think I can find your house. Thank you,

Felis.”

Episode 4 demonstrates a sample of Brown and Edmonson’s (1985)

category of question purpose to develop an active approach to learning. The

question of “What is the color of your house?” was straightly directed to an

individual student while discussing the topic of ‘House description’ so that the

individual student was required to answer the question. As a response to the

question, the individual student delivered an answer of “White and grey” to the

teacher as a result of her thinking process. That reponse given by the student to

answer the teacher’s question seems to be one of learning participation which

shows the success of active approach to learning attempted by the teacher

through the question since the student had to use her knowledge of describing a

house in answering the question.

Episode 5



Teacher : “Marcel, I want to make a bank account in Bank Jateng. So, I

want to meet your mother at home. By the way, is it easy to find

your house?”

Student D2 : “Yes. I think it is. I live in a new housing complex.”

Teacher : “Oh, is your house in a complex?”

Student D2 : “Yes.”

Teacher : “I think all the houses are the same.”

34

Student D2 : “Yes.”

Teacher : “What’s the color of your house?”

Student D2 : “My house is white and grey and it has blue roof.”

Teacher : “Well, that’s not enough, that’s not enough. Maybe you can tell

me whether there are any tree, bridge, statue, stone.”

Student D2: “In front of my house, I have trees.”

Teacher : “How many trees?”

Student D2 : “Two.”

Teacher : “What kind of trees?”

Student D2 : “I have starfruit trees.”

Teacher : “Oh, starfruit. It’s nice. Oh, well, is there any decorative thing?

Benda-benda dekorasi, maybe, that you hang on the wall or the

door.”

Students : “Yes, I have a beautiful handicraft from Tana Toraja.”

Teacher : “Oh okay, we can see it when the door open. Usually in housing

complex there is a playing ground.”

Student D2 : “Yes. But it is not mine. In front of my house, there is a big stone.

I usually climb and play there.

Teacher : “Oh ya. I think I can find your house. Thank you, Marcel. Give

applause for Marcel. Now Marcel, you will be the one who ask.

Menjadi penanya.”

Episode 5 is another representative of teacher’s questions which aim is to

develop an active approach to learning. By asking the question of “Oh, well, is

35

there any decorative thing?”, the teacher seems to encourage her student to

practice using the knowledge of the topic (‘House Description’) in order to

make the student learn more. As the student tried to answer the question, he

likely used her knowledge and practices her ability of describing something

(‘handicraft’) as he presented his description with adjective word (‘beautiful’)

which is highly useful in the descriptive presentation (“Yes, I have a beautiful

handicraft from Tana Toraja.”).

Episode 6

(Learning about Indonesian ‘fruits’ vocabulary)

Teacher : “Kita akan membahas buah-buahan ya. Kalian harus menebak

Bahasa Indonesianya.”

Students : “Okay!”

Teacher : “’Mangosteen’?” (Asking for the Indonesian version of the fruit

name)

“Mastin.” (Giving a clue)

Students : “Manggis.”

Teacher : “What is ‘soursop’?” (Asking for the meaning of the word)

Students : “Sirsak.” (Continue to read and translate the text)

Teacher : “Buah itu rasanya enak, manis, dan...”

Student A3 : “Sedap.”

Teacher’s purpose to develop an active approach to learning is represented

in Episode 6. The question of “Mangosteen?” which likely required the student

to find the Indonesian version of the word seems to stimulate them to use their

36

background knowledge to learn the new vocabulary. Further, the clue given

(“Mastin”) which is a brand name that is famous with its usage of mangosteen

specifically led the students to their knowledge of its famous television

commercial which is made in Bahasa Indonesia. As the result, the students

answered the teacher’s question correctly by saying “Manggis”. This answer

indicates that the students have successfully learned a new vocabulary.

4. To diagnose specific difficulties inhibiting pupil learning

Episode 7 shows an example of teacher question which is belong to the

Brown and Edmonson’s (1985) question purpose category which is to diagnose

specific difficulties inhibitung students learning. The question of “What is the

difference between ‘length’ and ‘long’?” was asked to know the students’ level

of understanding concerning the two vocabularies. Through the question, the

teacher could diagnose her students’ difficulties regarding the two words

(‘Length’ and ‘Long’) as the students could not appropriately answer the

question as they said “’Length’ itu panjang, ‘long’ itu juga panjang”. Then, the

teacher tried to ask the similar question for the second time (“What is the

difference between ‘long’ and ‘length’?”) . However, the students’ incorrect

answer of “’Length’ itu lonjong, bu” clarified that the students having

difficulties in understanding difference between the two words (‘Length’ and

‘Long’). Consequently, the teacher had to explain the difference between

‘long’ and ‘length’ explicitily to the students (“Ini kata sifat (refers to the

word’ long’), ini kata benda (refers to the word‘length’)”).

37

Episode 7


Student A1 : “The longest whale recorded was over 33m in length.”

Teacher : “Attention please. Ya. Jadi, longest. Apa yang terpanjang di

situ?” (Discussing the question B)

Students : “Apanya ya? The whale.”






‘long’?”





the word ‘length’). “Panjang buku itu”, itu adjective atau kata

benda?”


Teacher : ““Panjang buku itu”, ‘panjang’ nya kata sifat. Terus kata benda

gimana? Ya itu tadi, “yang panjangnya...”. Nah, itu baru kata

benda. Ya to. Paham ya? Jadi ‘length’ sama ‘long’ itu sama kok,

panjang. Cuman ‘length’ itu kata benda. C. C? (Asks for a

38

student to answer the question C)

5. To express a genuine interest in the ideas and feelings of the pupils

Episode 8 demonstrates an example of teacher’s question which purpose

is categorized based on Brown and Edmonson (1985) to be a question that

expresses a genuine interest in the ideas and feelings of the pupils. The

question of “Afraid of what?” indicates how the teacher concerned with the

student’s idea that giving someone’s house description was a ‘scary’ thing that

made her feels ‘afraid’. As the student gave the specific reason of her anxiety

(“Making mistake. Membuat kesalahan.”), the teacher tried to give appropriate

advice (“As I told you, English is a habit, kebiasaan. Kita belajar

membiasakannya. Jadi jangan takut. Ayo berlatih.”) which may help the

student to change her idea and feeling about trying to do the practice of house

description in the class.

Episode 8

(Trying to practice describing someone’s house)

Students : “Kenapa kalau bingung cari rumah harus nanya? Kan pakai

alamat kan bisa?”

Teacher : “Bisa, tapi kan kita belajar untuk mendiskripsikannya. Who wants

to be the first?” (Asking a student to be the first speaker)

Students : “Felis, ma’am.”

Teacher : “Felis again?”

Student B2: “Yes. Mam, well, I’m afraid. Aku takut.”

Teacher : “Afraid of what?”

39

Student B2: “Making mistake. Membuat kesalahan.”

Teacher : “As I told you, English is a habit, kebiasaan. Kita belajar

membiasakannya. Jadi jangan takut. Ayo berlatih.”

6. To provide an opportunity for pupils to assimilate and reflect upon

information

Episode 9


Student A1 : “The longest whale recorded was over 33m in length.”

Teacher : “Attention please. Ya. Jadi, longest. Apa yang terpanjang di

situ?” (Discussing the question B)

Students : “Apanya ya? The whale.”






‘long’?”





the word ‘length’). ‘Panjang buku itu’, itu adjective atau kata

benda?”

40


Teacher : ““Panjang buku itu”, ‘panjang’ nya kata sifat. Terus kata benda

gimana? Ya itu tadi, “yang panjangnya...”. Nah, itu baru kata

benda. Ya to. Paham ya? Jadi ‘length’ sama ‘long’ itu sama kok,

panjang. Cuman ‘length’ itu kata benda. C. C? (Asks for a

student to answer the question C)

Episode 9 demonstrates a sample of teacher’s questions which likely

belongs to Brown and Edmonson’s (1985) category of question purpose in

which the question is aimed to provide an opportunity for pupils to assimilate

and reflect upon information. The question of “‘Panjang buku itu’, itu adjective

atau kata benda?” was addressed to the students after the difference of the word

‘long’ and ‘length’ in term of word class had been provided (“Ini kata sifat

(refers to the word’ long’), ini kata benda (refers to the word‘length’)). By

asking that question, the students were likely expected to recognize the word

class of the word ‘length’ or ‘panjang’ (In Indonesian) after it had been

implemented in a particular context (‘Panjang buku itu’). Indirectly, the teacher

question required the students to assimilate their knowledge about the word

(“Ini kata sifat (refers to the word’ long’), ini kata benda (refers to the

word‘length’)) and then reflect the knowledge in the particular context

(‘Panjang buku itu’). The students’ reflection resulting in the answer “Benda”

which is the correct answer of the question.

41

CONCLUSION

This study was conducted with the aim at investigating the types and

purposes of teacher’s question used in an English class in Satya Wacana Christian

Junior High School. As a result of the investigation, it was found that the teacher

made use of Yes or No, Short Answer/Retrieval Style, Open-ended, Display and

Referential questions, while she did not make use of Non-retrieval/Imaginative

question. It was also found that the teacher made use of question’s purposes to

arouse interest and curiosity concerning a topic, to focus attention on a particular

issue or concept, to develop an active approach to learning, to diagnose specific

difficulties inhibiting pupil learning, to express genuine interest in the ideas and

feelings of the pupils and to provide an opportunity for pupils to assimilate and

reflect upon information, while she did not make use of question’s purpose to

stimulate pupils to ask questions themselves and others.

Based on the findings, the English teacher may do some considerations in

using the Non-retrieval/Imaginative questions in her future lesson since this type

of question is categorized as a higher thinking-level question that can stimulate

her students to give information in which their opinion judgment is called for.

Further, the teacher is encouraged to consider the usage of question’s purpose to

stimulate pupils to ask questions themselves and others since this question’s

objective can be really helpful in creating an active learning which does not

simply depends on the teacher as the only source of study in the English

classroom.

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As the investigation was only conducted in limited period of data

collection and only focused on one English teacher while teaching in one English

class of Satya Wacana Junior High School, this study can only give limited

illustration and discussion concerning the use of teacher’s question in term of

types and purposes. Therefore, the future studies concerning this topic can be

done within longer data collection period which may allow the researchers to

cover wider area and include much more participants. Besides, including the

students as another main focus in the next possible researches may also enrich the

discussion concerning teacher’s question.

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ACKNOWLEDGEMENT

First and foremost, I want to express my sincere gratitude to my God and

Saviour, Jesus Christ. My study and my final work in the English Department

would be impossible to complete without Him. Secondly, my gratefulness goes to

my thesis supervisor, Athriyana Santye Pattiwael, M. Hum, for always being

detail and 100% in knowledge sharing and advice giving. Thirdly, I would like to

thank my thesis examiner, Prof. DR. Gusti Astika, MA, for the suggestions and

helpful criticism. I also want to thank my family (Ayah, Mama and Nyami) for

always being such a great support for me in doing this final work. I also thank my

special friend, Vitus Awang Septiaji, for being a part-time listener of my grumbles

and mumbles during the thesis making. Finally, I want to thank my best friends,

Epik, Sita, Sari, Salvin and Rut for the thesis-stress-free support and motivation.

44

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