TEACHERS' BELIEFS AND PRACTICE IN USING QUESTIONS THESIS€¦ · THERESIA SRI NURY ANI S891408043...
Transcript of TEACHERS' BELIEFS AND PRACTICE IN USING QUESTIONS THESIS€¦ · THERESIA SRI NURY ANI S891408043...
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TEACHERS' BELIEFS AND PRACTICE
IN USING QUESTIONS
THESIS
Written as a Partial Fulfillment of the Requirements for the Graduate
· Education Degree of English Language Teaching
Written by: THERESIA
SRI NURYANI
8891408043
. GRADUATE PROGRAM OF ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
2018
i
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APPROVAL
TEACHERS' BELIEFS AND PRACTICE IN USING QUESTIONS
. By:
THERESIA SRI NURY ANI S891408043
This thesis has been approved by Consultants of Graduate Program of English
Education Department, Teacher Training and Education Faculty, Sebelas Maret
University.
Surakarta, October 2018
Consultant r
Prof. Dr. Sri Samiati Tarjana
NIP. 19440602 196511 2000 Dr. Hersulastuti, M.Hum
NIP. 19650421 19870302 02
Approved by,
The Head of the Graduate Program of English Education Department
Teacher Training and Education Faculty
Sebelas Maret University
Dr. Ngadiso, M.Pd
NIP. 1962123 11988031009
II
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LEGITIMATION
TEACHERS' BELIEFS AND PRACTICE IN USING QUESTIONS
By:
Theresia Sri Nuryani
S891408043
This thesis has been approved by the Board of Thesis Examiners of the Graduate
Program of English Education Department, Teacher Training and Education Faculty,
Sebelas Maret University Surakarta
In October 2018
Board of Examiners Signatures
Chairman Dr. Ngadiso, M.Pd
NIP. 196212311988031009
Secretary Dr. Abdul Asib, M.Pd
NIP. 19520307 1980031 005
Examiners 1. Prof. Dr. Sri Samiati Tarjana
NIP. 19440602 196511 2000
2. Dr. Hersulastuti, M.Hum
NIP. 196504:Zl 19870302 02
Legalized by
The Head of English Deparment of
Graduate School of Teacher
Training and Education Faculty of
Sebelas Maret University,
~ Dr. N gadiso, M.Pd
NIP. 196212311988031009
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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled "Teachers' Beliefs and
Practice in Using Questions". It is not a product of palgiarism or made by others.
Anything related to other's works is writen in quotation, the sources of which are
listed on the list of references.
If then this pronouncement proves false, I am ready to accept any academic
punishment including the cancelation of my academic degree.
Surakarta, October 2018
Theresia Sri Nuryani
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VI
ABSTRACT
Theresia Sri Nuryani. 2018. 8891408011. Teachers' Beliefs and Practice' in Using
Questions.. Thesis. Surakarta: English Education Department of Graduate Program of
Sebelas Maret University. First Consultant: 1. Prof. Dr. Sri Samiati Tarjana; Second
Consultant: Dr. Hersulastuti, M.Hum.
This study aimed at: (1) identifying teachers' beliefs about high-order level
questions questions (2) describing the practice of questioning related to high-order
level questions (3) identifying the difficulties present in the practice of high-order
questions (4) finding solutions the difficulties and (5) describing students' perceptions
towards teacher's high-order level questions.
It was a qualitative research in the form of case study. The subjects of this
study were an English teacher and 11th grade students. The data was from taped•
classroom observation, documents, interview and questionnaire. All these data were
complementary to each other.
The findings showed that: (1) the teacher's beliefs and the practice of
questioning were congruent. The themes for analysis included question types and
questioning strategies. The description on teacher's beliefs and practices also
presented some other information on stages of learning and teachers' professional
development that attributed to her beliefs. (2) The teacher participant stated that there
were more questions on the level of knowledge and comprehension, rather than those
on the higher level. However it was seen from the observation that higher-order
thinking skills had been practiced in a sequenced and structured way. It was obvious
that the teacher had tried to enhance development of high order thinking skills. (3)
Although it was well-practiced in a sequence of tasks, difficulties were present. The
teacher found difficulties in formulating high order level questions and expanding
question-answer exchanges. The questions should be formulated in between, not too
easy and not too difficult. Easy questions did not generate meaningful responses,
while difficult questions were poorly responded. (4) The solution to these difficulties
was making the questions hierarchical - sequenced. The teacher led the constructing
of knowledge and skill by guiding and sometimes giving clues to the students that
they had data to make responses. The second was that the teacher should develop her
capacity. By doing so, the teacher participant could have the competence to manage a
more-structured and sequenced question-answer talk. (5) Some practice of
questioning were considered difficult, but some other were considered positive by the
students. Students' perception information from their reflection on the questionnaire
revealed that some questions were considered difficult. Viewing from the question•
purposes, when given a list of questions that were frequently present in the classroom,
students informed that most of the questions listed were meant to make students active
in the classroom and invite participation. This study is expected to give some
implications.
Keywords: beliefs, English learning, higher-order level questions, perception
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Vlll
ACKWOLEDGEMENT
' All praise belongs to Allah due to His blessing and mercies that have been given
to the writer, so she can complete this thesis entitled "TEACHERS'BELIEFS AND
PRACTICE IN USING QUESTIONS"
The writer realizes that this thesis is still far from being perfect, so all
suggestions and criticism for improving this thesis are accepted happily.
In writing this thesis, the writer got some help from many people. Obviously,
there are honorable people who deserve her special gratitude for their help to the
researcher. Therefore, the researcher wishes to thank:
1. Prof. Joko Nurkamto, as the Dean of School of Teacher Training and Education
of SebelasMaret University,
2. Dr. Ngadiso, M.Pd., as the chief of English Department of Master Degree,
3. Prof. Dr. Sri Samiati Tarjana, as the first consultant who has patiently, sincerely,
and wisely give advice and guidance to her from the beginning up to the
completion of this research paper,
4. Dr. Hersulastuti, M.Hum., as the second consultant who has patiently and kindly
given additional idea, advice, correction, help, and guidance to her from the
beginning up to the completion of this research paper,
5. All the lecturers at English Department of Master Degree of Sebelas Maret
University for useful knowledge and wisdom,
6. Dra. Ties Setyaningsih, M.Pd., MM, the principal of SMKN N Surakarta for
giving the writer permission to have research in her institution,
7. Abdul Muslim, S.Pd., as the Vice Principle of SMKN 6 Surakarta for giving the
writer permission to have research in his institution,
8. Dra. Maria Irene Karyani, M.Si., the head of Research and Development
Department of SMKN 6 Surakarta for giving the writer permission to have
research in her institution,
9. Yuliana Endang, S.Pd. as the English teacher of SMK N 6 Surakarta for giving
information and allowing the writer to observe the teaching-learning process,
The writer realizes that this research still has many mistakes. Therefore, she accepts
gratefully every suggestions, criticism, and comment from those who concern to this
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research. Hopefully, this research will be able to give contribution and be useful for
the readers especially for those who are interested in tlie similar study.
Surakarta, October 2018
Theresia Sri Nuryani
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10
TABLE OF CONTENTS
TITLE .
APPROVAL................................................................................................ ii
LEGITIMATION....................................................................................... iii
PRONOUNCEMENT................................................................................. iv
MOTTO...................................................................................................... v
ABSTRACT vi
DEDICATION............................................................................................ vii
ACKNOWLEDGEMENT·········································································· Vlll
TABLE OF CONTENTS............................................................................ x LIST OF
TABLES...................................................................................... xiv LIST OF
APPENDICES............................................................................. xv
CHAPTER I INTRODUCTION
A. Background of the Study .. . . . . .. .. 1
B. Problems Statements 5
C. The Objectives of the Study 5
D. The Benefits of the Study 6
E. Limitation of the Study........ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
CHAPTER II REVIEW OF THEORIES, RELATED RESEARCH AND
FRAMEWORK
A. Description of Theories .. . . .. . . . ... . .. . . . . . .. ... . . .. . .. . . .. .. . . . . . . . . . . . . 8
1. Questions in the Classroom......................................... 8
a. Purpose of Questions...... . . . . . . . . . . . . . . . . . . 10
b. Question Types :....................... 11
c. Wait Time........................................................ 14
d. Questioning Strategies in the Classroom........... 16
2. Students' Perception 24
a. Perception .. .. . 24
b. Students' Perception towards Questions in
English Classrooms........................................
25
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26
b. Teachers' Beliefs............................................. 30
c. Teachers' Beliefs about Questions.................... 31
4. Effective Classroom 32
5. Higher Order Thinking in the Classroom.................... 36
B. Review of Relevant Studies 38
1. Exploring Teacher Questions through Reflective
Practice....................................................................
39
2. Beginning EFL Teachers' Beliefs about Quality
Questions and Their Questioning Practices............... 42
3. How Teachers Connect Beliefs with Implementation
Of Questioning Technique........................................ 45
C.RATIONALE 47
3. Teachers' Beliefs 26
a. Definition.'ofBeliefs.........................................
CHAPTER ID RESEARCH METHODOLOGY
A. The Setting of the Study .. . .. . .. .. . . .. . . 51
1. The Researcher's Role.............................................. 51
2. The Place of the Study..................................... 52
3. The Time of The Study 52
4. Participants of the Study 53
B. Research Design 53
C. Sources and Kinds ofData 59
1. Sources of Data........................................................... 59
2. Kinds of Data.............................................................. 59
D. Techniques of Collecting the Data 59
1. Questionnaire .. .. .. . ....
. . .. .. 60
2. Classroom Observation.................................... 62
3. Interview..................................................... 64
4. Documentation.............................................. 65
E. Trustworthiness 66
F. Technique of Analyzing Data 67
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xii
'
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings...................................................... 69
1. Description of the Classroom...................................... 69
2. Teacher's Beliefs about Language Learning
and Teaching............................................................. 74
3. Teacher's Beliefs in Using High Order Level
Questions................................................................... 75
a. Questions Should be Planned............................... 76
b. High Order Level Questions and Critical
Thinking . . . . . . . . .. .. . . .. .... . . .... .. .. . ...... .. ..... .. . . .. . . .. . . . .. .. . 78
c. Questions should be Sequenced............................ 79
d. Syntactic Structure of Question............................ 80
e. Feedback as Stimulant.......................................... 81
4. Implementation of High Order Level
Questions................................................................... 82
a. Planning Questions .. . 82
b. Analytical Thinking Skills.................................... 82
c. Sequencing Scheme .. .. .. .. 83
d. Question Stem: WHY .. 85
e. Teacher's Feedback............................................. 86
5. Difficulties in the Implementation ofHigh Order
Level Questions......................................................... 89
a. Formulating Comprehensible Questions............... 89
b. Expanding Question-Answer Exchanges.............. 90
6. Solutions to the Difficulties.......................................... 92
a. Teachers as Learners............................................ 92
b. Sequencing 93
7. Students' Perceptions towards High Order
Level Questions......................................................... 95
a. Positive Perceptions............................................. 96
b. Negative Perceptions............................................ 98
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xiii
B. Discussion 99
1. Teacher's Beliefs and Practices................................... 99
a. Planning Questions ... .. .. . . . . . . . . . .. . . .. .. .. .. . .. .. . .. . . 100
b. The Stages oflearning 101
c. The Purpose of Questions 102
d. The Strategies of Questioning . . . . . .. .. .. .. . 103
2. The Role of the Teacher 104
3. The Practice of High Order Level Questions 105
4. Teacher's expertise 108
C. Weaknesses of the Study............................................. 109
CHAPTER V CONCLUSION, IMPLICATIONAND SUGGESTION
A. Conclusion.................................................................. 111
B. Implication 111
C. Suggestion 113
REFERENCES 115
APPENDICES 120