TEACHERS’ QUESTIONING STRATEGIES IN ENGLISH CLASSROOM INTERACTION IN THE TWELFTH GRADE OF SMA N 1 JEKULO KUDUS IN 2015/2016 ACADEMIC YEAR
By KIKY WULANDARI NIM 201232095
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2016
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TEACHERS’ QUESTIONING STRATEGIES IN ENGLISH CLASSROOM INTERACTION IN THE TWELFTH GRADE OF SMA N 1 JEKULO KUDUS IN 2015/2016 ACADEMIC YEAR
SKRIPSI Presented to Muria Kudus University in Partial Fulfillment of the Requirements for Completing the Sarjana Program in English Education
By KIKY WULANDARI NIM 201232095
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2016
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MOTTO AND DEDICATION
Motto: Have infinite patience and success is yours. Enjoy the life as if tomorrow never come.
Dedication: This skripsi is dedicated to: Her beloved parents, Mr. Slamet Santoso and Mrs. Muryani, thanks for the support. Her beloved little sister, Shania All of the lecturers of Muria Kudus University Her friends at UMK, so memorable in passing happiness and sadness with them Her beloved best friend, thanks for being her best friend for long time and give big support All people who support her in doing this skripsi
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ACKNOWLEDGEMENT
In the name of Allah, the most gracious and the most merciful, in this occasion, the writer would like to express her gratitude to the God, Allah S.W.T., who has given her mercies and blessing so that the writer can finish this skripsi entitle “English Teachers’ Questioning Strategies in Classroom Interaction in the Twelfth Grade of SMA N 1 Jekulo Kudus in 2015/2016 Academic Year”. There are many people who gave endless help during her struggle to complete this research. The writer would also like to convey her special gratitude to them. They are: 1. Dr. Drs. Slamet Utomo, M.Pd., as the Dean of Teacher Training and Education Faculty of Muria Kudus University. 2. Diah Kurniati, S.Pd., M.Pd., as the Head of English Education Department. 3. Rismiyanto, S.S., M.Pd. as the writer’s first advisor, who guided, gave so many suggestions and also motivations to the writer in doing this skripsi. 4. Mutohhar, S.Pd, M.Pd., as the writer’s second advisor, who also guided, gave corrections, and also suggestions to the writer in doing this skripsi 5. Drs. Joko Purwanto, as the headmaster of SMA N 1 Jekulo Kudus, who gave permission to the writer to conduct the research in SMA N 1 Jekulo Kudus.
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6. Dra. Anis Sri Mulyati, Noor Tjahjani, S.Pd, and Liliana, S.Pd as the English teachers of SMA N 1 Jekulo Kudus, who guided and gave suggestions to the writer when doing research in SMA N 1 Jekulo Kudus. 7. All of the students of SMA N 1 Jekulo Kudus, especially the twelfth grade students who helped her, so this research could run well. 8. All of the lecturers of UMK who taught her during studying at the campus. 9. The writer’s parents, sister, and the entire families who always give support and motivation to the writer. 10. The writer’s friends that cannot be mentioned one by one. Besides that, the writer apologies for any mistakes and happily receive any constructive criticism and suggestion, but the writer hopes that it will be useful for those especially who are in the field of education.
Kudus, July 2016 The writer
Kiky Wulandari
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ABSTRACT Wulandari, Kiky. 2016. Teachers’ Questioning Strategies in English Classroom Interaction in the Twelfth Grade of SMA N 1 Jekulo Kudus in 2015/2016 Academic Year. Skripsi.English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisor: (1) Rismiyanto, S.S.,M.Pd, (2) Mutohhar, S.Pd, M.Pd. Key words: Teachers’questions, Questoning strategies Teachers’ question is one of the important part in classroom interaction. Teacher asks questions to keep the students involvement during the learning process, to express their ideas and thoughts, and evaluate the material. In classroom interaction, the teachers use strategy of questioning to control the interaction. By using strategy, teachers can manage the classroom and easier to give the material to the students. Based on the statement of the problem, the main objectives of the research are as follows: (i) to describe the teachers’ questioning strategies in classroom learning in the twelfth grade of SMA N 1 Jekulo Kudus in 2015/2016 academic year. This is a descriptive qualitative research. The data of this research is the teachers’ questioning strategy. The data source is transcript of three English teachers’ interview of the twelfth grade of SMA N 1 Jekulo Kudus in 2015/2016 academic year. The writer did interview to the three English teachers and record it. To analyze the data, she transcribes the result of interview, classifies, analyzes, and makes the conclusion. The result of this research shows that the three English teachers of SMA N 1 Jekulo Kudus used the theory of teachers’ questioning strategies. There are five categories, they are selecting the type of question and its level of difficulty, phrasing the question and delivering it, allowing time for students to thinking (wait time), choosing a student to answer a question, the student response and providing feedback. It means that the theory of teachers questioning strategies is a good theory. The three English teachers can manage the class, delivering the knowledge, and knowing the characteristic of the students well. At the end of this research, the writer suggests that teachers can continue to use those strategies according to the students’ need. Teachers can also elaborate the question based on the material in the classroom.
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ABSTRAK Wulandari, Kiky. 2016. Strategi Bertanya Guru dalam Berinteraksi di Kelas Bahasa Inggris di Kelas Dua Belas SMA N 1 Jekulo Kudus pada Tahun Ajaran 2015/2016. Skripsi.Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Dosen Pembimbing: (1) Rismiyanto, S.S.,M.Pd, (2) Mutohhar, S.Pd, M.Pd. Kata Kunci: Pertanyaan guru, Strategi bertanya Pertanyaan guru adalah salah satu bagian terpenting dalam berinteraksi di kelas. Guru bertanya untuk mempertahankan keterlibatan siswa selama proses belajar, untuk mengekspresikan ide-ide dan pikiran-pikiran mereka, dan mengevaluasi materi. Dalam pembelajaran di kelas, guru menggunakan strategi bertanya untuk mengendalikan interaksinya. Dengan menggunakan strategi, guru dapat mengatur kelas dan lebih mudah untuk memberikan materi kepada siswa. Berdasarkan rumusan masalah, tujuan utama dari penelitian ini adalah sebagai berikut: (i) untuk mendeskripsikan strategi bertanya guru dalam pembelajaran di kelas dua belas dari SMA N 1 Jekulo Kudus pada tahun ajaran 2015/2016. Penelitian ini adalah sebuah penelitian deskriptif kualitatif. Data dari penelitian ini adalah strategi bertanya guru. Sumber data berupa transkrip dari wawancara ketiga guru Bahasa Inggris dari kelas dua belas di SMA N 1 Jekulo Kudus pada tahun ajaran 2015/2016. Penulis mewawancarai ketiga guru Bahasa Inggris dan merekamnya. Untuk menganalisis data, penulis mentranskrip hasil wawancara, mengklasifikasi, menganalisis, dan membuat kesimpulan. Hasil dari penelitian ini menunjukkan bahwa ketiga guru Bahasa Inggris di SMA N 1 Jekulo Kudus menggunakan teori dari strategi bertanya guru. Ada lima kategori, yaitu memilih tipe pertanyaan dan tingkat kesulitannya, melafalkan pertanyaan dan menyampaikannya, memberikan waktu pada siswa untuk berfikir (waktu tunggu), memilih seorang siswa untuk menjawab pertanyaan, jawaban siswa dan memberikan timbal balik. Itu berarti bahwa teori dari strategi bertanya guru adalah teori yang baik. Ketiga guru Bahasa Inggris dapat mengatur kelas, menyampaikan pengetahuan, dan mengetahui karakter siswa dengan baik. Pada akhir penelitian ini, penulis menyarankan bahwa guru dapat melanjutkan untuk menggunakan strategi tersebut berdasarkan kebutuhan siswa. Guru juga dapat mengembangkan pertanyaan berdasarkan pada materi di dalam kelas.
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TABLE OF CONTENTS
COVER....................................................................................................... LOGO…..................................................................................................... TITLE......................................................................................................... MOTTO AND DEDICATION................................................................. ADVISORS’ APPROVAL........................................................................ EXAMINERS’ APPROVAL ACKNOWLEDGEMENT......................................................................... ABSTRACT............................................................................................... ABSTRAK............................................................................................. TABLE OF CONTENTS.......................................................................... LIST OF TABLES..................................................................................... LIST OF APPENDICES...........................................................................
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CHAPTER I INTRODUCTION 1.1 Background of the Research................................................................
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1.2 Statements of the Problem...................................................................
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1.3 Objectives of the Research..................................................................
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1.4 Significances of the Research..............................................................
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1.5Limitation of the Research....................................................................
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1.6 Operational Definition.........................................................................
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CHAPTER II REVIEW TO RELATED LITERATURE 2. 1 Teaching English in SMA N 1 Jekulo Kudus……………….………
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2.2 Classroom Interaction..... ...…………...……………………………..
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2.2.1 Teacher’s Talk...................................……………..……………….
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2.2.2 Students’ Talk.........………………………...………………………
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2.3 Teacher’s Questions ……………………...…………………………
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2.4 Questioning Strategy……………………………………………….....
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2.5 Review of the Previous Research……....…………………………....
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2.6 Theoretical Framework ……………...……………………………….
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CHAPTER III METHOD OF THE RESEARCH 3.1 Design of the Research…….…………………………………………
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3.2 Data and Data Source ………………………………………………
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3.3 Data Collection ………………………………………………………
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3.4 Data Analysis ………………………………………………………...
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CHAPTER IV FINDING OF THE RESEARCH 4.1 The Result of Interview by Three English Teachers’ (T1, T2, and T3) about Questioning Strategies in Classroom Interaction in the Twelfth Grade of SMA N 1 Jekulo Kudus in 2015/2016 Academic Year ………...…................................................................................
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CHAPTER V DISCUSSION 5.1 The English Teachers’ Questioning Strategies in Classroom Interaction in the Twelfth Grade of SMA N 1 Jekulo Kudus in 2015/2016 Academic Year ………………………………….......... 5.1.1 Selecting the Type of Question and Its Level of Difficulty…...…..
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5.1.2 Phrasing the Question and Delivering It.…………………………
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5.1.3 Allowing Time for Students to Thinking (Wait Time).....................
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5.1.4 Choosing a Student to Answer a Question.......................................
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5.1.5 The Student Response and Providing Feedback..............................
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CHAPTER VI CONCLUSION AND SUGGESTION 6.1 Conclusion...........................................................................................
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6.2 Suggestion...........................................................................................
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BIBLIOGRAPHY...................................................................................... APPENDICES...........................................................................................
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LIST OF TABLES Table
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3.1
Guideline of Interview with English Teachers………………….
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4.1.1
Selecting the Type of Question and Its Level of Difficulty ……
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4.1.2
Phrasing the Question and Delivering It ……….........................
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4.1.3
Allowing Time for Students to Thinking (Wait Time).........……
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4.1.4
Choosing a Student to Answer a Question ………......................
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4.1.5
Student Response and Providing Feedback ………………
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LIST OF APPENDICES
Appendix
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Guideline of Interview with English Teachers................................................51 Transcript 1 .................................................................................................... 52 Transcript 2 ................................................................................................... 58 Transcript 3 ....................................................................................................64
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