Teacher Questioning in Clasroom Interaction  

Oleh:

Matra, Sarlita Dewi

Jenis: Article from Journal - ilmiah nasional - terakreditasi DIKTI
Dalam koleksi: CELT: A Journal of Culture, English Language Teaching and Literature vol. 14 no. 1 (Jul. 2014), page 82-111.
Topik: Teacher's questioning; Types of questions; BIAS; Cognitive level; Classroom interaction
Fulltext: teacher questioning.pdf (347.11KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405 CEL 14 1 Non-tandon: tidak ada Tandon: 1

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Questions play an important role in every classroom both student's questions and teachers quustions. The types of question used by teacher can help students to lift their own levels of understanding toward the concept given or even to build up new ideas. The study explored (1) how evantually teachers provide some ease to the students in creating an interactive classroom interaction through question and answers exchanges: (2) how the questioning tecnique used by the teachers might encourage the students to be active in classroom interaction. By using Brown's Interaction Analysis System (BIAS) the data were analyzed in order to find out what type of questions were mostly used by the teachers during teaching learning process in encouraging the student's activeness. The data were collected through observations in two English classes in SMP N 2 Pekalongan with two different English teachers. The data showed that the cognitive level of teacher's questions which mostlu accurred was lower order cognitive questions. The questions were aimed to invite the learners to speak and deliver their ideas. Based on the observed data, in details, the result showed that teachers used recall questions for 52%, comprehension for 42% and application occupied the remaining that was 6%. The target language was usually used on several occasions such as praising, encouraging, explaining and giving directions during the classroom interaction. Therefore, the suggestions are given to the teacher to understand the practical uses of questioning tecniques in minimizing students barriers to speak up in English.

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