TEACHER QUESTIONS IN ENGLISH CLASSROOM INTERACTION IN GRADE TWELVE SENIOR HIGH SCHOOL

Authors

  • Devi Novita Sari and Rita Suswati

DOI:

https://doi.org/10.24114/reg.v6i3.6700

Abstract

This study aims to find out the types of questions used by teachers and describe the use of
teacherŸs questions in the teaching-learning process. This study was conducted by using
descriptive qualitative research design. The data source of research was the English teacher of
SMA Swasta RK Serdang Murni Lubuk Pakam. The data was the utterances of teacher that
delivered questions. Techniques of collecting data were observation, recording and interviewing
(the teacher). The result of this study showed that there were four types of questions used by the
teacher during teaching-learning process with the total of questions were 130. Teacher spent
factual questions totally 55,4% (72 questions), empirical questions were totally 21,5% (28
questions), productive questions were 3,1% (4 questions), and evaluative questions were 20%
(26 questions). From those types, factual questions were dominantly used by the teacher. This
study also found that the relation between teacherŸs questions and teaching-learning process is
teacherŸs questions brought the process of classroom interaction from begin at last. TeacherŸs
questions built interaction between teacher and students from pre-activity, main-activity, and
post-activity. The use of questions by the teacher was in order to get attract the students to be
more active and to see how far the students had mastered the lesson given. It can be concluded
that the teacherŸs questions are as the technique of teaching.

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Published

2017-07-01

Issue

Vol. 6 No. 3 (2017): (JUL-SEP)

Section

Articles

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