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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

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

Page

COVER....................................................................................................... I

LOGO…..................................................................................................... Ii

TITLE......................................................................................................... iii

MOTTO AND DEDICATION................................................................. Iv

ADVISORS’ APPROVAL........................................................................ V

EXAMINERS’ APPROVAL vi

ACKNOWLEDGEMENT......................................................................... viii

ABSTRACT............................................................................................... Ix

ABSTRAK............................................................................................. X

TABLE OF CONTENTS.......................................................................... xiii

LIST OF TABLES..................................................................................... xiv

LIST OF APPENDICES........................................................................... xv

CHAPTER I INTRODUCTION

1.1 Background of the Research................................................................ 1

1.2 Statements of the Problem................................................................... 4

1.3 Objectives of the Research.................................................................. 5

1.4 Significances of the Research.............................................................. 5

1.5Limitation of the Research.................................................................... 5

1.6 Operational Definition......................................................................... 6

CHAPTER II REVIEW TO RELATED LITERATURE

2. 1 Teaching English in SMA N 1 Jekulo Kudus……………….……… 8

2.2 Classroom Interaction..... ...…………...…………………………….. 9

2.2.1 Teacher’s Talk...................................……………..………………. 10

2.2.2 Students’ Talk.........………………………...……………………… 11

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2.3 Teacher’s Questions ……………………...………………………… 12

2.4 Questioning Strategy………………………………………………..... 13

2.5 Review of the Previous Research……....………………………….... 16

2.6 Theoretical Framework ……………...………………………………. 17

CHAPTER III METHOD OF THE RESEARCH

3.1 Design of the Research…….………………………………………… 18

3.2 Data and Data Source ……………………………………………… 18

3.3 Data Collection ………………………………………………………

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 …………………………………..........

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5.1.1 Selecting the Type of Question and Its Level of Difficulty…...….. 30

5.1.2 Phrasing the Question and Delivering It.………………………… 33

5.1.3 Allowing Time for Students to Thinking (Wait Time)..................... 35

5.1.4 Choosing a Student to Answer a Question....................................... 37

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5.1.5 The Student Response and Providing Feedback.............................. 40

CHAPTER VI CONCLUSION AND SUGGESTION

6.1 Conclusion........................................................................................... 45

6.2 Suggestion........................................................................................... 47

BIBLIOGRAPHY...................................................................................... 48

APPENDICES........................................................................................... 50

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LIST OF TABLES

Table Page

3.1 Guideline of Interview with English Teachers…………………. 19

4.1.1 Selecting the Type of Question and Its Level of Difficulty …… 23

4.1.2 Phrasing the Question and Delivering It ………......................... 24

4.1.3 Allowing Time for Students to Thinking (Wait Time).........…… 25

4.1.4 Choosing a Student to Answer a Question ………...................... 26

4.1.5 Student Response and Providing Feedback ……………… 27

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LIST OF APPENDICES

Appendix Page

Guideline of Interview with English Teachers................................................51

Transcript 1 .................................................................................................... 52

Transcript 2 ................................................................................................... 58

Transcript 3 ....................................................................................................64