A STUDY ON TEACHER’S QUESTIONING BEHAVIOR IN EFL CLASS

LATIP, ABDUL (2007) A STUDY ON TEACHER’S QUESTIONING BEHAVIOR IN EFL CLASS. Other thesis, University of Muhammadiyah Malang.

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Abstract

A question is very important to measure whether or not the students can achieve the objective of the subjects. The comment reason the teacher asked the questions to the students is in order to check students’ understanding toward the instruction to increase the effectiveness of the lesson, and evaluate the lesson effectively. However, to get the effectiveness on teaching learning process the teacher should know the kinds of question and should know the feedbacks that will be produced by the students. Therefore, the researcher wants to describe the kinds of teacher’s questions and to describe the teacher’s feedback on the students’ answers from the teacher’s question. This research was descriptive qualitative in which, to describe the teacher’s question and teacher’s feedback on students’ answer. The subjects of this research are the teacher and the students of B class of the second grade. The data were obtained by using observation and interview to the teacher. The observation was used to collect the data concerning the real situation directly about the kinds of teacher’s question and the teacher’s feedback related to the students’ answers and the interview was used to check the validity of the data. The finding of this research indicates that there were three kinds of questions that were used by the teacher; they are (1) Procedural question in which it was used to manage classroom climate. It often employed in the beginning of teaching learning process, (2) Convergent question, it was used to check students’ comprehension with the short answer, and (3) Divergent question, in which it was used by the teacher to check students’ comprehension too, but this question needs long answer with their own ideas. The teacher used the convergent question more because that kind of question needs short answer related to the students in which they mostly have limited vocabulary. The teacher’s feedbacks are; (1) the critical feedback. The researcher here assumes that the teacher gave critical words or sentences in managing class. This feedback mostly found in procedural question, (2) the praising, modifying or no feedback. This case shows that the teacher gave just little appraisal, little modified or sometimes did not give feedback to the students’ answers. This feedback mostly produced by the teacher in convergent and divergent question. It is fact that the teacher should ask more divergent question because it needs long answer even with students own ideas and involve the praising and modifying feedbacks. Moreover, give positive feedback even the students not answers to the questions.

Item Type: Thesis (Other)
Subjects: L Education > L Education (General)
Divisions: Faculty of Teacher Training and Education > Department of English
Depositing User: Zainul Afandi
Date Deposited: 19 Jun 2012 06:25
Last Modified: 19 Jun 2012 06:25
URI: http://eprints.umm.ac.id/id/eprint/8533

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