AN ANALYSIS OF TEACHER’S DISPLAY QUESTIONS AND REFERENTIAL QUESTION IN ELEVENTH GRADE AT MAN INSAN CENDEKIA JAMBI

Rahmah, Zahratur AN ANALYSIS OF TEACHER’S DISPLAY QUESTIONS AND REFERENTIAL QUESTION IN ELEVENTH GRADE AT MAN INSAN CENDEKIA JAMBI. JURNAL AN ANALYSIS OF TEACHER’S DISPLAY QUESTIONS AND REFERENTIAL QUESTION IN ELEVENTH GRADE AT MAN INSAN CENDEKIA JAMBI.

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Abstract

AN ANALYSIS OF TEACHER’S DISPLAY QUESTIONS AND REFERENTIAL QUESTION IN ELEVENTH GRADE AT MAN INSAN CENDEKIA JAMBI Zahratur Rahmah Teacher Training and Education Faculty, Jambi University May, 2018 Zahraturrahmah.zr@gmail.com Abstract Following a descriptive qualitative approach, this study aims at describing the teacher’s questioning strategies and the syntactic structures attributed to the teacher’s display questions and referential questions, as well as the students’ responses. The participant is the English teacher of MAN Insan Cendekia Jambi. The data were collected through observing the eleventh grade classroom by taking video-recording. The finding shows that there are the display questions and the referential questions patterns during the classroom observation. Most of the questions that the teacher posed during observation are referential questions. Display questions were posed differently from referential questions. The teacher employed the display questions by giving shortly even no wait time for chorus response and the questions were answered by the class as a whole restrictedly and instantly. The questions were also modified by repeating the previous questions and posed mostly by applying wh-question, declarative, and alternative form. In contrast, referential questions were posed by providing longer wait time for the students, and modified by giving clues. Moreover, this question type was directed to the chorus response and some selected students, but mostly answered by the volunteers elaborately. In terms of the syntactical structure of the questions, it is clear that referential questions are posed by asking wh-question form. Not only using wh-question form, the referential questions also are posed using yes/no form. Based on these findings, it can be the guidance of the teacher to pose the question in language classroom in better ways, especially by not only considering the pausing time (wait-time), but also the background knowledge of the students about the topic asked in order to get the good response or answer from the students. The result this study can be helpful for the teacher to manage the teacher’s talk in teaching and learning process in the classroom.

Type: Article
Subjects: L Education > L Education (General)
Depositing User: ZAHRATUR RAHMAH
Date Deposited: 05 Jun 2018 06:41
Last Modified: 05 Jun 2018 06:41
URI: https://repository.unja.ac.id/id/eprint/4399

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