An analysis of teacher's questions used in classroom interaction at 11th grade of SMK Ma'arif NU Prambon

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Rosyidah, Kholifatur (2018) An analysis of teacher's questions used in classroom interaction at 11th grade of SMK Ma'arif NU Prambon. Undergraduate thesis, UIN Sunan Ampel surabaya.

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Abstract

Classroom interaction is part of communication among teacher and students occured whithin the classroom. To interact in the classroom, teacher and students talks are needed. The interaction can balance if teacher and students have a same opportunity to talk in the classroom. Unfortunately, most of classroom interaction are dominated by teacher’s talk. Thus, as a teacher, choosing kind of talks in the classroom is important. As one of teacher’s talks types, the use of teacher’s of questions is deemed as the appropriate way to encourage the students response and create a balance interaction in the classroom. This leads the researcher to conduct the research in SMK Ma’arif NU Prambon, exactly at Multimedia-3. The teacher got difficulty to interact with the students in the classroom. Thus, the teacher always try to give question to encourage the students response in order to create an interaction in the classroom. This research focuses on two research questions; 1) What type of questions does the teacher tend to use in classroom interaction at SMK Ma’arif NU Prambon? 2) What are the questioning techniques used by the teacher in classroom interaction at SMK Ma’arif NU Prambon?. To answer those two research questions, the researcher used qualitative method by observing the classroom, recording, and interviewing the English teacher. The result showed that the teacher tend to use convergent question in the classroom. There were 54 convergent questions used in asking the students in the classroom. The result also showed 7 questioning techniques used by the teacher in asking the students in the classroom. They are adapting questions on student ability level, asking questions logically and sequentially, asking questions on variety of levels, following up student responses, giving student time to think when responding, using questions that encourage wide student participation, encouraging student questions.