QUESTIONING TYPES IN TEACHER TALK IN ENGLISH LANGUAGE TEACHING

Irmayani, Suharmanto (2016) Questioning Types In Teacher Talk In English Language Teaching

Lembaga Penelitian Um Metro


File Pdf Download


ABSTRACT

Classroom questioning is an extensively researched topic. This paper examines the types and functions of questions of teacher ta lk occurred in English language teaching. An exemplary teacher teaching English in different materials in a second year class of state senior high school was the subject of the study. Transcripts from the audio visual tapes and field note f rom classroom ob servation were analyzed. Findings revealed that there were the teacher used questioning strategies by applying some type of questions and performing the type of questions in each session of teaching. The referential questions and open questions were the do minant depending on the material that the teacher transferred to the students. Otherwise, the display and closed - ended questions were used only a few times by teacher. The function of the questions was dominated by the use of questions that were for encour aging the students to participate in classroom instruction.

Keywords : Question Types, Teacher Talk, Display and Referential Questions

REFERENSI

[1] K.W. Gattis, A Look at Productive Tutoring Techniques User‟s Guide, 2 nd ed., Raleigh: North Carolina State University, 2002, pp.42. [2] C. Chaudron, Second Language Classroom Research o n Teaching and Learning, New york: Macmillan Publishing Company,1988. [3] D. Barnes, Language in the secondary classroom. In D. Barnes, J. Britton & M. Torbe (Eds.), Language, the learner and the school , 4 th ed., Portsmouth: Cook Publishers, 1990, pp. 9 - 8 8. [4] C. Dalton - Puffer, Questions as strategies to encourage speaking in content - and language integrated classrooms, 2006. [5] M. Allerton, “ Am I asking the right questions?” International Journal of Early Childhood Education, vol. 25(1), pp. 42 - 48, 1 993. [6] C.A. Brock, “The effects of referential questions on ESL classroom discourse,” TESOL Quarterly , vol. 20(1), pp. 47 - 59, 1986. [7] M.H. Long & C.J. Sato, “Classroom foreigner talk discourse: forms and functions of teacher‟s questions,” TESOL Quart erly, vol.15, pp.26 - 30, 1983. [8] T. Pica & M.H. Long, The linguistic conversational performance of experienced and inexperienced teachers. In R. Day (Ed.), Talking to learn: Conversation in second language acquisition. Cambridge: Newbury House Publishers . Inc, 1986. [9] A.B.M. Tsui, Introducing classroom interaction, London: Penguin, 1995. [10] R. Ellis, The Study of Second Language Acquisition, Shanghai: Shanghai Foreign Language Education Press,1994. [11] D. Nunan, D, Designing Tasks for The Com municative Classroom, Cambridge: Cambridge University Press,1989. [12] T. Lynch, “Questioning Roles in the Classroom,” ELT Journal, vol.45(3), pp.201 - 210, 1991 [13] D. Kanchak & P. D. Eggen, Learning and Teaching, Mass: Allyn and Bacon, 1989, pp. 24 - 5 6. [14] J. C. Richards & C. Lockhart, Reflecting Teaching in Second Language Classrooms, Cambridge: Cambridge University Press, 1994.