Hasrul. 2020. Certified Teachers’ Questions in English Classroom Of SMAN 2 Sangatta Utara. Thesis. Master Program of English Education Faculty of Teaching Training and Education. Mulawarman University. Advisor: (1) Prof. Dr. Susilo, M.Pd and (2) Dr. Desy Rusmawaty, M.A.
In a classroom context, typically teacher asks a lot of questions. Research indicates that whether in a content classroom or in a language classroom, teacher asks many questions. The standard pattern in the classroom is one in which the teacher asks questions, one or more students respond to the questions. Thus, in terms of a classroom context, a questioning session happens naturally as a process of learning.
This research deals with certified teachers‘ questions in senior high school English classroom. The study is conducted to answer questions What types of questions do the teachers tend to use in the daily practices of teaching in the English classroom, what are the function of the questions asked by the certified teachers. The study was conducted at SMAN 2 Sangatta Utara, Kab.Kutai Timur. The study is carried out by observing and taking video recordings of one English certified teacher. Eight observations are conducted in four classes of two weeks of lessons.
The findings indicate that in the question type, display questions (97%) were highly uttered by the teachers rather than referential questions (2.13%). In display questions, the biggest category of questions asked by the teachers was complete pronominal questions (35.91%), which are questions in the form of WH questions. Meanwhile, for 4 (2.13%) referential questions, there were 4 complete pronominal questions posed by the certified teacher. As the purposes of learning English in a senior high school context is to engage students to communicate in spoken and written language, all the questioning functions are related to eliciting information, checking students‘ understanding of the lesson being taught, and encouraging them to participate more in the classroom. Therefore, the questions posed by the teachers were highly distributed.
The study is beneficial for both teacher and students in English language classroom. Questioning happens to force studentsto speak English even though it is only telling what they know about the lesson. It is also beneficial for teacher who facilitate students‘ language ability through asking effective question in an effective way. Once teacher poses certain type of question, it can bedeveloped into some other question that engage students to speak using the language.
Keywords: Certified Teacher, Questioning, English Classroom.