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AN ANALYSIS OF TEACHER’S QUESTIONS USED BY

AN ENGLISH TEACHER OF SMA N 2 PATI

IN THE ACADEMIC YEAR 2013/2014

By:

PUJI ASTUTI

NIM 201032023

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2014

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AN ANALYSIS OF TEACHER’S QUESTIONS USED BY

AN ENGLISH TEACHER OF SMA N 2 PATI

IN THE ACADEMIC YEAR 2013/2014

SKRIPSI

Presented to the University of Muria Kudus

in Partial Fulfillment of the Requirements for Completing the Sarjana Program

in English Education

By:

PUJI ASTUTI

NIM 201032023

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2014

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MOTTO AND DEDICATION

Motto

- Never give up, fix mistakes, keep stepping and praying.

- Success is an achievement, but struggling is a must.

- Do your best at every opportunity you have.

Dedication

This skripsi is dedicated to

- The writer’s parent who always loves her.

- The writer’s siblings who always give spirit.

- The writer’s closed friends who are coloring

her day.

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ACKNOWLEDGEMENT

First of all, the writer thanks to Allah SWT, The King of Universe, The Most

Gracious and The Most Merciful God who always gives blessing, strength so the

writer be able to complete this skripsi. Secondly, the writer does not forget to say

Sholawat and Salam to the most glorious human in the world and hereafter,

Muhammad SAW, the true hero and idol.

Finishing this skripsi, the writer would like to express a great gratitude to:

1. Dr. Slamet Utomo, M.Pd is as the Dean of Teacher Training and Education

Faculty and as my second advisor who always guide the writer in this last

project.

2. Diah Kurniati, S.Pd, M.Pd is as the head of English Education Department who

always for motivating and supporting the writer.

3. Atik Rokhayani, S.Pd, M.Pd is as the writer’s first advisor who has already

approved this research and gives a lot of guidance in the completion of this study.

4. The best men and women who are kindly coloring her days, Pope, Nurul, Ciprut,

Mas Noe, Phee Alfi, Silvia, Putra, D’Syu, Ahsin, Oliph, Mas Taufiq, Mbak Rika,

and all of her friends.

5. Her brother and sister in BEM FKIP 2011/2012 and all of her beloved siblings in

KSR PMI UMK.

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6. All lectures of English Education Department Teacher Training and Education

Faculty who have taught and educated the students well during studying in

University of Muria Kudus.

7. The Headmaster of SMA N 2 Pati who has given permission to the writer to hold

and do the research in that school.

8. Mrs. Sri Hartini is as the English teacher of SMA N 2 Pati.

The writer is conscious that this skripsi is far from perfectness and has some

weaknesses. Therefore, the writer hopes constructive criticisms and suggestions for

better condition.

Puji Astuti

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ABSTRACT

Astuti, Puji. 2014. “An Analysis of Teacher’s Questions Used by an English Teacher

of SMA N 2 Pati in the Academic Year 2013/2014.” Skripsi. English

Educarion Department. Teacher Training and Education Faculty. University

of Muria Kudus. Advisor: (1) Atik Rokhayani, S.Pd, M.Pd (2) Dr. Slamet

Utomo, M.Pd

Key words: teacher’s questions, teaching English in SMA N 2 Pati, types and

functions of questions

Interaction is an important exchange for language teachers. One of kinds of

interactions is asking questions. It is an important element of teacher talk. If the

teacher doesn’t have good interaction especially in questioning, the students will be

bored in the classroom. In teaching, a teacher may implement different questions. It

can influence the students’ activeness in the classroom. As the English teacher of

senior high school, it is important to make up and manage the question better.

The objectives of the research are: (i) to find out types of questions used by an

English teacher of SMA N 2 Pati in the academic year 2013/2014 (ii) to describe the

functions of questions used by an English teacher of SMA N 2 Pati in the academic

year 2013/2014.

This is descriptive qualitative research. The data are utterances of teacher’s

questions used by an English teacher and the data source is the transcript of teacher’s

talk carried out by the teacher. The writer recorded the teaching and learning process

in the classroom and transcribed it. To analyze the data, the writer identified the

teacher’s questions utterances, classified, analyzed, and made the conclusion.

The result of the research showed that as the types of questions, closed

questions appeared in greater number than the opened one. It meant that the teacher

tend to ask confirmation and getting specific information than had the students to

think. The second part was functions of questions. The result of analysis showed that

employing questions as instructional tool was greater than others, then followed by

questions as diagnostic tool. Function of questions as motivational tool appeared in

smallest number.

At the end of the research, the writer suggests that an English teacher of SMA

N 2 Pati should make up and manage the question better included more asking

opened questions than closed questions. The teacher may use motivational questions

to avoid the student’s boredom in the classroom. For the students, the writer suggests

to don’t just wait the teacher’s questions. In addition, other analysis of teacher’s

questions will be more innovative than this one is suggested for the further

researcher.

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ABSTRAK

Astuti, Puji. 2014. “Analisis Pertanyaan yang Digunakan oleh Seorang Guru Bahasa

Inggris SMA N 2 Pati tahun ajaran 2013/2014.” Skripsi. Pendidikan Bahasa

Inggris. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muria Kudus.

Pembimbing: (1) ) Atik Rokhayani, S.Pd, M.Pd (2) Dr. Slamet Utomo, M.Pd

Kata Kunci : Pertanyaan guru, pengajaran Bahasa Inggris SMA N 2 Pati, tipe dan

fungsi pertanyaan

Interaksi merupakan suatu yang penting dalam komunikasi guru. Salah satu

jenis interaksi adalah memberikan pertanyaan. Hal ini termasuk hal yang penting

dalam komunikasi. Jika seorang guru tidak mempunyai interaksi yang bagus

khususnya dalam bertanya, siswa akan merasa bosan di dalam kelas. Di dalam

pengajaran, guru akan mengimplementasikan pertanyaan yang berbeda. Hal ini dapat

berpengaruh terhadap keaktifan siswa di dalam kelas. Sebagai guru bahasa Inggris

dari Sekolah Menengah Atas, sangatlah penting untuk memberikan pertanyaan

dengan baik.

Tujuan dari penelitian ini adalah (i) untuk mengetahui tipe pertanyaan yang

digunakan oleh seorang guru bahasa Inggris tahun ajaran 2013/2014 (ii) untuk

mendeskripsikan fungsi pertanyaan yang digunakan oleh guru bahasa Inggris tahun

ajaran 2013/2014.

Metode penelitian yang digunakan adalah dikriptif kualitatif. Data dari

penelitian ini berupa pertanyaan yang digunakan oleh guru bahasa Inggris dan sumber

data berupa trasnsript hasil rekaman pembelajaran di kelas. Penulis merekam proses

pembelajaran sebanyak dua kali dan kemudian membuat transkripnya. Untuk

menganalisa data, penulis mengidentifikasi ungkapan yang termasuk pertanyaan,

mengklasifikasikannya, menganalisa, dan membuat kesimpulan.

Hasil dari penelitian ini menunjukkan bahwa guru cenderung menggunakan

pertanyaan tertutup daripada pertanyaan terbuka. Itu berarti bahwa guru lebih sering

mengkonfirmasi dan bertanya tentang hal yang spesifik daripada meminta siswa

untuk berfikir. Yang ke dua adalah fungsi pertanyaan. Hasil dari analisis

menunjukkan bahwa pertanyaan sebagai alat pembelajaran lebih dominan diikuti

dengan pertanyaan sebagai alat pendiagnosa. Frekuensi guru dalam memberikan

pertanyaan yang memotifasi cenderung rendah.

Penulis menyarankan bahwa guru bahasa Inggris SMA N 2 Pati harus

membuat pertanyaan yang lebih baik termasuk lebih sering memberikan pertanyaan

terbuka daripada tertutup. Guru seharusnya memberikan pertanyaan yang memotifasi

untuk menghindari kejenuhan siswa di kelas. Bagi siswa, penulis menyarankan untuk

tidak menunggu pertanyaan dari guru. Sebagai tambahannya, analisis lain terkait

pertanyaan guru akan lebih inovatif dari penelitian ini.

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TABLE OF CONTENTS

COVER ………………………………………………………………………..

LOGO …………………………………………………………………………

PAGE OF TITLE …………………………………………………………….

MOTTO AND DEDICATION ………………………………………………

ADVISORS’ APPROVAL …………………………………………………...

EXAMINERS’ APPROVAL ………………………………………………...

ACKNOWLEDGEMENT …………………………………………………...

ABSTRACT …………………………………………………………………..

ABSTRAK ...………………………………………………………………….

TABLE OF CONTENT ……………………………………………………...

LIST OF TABLES ……………………………………………………………

LIST OF APPENDICES ……………………………………………………..

CHAPTER I INTRODUCTION

1.1 Background of the Research ……………………………………………….

1.2 Statement of the Problem …………………………………………………..

1.3 Objective of the Research ………………………………………………….

1.4 Significance of the Research ………………………………………………

1.5 Scope of the Research ……………………………………………………..

1.6 Operational Definition ……………………………………………………..

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Teaching English in SMA N 2 Pati ………………………………………..

2.2 Discourse Analysis ………………………………………………………...

2.3 Classroom interaction ……………………………………………………...

2.3.1 Teacher’s Talk …………………………………………………………...

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2.3.2 Students’ Talk ……………………………………………………………

2.4 Teacher’s Questions ………………………………………………………..

2.4.1 Types of Questions ……………………………………………………...

2.4.2 Functions of Questions …………………………………………………..

2.5 Review of the Previous Research ………………………………………….

2.6 Theoretical Framework …………………………………………………….

CHAPTER III METHOD OF THE RESEARCH

3.1 Research Design …………………………………………………………...

3.2 Data and Data Source ……………………………………………………...

3.3 Data Collection …………………………………………………………….

3.4 Data Analysis ………………………………………………………………

CHAPTER IV RESEARCH FINDINGS

4.1 Research Findings ………………………………………………………….

CHAPTER V DISCUSSION

5.1 The Types of Teacher’s Questions Used by an English Teacher ………….

5.1.1 The Types of Teacher’s Questions Used by an English Teacher when

teaching in XI IPA 3 ……………………………………………………..

5.1.2 The Types of Teacher’s Questions Used by an English Teacher when

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teaching in XI IPA 6 ……………………………………………………..

5.2 The Functions of Teacher’s Questions Used by an English Teacher ……...

5.2.1 The Functions of Teacher’s Questions Used by an English Teacher

when teaching in XI IPA 3 …………………………………………….

5.2.2 The Functions of Teacher’s Questions Used by an English Teacher

when teaching in XI IPA 6 …………………………………………….

CHAPTER VI CONCLUSION AND SUGGESTION

6.1 Conclusion …………………………………………………………………

6.2 Suggestion ………………………………………………………………….

BIBLIOGRAPHY …………………………………………………………….

APPENDICES ………………………………………………………………...

STATEMENT ………………………………………………………………...

CURRICULUM VITAE ……………………………………………………..

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LIST OF TABLES

Tables

3.1 Example of Classifying Types and Functions of Questions .........................

4.1 The Analysis of Teacher’s Questions Used by an English Teacher when

teahing in XI IPA 3 .............................................................................................

4.2 The Analysis of Teacher’s Questions Used by an English Teacher when

teaching in XI IPA 6 ...........................................................................................

5.1 The Percentages Result of Questions’ Types Used in Both of the Class ...

5.2 The Percentages Result of Questions’ Functions Used in Both of the Class

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LIST OF APPENDICES

Appendix

Appendix 1 Transcript 1 (teaching and learning process in XI IPA 3) ..............

Appendix 2 Transcript 2 (Teaching and learning process in XI IPA 6) .............

Appendix 3 Keterangan Selesai Bimbingan ......................................................

Appendix 4 Permohonan Ujian Skripsi ..............................................................

Appendix 5 Surat Keputusan Judul Skripsi …………………………………..

Appendix 6 Surat Keterangan Penelitian ……………………………………..

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