Teachers’ questions at Basic English Course (BEC) at Pare-Kediri

ABSTRACT

Teacher’s questions are questions that are produced by the English teacher in teaching and learning process in the classroom. Asking question is one of the teacher’s activities that are important in the language classroom. In learning process, the purposes of asking questions are in order to students learn and to grow up their mind. It is also done by the teacher as the strategy of teaching and learning strategy. In addition, it is also to evaluate learner’s progress of language, especially English as a Foreign Language.

This research is about types of question used by the teachers at Basic English Course (BEC) at Pare-Kediri. The research problem of this research was formulated on the question: what types of questions are used by the teachers at BEC in the classroom activity.

This research is conducting used descriptive qualitative, because the data of the study in the form of words or utterances that related to types of questions. The researcher is the main instrument to collect the data. Other instrument is observation by taking field notes. The discussion in this research took the data from data sources, the data are analyzed based on those categories.

Types of questions, firstly, echoic questions are classified into comprehension, clarification, and confirmation checks. Secondly, epistemic questions are classified into referential and display question. The other types of questions are classified into expressive and rhetorical. In this study, the English teachers were found to be significantly different in the use of epistemic questions. The researcher found that the teacher used more display question.

All English teachers especially at Basic English Course (BEC) give no too much class time spend on display questions because students can easily grow weary of artificial context that do not involve genuine seeking of information.

Furthermore, the English teachers increase the number of referential question to prompt the students to provide longer and more complex response. Secondly, the researcher hopes to other researcher to explore about the teacher’s questions. The researcher also suggests the readers to give critic for better research about teacher’s questions, the researcher is sure that it is interesting to be investigated.