TEACHER QUESTIONS IN SMK TUNAS JAYA TANAH JAWA

Bancin, Anta Ovia (2017) TEACHER QUESTIONS IN SMK TUNAS JAYA TANAH JAWA. Undergraduate thesis, UNIMED.

[img]
Preview
Text
1. NIM. 2123321007 COVER.pdf - Published Version

Download (199kB) | Preview
[img]
Preview
Text
2. NIM. 2123321007 APPROVAL SHEET.pdf - Published Version

Download (530kB) | Preview
[img]
Preview
Text
3. NIM. 2123321007 ABSTRACT.pdf - Published Version

Download (97kB) | Preview
[img]
Preview
Text
4. NIM. 2123321007 PREFACE.pdf - Published Version

Download (222kB) | Preview
[img]
Preview
Text
5. NIM. 2123321007 TABLE OF CONTENT.pdf - Published Version

Download (268kB) | Preview
[img]
Preview
Text
6. NIM. 2123321007 TABLES.pdf - Published Version

Download (111kB) | Preview
[img]
Preview
Text
7. NIM. 2123321007 ILLUSTRATION.pdf - Published Version

Download (111kB) | Preview
[img]
Preview
Text
8. NIM. 2123321007 APPENDICES.pdf - Published Version

Download (174kB) | Preview
[img]
Preview
Text
9. NIM. 2123321007 CHAPTER I.pdf - Published Version

Download (443kB) | Preview
[img]
Preview
Text
13. NIM. 2123321007 CHAPTER V.pdf - Published Version

Download (208kB) | Preview

Abstract

The study deals with teacher questions during teaching learning process in SMK Tunas Jaya Tanah Jawa. The objectives of the study were to find out the types of questions used classification of questions based on Richards and Lockhart, and to reveal the reasons of questions that English teacher asked in the classroom used Richards and Lockhart’s reasons why teacher asked questions. The design of the research was a descriptive-qualitative research. The data were the transcriptions of teaching learning process collected by recording the observation and interview. The result showed that teacher asked three types of questions; convergent questions, procedural questions and divergent questions. The reasons why teacher asked questions were (a) to check students’ understanding, (b) to encourage students to think and focus on the lesson, (c) to encourage students’ participation in a lesson, (d) to clarify what student has said, (e) to elicit particular structures and vocabulary items, and (f) to stimulate and maintain students’ interest. It could be concluded that teacher asked many questions during teaching learning process and it could be a good technique for classroom interactions but it would make students bored, if teacher didn’t prepare well all the questions. Teacher should be aware of asking question for the students to consider the question type, and the reasons why the question should be asked.

Item Type: Thesis (Undergraduate)
Contributors:
ContributionNameNIP
ContributorGinting, Siti Aisyah195705211984032002
ContributorRika, -197807172008122001
Call Number: 2018-ENG-016
Keywords: teacher questions, types of questions, reasons teacher asked questions,SMK Tunas Jaya, Tanah Jawa
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators > LB1775 Professional aspects of teaching and school administrators. Vocational guidance
L Education > LC Special aspects of education > LC1041 Vocational education (General)
Divisions: Fakultas Bahasa dan Seni > Pendidikan Bahasa dan Sastra Inggris
Depositing User: Mrs Catur Dedek Khadijah
Date Deposited: 25 Jan 2018 02:49
URI: http://digilib.unimed.ac.id/id/eprint/28438

Actions (login required)

View Item View Item