0 évaluation0% ont trouvé ce document utile (0 vote)
13 vues2 pages
This study investigated how teachers employ display and referential questions in teaching speaking to senior high school students in Indonesia. The researcher observed an English teacher's lessons, interviewed the teacher, and analyzed lesson plans. They found that display questions, which check understanding, were rarely used and mostly as icebreakers. Referential questions, which elicit longer student responses, were significantly more common and helped maintain genuine communication in the classroom. The study concludes that referential questions are better than display questions for teaching speaking and exposing free conversation. It recommends teachers use more referential questions to get better student responses and communication.
This study investigated how teachers employ display and referential questions in teaching speaking to senior high school students in Indonesia. The researcher observed an English teacher's lessons, interviewed the teacher, and analyzed lesson plans. They found that display questions, which check understanding, were rarely used and mostly as icebreakers. Referential questions, which elicit longer student responses, were significantly more common and helped maintain genuine communication in the classroom. The study concludes that referential questions are better than display questions for teaching speaking and exposing free conversation. It recommends teachers use more referential questions to get better student responses and communication.
This study investigated how teachers employ display and referential questions in teaching speaking to senior high school students in Indonesia. The researcher observed an English teacher's lessons, interviewed the teacher, and analyzed lesson plans. They found that display questions, which check understanding, were rarely used and mostly as icebreakers. Referential questions, which elicit longer student responses, were significantly more common and helped maintain genuine communication in the classroom. The study concludes that referential questions are better than display questions for teaching speaking and exposing free conversation. It recommends teachers use more referential questions to get better student responses and communication.
Affandi, Yusna. 2015. Teachers Display and Referential Questions in Teaching
Speaking. Thesis, Graduate Program in English Language Education and Literature, State University of Surabaya. Advisors (1) Dr. Oikurema Purwati, M.Appl., (2) Ahmad Munir, M.Ed, Ph.D Key Words: Display Questions, Referential Questions, Communication This study is conducted to investigate how teachers display and referential questions are employed in teaching speaking to Senior High Schools students. To be more specific, it tries to find information concerning the ways the teacher employs display and referential questions, students responses upon the questions, and the teachers display and referential questions and students responses upon the questions to maintain communication. This study is a qualitative study and presenting descriptively the data of condition that existed at that time. The subjects of the study were the teacher and the students at MAN 3 Malang. The sources of data of this study were display and referential questions, verbal and non-verbal behaviors by the teacher in delivering the questions, and the students responses upon the questions. The researcher collected the data through observation, interview to the teacher confirming the activity conducted, and documentation of lesson plan and syllabus concerning with communication goals of the activities. Then, the analysis of the data was conducted through data condensation, data display, and drawing conclusion. The interpretation of the data was done to answer the research questions and the discussions of the data analysis were done qualitatively by applying related theories. There were some findings obtained from this study. The display questions were rarely found in this study. As the purposes-based questions, the questions just came in the beginning of the activities intended for checking students understanding and they generated humor for students, or functioned as ice-breaking session. On the other hand, the referential questions were significantly found in speaking activities. The referential questions elicited students long and meaningful responses. Moreover, being accompanied by questioning strategies, the referential questions could elicit better and appropriate responses. The referential questions were significantly maintaining the communication and exposing free conversation as a genuine communication in the classroom rather than display questions. Some suggestions were offered based on the conclusions. The suggestions were for the teachers and future researchers. For the teachers, in teaching speaking it suggests that the teacher should employ more referential questions than display questions in order that the students respond longer and better, and the communication can be maintained. For future researchers, it is suggested to investigate display questions roles in teaching speaking and in exposing genuine communication and in the communication patterns. 3