CHAPTER I

INTRODUCTION

1.1 The Background of Study

In teaching English, Teacher questioning strategy is process which

is called “asking or giving question”. It can be from teacher to student or

from student to teacher. Questioning to students must be applied in

questioning strategies. Questioning strategies are the ways which are used

to ask something to the students in gaining a purpose in teaching.

Teachers‟ questioning is part of teaching learning in the classroom.

In teaching learning process, the teachers need to know the ability of the

students and how far the students understand the material which has been

taught. Furthermore, the teachers have to know the output of the students

before or after teaching by giving questions. Base on Gattis (2002, P41), a

question is one of the most important tools in guiding and extending

students' learning. It can help the teachers to develop their own strategy to

enhance the students work and thinking.

Sujariati (2016) said “in the process of teaching and learning in

EFL classroom sometimes teachers just teach without asking. It is usually

caused: they are in a hurry, they do not understand the material well, they

do not care about the students or they are lazy. All the cause make

negative effects and can affect the students' achievement and the quality of

teaching.” Therefore, to avoid the negative effects of students and the

1
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teaching-learning process, a teacher should apply questioning in the class

teaching, the teachers must become actively familiar with the whole range

of question forms in English. In addition, there is something that teachers

should not ignore and only pay attention to the role of "teacher questions

and techniques" or "strategies in the teaching process of English" only,

because the question strategy is very important to influence the learning

process of students in learning English is still quite foreign with them.

Therefore, taking this into account, the aims of the researcher is to look

into how teachers ask questions, their questioning strategies, and types of

teacher‟s questions that is often asked by teacher.

The purpose of this study is to find out the questioning strategies

that mostly used by teachers in classroom activity and find out the

difficulties faced by teachers in questioning strategy implementation. This

study was to analyze the questioning strategies that the English teachers

use to the 7th grade students in one Junior Highschool in Margahayu. This

study is aimed to analyze two teachers questioning strategies to find out

problems that might appear when teachers ask questions to their students.

The positive effect of using questioning strategies applied by teacher in

EFL classroom is improving the interaction between teachers and students,

helping student to get to know the target language they are learning, as

well as trying their cognitive student. No just there, using questioning

strategies can develop a way of teaching in the classroom.

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1.2 Research Question

problem
The to be discussed in this paper will be summarized in the

following research question:

1.2.1 What are questioning strategies that English teachers use most in

Teaching English for young learners?

1.2.2 What are difficulties faced by teachers in implementing the

questioning strategies?

1.3 Aims of Study

Based on the statement of problems mentioned above, the purpose

of this study was to analyze the questioning strategies that the English

teachers use to the 7th grade students in one Junior Highschool in

Margahayu. This study analyzed teachers‟ questioning strategies to find

out problems that might appear when teachers ask questions to their

students.

1.4 Significance of Study

This research is expected to give contributions for teachers, and next

researchers, and hopefully able to be used in theoretically and practically:

1.4.1 Theoretically

The result of the research is expected to enrich the strategy in questioning

and also to give the beneficial reference for next researcher.

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1.4.2 Practically

a. For the teachers, this research is purposed to help them in

providing an alternative strategy in teaching reading narrative text

in their class.

b. For next researchers, this research is expected to help them in

developing and completing appropriate questioning strategies in

teaching.

1.5 Limitation of Study

There are a lot of study that conducts teacher questioning

strategies, and the way the teacher asks in the EFL class. Base on that, the

researcher limited the study as only to identify two 7th Grade English

teachers‟ questioning strategy that mostly used in EFL classroom, and find

out the difficulties faced by teachers in questioning strategy

implementation. The data will be only taken through interview and

observation. After gaining the data, the researcher begin to analyze and

lists the research findings based on interview and observation, after that

the researcher will begin to draw a conclusion in a descriptive.

1.6 Paper Organization

This study will be organized as follows:

Chapter I Introduction

This chapter consists of an introduction which provides the information on

the background of the study, research questions, aims of study,

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significance of study, limitation of study, research methodology, data

analysis, clarification of terms, and paper organization.

Chapter II Theoretical Foundation

This chapter focuses on the theoretical foundation that are relevant to the

present study, with question answer relationship strategy as the main issue.

Chapter III Research Method

This chapter will discuss the methodology in conducting the research. It

including research design, site and participants where the research

conducted, data collection and data analyis and instrument.

Chapter IV Finding and Discussion

This chapter provides the result of the research and discussion of the

research findings.

Chapter V Conclusion and Suggestion

This chaptr contains conclusion of this study and suggestion for the

students, teacher, curriculum maker, and further reseacher.

 CHAPTER II

THEORETICAL FOUNDATION

2.1 Definition of Question

Question is a sentence, phrase, or gesture that seeks information

through a reply from one person to others or group. It means that question

is when the teachers say something like words, phrase or sentences which

are needed to replay by the interlocutor or listener. Some definition of

vocabulary is proposed by some experts. According to Linch (1991) states

that question is a command or interrogative expressions used to elicit

information or a response or to test knowledge. In other words, when the

people produce sentences to other people when it involves command

Cotton, K. (1998) defines question as any sentence which has an

interrogative form or function. In classroom rules, teacher questions are

defined as guides or directives that will stimulate students to think about

what they should do and how to do it. It focuses on the relationship

between teacher classroom question behavior and student outcomes,

including achievement, retention, and student enrollment rates.

2.2 Type of Questions

Fries (2008), states that questioning is one of the most important

dimensions of teaching and learning. It gives teachers a chance to find out

what students know and understand, and it allows students to seek

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clarification and help. It means that through questioning, the teachers are

able to know what the students know and what they do not know. The

teacher asks a closed question that is basically information-seeking, that

requires a short answer, and that is usually provided with recall for a lower

cognitive level. And based on the student‟s view, question can help them

to think and prepare a feedback for the teacher about their own

understanding (Chin, 2007).

Yang (2015) explained the types of question into 4 categories, they are:

A. Closed vs. Open

The most common question style relates to the learner response. If the

correct answer is in the question, or there is only one correct answer, or the

learner only has to agree or disagree, then it is usually considered a closed

question. Example: “The common rafter requires only 4 saw cuts. Agree

or disagree?”

Closed questions can be used to review or establish a rhythm. Examples:

“What is the reason the suspension is created first?” “what is the first step

in the process?” “what is the next step?”

The more favored approach is to use a question that requires learners to

generate an answer of their own. This style is referred to as an open

question. Example: “What saw cuts are required to make a common

rafter?”
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B. Convergent vs. Divergent

The Convergent question restricts the responses to predetermined answers.

Examples: “According to the author, what are the possible reasons

that…?” “What are the factors controlling the speed of a motor?

The Divergent question allows a multitude of correct responses. This style

is an excellent choice for situations where learners are being required to be

creative or look for alternatives beyond their experience. Examples:

“What other factors should the analysis have considered?” “What are the

possible responses to her complain?”

2.3 Level of Inquiry Question

High-level inquiry questions require more thought or inquiry.

Lower-level inquiry questions direct students to define, describe,

designate, state, report, substitute, or classify. High-level inquiry questions

direct students to evaluate, compare and contrast, conditionally infer, or

explain. Their study allowed them to conclude that the level of teachers‟

questions strongly influences student performance. The students of the

teachers who used more high-level inquiry questions surpassed the

performance of the other students on both higher inquiry examination

questions and lower inquiry examination questions (Gossen, 2002).

Lower cognitive questions are those which ask the student merely

to recall verbatim or in his/her own words material previously read or

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taught by the teacher. Lower cognitive questions are also referred to in the

literature as fact, closed, direct, recall, and knowledge questions. Higher

cognitive questions are defined as those which ask the student to mentally

manipulate bits of information previously learned to create an answer or to

support an answer with logically reasoned evidence. Higher cognitive

questions are also called open-ended, interpretive, evaluative, inquiry,

inferential, and synthesis questions (Cotton, 2014).

Among the questions types, open-ended and close-ended question

types were adopted from Kim (2015) for the study. Open-ended questions

include any type of question that promotes student reasoning when they

learn new concepts. Close-ended questions include any type of question

that do not promote student reasoning. Some of the question types (e.g.,

rhetorical questions and managerial questions) that were studied were not

related to these categories (open-ended and close-ended question types)

because those question types do not elicit student reasoning processes.

Under the open-ended question types, three sub types of open-

ended questions emerged based on previous research: (1) Asking for

explanation (AE), (2) Asking for self-evaluation of reasoning (AF), and

(3) asking for self-evaluation of others‟ reasoning (AFO).

Under the close-ended questions, two sub-types of close-ended

questions emerged based on Kim (2015) research: (1) asking for factual

information (AI) and (2) asking for confirmation (AC).

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2.4 Definition of Questioning Strategies

Guest (1985, P 2) states that "Questioning strategy is one of the

important tools to extending students' learning which can help teachers

develop their own strategies to enhance the students work and thinking". It

means that we cannot ignore that questioning strategies are very important

for teachers and students in teaching learning.

Harvey (2000, P8) states that questioning strategy is most effective

when it allows pupils to become fully involved in the learning process. He

states that while the lesson is planning, it is absolutely vital that teachers

think about the types of questions will be asked to students. It also needs

to be clear on what the intended outcomes of the questions/answer session

should be. It means that the questioning technique will help a teacher to

plan questions and answers session effectively when the teacher plays the

questions effectively based on the students need and the question types to

be involved fully students‟ interaction in teaching learning.

Fries (2008), states that questioning strategy is one of the most

important dimensions of teaching and learning. It gives teachers a chance

to find out what students know and understand, and it allows students to

seek clarification and help. It means that through questioning, the teachers

are able to know what the students know and what they do not know.

Questions help teachers and learners in teaching learning process.

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2.5 Questioning Strategies

According to Chin (2014) an analysis of classroom questioning

strategies and interaction revealed four different productive questioning

approaches adopted by the teachers: Socratic questioning, verbal jigsaw,

semantic tapestry, and framing as follows:

2.5.1 Socratic Questioning

In Socratic questioning, the teacher used a series of questions to

prompt and guide students‟ thinking, instead of telling the students a mass

of information via direct instruction. The questions functioned in probing,

extending, and elaborating on students‟ ideas, thereby extracting the

information from „„within‟‟ the students. Features of this questioning

approach include the use of pumping, reflective toss, and constructive

challenge.

Pumping: This refers to the teacher pumping the student for more

information during the question-answering process and putting the onus on

the student to provide more information (Hogan & Pressley, 1997). The

primary goal of this strategy was to encourage students to further articulate

their thoughts and ideas. The pumps comprised mainly explicit requests

for more information (e.g.,”Whatelse?”), the use of positive feedback

(e.g.,”Yeah”, “Correct”, nodding of head) and neutral feedback (e.g.,

„„Okay,‟‟ „„Uh-huh,‟‟ „„Mm-hmm‟‟).

Reflective Toss: it is described that „„reflective toss‟‟ is a question that is

posed by a teacher when she wanted to throw the responsibility of thinking

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back to the student in response to a prior utterance made by the student,

which may be a question or a statement, thereby shifting toward more

reflective discourse. For example, the teacher redirecting the question to

other students in order to elicit students critical thinking process in

questioning.

Constructive Challenge: Sometimes, the teachers used the strategy of

„„constructive challenge‟‟ instead of direct corrective feedback when

students gave inappropriate answers. They posed a question that

challenged students‟ thinking and prompted the students to reflect on and

reconsider their answers. In the following example, teacher was discussing

the procedure involved in determining the volume of a small wooden

block that floats, before carrying out the practical activity. She invited the

students to brainstorm ideas and compared three different methods

proposed by the students. As the students spoke, teacher used the board to

draw labelled diagrams that corresponded to the students‟ descriptions.

2.5.2 Verbal Jigsaw

This approach to questioning was characterized by a focus on the

use of scientific terminology, as well as the association of keywords and

phrases. It was used by the teachers when they wanted to introduce factual

or descriptive information, to reinforce scientific vocabulary particularly

when the topic was associated with a number of technical terms, to foster

understanding of a sequence of steps, and to elicit convergent answers.

The teachers‟ questions served to elicit the appropriate and essential words
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from students for the construction of declarative knowledge in the form of

a network of related concepts. They guided students to piece together a

series of propositional statements that were integrated to form a coherent

mental framework and to build a relational understanding among the

different concepts addressed.

Association of key words and phrases: Guide students to form a series of

propositional statements to form a coherent mental framework. To

introduce factual or descriptive information and to reinforce scientific

vocabulary.

Verbal close: Pause in mid-sentence to allow students to verbally „„fill-in-

the-blanks‟‟ to complete the sentence. To elicit or emphasize keywords

and phrases; for students who are not articulate or verbally expressive.

2.5.3 Semantic Tapestry

The focus of semantic tapestry was on the holistic integration of

concepts. The metaphor of a „„semantic tapestry‟‟ suggests that teachers

used this questioning approach to help students meaningfully weave

together their disparate ideas into a coherent mental framework of related

concepts. The focus was on building conceptual and relational

understanding in students, much like constructing a tapestry of ideas.

Unlike the verbal jigsaw described above, it lends itself well to topics that

are not associated with an abundance of technical terms. Features of this

questioning approach include multi-pronged questioning, stimulating

students‟ use of multi modal thinking, as well as focusing and zooming.

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Multi-Pronged Questioning: By using multi-pronged questioning, the

teacher posed questions from different point of view that addressed the

multiple aspects of a problem, or to pose questions from different angles

that address multiple aspects of a problem. In having to respond to the

teacher‟s questions, students were stimulated to think more deeply about a

given topic or issue and to view the topic from different perspectives.

Stimulating Multimodal Thinking: To encourage students to think in a

variety of modes, the teacher posed questions that prompted students to

articulate their ideas in the form of verbal or written text (verbal thinking),

conjure up mental images forming a „„visual collage‟‟ (visual thinking), or

think by using symbols (symbolic thinking).

Focusing and Zooming: In focusing and zooming, the teacher used

„„questioning lens‟‟ to adjust the nature of the questions, depending on the

kind of thinking she wanted to elicit. Focusing and zooming could refer to

instances where students were guided to think at both the visible, macro

level and at the micro or molecular level. For example, in the series of

verbal exchanges given above on the density of ice, teacher used the

questioning strategy of focusing and zooming. Beginning with questions

that targeted thinking at the macro level („„When ice freezes, what actually

happens?‟‟and „„If you put it [water] to the brim...what happens after the

water freezes?‟‟), she stimulated students to apply their prior knowledge at

the observational level to respond with „„it expands‟‟ and „„bulges out.‟‟
 15

2.5.4 Framing

Framing refers to an approach where questions were explicitly

used to frame a problem, issue, or topic and to structure the discussion that

ensued. Three teaching strategies associated with this approach are

referred to as question-based prelude, question-based outlines, and

question-based summary. While the teacher tended to answer her own

questions in question-based prelude and summary, she expected students

to respond to her questions in question-based outline. This was the main

difference between these three framing strategies.

Question-Based Prelude: Question-based prelude was characterized by a

number of question-answer propositions in expository talk. Use question-

answer propositions; questions act as an advance organizer and lead-in to

information presented subsequently. For expository talk to preface

declarative statements and to focus student thinking.

Question-Based Outlines: For this strategy, the teacher used a big, broad

question to introduce the topic or problem and define its macro structure.

Present a big, broad question and subordinate or related questions visually.

The questions were presented visually either on a Power point slide,

transparency, or handout, and gradually tapered to address the finer details

of the topic in hand. The physical presence of the questions provided a

public object for students to focus on and refer to during the lesson,

making them the objects of inquiry. To visually focus students‟ thinking

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and help students see the links between the big question and subordinate

questions.

Question-Based Summary: In question-based summary, the teacher gave

an overall summary of the lesson in a question and answer format to

consolidate the keypoints. The following excerpt was from the end of the

lesson on respiration described above, where teacher R recapitulated the

key concepts of the topic by using a question to frame a given concept and

then answer the question him/herself.

2.6 Definition of Classroom Questioning

Questioning in classroom based on the teacher‟s view is the core of

classroom teaching as a general way used by teachers in class, plays an

important role in classroom teaching, used to evaluate students‟

knowledge and make them clearly understand. Through consistent dialog

and communication, the teacher can get the answers they want and

evaluate the students. (Xiaoyan, 2008). While Linch (1991) states that

question is a command or interrogative expressions used to elicit

information or a response or to test knowledge. In other words, when

people produce sentences to other people that involve command and

interrogative expression to get any information or responses means a

question.

2.7 Teacher Talk Time

Teacher talk is one of the main ways for learners to receive

comprehensible target language input in English class. It is not only a tool

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to impart knowledge, but also serves as a crucial source of input. One of

the interaction features of teacher talk is questioning, which is a

fundamental way for teacher to control the classroom discourse and keep

students participating in the class. Wangru (2016) said “one of the

interaction features of teacher talk is questioning, which is a fundamental

way for teachers to control the classroom discourse and keep students

participating in the class”. In this case teacher talk is one of the main ways

for learners to receive comprehensible target language in put in English

class. It is not only a tool to impart knowledge, but also serves as a crucial

source of input. There must be an interaction between teacher and students

and then follow by feedback from the students. Therefore many

researchers are interested in this case. According Gall (1970) Teacher

questions are considered to be “the basic parts underlying most methods of

classroom teaching”. Besides as a basic in teaching can also be a device to

control the situation in the classroom.

Teachers in argument-based inquiry classes talked less and

encouraged their students to talk more by using argumentation

components compared to teachers in traditional classes. Teachers in

traditional classes provided directions when students got confused about

the concepts they were learning by talking frequently. In contrast, teachers

in argument-based inquiry classes led students to explore the concepts on

their own by using argumentation components in their discourses.

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2.8 Teachers’ Difficulties in Implementing Questioning Strategies

According to Yang (2017) mostly Teachers‟ questioning in the classroom

teaching doesn‟t play its proper role. In daily teaching, there still exist some

problems, such as: asking with no answers, asking questions is just for

asking questions. These will affect the quality of classroom teaching. Yang

also defines three kinds of common difficulties in questioning as follows:

2.8.1 Distribution of Questions

Distribution of questions is considered as one of the most

important questioning strategies, which means that teachers should offer

equal chances of thinking and answering questions to each student.

Teachers‟ distribution of questions affects students‟ learning interests and

learning participation. From the author‟s observations, many teachers have

the same higher stress with students so they are reluctant to spend time in

questioning in a 45-minute class, they just ask few top or active students to

answer questions rather than give equal chances to every student. Some

teachers would like to choose the way of students‟ collective answering

for questioning so that students can keep what their have taught in heart. In

fact, this unequal distribution of questions is not only does harm for

students to memorize what they have learned, but also let some student

lose confidence and interest in English learning.

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2.8.2 Lack of Wait-Time

It is of great importance for students‟ learning if teachers extend

waiting time properly. During waiting time, students‟ not only can

comprehend the question, but also organize the target language to answer

questions. So we can see, wait-time plays an important role in classroom

questioning. In author‟s observation, some teachers pay attention to this

factor in classroom questioning. However, few teachers cannot control the

time interval among questions. They ask a question, and then pose another

without enough time for students‟ to think about the answers. Some

teachers also do not have enough patience to wait for students‟ answers

after their questioning. Moreover, some teachers often choose a certain

student to answer before they give the questions so that the student must

answer questions without time to think about. This lacking in wait time

will put students in a state of high tension. Students cannot think about

teachers‟ questions effectively and give related answers properly, which

will make them feel nervous and reduce their learning interests in English.

2.8.3 Lack of Corresponding Feedbacks

Teachers‟ feedback is an important act in English teaching because

it provides learners with knowledge of how successful their performance

has been and has a great influence on students‟ interests in learning

English. That is, after students‟ answering, teachers should give students

corresponding evaluations. Students can be affected by teachers‟ different

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feedbacks; teachers‟ positive feedback will increase students‟ learning

interests in English while negative feedback will make it inversely. In fact,

some teachers lack of feedback in real classes. The reasons are the

following: Firstly, there is no need to give evaluation that the questions

which posed easily are answered by students together. Secondly, there are

no necessaries for teachers to evaluate some inefficient questions. For

example: the teacher asked the question “Do you know the subject and

objective of this sentence?” It‟s no value to give feedback to this kind of

questioning. Thirdly, teachers lack of the awareness of evaluation.

Although most of teachers give encouragement and judgment to students‟

answering, the language, however, are lacking in pertinence. Mostly

teachers always reuse the simple sentences: “Good!” or “Well done!” It‟s

ambiguous and can‟t increase students‟ learning motivation and

enthusiasm.

2.9 The Definition of Young Learners

According to Scott and Ytreberg (1993, P 1) as cited in Hidayanti

(2009) state that Young learners are referring to a student in five to ten

years old and according to Reilly and Sheila (2003, P 3) as cited in

Hidayanti (2009, P 5) define young learners as children who have not yet

started compulsory schooling and have not yet started to read and can

mean children up to the age of seven.

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Harmer (2007) states that younger leaners are not necessarily better

learners compared to older learners. Younger children are indeed more

likely to develop native-like English proficiency than adult learners, as

suggested by Lynne Cameron (cited by Harmer, 2007) that children

“reproduce the accent of their teacher with deadly accuracy”. Yet research

in language acquisition has shown that older learner exhibit more learning

gains than younger learners. Lightbown and Spada (1999) point to the

various studies showing that older children and adolescents make more

progress than younger learners. This may have been due to the children‟s

increased cognitive abilities.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter contains the formulation of the problems, research design,

instruments, data collection, procedure of the research, and data analysis.

3.1 Research Design

The method that used in this study is descriptive qualitative study

method in order to find out the questioning strategies that used most by the

teacher in teaching English for young learner. The qualitative study was

chosen in order to observe the process of verbal questioning in classroom

interaction. According to Merriam (2009) qualitative is an interpretive

approach that generally uses words rather than numbers or concept that

can be quantified, so that the richest of the phenomena can be produced.

3.1.1 Formulation of Problems

This research is guided by the following questions:

3.1.1.1 What are questioning strategies that English teachers use most in

Teaching English for young learners?

3.1.2 Subject of the Research

The study will be conducted in 7th Grade of Junior High School

degree in Margahayu. The purpose of choosing this school is to investigate

the questioning strategies that English teachers use most in Teaching

English for young learners and their difficulties in the implementation.

22
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3.1.3 Respondent of the study

The respondent of this research was an experienced Junior

Higschool English teacher in one of the school in Margahayu. The teacher

have been chosen because the teacher have been working as an English

teacher for several years and have experiences in teaching English.

Second, the teacher provided a talk active personality on teaching English

especially for giving a question to students. Finally the teacher was willing

to fully participate and ready to be the respondents of this study. In order

to keep the anonymity and confidentiality of the respondents, the

researcher used coding in describing the English teachers involved in this

study.

3.2 Data Collection Technique

The data collection techniques used in this study involved

observation that recording the classroom, and interview. This study is non-

participant classroom observation. It is conducted where the researcher

acts as a complete observer, who doesn‟t participate in classroom

activities. The interview is chosen to provide the researcher a deeper

explanation which cannot be covered by observation. The classroom

session lasted for around 90 minutes per meeting and were collected from

10 AM to 1.30 P.M. The data was taken on 2 November 2018. In doing

the observation, the researcher has a prior consent both from the teacher

and the students.

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3.2.1 Observation

The researcher will categorize the data from observation in some

categories related to the questioning strategies that English teachers use

most and the difficulties in Teaching English for young learners. The data

will be obtained through recording a video in a classroom activity. The

observation might be taken in two times as the authentic proof. Then the

recorded data will be encrypted into a script form. According to Alwasilah

(2002) through observation, the data obtained will be arranged

systematically, which means the validity and reliability of the data are

controlled.

The nature of this research was a non-participant observation.

Frankel and Wallen (2008) states that non-participant observation belongs

to a condition when the researcher is presented as the scene of action but

does not interact of participate. In this research the researcher only

observed what happened in the classroom. The table below explained the

schedule of the observation.

Table 3.1

Observation‟s Schedule Table

Date Activity

Recording the classroom activities.

Interviewing the teacher.

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Table 3.2 Observation’s Sheet Table

Socratic Verbal Semantic Framing

Quest TOQ Question Jigsaw Tapestry

Note
P RT CC K&P VC MP MT FZ QBP QBO QBS

Table adapted from Chin (2007).

Legend:

P: Pumping

RT: Reflective Toss

CC: Constructive Challenge

K&P: Keyword&Phrases

VC: Verbal Close

MP: Multi-Pronged Questioning

MT: Stimulating Multimodal Thinking

FZ: Focusing & Zooming

QBP: Question based prelude

QBO: Question based outline

QBS: Question based summary

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3.2.1.1 Transcription Method

The recorded data that has been obtained were transcribed on the

basis of Du Bois (1992). Since this study only focuses on the questioning

strategies that English teachers use most in Teaching English for young

learners so not the entire transcription symbol is used in this transcription.

Thus, only some of them were used here. The transcript symbol system is

listed as follows:

3.2.1.1.1 Basic Transcription

T refers to a teacher

(S) refers to a student that participated

SA refers to all of the students‟ participation in class

SS refers to more than one student (could be 2 up to 10 students) that

participated in class.

R refers to the researcher.

(?) refers to punctuation that is used whenever there is a question

sentences.

(( )) indicates the transcriber‟s description.

(TEXT) as vocal noise, for example when there was found a cough on the

recording, then it must be (COUGH).

@@@@ As a symbol of laughter.

 27

3.2.2 Interview

Interview was used to collect other information that might

undiscoverable through observation. To analyze the data taken from in-

depth interview, researcher will transcribe the data into interview script.

After that, the data will be categorized related to the questioning strategies

that English teachers use most in Teaching English for young learners.

Then, it will be interpreted to answer the research question. Esterberg

(2002) stated that interview is a meeting of two persons to exchange

information and idea through questions and responses, resulting in

communication and joint construction to seek a particular topic. Though

there are three methods to do the interview which stated by Heigham and

Croker (2009) namely Free Interview, Guided Interview, and Free-Guided

Interview.

This study used free guided interview which allows researcher to

generate series of questions to be asked and provide flexibility to let the

respondent lead in much the same way as in oven interview, it is the

combination of the two methods of free and guided interview. The

interviewer uses a prepared questionnaire and each question may be

developed more to gain detail information. In this research, the researcher

used free guided interview with a purpose to discover the detail of

information based on the research questions in this research. Then the

table below explained the schedule of interview. Below is the interview

question table as follows:

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Table 3.4

Interview Questions

Problems and Solutions in Implementing QAR Strategy

No. Interview Questions Answer Note
1. Have you ever considered the
questioning strategy in your class?

2. What type of question do you

usually uttered in your class?
3. What kind of questioning strategy
do you usually used in your class?
4. Do you allow wait-time in your
class? How much seconds of
wait-time do you allow?
5. In implementing the questioning
strategy, have you ever faced
difficulties? If yes, what are they?
6. What will be the most challenging
difficulties for you in
implementing the questioning
strategy?
7. Then, based on your opinion, is
there any way to solve the
difficulties?
8. Can you please explain the
characteristic of students in your
class when you uttered a
question?
9. Based on your understanding,
how questioning strategies can
help students in learning?
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3.3 Research Instrument

The result of the research depends on the data collecting

instrument. To collect the data of the research, researcher will do the

observation by recording to gain the data, and then continue with the

interviewing session where the researcher interview an experienced 10th

grade English teacher In this study, the instruments that used to collect the

data are classroom observation, and teacher‟s interview. Add 4 reading

texts along with questions on it!

3.4 Data Collection

The data of the research were collected from recorded data, and

interview. After collecting them, the two data are analysed by using

descriptive qualitative.

3.5 Procedure of the Research

In collecting the data, the following steps have been taken;

3.5.1 Organizing Teaching Procedure.

The first step that the researcher made was making appointment

with the teacher. The teacher checked the problems to be investigated and

scheduling the data collection time.

3.5.2 Administering Observation.

In order to get a detailed data, observation was taken to record the

data. During the observation, the researcher recorded and observed the the

questioning strategies that English teachers use most in Teaching English

 30

for young learners. The observation will be taken once, as well as the

recording session.

3.5.3 Administering Interview.

In order to get further information to complete the data from

Observation, on the other meeting after the researcher have analysed and

encrypted the recorded data, the semi structured interview was conducted

to find out the the questioning strategies that English teachers use most in

Teaching English for young learners when the observation have been

done. The purpose of interviewing teacher is to find out all activities in

teaching English.

3.6 Data Analysis

Data analysis was conducted when all the data has been collected.

The data collected was analysed by the researcher. First the data gained

from the recording in classroom, and second, the data gained from the

interview. The researcher has several steps to analyse the data that figured

as follows:

1. The researcher collected the data through observation

2. The researcher selected, transcribed, and focused on the data by

referring to the formulation of the research problems being investigated in

the study.

3. After collecting and analysing the data, the researcher displayed the

transcribed data in the form of narrative.

 31

4. The researcher drew the final conclusion. The conclusion was analysed

continuously and verified about the validity to get the perfect conclusion.