QUESTIONS USED IN PRIMARY EFL CLASSROOM DISCOURSE

Authors

  • Annastasia Permatasari English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia
  • Josefa J. Mardijono English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

DOI:

https://doi.org/10.9744/katakita.3.2.1-6

Keywords:

Gaya kepemimpinan, Komitmen Organisasional, Kepuasan Karyawan

Abstract

This thesis is the study of types and functions of questions based on features of classroom discourse. In this study, the writer observed the types of questions that the English teacher used in General English classroom, and the functions of the questions based on features of classroom discourse. The data were collected through classroom observation and audio-recording of one class of the sixth grade. The theories applied are the teachers’ questions by Ellis (2008) and types of questions and features of classroom discourse by Walsh (2011). The qualitative approach was used in this study. The finding revealed that the teacher used two types of questions which were display questions and referential questions in the two meetings. Each meeting took 40 until 50 minutes. In addition, the teacher used three functions of questions based on features of classroom discourse, which are control of procedure, checking understanding, and eliciting a response. The finding also revealed that display questions have the function of checking understanding while referential questions have the functions of control of procedure, checking understanding and eliciting a response. In conclusion, questions can be considered as a tool for the teacher to check the students’ understanding and to elicit the students’ responses during teaching and learning process

Author Biographies

  • Annastasia Permatasari, English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

    English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

  • Josefa J. Mardijono, English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

    English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

References

Brown, D. H. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed). America: Longman.

Cameron, L. (2005). Teaching languages to young learners (8th ed.). Cambridge: Cambridge University Press.

Chaudron, C. (1988). Second language classrooms: research on teaching and learning. Cambridge, NY: Cambridge University Press.

Dornyei, Z. (2007). Research methods in applied linguistics: Qualitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.

Ellis, R (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.

Hyman, R. (1979). Strategic Questioning. Englewood Cliffs, New Jersey: Prentice-

Hall, Inc.

Kerry, T. (2002). Explaining and Questioning. Cheltenham: Nelson Themes

Nunan.D., & Lamb, C. (1996). The Self – Directed Teacher. Cambridge: Cambridge University.

Walsh, S. (2001). Exploring classroom discourse language in action. London: Routledge

Downloads

Issue

Vol. 3 No. 2 (2015)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. 
    2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. 
    3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).