TEACHERS' BELIEFS AND PRACTICE IN USING QUESTIONS THESIS€¦ · THERESIA SRI NURY ANI S891408043...

commit to user

library.uns.ac.id digilib.uns.ac.id

TEACHERS' BELIEFS AND PRACTICE

IN USING QUESTIONS

THESIS

Written as a Partial Fulfillment of the Requirements for the Graduate

· Education Degree of English Language Teaching

Written by: THERESIA

SRI NURYANI

8891408043

. GRADUATE PROGRAM OF ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

2018

i

commit to user


APPROVAL

TEACHERS' BELIEFS AND PRACTICE IN USING QUESTIONS

. By:

THERESIA SRI NURY ANI S891408043

This thesis has been approved by Consultants of Graduate Program of English

Education Department, Teacher Training and Education Faculty, Sebelas Maret

University.

Surakarta, October 2018

Consultant r

Prof. Dr. Sri Samiati Tarjana

NIP. 19440602 196511 2000 Dr. Hersulastuti, M.Hum

NIP. 19650421 19870302 02

Approved by,

The Head of the Graduate Program of English Education Department

Teacher Training and Education Faculty

Sebelas Maret University

Dr. Ngadiso, M.Pd

NIP. 1962123 11988031009

II

commit to user


LEGITIMATION

TEACHERS' BELIEFS AND PRACTICE IN USING QUESTIONS

By:

Theresia Sri Nuryani

S891408043

This thesis has been approved by the Board of Thesis Examiners of the Graduate

Program of English Education Department, Teacher Training and Education Faculty,

Sebelas Maret University Surakarta

In October 2018

Board of Examiners Signatures

Chairman Dr. Ngadiso, M.Pd

NIP. 196212311988031009

Secretary Dr. Abdul Asib, M.Pd

NIP. 19520307 1980031 005

Examiners 1. Prof. Dr. Sri Samiati Tarjana

NIP. 19440602 196511 2000

2. Dr. Hersulastuti, M.Hum

NIP. 196504:Zl 19870302 02

Legalized by

The Head of English Deparment of

Graduate School of Teacher

Training and Education Faculty of

Sebelas Maret University,

~ Dr. N gadiso, M.Pd

NIP. 196212311988031009

commit to user


4

PRONOUNCEMENT

This is to certify that I myself write this thesis entitled "Teachers' Beliefs and

Practice in Using Questions". It is not a product of palgiarism or made by others.

Anything related to other's works is writen in quotation, the sources of which are

listed on the list of references.

If then this pronouncement proves false, I am ready to accept any academic

punishment including the cancelation of my academic degree.



commit to user


VI

ABSTRACT

Theresia Sri Nuryani. 2018. 8891408011. Teachers' Beliefs and Practice' in Using

Questions.. Thesis. Surakarta: English Education Department of Graduate Program of

Sebelas Maret University. First Consultant: 1. Prof. Dr. Sri Samiati Tarjana; Second

Consultant: Dr. Hersulastuti, M.Hum.

This study aimed at: (1) identifying teachers' beliefs about high-order level

questions questions (2) describing the practice of questioning related to high-order

level questions (3) identifying the difficulties present in the practice of high-order

questions (4) finding solutions the difficulties and (5) describing students' perceptions

towards teacher's high-order level questions.

It was a qualitative research in the form of case study. The subjects of this

study were an English teacher and 11th grade students. The data was from taped•

classroom observation, documents, interview and questionnaire. All these data were

complementary to each other.

The findings showed that: (1) the teacher's beliefs and the practice of

questioning were congruent. The themes for analysis included question types and

questioning strategies. The description on teacher's beliefs and practices also

presented some other information on stages of learning and teachers' professional

development that attributed to her beliefs. (2) The teacher participant stated that there

were more questions on the level of knowledge and comprehension, rather than those

on the higher level. However it was seen from the observation that higher-order

thinking skills had been practiced in a sequenced and structured way. It was obvious

that the teacher had tried to enhance development of high order thinking skills. (3)

Although it was well-practiced in a sequence of tasks, difficulties were present. The

teacher found difficulties in formulating high order level questions and expanding

question-answer exchanges. The questions should be formulated in between, not too

easy and not too difficult. Easy questions did not generate meaningful responses,

while difficult questions were poorly responded. (4) The solution to these difficulties

was making the questions hierarchical - sequenced. The teacher led the constructing

of knowledge and skill by guiding and sometimes giving clues to the students that

they had data to make responses. The second was that the teacher should develop her

capacity. By doing so, the teacher participant could have the competence to manage a

more-structured and sequenced question-answer talk. (5) Some practice of

questioning were considered difficult, but some other were considered positive by the

students. Students' perception information from their reflection on the questionnaire

revealed that some questions were considered difficult. Viewing from the question•

purposes, when given a list of questions that were frequently present in the classroom,

students informed that most of the questions listed were meant to make students active

in the classroom and invite participation. This study is expected to give some

implications.

Keywords: beliefs, English learning, higher-order level questions, perception

commit to user


Vlll

ACKWOLEDGEMENT

' All praise belongs to Allah due to His blessing and mercies that have been given

to the writer, so she can complete this thesis entitled "TEACHERS'BELIEFS AND

PRACTICE IN USING QUESTIONS"

The writer realizes that this thesis is still far from being perfect, so all

suggestions and criticism for improving this thesis are accepted happily.

In writing this thesis, the writer got some help from many people. Obviously,

there are honorable people who deserve her special gratitude for their help to the

researcher. Therefore, the researcher wishes to thank:

1. Prof. Joko Nurkamto, as the Dean of School of Teacher Training and Education

of SebelasMaret University,

2. Dr. Ngadiso, M.Pd., as the chief of English Department of Master Degree,

3. Prof. Dr. Sri Samiati Tarjana, as the first consultant who has patiently, sincerely,

and wisely give advice and guidance to her from the beginning up to the

completion of this research paper,

4. Dr. Hersulastuti, M.Hum., as the second consultant who has patiently and kindly

given additional idea, advice, correction, help, and guidance to her from the

beginning up to the completion of this research paper,

5. All the lecturers at English Department of Master Degree of Sebelas Maret

University for useful knowledge and wisdom,

6. Dra. Ties Setyaningsih, M.Pd., MM, the principal of SMKN N Surakarta for

giving the writer permission to have research in her institution,

7. Abdul Muslim, S.Pd., as the Vice Principle of SMKN 6 Surakarta for giving the

writer permission to have research in his institution,

8. Dra. Maria Irene Karyani, M.Si., the head of Research and Development

Department of SMKN 6 Surakarta for giving the writer permission to have

research in her institution,

9. Yuliana Endang, S.Pd. as the English teacher of SMK N 6 Surakarta for giving

information and allowing the writer to observe the teaching-learning process,

The writer realizes that this research still has many mistakes. Therefore, she accepts

gratefully every suggestions, criticism, and comment from those who concern to this

commit to user


9

research. Hopefully, this research will be able to give contribution and be useful for

the readers especially for those who are interested in tlie similar study.



commit to user


10

TABLE OF CONTENTS

TITLE .

APPROVAL................................................................................................ ii

LEGITIMATION....................................................................................... iii

PRONOUNCEMENT................................................................................. iv

MOTTO...................................................................................................... v

ABSTRACT vi

DEDICATION............................................................................................ vii

ACKNOWLEDGEMENT·········································································· Vlll

TABLE OF CONTENTS............................................................................ x LIST OF

TABLES...................................................................................... xiv LIST OF

APPENDICES............................................................................. xv

CHAPTER I INTRODUCTION

A. Background of the Study .. . . . . .. .. 1

B. Problems Statements 5

C. The Objectives of the Study 5

D. The Benefits of the Study 6

E. Limitation of the Study........ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

CHAPTER II REVIEW OF THEORIES, RELATED RESEARCH AND

FRAMEWORK

A. Description of Theories .. . . .. . . . ... . .. . . . . . .. ... . . .. . .. . . .. .. . . . . . . . . . . . . 8

1. Questions in the Classroom......................................... 8

a. Purpose of Questions...... . . . . . . . . . . . . . . . . . . 10

b. Question Types :....................... 11

c. Wait Time........................................................ 14

d. Questioning Strategies in the Classroom........... 16

2. Students' Perception 24

a. Perception .. .. . 24

b. Students' Perception towards Questions in

English Classrooms........................................

25

commit to user


11

26

b. Teachers' Beliefs............................................. 30

c. Teachers' Beliefs about Questions.................... 31

4. Effective Classroom 32

5. Higher Order Thinking in the Classroom.................... 36

B. Review of Relevant Studies 38

1. Exploring Teacher Questions through Reflective

Practice....................................................................

39

2. Beginning EFL Teachers' Beliefs about Quality

Questions and Their Questioning Practices............... 42

3. How Teachers Connect Beliefs with Implementation

Of Questioning Technique........................................ 45

C.RATIONALE 47

3. Teachers' Beliefs 26

a. Definition.'ofBeliefs.........................................

CHAPTER ID RESEARCH METHODOLOGY

A. The Setting of the Study .. . .. . .. .. . . .. . . 51

1. The Researcher's Role.............................................. 51

2. The Place of the Study..................................... 52

3. The Time of The Study 52

4. Participants of the Study 53

B. Research Design 53

C. Sources and Kinds ofData 59

1. Sources of Data........................................................... 59

2. Kinds of Data.............................................................. 59

D. Techniques of Collecting the Data 59

1. Questionnaire .. .. .. . ....

. . .. .. 60

2. Classroom Observation.................................... 62

3. Interview..................................................... 64

4. Documentation.............................................. 65

E. Trustworthiness 66

F. Technique of Analyzing Data 67

commit to user


xii

'

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Research Findings...................................................... 69

1. Description of the Classroom...................................... 69

2. Teacher's Beliefs about Language Learning

and Teaching............................................................. 74

3. Teacher's Beliefs in Using High Order Level

Questions................................................................... 75

a. Questions Should be Planned............................... 76

b. High Order Level Questions and Critical

Thinking . . . . . . . . .. .. . . .. .... . . .... .. .. . ...... .. ..... .. . . .. . . .. . . . .. .. . 78

c. Questions should be Sequenced............................ 79

d. Syntactic Structure of Question............................ 80

e. Feedback as Stimulant.......................................... 81

4. Implementation of High Order Level

Questions................................................................... 82

a. Planning Questions .. . 82

b. Analytical Thinking Skills.................................... 82

c. Sequencing Scheme .. .. .. .. 83

d. Question Stem: WHY .. 85

e. Teacher's Feedback............................................. 86

5. Difficulties in the Implementation ofHigh Order

Level Questions......................................................... 89

a. Formulating Comprehensible Questions............... 89

b. Expanding Question-Answer Exchanges.............. 90

6. Solutions to the Difficulties.......................................... 92

a. Teachers as Learners............................................ 92

b. Sequencing 93

7. Students' Perceptions towards High Order

Level Questions......................................................... 95

a. Positive Perceptions............................................. 96

b. Negative Perceptions............................................ 98

commit to user


xiii

B. Discussion 99

1. Teacher's Beliefs and Practices................................... 99

a. Planning Questions ... .. .. . . . . . . . . . .. . . .. .. .. .. . .. .. . .. . . 100

b. The Stages oflearning 101

c. The Purpose of Questions 102

d. The Strategies of Questioning . . . . . .. .. .. .. . 103

2. The Role of the Teacher 104

3. The Practice of High Order Level Questions 105

4. Teacher's expertise 108

C. Weaknesses of the Study............................................. 109

CHAPTER V CONCLUSION, IMPLICATIONAND SUGGESTION

A. Conclusion.................................................................. 111

B. Implication 111

C. Suggestion 113

REFERENCES 115

APPENDICES 120

TEACHERS' BELIEFS AND PRACTICE IN USING QUESTIONS THESIS€¦ · THERESIA SRI NURY ANI S891408043...

Documents

Transcript of TEACHERS' BELIEFS AND PRACTICE IN USING QUESTIONS THESIS€¦ · THERESIA SRI NURY ANI S891408043...