Eny Sulistiyowati, , 2201408108 (2012) Levels of Questioning Used by a Teacher in a Classroom at Senior High School. The Case Study of a Teacher and Students of Class XII of SMAN 1 Jakenan, Kabupaten Pati in the Academic Year 2011/2012. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

A good teacher is expected to be able to make students master four language skills in English by using different strategies and approaches. One of the strategies that can be applied by a teacher is asking questions to students. The teacher’s questioning can be based on the revision of Bloom’s taxonomy in 2001. The research was conducted in class XII IPA 4 of SMAN 1 Jakenan, Kabupaten Pati in the academic year 2011/2012 which attempted to describe the levels of questioning that the teacher usually applies in the classroom during teaching and learning process, to find out the teacher’s intentions of applying those levels of questioning, and to describe the effects of applying the levels of questioning for the students’ understanding of English. This is a qualitative research, especially in the form of case study. The data were gathered by observing an English teacher in conducting English teaching and learning process. She collected the data by recording the teaching and learning process and interviewing the English teacher. She then made the transcript of the teaching and learning process and the interview. Each level of questioning used by the teacher in teaching the students was analyzed, while the interview result was used as additional information for this study. Based on the research findings, total teacher’s questions were 74 questions in which the teacher mostly used questioning in level of remember. In details, he used questioning in level of remember 62.16%, level of understand 29.73%, level of apply 2.70%, level of analyze 0 %, level of evaluate 4.06%, and level of create 1.35%. Mostly, the students also responded appropriately to the questioning in level of remember. According to the interview result, the teacher stated that he used levels of questioning in teaching the students because he wanted to score the students and to check students’ understanding of the material. In addition, the teacher stated that the use of levels of questioning has good effect. It eased the students to understand the material from the simple one to the difficult one. From the result of the study, the writer gives recommendation to the English teacher, he should apply various levels of questioning according to Bloom’s taxonomy because the questioning will help the students construct their understanding of the material taught by the teacher easily. On the other hand, the students should be more active in responding to the teacher’s questions ignoring their answers are correct or not.

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