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Cut Aulia Makhsum. QUESTIONING MODIFICATIONS IN TEACHER TALK (A CLASSROOM RESEARCH AT SMA TEUKU NYAK ARIF FATIH BILINGUAL SCHOOL). Banda Aceh : Fakultas FKIP Universitas Syiah Kuala, 2016 |
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AbstrakThis study aims at investigating the types of questions and questioning modifications used by the teacher in teaching english for second grade senior high school students. the subject of this study was a female teacher teaching fourteen female second graders of sma teuku nyak arif fatih bilingual school, banda aceh. this qualitative study was conducted employing six classroom observations (480 minutes) focusing on four types of questions (factual, empirical, productive and evaluative) and four types of questioning modifications (repetition, narrowing by means of clues, rephrasing with alternative or “or choice-questions” and wait-time). a personal interview with the teacher was conducted to support the main data from classroom observation. the result reveals that factual questions appeared to be the most dominant type employed by the teacher (59.9%), followed by evaluative (16.6%), and empirical (12.9%). however productive questions were as the least occurrences from the all types of
Baca Juga : AN ANALYSIS OF TEACHER’S USE OF ENGLISH IN TEACHING MATHEMATICS (A CASE STUDY AT TEUKU NYAK ARIF FATIH BILINGUAL SCHOOL BANDA ACEH) (Muthia Kumala Dewi, 2018) ,
Baca Juga : PERBANDINGAN MOTIVASI BELAJAR SISWA SD TEUKU NYAK ARIF FATIH BILINGUAL SCHOOL DENGAN SISWA SD NEGERI 29 BANDA ACEH (Mahdalena, 2017) , uestions applied, which are 10.7%. the result also indicates that the types of questions used by the teacher were to encourage students’ participation in the classroom interaction. factual questions were used more to ask students about the topic learnt. moreover, the findings of questioning modifications show that narrowing by means of clues were the most predominant modifications employed by the teacher, with 30.1% of questions were narrowed by giving clues. the second dominant modification used was rephrasing or “or-choice”, 29.2 % of questions were rephrased by the teacher and followed by wait-time (25.9 %). however, repetition appeared to be the least modification used by the teacher, with 14.6 % of the questions being repeated. the modifications used by the teacher encourage students to participate more and give longer responses. Pengarang tidak dapat memberikan Full Text secara langsung, untuk mendapatkan full text silahkan mengisi Form LSS di bawah. Literature Searching ServiceTulisan yang relevan AN ANALYSIS OF THE IMPLEMENTATION OF ENGLISH LANGUAGE TEACHING (A CASE STUDY AT THE FIFTH GRADE STUDENTS OF SD TEUKU NYAK ARIEF FATIH BILINGUAL SCHOOL BANDA ACEH) (YUNI WULANDARI, 2019) ,AN EVALUATION OF ENGLISH TEXTBOOK “AIM HIGH 3” (A QUALITATIVE RESEARCH AT SMA TEUKU NYAK ARIF FATIH BILINGUAL SCHOOL) (Sitti Jamilah, 2018) , AN ANALYSIS OF THE TEACHER’S IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN ENGLISH LESSON. (A DESCRIPTIVE STUDY AT SD TEUKU NYAK ARIF FATIH BILINGUAL SCHOOL, BANDA ACEH) (Fatimah Zuhra, 2018) , |
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PROSPEK EKSPOR KOPI ARABIKA ORGANIK BERSERTIFIKAT DI KABUPATEN ACEH TENGAH |
ANALISIS KOMPARATIF TINGKAT PENDAPATAN USAHATANI PADI SAWAH IRIGASI DAN PADI SAWAH TADAH HUJAN BERDASARKAN STATUS PENGUASAAN LAHAN DI KECAMATAN KUTA COT GLIE KABUPATEN ACEH BESAR |
KAJIAN PEMASARAN DAN KEUNTUNGAN PETANI KACANG TANAH DI KECAMATAN DARUSSALAM KABUPATEN ACEH BESAR |
STUDI PENDAPATAN RUMAH TANGGA PERTANIAN DI DATARAN TINGGI (KASUS DESA URING KECAMATAN BUKIT KABUPATEN BENER MERIAH) |
ANALISIS PENDAPATAN USAHATANI TEMBAKAU DI KECAMATAN BANDAR BARU KABUPATEN PIDIE JAYA |