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ThesisOpen AccessMetadata saja

A DESCRIPTIVE STUDY ON CLASSROOM QUESTIONING STRATEGY APPLIED BY ENGLISH TEACHER AT SMP N 1 TAEBENU

HERNENSI WARIAKA

•Skripsi, Thesis, Disertasi, dan Tugas Akhir

A DESCRIPTIVE STUDY ON CLASSROOM QUESTIONING STRATEGY APPLIED BY ENGLISH TEACHER AT SMP N 1 TAEBENU ABSTRACT Student, Supervisor 1 Supervisor 2 (Wariaka Hernensi),(Prof. Drs. Jos Bire, MA.,M.Ed.,Ph.D), (Eltina A. Maromon) Corresponding author’s email: [email protected] This study was conducted to answer two research questions: (1) what are types of questioning strategy applied by English Teacher during learning process? (2) what are the aims of the questioning asked by the teacher?. The aims of this study are: to find out types of questioning strategy applied by English teachers at SMP Negeri 1 Taebenu, to find out the aim of questioning asked by English teacher in learning English at SMP Negeri 1 Taebenu. The subject used in this study is an English teacher. The instruments used in this research are observation and interview. From the result the writer find out four types of questioning strategy applied by English teacher in teaching and learning process: probing questioning, factual questioning, procedural questioning and devergent questioning, and there are eleven aims of questioning asked by the teacher: to arouse learning concerning a topic, to ask a students to clarify a vague comment, to prompt student to see a concept from another perspective, to prompt the students to explore attitudes, values, or feeling, to ask student to refine a statement or idea, to prompt students to support their assertions and interpretations, to direct students to respond to one another, to prompt students to investigate a thought process, to ask students to predict possible outcomes, to review and summarize previous lessons, to evaluate student preparation and check on homework preparation. The writer concludes that four types of questioning and eleven aims of questioning are considered to be applied by English teacher to measure the students understanding or knowledge. Keywords: questioning, questioning strategy, the aim of questioning

questioningquestioning strategythe aim of questioning

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ThesisOpen AccessMetadata saja

PENGARUH MODEL PEMBELAJARAN READING QUESTIONINGANDANSWERING(RQA) TERHADAP HASIL BELAJAR KOGNITIF SISWADI SMP NEGERI 2 AMANUBAN BARAT TAHUN AJARAN 2020/2021

ANJELA MERICI KOA

2021•Skripsi, Thesis, Disertasi, dan Tugas Akhir

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh model pembelajaran Reading Questioning Answeringterhadap hasil belajar kognitif siswa. Metode yang digunakan adalah metode eksperimen semu (quasi eksperimen) dengan desain Posstest-Only Control Design. Populasi seluruh siswa kelas VIII berjumlah 135 siswa dan sampel kelas VIIIA dan kelas VIIIB berjumlah 20 siswa. Teknik pengambilan sampel yang digunakan adalah Simple Random Sampling.Pengumpulan data dilakukan dengan tes hasil belajar.Data hasil belajar siswa yang diperoleh dianalisis menggunakan Uji t, dengan bantuan SPSS For Windows versi 25.0. Berdasarkan hasil uji homogenitas diperoleh nilai sig. sebesar 0.569 serta hasil uji hipotesis diperoleh nilai thitung 7,116 dengan signifikan 0,000 atau kurang dari 0,5. Hasil penelitian menunjukkan bahwa ada pengaruh model pembelajaran Reading Questioning and Answering terhadap hasil belajar kognitif siswa.Hasil belajar kognitif siswa yang diajar dengan Reading Questioning and Answering lebih tinggi dibandingkan dengan hasil belajar yang menggunakan metode konvensional. Hal ini dikarenakan model pembelajaran kooperatif tipe Reading Questioning And Answering memiliki potensi yang cukup besar yaitu dapat mengembangkan ide siswa tentang suatu masalah dalam pembelajaran. Hal ini dapat dilihat persentase hasil belajar siswa pada kelas eksperimen lebih tinggi yaitu C1 88,46 %, C2 75% dan C3 84,54% dibandingkan dengan hasil belajar siswa pada kelas kontrol. Hal tersebut menunjukkan bahwa terdapat pengaruh model pembelajaranReading Questioning and Answering terhadap hasil belajar siswa.Sehingga dapat disimpulkan bahwa H1 diterima dan H0 ditolak

Model PembelajaranReading Questioning and AnsweringHasil Belajar Siswa.

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