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"ABSTRAKTesis ini membahas penggunaan pertanyaan dan pemberian waktu tunggu oleh seorang pengajar bahasa Inggris yang belum berpengalaman dan seorang pengajar bahasa Inggris yang berpengalaman pada tingkat sekolah menengah atas. Tipe pertanyaan pada penelitian ini diklasifikasi berdasarkan Taksonomi Bloom Anderson Krathwohl, 2001 . Waktu tunggu diklasifikasi menjadi waktu tunggu untuk pertanyaan yang langsung mendapatkan respon waktu tunggu I dan waktu tunggu II dan untuk pertanyaan yang tidak langsung mendapatkan respon waktu tunggu I fase I-II dan waktu tunggu II . Penelitian ini merupakan penelitian studi kasus dengan pendekatan kualitatif dan kuantitatif. Data diperoleh dari hasil observasi kelas, catatan lapangan, dan daftar cek observasi kelas. Hasil penelitian menunjukkan bahwa pertama, pengajar yang belum berpengalaman mengajukan tipe pertanyaan mengingat, memahami, mengaplikasikan, dan menganalisis. Pengajar yang berpengalaman mengajukan tipe pertanyaan mengingat, memahami, mengaplikasikan, menganalisis, dan mengevaluasi. Kedua, tingkat kognitif pertanyaan yang diajukan oleh pengajar yang belum berpengalaman dan pengajar yang berpengalaman hanya mempengaruhi lama waktu tunggu I untuk pertanyaan yang langsung mendapatkan respon. Tingkat kognitif pertanyaan yang diajukan oleh kedua pengajar tidak berkaitan dengan lama waktu tunggu I fase I-II dan waktu tunggu II untuk pertanyaan yang tidak langsung mendapatkan respon. Ketiga, tipe pertanyaan yang memfasilitasi partisipasi pemelajar adalah tipe pertanyaan mengingat, memahami, mengaplikasikan, dan menganalisis. Keempat, pemberian waktu tunggu kurang dari tiga detik menduduki posisi tertinggi, baik untuk pertanyaan yang langsung mendapatkan respon maupun tidak langsung mendapatkan respon. Dengan demikian, dapat disimpulkan bahwa tidak ada perbedaan pengunaan tipe pertanyaan dan pemberian waktu tunggu oleh pengajar yang belum berpengalaman dan pengajar yang berpengalaman. Kata kunci: penggunaan pertanyaan, pemberian waktu tunggu, pengajar berpengalaman dan belum berpengalaman, pengajar bahasa asing.

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ABSTRACTThis thesis discusses the use of questions and the allotment of wait time by the inexperienced English teacher and the experienced English teacher at high school level. Types of questions in this study were classified according to Bloom Taxonomy Anderson Krathwohl, 2001 . Types of wait time were classified into questions with direct response wait time I and wait time II and questions with indirect response wait time I phase I II and wait time II . This study is a case study with both qualitative and quantitative approaches. The instruments used to collect data were classroom observation, field notes, and classroom observation check list. The results show that first, the types of questions asked by the inexperienced teacher were remembering, understanding, applying, and analyzing. The types of questions asked by the experienced teacher were remembering, understanding, applying, analyzing, and evaluating. Second, cognitive levels of questions asked by the inexperienced teacher and an experienced teacher only affected the length of wait time I for questions with direct response. Cognitive levels of questions asked by both teachers did not correspond to the length of wait time I phase I II and wait time II for question with indirect response. Third, the types of questions that facilitated learners rsquo participation were remembering, understanding, applying, and analyzing questions. Fourth, the allotment of wait time of less than three seconds took the highest position, both for the questions with direct response and for the questions with indirect response. In conclusion, there is no difference in the use of questions and the allotment of wait time by the inexperienced English teacher and the experienced English teacher. Keywords the use of questions, the allotment of wait time, experienced and inexperienced teachers, foreign language teachers"

"[ABSTRAKTesis ini membahas penggunaan bahasa Indonesia oleh pengajar bahasa Inggris di kelas Bahasa Inggris Umum tingkat dasar dan menengah. Perbedaan tingkat kemampuan bahasa Inggris pemelajar dari dua kelas digunakan sebagai variabel untuk mengetahui apakah tingkat kemampuan bahasa asing pemelajar mempengaruhi penggunaan bahasa pertama pengajar. Penelitian ini merupakan penelitian studi kasus dengan pendekatan kualitatif kuantitatif. Data diperoleh dari proses observasi, wawancara dengan pengajar, kuesioner untuk pemelajar, dan video-stimulated recall dengan pengajar. Hasil penelitian menunjukkan bahwa tujuan penggunaan bahasa Indonesia oleh pengajar di kelas Bahasa Inggris Umum tingkat dasar lebih bervariasi dibandingkan di tingkat menengah. Selain itu, persentase penggunaan bahasa Indonesia juga lebih besar terjadi di kelas Bahasa Inggris Umum tingkat dasar dibandingkan menengah. Dengan demikian, dapat disimpulkan bahwa tingkat kemampuan bahasa asing pemelajar mempengaruhi tujuan dan persentase penggunaan bahasa pertama oleh pengajar.

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ABSTRACT

The focus of this study is the use of Indonesian by an English teacher in elementary and intermediate level of General English class. The study tries to find out whether the students’ English proficiency level affects the use of Indonesian by the English teacher. The design of the study is a case study with both quantitative and qualitative approaches. The instruments used to collect data are classroom observations, an interview with the teacher, a questionnaire for the students, and video-stimulated recall with the teacher. The findings show that, first, the purposes of using Indonesian by the teacher are more varied in the Elementary class than in the intermediate class. Second, the percentage of using Indonesian by the teacher is also higher in the elementary class than in the intermediate class. In conclusion, students’ English proficiency level affects how often the teacher uses the first language and the purposes for using it.

;The focus of this study is the use of Indonesian by an English teacher in elementary and intermediate level of General English class. The study tries to find out whether the students’ English proficiency level affects the use of Indonesian by the English teacher. The design of the study is a case study with both quantitative and qualitative approaches. The instruments used to collect data are classroom observations, an interview with the teacher, a questionnaire for the students, and video-stimulated recall with the teacher. The findings show that, first, the purposes of using Indonesian by the teacher are more varied in the Elementary class than in the intermediate class. Second, the percentage of using Indonesian by the teacher is also higher in the elementary class than in the intermediate class. In conclusion, students’ English proficiency level affects how often the teacher uses the first language and the purposes for using it.

;The focus of this study is the use of Indonesian by an English teacher in elementary and intermediate level of General English class. The study tries to find out whether the students’ English proficiency level affects the use of Indonesian by the English teacher. The design of the study is a case study with both quantitative and qualitative approaches. The instruments used to collect data are classroom observations, an interview with the teacher, a questionnaire for the students, and video-stimulated recall with the teacher. The findings show that, first, the purposes of using Indonesian by the teacher are more varied in the Elementary class than in the intermediate class. Second, the percentage of using Indonesian by the teacher is also higher in the elementary class than in the intermediate class. In conclusion, students’ English proficiency level affects how often the teacher uses the first language and the purposes for using it.

, The focus of this study is the use of Indonesian by an English teacher in elementary and intermediate level of General English class. The study tries to find out whether the students’ English proficiency level affects the use of Indonesian by the English teacher. The design of the study is a case study with both quantitative and qualitative approaches. The instruments used to collect data are classroom observations, an interview with the teacher, a questionnaire for the students, and video-stimulated recall with the teacher. The findings show that, first, the purposes of using Indonesian by the teacher are more varied in the Elementary class than in the intermediate class. Second, the percentage of using Indonesian by the teacher is also higher in the elementary class than in the intermediate class. In conclusion, students’ English proficiency level affects how often the teacher uses the first language and the purposes for using it.

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