THE LEVEL OF QUESTIONS USED BY ENGLISH TEACHER OF SMA 2 BAE KUDUS IN CLASSROOM INTERACTION IN ACADEMIC YEAR 2012/2013

Putri, Anjar Sari. The Level of Questions Used by English Teacher of SMA 2 Bae Kudus in Classroom Interaction in Academic Year 2012/2013. Skripsi. English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisors: (i) TitisSulistyowati, SS, M.Pd. ii) Rismiyanto, S.S, M.Pd. Key words: Levels of Questions, Classroom Interaction, English Teachers of Tenth Grade Students Question are essential parts in conducting a teaching and learning process which up hold the spirit of meaningful or constructive learning. They lead the students construct meaning or knowledge by themselves instead of obtaining that from the teacher. The knowledge is constructed through the systematic use of levels of the questions which comprise remember, understand, apply, analyze, evaluate, and create. With regard to question, she analyzes what levels of questions which are reflected in questions asked by the teacher in English classroom interaction. This study was aim at two objectives. First analyzing the levels questions reflected in questions asked by the teacher in English classroom interaction and decsribing the implication of the effectiveness of interaction related to the levels questions reflected in questions asked by the teacher in English classroom interaction. In order to attain those objectives the writer used a qualitative approach and simple quantification to support the findings. Furthermore, the revised Bloom’s Taxonomy (2001) was used to analyze the levels of questions. This research is conduct in SMA 2 Bae Kudus. The writer uses two classes which teach in one of English teacher. There are X-7 and X-9. Finding is indicated that the levels of questions spoken by the teacher in English classroom interaction in X-7consist of knowledge 14 (22%), comprehension 28(44%), application 1 (1%), analysis 10 (16%), syntactics 1 (1%), and evaluation 1 (1%). She counts that the lower level 67%, higher level 18% and other 15%. Whereas in class X-9 consist of knowledge is 19 (30%), comprehension 19 (30%), no application, analysis 15 (24%), syntactics 6 (11%), and evaluation 2 (3%). I count that the lower level 60%, higher level 38% and other 2%. This finding shows that both of class have different results. Related to Gall’s theory, interaction in X-9 is more good than X-7. In Gall theory, to get the good interaction the proportion is low level maximum 60%, high level minimum 20% and other 20%. In class X-7 shows that proportion of lower level is higher than the standart and the higher level is less. It means that if lower levels is more than standart, questions made by teacher just trying the memories of student do not to increase the students thinking, student just have the close answer and will be passive. In the other hand, resulst of X-9 shows the good interaction between the teacher and students. The writer suggests that teachers should be aware with their question during in the classroom. It is impacts to the critical thingking of student. If students are just given the low level question, student can not develope their critical thinking. But the fact something different because the teacher assumption that that teacher should ask a question at higher levels only after they are sure that his students have understood and can perform at lower level.