faculty of cognitive sciences and human development · i. hakmilik kertas projek adalah di bawah...

Faculty of Cognitive Sciences and Human Development

TEACHING INSTRUCTIONS USED BY MALE TEACHERS IN THE ENGLISH AS SECOND LANGUAGE (ESL) CLASSROOMS

IN FIVE SECONDARY SCHOOLS IN BETONG DIVISION

Christopher Enpari Ak Nelson Brooke

Bachelor of Education with Honours FE (English as a Second Language) 1066 2007 C556 2007

Universiti Malaysia Sarawak Kola Samarahan

FSKIM BORANG PENY ERAHAN TESIS

Judul TFACH ING IN STRUCTIONS USED BY MALE TEACHERS IN THE ENGLI SH AS SECOND LANG AGE (ESL) CLASSROOMS I fI VE SE ON DARY SCHOOLS IN BETONG DIVISION

SESI PENGAJIAN 2003 - 2007

CHRJSTOPHER ENPARl AK NELSON BROOKE Saya (H URUF BESAR)

mengak ui membenarkan iaporan projek ini disimpan di Pusa Khidmat Maklumat Akademik Universiti Mal aysia Sarawak dengan syarat-syarat seperti berikul

I Hakmilik kertas projek adalah di bawah nama penulis melainkan penulisan sebagai projek bersama dan dibiayai oleh UNIMAS hakmiliknya adalah kepunyaan UNIMA S

2 Naskhah sa linan di dalam bentuk kertas atau mikro han ya bo leh dibuat dengan kebenaran bertulis daripada penulis

3 Pusat Khidmat Maklumat Akademik UNIMAS dibenarkan membuat salinan untuk pengajian mereka 4 Kertas projek hanya boleh direrbitkan dengan kebenaran penulis Bayaran royairi ada lah mengikut kadar yang

dipersetujui kelak 5 Saya membenarkantidak membenarkan Perpustakaan membuat sa linan kertas projek ini sebagai bahan

pertukaran di antara institusi pengaj ian tinggi 6 bullbull Sila tandakan (J)

D SULlT (Mengandungi maklumat yang berdarjah kese lamatan atau kepentingan Malaysia seperti yang termaktub di dalam AKTA RAHSIA RASMI 1972)

D TERHAD (Mengandungi maklumat TERHAD yang telah ditentukan oleh organisasil badan di mana penye lidikan dijalankan)

~ TIDAK TERHAD Disahkan oleh

C~ (TANDATANGAN PENULIS) (TANDATANGAN PLNYElIA)

Alamat tetap Mr Collin Jerome SK ABANG ABDUL KADIR DA PUAN ALINO DAUD 95700 BETONG SARA WAK

Tarikh 18 Mei 2007 Tari kh __t_l+-=---(------1L--_ _ _

TTA~ [IOlO og ) lI ng tidak brrkenaan Jilut KcrlMS Projek ini SUUT IHau TERHAO sila lampirkan suml daripadfl pihak berkuasal organisasi berke-naan dr llga n menyertaka sekali tempoh kerla s projl~k Ini perin dikelaskan scbagai SULIT Ilffill TERHAO

t I

U 1tK-lli 1 I _ bull W

Ul14)( 1 nt V1U1lriSUJ

TEACHING INSTRUCTIONS USED BY MALE rEACHeRS I THE ENGLISH AS SECOND LANGUAGe (ESL) CLASSROOMS IN FIVE SECONDAR Y SCHOOL

[N BElONG DIVlS[ON

by

CHRISTOPHER ENPARl AK NELSON BROOK

(ll299)

Graduation project Submitted in Partial Fulfillmelll of the Rcqllilemenli fOl tbe Degree of Bachelor of Science ith Honours

(Teaching Engll~h as Second Language)

Faculty ofCognitive Sciences and Human Deveuplllent

2007

A project entitled Teacbing instructions used by male teachers teaching English as

Second language (ESL) was written by Christopher Enpari and submitted to the

Faculty of Cognitive Sciences and Development in pal1ia l fu lfilment of the

requirements for the degree of Bachelor of Science with Honours (Teaching English as

Second Language)

Received for examination by

Collin Jerome

Date

11

ACKNOWLEDGEMENTS

First of all I would like to thank the Almighty for all his blessings that I am able to

complete this graduation project at Universiti Malaysia Sarawak (UN IMAS) This

project was a great challenge but yet it was fmitful experience for me too By the

support and encouragement from my beloved family especially my wife and my

daughter Grace and also my friends this project was at last completed This gratitude

also goes to my supervisor Mr Collin Jerome for his endless guidance and support

throughout this study especially during the many times I make amendments to the

contents of my research paper Thanks again for your precious time that has been spent

to strengthen my spirit though many times I felt discourage to complete this study I

would also like to express my gratitude to the Principals the Senior Assistences and the

English Language teachers of SMK Saint Augustine SMK Datuk Patinggi Kedit SMK

Ulu Layar and SMK Saribas Last but not least to all my course mates for the good

times we had together in our course of study May God be with you

Thank you

11l

TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT iii

TABLE OF CONTENTS iv - vi

LIST OF TABLES vii

ABSTRACT vi ii

ABSTRAK ix

1 CHAPTER 1

10 Background of the study

12 Statement of problem 2

13 Research Obj ectives 3

14 Research Hypotheses 3

15 Significance of the study 4

1 6 Limitation of the study 5

17 Definition of Terms 56

18 Summary 7

2 CHAPTER 2 LITERATURE REVIEW

20 Introducti on 8

2 1 The class management concept 8

22 Teaching instmction 9 10 11

23 Past study on teaching insllUctions 11 12 13

IV

3 CHAlTER 3 RESEARCH METHODOLOGY

30 Introduction

3 1 Research Desi gn

32 Sample Population

33 Instrument

33 1 The Interview

33 2 Question

333 Validation of the Instrument

34 Data Collection Procedure

35 Data Analysis Procedure

CHAPTER FOUR DATA ANALYSIS AND

DISCUSSION OF FINDINGS

4 0 Introduction

41 Discussion of analysis (Types of teaching instructIOns)

411 Respondents knowledge on teaching instructions

412 Drill and Practice

41 J Questioning

414 Explaining

415 Problem Solving

41 6 Experimental Teaching

417 Lecturing

42 Discussion on Gender

14

14

15

15

15

16

16

17

17

18 19

20

20

21

22

23

24

25

26

26 27 28

v

43 Discussion analysis (Incorporating Teaching Instructions

in the Classrooms)

431 Dri ll and Practice

432 Questioning

433 Explaining

434 Experimental Teaching

435 Problem So lving

43 6 Lecturing

44 Summary

5 CHAPTER FIVE SUMMARY IMPLICATIONS

RECOMMENDATIONS AND CONCLUSION

50 Introduction

51 Summary of the Study

52 Implications

53 Recommendations to Future Studies

BIBLIOGRAPHY

Appendices A (Questionnaires)

B (Findings from the Interviews)

C ( Approval letters to collect data)

28

28

29

30

31

31

32

32 33

34

343536

36

37

3839

40 - 42

43 - 54

55 - 57

V)

LIST OF TABLES

Table I Page

Information about the schools and the re spondents 18

1II bie 2

Definitions of Teaching Instructions according to the

Respondents Point ofYiew 20 - 2 1

VI

Abstract

T each ing inst rudions used by male teachers teaching English as Second Language

(ESL) class rooms in five secondary schools in Belong Division

by

C hristopher Enpa ri

This study wishes the respondents to give the definition of teaching instructions according to their own interpretations and understanding In addition respondents are to give reasons for using the teaching instructions and also to be able to describe how they incorporate the teaching instructions in their lessons Besides that this study aims whether teaching instructions such as drill and practice questioning explaining experimental teaching pro blem solving and lecturing are used to help students to learn in the classrooms The researcher also interested to look whether male teacher see gender as one of many factors that influences the choice of teaching instructions in the classrooms To obtain the data for this study the researcher intervie wed a total of nine male teachers fro m fou r secondary schools in Betong Divis ion The results showed that the most popular teaching instructions used by male teachers are drill and practice questioning and explaining Only few teachers used pro blem solving experimental teaching and lecturing in the classrooms The result also indicated that they used the teaching instructions not fo r helping students to learn but for other purposes The researcher al so fo und out that almost all the respondents claimed that gender does not influence the choice of teaching instructions Only one male teacher said that gender determines the choice of teaching instructions in the class rooms

Vlll

Abstrak

Teaching instructions yang digunakan oJeh guru-guru Jelaki daJam kelas

Bahasa loggeris sebagai bahasa kedua di lima buah sekoJah menegab di bahagian

Betong

oleh

Christopher Enpari

Kajian ini memerlukan para responden untuk memberikan definisi teaching instructions mengikut interpretasi dan pemahaman mereka sendiri Oi samping itu pada responden diminta menjelaskan sebab-sebab menggunakan teaching instructions dan cara bagaimana ia digunakan dalarn pengaj aran di dalam kelas Selain daripada itu kajian ini bertujuan sama ada teaching instructions seperti drill and practice questioning explaining experimental teaching problem-solving dan lecturing dapat membantu para pelaj ar dalam pembelajaran mereka dalam kelas Penyelidik juga berminat untuk membuat kajian sarna ada jantina merupakan satu daripada banyak-banyak faktor yang mungkin mempengaruhi pemilihan teaching instructions yang digunakan dalm kelas Penyelidik mendapatkan data untuk kajian in i dengan membuat temu bual dengan sembilan orang guru lelaki daripada empat buah sekolah menegah di bahagian Betong Oaripada data yang dipero lehi jenis-jenis teaching instructions yang paling banyak digunakan ialah drill and practice questioning dan explai ning Hanya segelintir guru yang menggunakan problem solving lecturing dan experimental teaching dalam kelas Oapatan daripada kajian juga menunjukkan bahawa penggunaan teaching instructions adalah bukan at as sebab untuk menolong pelaj ar belajar tetapi atas sebab-sebab yang lain Penyelidik juga mendapati hampir semua responden bersetuju dengan menyatakan bahawa jantina bukanlah faktor yang mempengaruhi pemiJihan teaching instructions Hanya seorang responden yang bersetuj u bahawa j antina memain peranan daJam hal tersebut

IX

CHAPTER 1

INTRODUCTION


Teachers ability to acquire techniques of managing students in the classrooms is

one of the most important skills in the teaching profession The fai lure to master the

techniques not only causes frustration stress or fatigue to teachers as a result of students

misbehaviourmiddot but at the same time causes little learning to take place (Omstein amp Lasley

1I 2004 and Glanz 2004)

Gilberts amp Kraft (2004) pointed out that there are four categori es of class

management techniques The two category are the educational envi ronment

arrangement of physical se tting of the classroom and teachers management and

behavioural management whilst the other two category are to encourage good behaviour

or lessen inappropriate behaviour and finally the technique for assessing the effectiveness

of the strategies used

Gilberts amp Lignugaris-Kart (IBID) mentioned that there are five instructional

categories a) Preparation for specific instructional acti vities b) presentation of

material c) feedback and praise and d) effective use of time In their study on

elementary and special education teachers found out that instruct ional skills for the

presentati on of material like demonstrating of knowledge in the subject matter during the

lesson and demonstrating the various ways to impart the knowledge would give students

the opportuni ties to apply new learning keeping students attention and to expose them to

cooperative learning

12 Statement of problem

Goh (2002) claimed that classroom management is not just maintaining di scipline

in the classroom but it is also as the requirements and procedures to be set up and control

the envirorunent which is suitable for instruction and learning to occur

Due to the complex nature of the classroo m management and the problem for

teacher to master it therefore it is important to investigate the techniques in classroom

management In this study the specific aspec t selected is the class management

techniques preferred by male teachers in ESL classroom in relation to the teaching

learning instruction that they preferred to use Through thi s study the researcher is trying

to show whether gender affects the use different types of teaching instructions as one of

many ways in executing the classroom management techniques in the classrooms

2

13 Research objectives

This study is to find out the ESL classroom particularly on

I The types teaching instructions by the maJe teachers

2 The reasons for us ing such teaching instructions in the classroom

3 How teachers incorporate teaching instructions in their lessons

104 Research Hypothesis

The hypotheses for this study are as follows

I All male ESL teachers in secondary schools in Betong division used teaching

instructions in their lessons

2 All male ESL teachers lise teaching instructions 10 order to help students to lea rn

Engli sh language

3 Being male gender does influence the choice of teaching instructions

3

15 Significance of the study

It is important to investigate the types of teaching instructions used by male

teachers in ESL classroom as it provides good feedback about the teaching instructions to

be used in the classroom

At the same time the findings would promote better learning environment in the

English language classrooms and also the result of this study would also inform

educational leaders to look into the teaching instructions used by male teachers so that the

students would learn English language better if the recommended teaching instructions

has been found to be effecti ve to be used in the classrooms However few or non

empirical research pertaining to the used of teaching instructions by male teachers in

helping students to learn have been done Therefore this researcher has great interest to

investigate this topic It is hoped that this research could explore further how male

teachers deliver their lessons in the classrooms

In almost a similar study Boggs and Wiemann (1994) as cited in Luo Bellows amp

Grady (2000) found out male instructors have the tendency to use direct criticism to their

students They also found out that in the study by Statham Richardson and Cook (1991)

showed a similar result has been obtained where male professors preiened to reprimand

and embanass students as a negative punishment Both studies are conducted in order to

handle the management problems among students specifically to maintain students

attention and to control the classroom discipline Therefore based on the result of the

4

similar study it is expected that male teachers would have different instructions used in

the classrooms

16 Limita tion of the study

A small scale research in this case study which only involves fifteen male

teachers from five schools in Betong division does not represent the whole population of

every male teacher Thus the findings would not be good enough to represent the whole

populations who are also teaching Engli sh language throughout Sarawak particularl y

Teachers come from different levels of teaching experience and different academic

qualifications some male teachers may choose other types of classroom instructions or

strategies which are suitable for their own students In additi on the data collection

through interviews and observations might be not genuine because the respondents are

inclined to look good by cooperating with the researcher just during the period of

research only

17 Definition of terms

171 Teaching learning instructions

Arends (1997) defines teaching leami ng instructions or strategies as the

implementation of multi means of teaching strategies or instructions used by teachers in

order to help students learn It includes teacher explanation and demonstration of ideas

helping students with their tasks and organizing students to form study groups

5

The good choice of instructions could facilitate teacher to manage students learning to

ensure that the objectives of the lessons are achieved

Glanz (2004) defines teaching learning instructions as teaching strategies used by

teachers which include the teaching techniques like forming group discussion role

playing ora l report cooperative learning and peer tutoring He further explains the

diffe rence in the delivery of instructions help to meet the different learning styles of the

slUdents The effectives teaching strategies that the teacher selected should consider the

learning style preference visual preference auditory preference and kinesthetic

prefe rence of the learners

Ornstein amp Lasley II (2004) define instruction as a specific methods and activ ities

implemented in the classroom in order to bring positive effect to learning processes

Some of the important aspects of teaching instructions are material se lections and

material presentations Material selections discuss the suitability of the materials used for

teaching and material presentation is the teacher ability to incorporate instructional

materials into the unit plan and lesson plan then modify them to suit students needs

learning styles age and ability

6

18 Summary

This chapter discusses on the background of the study a brie f explanation on teaching

learning instruction in relation to classroom management techniques preferred by male

teachers in five secondary schools in Betong di vision It further develops the statement

of problem research objective signifi cant of the study limitation of the study and the

defi nition of key terms

7

CHAPTER 2

LITERATURE REVIEW

20 In troduction

This chapter introduces on the concept o f classroom management techniques the

concept of teaching instructions and the various types of teaching instr uctions and other

related stud ies that other resea rchers have found on teaching instructions

21 The classroom management concepts

Emmer Everston amp Worsham (2003) argue that well planned lessons with

suitable activities are the starting point to create good classroom management

Interesting acti vities and good teaching instructions are important to hold students

attention avoid confusion and frustration to students and thi s create opportunities for

students not to develop disciplinary problems

The same Vje w above on teaching inst ructions in developing good classroom

techniques is shared by another researcher Doyle (1 986 cited in Fielstein amp Phelps

2001) po inted out that teachers skill s in classroom management are closely related to

their instructional skills They claimed that when students are invo lved in learning

activities they are likely not to invo lve themselves in di sciplinary problems

8

Jere Brophy (1998) cited in Jones amp Jones (2004) defines classroom management

as good classroom implies not only that the teacher has elicited the cooperat ion of the

students in minimizing mi sconduct occur but also the worth while academic activities are

occurring more or less continuously and the classroom management system as a whole

which includes but is not limited to the teacher s disciplinary intervention is designed to

maximized student engagement in those activities not merely to minimize misconduct

22 Teaching in struction

Davies (1981) has come out with five principal methods of teaching instructions

The five principals are the lecture method the demonstration method the discussion

method the independent study method and the personal ized system of instruction

Ornstein and Las ley II (2004) defined instruction as specific methods and

activities by which influences learning They also sta ted that there are four types of

instruct ional methods which are frequently used by teacbers the practice and drill asking

questions lecturing and expla ining and problem solving and experimental teaching

In this study the researcher is interested to find out whether male ESt teachers

use the teaching instructions as has been outlined by Orn stein and Lasley ll This study

is to examine whether the teaching instructions influence learn ing and support classroom

discipline

9

i Practice and drill

It is a technique that made learning process a repetiti on Students learn through

memori zation or experienced the teachers anger The mai n aim of this practice and drill

is to he lp students learn discrete skills or processes welL Teacher used this technique on

students who are lack of skill s or knowledge on certain task before asking students to

move to new situation Continuous repetition of the same sk ills enables students to

master the skill and ensure high rate of success Las ley II Matczynski amp Rowley (2002)

disagree with many re searchers that drill and practice techniques as simplisti c and

reductionistic it does not problematize disciplinary concepts They agreed that drill and

practice is a powerful teaching instruction when used appropriately

ii Asking questions

Questioning is useful technique to check students understanding of the task given In

additi on good questions increase students curiosity expanding the imaginative sk ill s

and motivate students to look for new kno wledge It triggers students power of thinking

especially when clarifyi ng new concepts and problems that they learn in their lessons

[here are various catego ries of questioning the low- leve l questions and the high-level

questions Low-level questio ns emphasize on memorization and recalling for

information whilst the high-level questions do not require students to memori ze factual

information but students have to use complex and a bstract thinking

10

iii Lecturing and explaining

This technique is usually a teacher-centered instructi on By giving a lecture it helps to

create opportunities fo r students to use the knowledge and al so to he lp students to

understand the lesson better Lectures can be divided into two types formal lecture and

infonnal lecture Fonnal lecture is more suitable fo r mature students who can study on

their own Infonnal lecture is more of prob lem-centered lecture The teacher provides

the problem and the students look for the argument and solution to so lve the given task

iv Problem solving and experimental teaching

This approach engages exploratory processes which then lead students to find solution to

solve problem Students are to look for ideas and make predictions of the solutions to

solve the problem that they are ass igned to do

23 Past study on teaching instructions

Ornstein and Lasley II (2004) pointed out that teachers in C leveland Ohio publi c

schools have adapted the group based drill and practice which is the most popular form of

direct instructi on (01) They used OJ to teach the vocabulary skill s to the students They

found that that the students mastery of the vocabulary has increased tremendously

Bloom and Parkers study (as cited in Phye 1997) found out students of Chicago

University who had difficulty in answering questions on comprehension exams were

11

prepared and capable to pass the economics examination after they recei ved a training on

problem solving performance They concluded that students who were trained using

problem so lving instructions could lead to improvement in their academic performances

Study done by previous researchers indicated that lecturing as teaching

instructions by teachers are good as long as it is the non interactive type Fairhurst and

Fairhurst (1995) found out that as lo ng as lecturing is not w idely used it can be an

important teaching instruction for those teachers who love using it Fairhurst and

Fairhurst (ibid) found out those SJ Guardians and NT Ratio nal students often enJoy

iecturing when come to learning abo ut the past and when acquiring knowledge

Capel Leask and Turner (200 I) looked into many reasons for asking questions

They found out that asking questions are necessary in the classroom especially when a

teacher try to check whether pupils pay attention to gain pupils attention to check

whether students have understood the teachers instruction or explanation to re inforce

certain topics to increase students understanding to make students think and also to

make discussion possible among students

In conclusio n through a very limited study that has been done the researcher gets

to know the teaching instructions on drill and practice questioning and problem solving

and the effectiveness of their choice However the researche r in this study will expand

the scope of the study not only focuses on drill and practice questioning problem solving

and lecturing among the types of teaching instructions but on many other types of

12

teaching instructions These teaching instructi ons a lso include experimental teaching and

explaining which also are used by male teachers in ESL classrooms to help students to

learn in the classrooms

13

Universiti Malaysia Sarawak Kola Samarahan

FSKIM BORANG PENY ERAHAN TESIS

Judul TFACH ING IN STRUCTIONS USED BY MALE TEACHERS IN THE ENGLI SH AS SECOND LANG AGE (ESL) CLASSROOMS I fI VE SE ON DARY SCHOOLS IN BETONG DIVISION

SESI PENGAJIAN 2003 - 2007

CHRJSTOPHER ENPARl AK NELSON BROOKE Saya (H URUF BESAR)

mengak ui membenarkan iaporan projek ini disimpan di Pusa Khidmat Maklumat Akademik Universiti Mal aysia Sarawak dengan syarat-syarat seperti berikul

I Hakmilik kertas projek adalah di bawah nama penulis melainkan penulisan sebagai projek bersama dan dibiayai oleh UNIMAS hakmiliknya adalah kepunyaan UNIMA S

2 Naskhah sa linan di dalam bentuk kertas atau mikro han ya bo leh dibuat dengan kebenaran bertulis daripada penulis

3 Pusat Khidmat Maklumat Akademik UNIMAS dibenarkan membuat salinan untuk pengajian mereka 4 Kertas projek hanya boleh direrbitkan dengan kebenaran penulis Bayaran royairi ada lah mengikut kadar yang

dipersetujui kelak 5 Saya membenarkantidak membenarkan Perpustakaan membuat sa linan kertas projek ini sebagai bahan

pertukaran di antara institusi pengaj ian tinggi 6 bullbull Sila tandakan (J)

D SULlT (Mengandungi maklumat yang berdarjah kese lamatan atau kepentingan Malaysia seperti yang termaktub di dalam AKTA RAHSIA RASMI 1972)

D TERHAD (Mengandungi maklumat TERHAD yang telah ditentukan oleh organisasil badan di mana penye lidikan dijalankan)

~ TIDAK TERHAD Disahkan oleh

C~ (TANDATANGAN PENULIS) (TANDATANGAN PLNYElIA)

Alamat tetap Mr Collin Jerome SK ABANG ABDUL KADIR DA PUAN ALINO DAUD 95700 BETONG SARA WAK

Tarikh 18 Mei 2007 Tari kh __t_l+-=---(------1L--_ _ _

TTA~ [IOlO og ) lI ng tidak brrkenaan Jilut KcrlMS Projek ini SUUT IHau TERHAO sila lampirkan suml daripadfl pihak berkuasal organisasi berke-naan dr llga n menyertaka sekali tempoh kerla s projl~k Ini perin dikelaskan scbagai SULIT Ilffill TERHAO

t I




[N BElONG DIVlS[ON

by


(ll299)




2007





Second Language)


Collin Jerome

Date

11

ACKNOWLEDGEMENTS














Thank you

11l

TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT iii


LIST OF TABLES vii

ABSTRACT vi ii

ABSTRAK ix

1 CHAPTER 1








18 Summary 7


20 Introducti on 8




IV


30 Introduction



33 Instrument

33 1 The Interview

33 2 Question






4 0 Introduction




41 J Questioning

414 Explaining

415 Problem Solving


417 Lecturing


14

14

15

15

15

16

16

17

17

18 19

20

20

21

22

23

24

25

26

26 27 28

v


in the Classrooms)


432 Questioning

433 Explaining



43 6 Lecturing

44 Summary



50 Introduction


52 Implications


BIBLIOGRAPHY




28

28

29

30

31

31

32

32 33

34

343536

36

37

3839

40 - 42

43 - 54

55 - 57

V)

LIST OF TABLES

Table I Page


1II bie 2



VI

Abstract



by



Vlll

Abstrak



Betong

oleh

Christopher Enpari


IX

CHAPTER 1

INTRODUCTION






1I 2004 and Glanz 2004)


























2











Engli sh language


3





















4


the classrooms











research only







5

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13

t I




[N BElONG DIVlS[ON

by


(ll299)




2007





Second Language)


Collin Jerome

Date

11

ACKNOWLEDGEMENTS














Thank you

11l

TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT iii


LIST OF TABLES vii

ABSTRACT vi ii

ABSTRAK ix

1 CHAPTER 1








18 Summary 7


20 Introducti on 8




IV


30 Introduction



33 Instrument

33 1 The Interview

33 2 Question






4 0 Introduction




41 J Questioning

414 Explaining

415 Problem Solving


417 Lecturing


14

14

15

15

15

16

16

17

17

18 19

20

20

21

22

23

24

25

26

26 27 28

v


in the Classrooms)


432 Questioning

433 Explaining



43 6 Lecturing

44 Summary



50 Introduction


52 Implications


BIBLIOGRAPHY




28

28

29

30

31

31

32

32 33

34

343536

36

37

3839

40 - 42

43 - 54

55 - 57

V)

LIST OF TABLES

Table I Page


1II bie 2



VI

Abstract



by



Vlll

Abstrak



Betong

oleh

Christopher Enpari


IX

CHAPTER 1

INTRODUCTION






1I 2004 and Glanz 2004)


























2











Engli sh language


3





















4


the classrooms











research only







5

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13





Second Language)


Collin Jerome

Date

11

ACKNOWLEDGEMENTS














Thank you

11l

TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT iii


LIST OF TABLES vii

ABSTRACT vi ii

ABSTRAK ix

1 CHAPTER 1








18 Summary 7


20 Introducti on 8




IV


30 Introduction



33 Instrument

33 1 The Interview

33 2 Question






4 0 Introduction




41 J Questioning

414 Explaining

415 Problem Solving


417 Lecturing


14

14

15

15

15

16

16

17

17

18 19

20

20

21

22

23

24

25

26

26 27 28

v


in the Classrooms)


432 Questioning

433 Explaining



43 6 Lecturing

44 Summary



50 Introduction


52 Implications


BIBLIOGRAPHY




28

28

29

30

31

31

32

32 33

34

343536

36

37

3839

40 - 42

43 - 54

55 - 57

V)

LIST OF TABLES

Table I Page


1II bie 2



VI

Abstract



by



Vlll

Abstrak



Betong

oleh

Christopher Enpari


IX

CHAPTER 1

INTRODUCTION






1I 2004 and Glanz 2004)


























2











Engli sh language


3





















4


the classrooms











research only







5

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13

ACKNOWLEDGEMENTS














Thank you

11l

TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT iii


LIST OF TABLES vii

ABSTRACT vi ii

ABSTRAK ix

1 CHAPTER 1








18 Summary 7


20 Introducti on 8




IV


30 Introduction



33 Instrument

33 1 The Interview

33 2 Question






4 0 Introduction




41 J Questioning

414 Explaining

415 Problem Solving


417 Lecturing


14

14

15

15

15

16

16

17

17

18 19

20

20

21

22

23

24

25

26

26 27 28

v


in the Classrooms)


432 Questioning

433 Explaining



43 6 Lecturing

44 Summary



50 Introduction


52 Implications


BIBLIOGRAPHY




28

28

29

30

31

31

32

32 33

34

343536

36

37

3839

40 - 42

43 - 54

55 - 57

V)

LIST OF TABLES

Table I Page


1II bie 2



VI

Abstract



by



Vlll

Abstrak



Betong

oleh

Christopher Enpari


IX

CHAPTER 1

INTRODUCTION






1I 2004 and Glanz 2004)


























2











Engli sh language


3





















4


the classrooms











research only







5

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13

TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT iii


LIST OF TABLES vii

ABSTRACT vi ii

ABSTRAK ix

1 CHAPTER 1








18 Summary 7


20 Introducti on 8




IV


30 Introduction



33 Instrument

33 1 The Interview

33 2 Question






4 0 Introduction




41 J Questioning

414 Explaining

415 Problem Solving


417 Lecturing


14

14

15

15

15

16

16

17

17

18 19

20

20

21

22

23

24

25

26

26 27 28

v


in the Classrooms)


432 Questioning

433 Explaining



43 6 Lecturing

44 Summary



50 Introduction


52 Implications


BIBLIOGRAPHY




28

28

29

30

31

31

32

32 33

34

343536

36

37

3839

40 - 42

43 - 54

55 - 57

V)

LIST OF TABLES

Table I Page


1II bie 2



VI

Abstract



by



Vlll

Abstrak



Betong

oleh

Christopher Enpari


IX

CHAPTER 1

INTRODUCTION






1I 2004 and Glanz 2004)


























2











Engli sh language


3





















4


the classrooms











research only







5

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13


30 Introduction



33 Instrument

33 1 The Interview

33 2 Question






4 0 Introduction




41 J Questioning

414 Explaining

415 Problem Solving


417 Lecturing


14

14

15

15

15

16

16

17

17

18 19

20

20

21

22

23

24

25

26

26 27 28

v


in the Classrooms)


432 Questioning

433 Explaining



43 6 Lecturing

44 Summary



50 Introduction


52 Implications


BIBLIOGRAPHY




28

28

29

30

31

31

32

32 33

34

343536

36

37

3839

40 - 42

43 - 54

55 - 57

V)

LIST OF TABLES

Table I Page


1II bie 2



VI

Abstract



by



Vlll

Abstrak



Betong

oleh

Christopher Enpari


IX

CHAPTER 1

INTRODUCTION






1I 2004 and Glanz 2004)


























2











Engli sh language


3





















4


the classrooms











research only







5

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13


in the Classrooms)


432 Questioning

433 Explaining



43 6 Lecturing

44 Summary



50 Introduction


52 Implications


BIBLIOGRAPHY




28

28

29

30

31

31

32

32 33

34

343536

36

37

3839

40 - 42

43 - 54

55 - 57

V)

LIST OF TABLES

Table I Page


1II bie 2



VI

Abstract



by



Vlll

Abstrak



Betong

oleh

Christopher Enpari


IX

CHAPTER 1

INTRODUCTION






1I 2004 and Glanz 2004)


























2











Engli sh language


3





















4


the classrooms











research only







5

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13

LIST OF TABLES

Table I Page


1II bie 2



VI

Abstract



by



Vlll

Abstrak



Betong

oleh

Christopher Enpari


IX

CHAPTER 1

INTRODUCTION






1I 2004 and Glanz 2004)


























2











Engli sh language


3





















4


the classrooms











research only







5

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13

Abstract



by



Vlll

Abstrak



Betong

oleh

Christopher Enpari


IX

CHAPTER 1

INTRODUCTION






1I 2004 and Glanz 2004)


























2











Engli sh language


3





















4


the classrooms











research only







5

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13

Abstrak



Betong

oleh

Christopher Enpari


IX

CHAPTER 1

INTRODUCTION






1I 2004 and Glanz 2004)


























2











Engli sh language


3





















4


the classrooms











research only







5

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13

CHAPTER 1

INTRODUCTION






1I 2004 and Glanz 2004)


























2











Engli sh language


3





















4


the classrooms











research only







5

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13




















2











Engli sh language


3





















4


the classrooms











research only







5

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13











Engli sh language


3





















4


the classrooms











research only







5

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13





















4


the classrooms











research only







5

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13


the classrooms











research only







5

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13

















6

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13

18 Summary






7

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13

CHAPTER 2

LITERATURE REVIEW

20 In troduction















8


















discipline

9











ii Asking questions









10



















11





















12




13


















discipline

9











ii Asking questions









10



















11





















12




13











ii Asking questions









10



















11





















12




13



















11





















12




13





















12




13




13

faculty of cognitive sciences and human development · i. hakmilik kertas projek adalah di bawah...

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