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BIBLIOGRAPHY

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APPENDIX 1
Glyn S Hughes Questions
Glyn S Hughes (1981) in her book entitled Classroom English explain
the language required by the teacher of English in the practical day-to-day
management of classes.
1

Asking Questions

Language question
e.g.: Whats the past tense of
to sing? Whats the
answer to number 6?

Comprehension question
e.g.: What is Mrs. Lane doing in Picture 1?
When does Mr. Mason go to work?

Lesson progress question


e.g.: Has everybody got a book?
Are you ready?

Opinion / preference question


e.g.: What did you think of the song?
Do you agree wit Tim?

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Factual / personal question


e.g.: How are you today, Mark?
Have you any brothers or sisters?

Yes-No Question

Basic form
e.g.: Is it raining?
Does Ben like ice-cream?

Negative questions
e.g.: Isnt it reining?
Doesnt Ben like ice-cream?

Rebound questions
e.g.: Pupil

: Mr. Brown lives in London

Teacher: Does he? Mr. Brown lives in London,


does he? Are you sure?
Do you really think so?

Replies to Yes-No questions


e.g.: Question: Is Bill English?
Answer: Yes

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Yes, he is
Yes, hes
English
Yes, Bill is
English
3

Or Question

Basic form alternatives adjacent


e.g.: Is Peter John eighteen or nineteen?
Does she take cream or milk in her coffee?

Postponed form 2

nd

alternatives at end

e.g.: Does she take cream in her coffee or milk?


Do you watch TV at weekends or play tennis?

Expanded form 2

nd

alternatives in

own verb phrase e.g.: Is Peter John


eighteen or is he nineteen/
Does she take cream in her coffee or does she take milk?

WH- form both alternatives at end


e.g.: How old is Peter John, eighteen or nineteen?
What does she take in her coffee, cream or milk?

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WH Question

Basic form
e.g.: Where does
John live?
When is John
leaving?

Longer WH- questions


e.g.: (in) which year were you
born (in)? (On) which day
will you phone (on)?

Echo questions
e.g.: Teacher

: How old is Bill?

Pupil

: Ten

Teacher

: Pardon? How old is he?

Else and other


e.g.: Where else have they been?
What other books has he read?

Subject questions
e.g.: Who lives in Egypt?
What frightened the mouse?

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Non-reducible form
e.g.: Number 7. Whats that in English?
The last question. You try this one, Alain.

Preposition questions
e.g.: What did he open the door with?
Which line did we stop at?

Passive questions
e.g.: Who was thee book written by?
What is this book called?

Quantity questions
e.g.: He had too much money What did he have too much
off?
They bought three ties What did they buy three of?

Question about
weight, age, color, etc
e.g.: How heavy is it?
What color is her dress?

Indirect Question

Word order

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e.g.: Do you know where he is


going? Could you explain
what Bill likes?

Do you think
e.g.: Where do you think he is
going? What did you say
he was doing?

Yes-No questions
e.g.: Is he fond of cake?
Does he like ice-cream?
6

Questions on Specific Text

Asking for a description


e.g.: What is icecream like?
What is the
book like?

Asking about an event


e.g.: Text: John opened the
window Questions: Who
opened the door?

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What did John open?

Asking for reasons, purposes


e.g.: Why are they waiting at the lights?
What are they waiting at the lights for?

Asking for evidence


e.g.: Teacher : Is John tired?
Pupil

: Yes

Teacher : How do you know?


How can you tell?
7

Miscellaneous Sample Questions

Date

Time

e.g.: What date is it today?


What was the date last Thursday?
g .: What time do you make it? Have
you got the right time?

Weather
e.g.: What is the weather like?
Is it cold or hot?

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Identity
e.g.: Who are you?
Where do you live?

Interest and hobbies


e.g.: What are you
interested in? Have
you got any
hobbies?

Opinion
e.g.: What do you think of it?
How did you like it?

Preference
e.g.: Which do you like better?
Did you prefer this to the last chapter?

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APPENDIX 2
Interview Guidelines

1. Apakah kamu suka belajar bahasa inggris ?


2. Apa yang biasa dilakukan saat belajar bahasa inggris di kelas?
3. Apa saja kesulitan yang di hadapi saat belajar bahasa inggris?
4. Bagaimana pendapatmu mengenai pembelajaran hari ini?
5. Menurut kamu, bagaimana cara mengajar guru hari ini di kelas?
6. Menurut kamu, apakah belajar menggunakan gambar menyenangkan?
Mengapa?
7. Apa yang kamu dapat dari pembelajaran hari ini?
8. Apakah menurut kamu cara mengajar guru bahasa inggris hari ini
membuat kemampuan speaking kamu dan siswa yang lainnya meningkat?

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APPENDIX 3
Indicators of Students Interview

Indicator
Students

Question
Do you like

interest in

learning

or body language to the question.

English

English?

Example: - yes

Subject
Students

What do you do

respond to

during English

the subject. Example : paying

English

subject?

attention to teacher, answering

Subject
Students

What is your

teacher question, etc.


The student have no problem in

problems

problem during

during

learning English

learning

in the class?

Indicators of Success
Students provide positive answer

Nodding head
Students do activities supporting

the class

English in the
class
Students

What do you

Opinion about

think about

the classroom

English lesson

Activity during

today?

the observation
Students
Do you think
Opinion about

Student likes the lesson


Student is interested to the lesson
Students provide positive answer

study by using

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Student likes the lesson


Student is interested to the

the media used


in elicitation.

picture is fun?

Why?

lesson
Students provide positive
answer

Students

What do you

understanding

learn / know

related to the lesson during

after elicitation

from the lesson

the observation. It is about

The

today?
Do you think the

how to describe animal.


Students provide positive

effectiveness of

way of teaching

answer or body language to

elicitation

today can

the question.

Student provides the answer

increase your

Example: - yes

and your

Nodding head

friends
speaking skill in
English?
Source :
Brown, et. Al. 1993. Observing Teaching. Brimingham: Staff and Educational
Development Association.
Nirmawati, Lia Amalia. 2015. Improving Students Speaking Skills
Through Speaking Board Games of Grade VIII Students of
SMP N 13 Yogyakarta in the academic year of
2013/2014.Yogyakarta : Yogyakarta State University.

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APPENDIX 4
Observation Checklist
Observer :
Class

Meeting

Date

Topic

TEACHERS ACTIVITY

No
Aspects
.
1 The teacher introduces the topic to be learned today
using elicitation technique.
2 The teacher uses media to elicit students responds
about the topic
3 The teacher gives some the students some questions
related to the topic of the lesson to elicit students
speaking skill
4 The teacher gives correction for students mistakes
when they answer teachers questions.
5 The teacher gives tasks to student related to elicit
students speaking skill.
6 The teacher asks the students to answer some questions
using the expressions orally.
7 The teacher asks the students to complete a dialogue
using the expressions.
8 The teacher asks the students to practice speaking by
using a media
9 The teacher gives feedback to students.
10 The teacher invites the students to take a conclusion.
STUDENTS ACTIVTIY

Yes No Description

No
.

Yes

1
2
3

Aspects

The students answer the questions from the teacher.


The students are able to complete the tasks given by
teacher.
The students are able to explain the tasks done orally by
their own expression.

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(If Necessary)

No Description (If
Necessary)

4
5
6

The students get opportunity to ask questions.


The students get feedback from the teacher.
The students are able to conclude the lesson learned.

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APPENDIX 5
Indicators of Observation Checklist

Goals
Elicitation Used in the
opening of the class
The use of media in

Teacher Activity
Indicator of Success
The teacher introduces the topic to be learned

elicitation
Elicitation Used in the

today using elicitation technique.


The teacher uses media to elicit students
responds about the topic

The teacher gives some

the students some

opening of the lesson

questions related to the topic of the lesson to

Solving Misunderstanding

elicit students speaking skill


The teacher gives correction for students

mistakes when they answer teachers questions.


The teacher gives tasks to student related to

elicit students speaking skill.


The teacher asks the students to answer some

Developing Students skill


Increasing Classroom
Interaction by Elicitation
Checking Students

questions using the expressions orally.


The teacher asks the students to complete a

understanding after

dialogue using the expressions.

Elicitation

The teacher asks the students to practice

Feedback From the teacher


Reflection of the lesson

speaking by using a media


The teacher gives feedback to students.
The teacher invites the students to take a

conclusion.
Students Activity
Goals
Interaction Between Teacher

and Students

Indicator of Success
The students answer the questions from
the teacher.

The students get opportunity to ask


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Students skills and

questions.
The students are able to complete the

tasks given by teacher.


The students are able to explain the tasks

Understanding

Feedback for students


Reflection of the lesson

done orally by their own expression.


The students get feedback from the teacher.
The students are able to conclude the lesson
learned.

Source:
Indiana Depatmnet of Education. Classroom Observation Success Indicator. A
companion guide to the classroom observation form.
http://www.doe.in.gov/sites/default/files/turnaround/classroom-observationsuccess-indicators.pdf
(Accessed on Sept 7, 2016 at 06:10 pm)

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