Indra Jaya A1B213028

Introduction
This Paper is as the final assignment in Second Language Acquisition Course
in Jambi University in English Department. Ellis (1997:3) defines the second
language acquisition as "the way in which people learn a language other than their
mother tongue, inside or outside of a classroom". In this final assignment, we are
firstly divided into some groups to do an observation in learning process in formal
situation. In my group, we do observation in MEI English Course at Mayang , Jambi,
Indonesia.
The aim of this paper is to know what kind of questions asked by teachers to
their students in classroom display questions. In their process of learning second
language, teacher has a great role to these students to make them understand.
Sometime the teachers ask to the students about their activity in the classroom. She
want to know the understanding of the students that is called by display questions.
Even when teachers substitute nonjudgmental follow-up for evaluation as
the final move of this sequence (IRF instead of IRE), the consequence is to return
control of the topic to the teacher after each student utterance; little chaining
among student responses occurs (Nassaji & Wells, 2000).
 Related Literature

To support this study, I make the litarature review to describe some theory that
relate with our topic. Ellis (1997:3) defines the second language acquisition as "the
way in which people learn a language other than their mother tongue, inside or outside
of a classroom". According to Ellis (1997:3) that SLA is the way how the language
produce from input to output. This acceptable to allow more processing time and
clearer segmentation of the structures in the input (Chaudron. 1988:154)

Lightbown and Spada, there is type of questions that teacher use, which is
display questions. display questions, teacher asks his / her students a question that they
know the answer so that students can display their knowledge of the language.

The Method
This paper used qualitative method. The first step in this paper was by doing
on in group. The visual cues that we rely on to interpret
anothers meaning are lost when we listen to a tape; the transcriber no
longer has access to those important paralinguistic clues about meaning.
(See Tilley, 2003, for further discussion.)
The observation process was recording the teaching learning process in the
classroom in MEI English Course Mayang city only in one meeting. The lenght of the
recording is around 10 Minutes observation. The method used in this paper is
qualitative observation study by recording the teaching and learning process in the
classroom only in one meeting. The material that was being learned was singular and
plural nouns. After recording process was done, it means that our group work has done.
Then, I do the analysis and the other parts of my paper by myself. The analysis focuses
on kind of questions: these is display question.
 Analysis
The main point of this observation is to know the frequency of using kind of
question it is more in display question. Besides that we want to know is there any
differences between the students are asked by display question.
According to what I had observed in the MEI English Course the result is so
surprising. The classroom that takes up a major portion of class time employed to give

directions, explains activities and checks students understanding (Sinclair Brazil,

1982:18).The teacher mostly used display question in her teaching learning process in
the classroom because when I and my group observed to the school, they were learning
about the material about plural and singular and then about because or because of. It
shows that the teacher used display to know what the students have understood or not
about the material plural and singular in order the teacher can continue the next part or
the next explanation. As we know that display question is used in order the students
can display their knowledge.
T = Teacher, S = Student

T : okay. Before we start the class today, we review about the last topic about this
and these.

Okay who knows the differences between this and these? Where is this? What is
this? anyone else?

S : This untuk singular dak miss?

T : okay. Singular. Plural ( then, the teacher appoint the word these in the
blackboard for plural).

Okay very good.

S : yeeeey

Based on the transcription above about teaching learning process, it makes

clear sense that the teacher wanted to know whether the students understand about the
material. And the result is the students still remember by giving explanation but not
sure about answer by asking back to the teacher. It means that the students really have
willingness to study.

T : kenapa? Karena kalimat sesudah nya bukan kalimat tapi kata atau phrase.

Nah kalau begini.

Oke the second axample is I dodnt come yesterday bal bla bla my motorcycle
does broke anymore. What should be here? Be..

S : because

T : why?

S : sesudah nya kalimat

T : ya sesudah nya adalah kalimat. Jadi kita pake? Because

Okay. Before I continue with the task . miss mau nanya dulu apa perbedaannya
because and because of tadi?

S : because setelahnya harus kalimat

T : oke sesudah nya harus kalimat . kalau because of?

S : sesudahnya harus kata.

To convince that the students are not only remember about the material, but
also they are understand what have been taught by asking and pressing what the
differences between this and these are. And for the result showed that the students also
can answer correctly what they are although it was answered in Bahasa Indonesia. It
is not the great matter because the important thing that the students can answer or
display the question by using their language.
 References:

- Nassaji, H., & Wells, G. (2000). Whats the use of triadic dialogue? An
investigation of teacherstudent
interaction. Applied Linguistics, 21, 376406.
- Tilley, S. A. (2003). Challenging research practices: Turning a critical
lens on
the work of transcription. Qualitative Inquiry, 9(5), 750773.
- Ellis, Rod. 1997. Second Language Acquisition. Oxford: OUP [Oxford
Introductions to Language Study. Series Editor H. G. Widdowson] ISBN
0-19-437212-X
- Sinclair, J. McH & Brazil, D. 1985. Teacher Talk. London: Oxford
University Press.
- Chaudron, C. 1988. Second Language Classroom: Research on Teaching
and
Classroom. In Susan M. Gass & Carolyn G. Madden. Input in Second
Language Acquisition. Cambridge, Mass.: Newbury House.
SECOND LANGUAGE ACQUISITION
FINAL ASSIGNMENT

GROUP MEMBER

1. INDRA JAYA
2. FIDA SUNISAH
3. SITI ANIROH
4. FITRI SUSANTI
5. HIDAYATUL FITRI

ENGLISH DEPARTMENT
FACULTY OF EDCATION AND TEACHER TRAINING
JAMBI UNIVERSITY
 TABLE OF CONTENT

OBSERVING TEACHINGS CORRECTIVE FEEDBACK TOWARD

STUDENTS ERRORS ( SITI ANIROH )
OBSERVING TEACHER CORRECTIVE FEEDBACK TOWARD STUDENTS
ERRORS (FIDA SUNISAH )
KIND OF QUESTION THAT THE TEACHER ASK TO HIS OR HER STUDENT
IN MEI ENGLISH COURSE PRE ELEMENTARY CLASS (FITRI SUSANTI)
KIND OF QUESTION THAT THE TEACHER ASK TO HER STUDENT IN MEI
ENGLISH COURSE ELEMANTARY CLASS ( HIDAYATUL PITRI)
ANALYSIS DISPLAY QUESTION TO IDENTIFY IN CLASSROOM ACTIVITY
(INDRA JAYA)