ABSTRACT

Affandi, Yusna. 2015. Teachers Display and Referential Questions in Teaching

Speaking. Thesis, Graduate Program in English Language Education and
Literature, State University of Surabaya. Advisors (1) Dr. Oikurema Purwati,
M.Appl., (2) Ahmad Munir, M.Ed, Ph.D
Key Words: Display Questions, Referential Questions, Communication
This study is conducted to investigate how teachers display and referential
questions are employed in teaching speaking to Senior High Schools students. To be
more specific, it tries to find information concerning the ways the teacher employs
display and referential questions, students responses upon the questions, and the
teachers display and referential questions and students responses upon the questions
to maintain communication.
This study is a qualitative study and presenting descriptively the data of
condition that existed at that time. The subjects of the study were the teacher and the
students at MAN 3 Malang. The sources of data of this study were display and
referential questions, verbal and non-verbal behaviors by the teacher in delivering the
questions, and the students responses upon the questions. The researcher collected
the data through observation, interview to the teacher confirming the activity
conducted, and documentation of lesson plan and syllabus concerning with
communication goals of the activities. Then, the analysis of the data was conducted
through data condensation, data display, and drawing conclusion. The interpretation
of the data was done to answer the research questions and the discussions of the data
analysis were done qualitatively by applying related theories.
There were some findings obtained from this study. The display questions
were rarely found in this study. As the purposes-based questions, the questions just
came in the beginning of the activities intended for checking students understanding
and they generated humor for students, or functioned as ice-breaking session. On the
other hand, the referential questions were significantly found in speaking activities.
The referential questions elicited students long and meaningful responses. Moreover,
being accompanied by questioning strategies, the referential questions could elicit
better and appropriate responses. The referential questions were significantly
maintaining the communication and exposing free conversation as a genuine
communication in the classroom rather than display questions.
Some suggestions were offered based on the conclusions. The suggestions
were for the teachers and future researchers. For the teachers, in teaching speaking it
suggests that the teacher should employ more referential questions than display
questions in order that the students respond longer and better, and the communication
can be maintained. For future researchers, it is suggested to investigate display
questions roles in teaching speaking and in exposing genuine communication and in
the communication patterns.
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