TEACHER™S QUESTION IN TEACHING READING NARRATIVE TEXT

Authors

  • Sere Nidya Damanik Universitas Negeri Medan
  • Masitowarni Siregar Universitas Negeri Medan
  • Farida Hanim Saragih Universitas Negeri Medan

DOI:

https://doi.org/10.24114/genre.v8i1.19672

Abstract

Teacher™s questions play an important role in the classroom interaction. This study was conducted to investigate the levels of question that English teacher used while teaching narrative text. The subject of this study was an English teacher of SMA Gajah Mada. The data were collected by observing and recording while the teacher was teaching in two different meetings and also by interviewing the teacher. The research design of this study was qualitative research. The study reveals that the total number of the question was 63 questions that asked by the teacher. There were Low Cognitive Questions (LCQ); 48 (76%) remembering questions, 13 (21%) understanding questions, 0 (0%) applying questions and High Cognitive Question (HCQ); 0 (0%) analyzing questions; 2 (3%) evaluating questions, and 0 (0%) creating questions. LCQ questions are dominantly used by the teacher.              Keywords: Reading Narrative Text, Teacher™s 

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Published

2020-08-31

Issue

Vol. 8 No. 1 (2019)

Section

Articles

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Copyright (c) 2020 Sere Nidya Damanik, Masitowarni Siregar, Farida Hanim Saragih

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