TEACHER’S PROBING QUESTIONS IN EFL LANGUAGE CLASSROOM IN SENIOR HIGH SCHOOL (RETAIN, 2017)
TEACHER’S PROBING QUESTIONS IN EFL LANGUAGE CLASSROOM IN SENIOR HIGH SCHOOL CAHYA FEBRIAN English Department, Faculty of Langauge and Art, State University of Surabaya cfebrian16@gmail.com Prof. Dr. Susanto, M.Pd. English Department, Faculty of Langauge and Art, State University of Surabaya susantoniki@gmail.com Abstrak Bahasa kelas adalah bahasa yang digunakan oleh guru dan murid selama proses pembelajaran di dalam kelas. Dalam pelaksanaan pembelajaran di kelas, guru perlu mengembangkan kegiatan pembelajaran salah satunya dengan menggunakan pertanyaan. Ada beberapa teknik dalam memberikan pertanyaan, yaitu: phrasing, adaptation, sequencing, balance, participation, probing, and wait time (McComas & Abraham, 1995). Penelitian sebelumnya, Moyer dan Milewicz (2002) menunjukkan bahwa menanyakan probing questions membantu guru lebih fokus pada cara berfikir murid, namun belum menunjukkan probing questions apa yang digunakan guru di dalam kelas. Peneliti memilih salah satu guru sebuah SMA Negeri sebagai subyek penelitian. Pertanyaannya: (1) apa probing questions yang digunakan guru dalam pertanyaan klarifikasi (2) apa probing questions yang digunakan guru dalam pertanyaan mengenai sudut pandang yang berbeda (3) apa probing questions yang digunakan guru dalam pertanyaan untuk menggali asumsi siswa (4) apa probing questions yang digunakan guru dalam pertanyaan untuk menggali alasan (5) apa probing questions yang digunakan guru dalam pertanyaan untuk menggali bukti (6) apa probing questions yang digunakan guru dalam pertanyaan untuk menggali maksud dan tujuan. Dalam penelitian ini, peneliti menggunakan deskriptif kualitatif dengan menggunakan instrumen observasi. Observasi dilakukan di 2 kelas berbeda namun masih pada tingkatan yang sama. Hasilnya ditemukan bahwa guru menggunakan keenam probing questions dalam kegiatan pembelajaran di kelas. Dalam penggunaan probing questions, ditemukan bahwa guru menggunakan beberapa teknik dalam probing questions, yaitu: basic probe, explanatory probe, focused probe, silent probe, drawing out, giving ideas, and mirroring. Dalam pelaksanaannya di 2 kelas berbeda, guru menggunakan Probing Questions yang sama. Probing questions yang paling sering digunakan guru adalah probing questions dalam pertanyaan klarifikasi dan probing questions dalam pertanyaan untuk menggali asumsi. Teknik yang paling sering digunakan guru dalam probing questions adalah explanatory probe. Kata Kunci: Bahasa kelas, Pertanyaan, Probing questions. Abstract Classroom language is a language which is used by both of teacher and student in the teaching learning process. In the teaching learning process, teachers needs to develop the learning activity, one of the ways is using question. There are several techniques in giving question, those are phrasing, adaptation, sequencing, balance, participation, probing, and wait time (McComas & Abraham, 1995). The previous research, Moyer and Milewicz (2002) showed that asking probing questions helped the teachers to better focus on students’ thinking. Yet, it did not show what probing questions did the teacher use in the classroom. The english teacher of state senior hig h school was the subject of this research. The research questions are (1) What probing questions does the teacher use in questions for clarification (2) What probing questions does the teacher use in questions about different viewpoints (3) What probing questions does the teacher use in questions to probe students’ assumptions (4) What probing questions does the teacher use in questions to probe students’ reason (5) What probing questions does the teacher use in questions to probe evidence (6) What probing questions does the teacher use in questions to probe implications and purposes. This research applied qualitative descriptive. The data gained by observing the subject. the observation had done in two different class but still in the same grade. The results of this research showed that the teacher used all of those six probing questions in the teaching learning process. In applying probing questions, the teacher used several probing techniques, those are basic probe, explanatory probe, focused probe, silent probe, drawing out, giving ideas, and mirroring. In using probing question during teaching learning process in two different class, it showed that the teacher used same probing questions. The teacher was mostly used probing questions for clarrification and probing questions to probe assumptions. Probing technique which mostly used by the teacher was explanatory probe. Keywords: Classroom language, Questions, Probing questions.