Typology of Questions Posed by Teacher: A Pragmatic Analysis

Abstract

Questions constitute a crucial element within the realm of teaching and learning skills. Well-structured question types serve as effective tools to assess the achievement of learning objectives. This study aims to describe the types and functions of questions posed by teacher participants in the 2023 Professional Teacher Education within the context of Indonesian language instruction. Employing a qualitative descriptive method, the research utilizes a pragmatic approach. Data sources consist of 37 video recordings of teachers' instructional practices, gathered through recording, note-taking, and literature review. Data analysis is conducted using A. Michael Huberman's flow model of analysis. Based on the data analysis, the following conclusions are drawn: 1. Teacher participants in the 2023 Professional Teacher Education exhibit assertive, directive, commissive, and expressive question types. Assertive questions are employed by teachers to gauge students' comprehension of the lesson content and confirm attendance. Directive question types include: a) imperative, b) request, c) recommendation, d) command, e) recommendation, f) request, g) inquiry, h) solicitation, and i) offering. Commissive questions encompass agreements, commissive offers, and commissive suggestions or impressions. Expressive questions involve expressions of joy, liking, excitement, or approval. 2. Questions posed by teacher participants in the 2023 Professional Teacher Education serve competitive, convivial, and collaborative functions. Competitive functions include: orders, requests, recommendations, commands, and inquiries. Convivial functions encompass: offering, praising, and agreeing. Collaborative functions include: confirmation or attendance statements and reminders. Competitive functions tend to be directive in nature, convivial functions are both directive and commissive, while collaborative functions lean towards assertive types.