[ Journal of English and Teaching (JEET) Vol.2.No.2.2018 35

STUDENTS’ STRATEGIES IN RESPONDING TEACHERS’ ORAL QUESTIONS

Foristia Kencana Wensi Universitas Bengkulu [email protected]

Hilda Puspita Universitas Bengkulu [email protected]

Rudi Afriazi Universitas Bengkulu [email protected]

ABSTRACT The aim of this research was to find out the strategies used by the English Education Study Program students in responding teacher oral questions. The research was designed as a descriptive quantitative research. The population of the research was sixth semester students of English Education Study Program of Universitas Bengkulu in the 2017/2018 academic year. The samples were 69 students. The data were collected by using a set of questionnaire. There were 25 statements of responses strategies which consisted of seven categories of response strategies proposed by Lui et. al (2018) and any strategies proposed by Dornyei (1997). They were avoidance strategy, accommodative strategy, asking for clarification strategy, no response strategy, excuse strategy, denial strategy and apology strategy. The result of this study showed that students of English Education Study Program preferred to use six categories i.e., accommodative strategy, asking for clarification strategy, no response strategy, excuse strategy, and denial strategy and one was seldom used namely apology strategy. In addition, the most frequently used strategy group by the students was avoidance strategy. Keywords: Students’ Responses, Response Strategies, Responding Teachers’ Questions [ Journal of English Education and Teaching (JEET) Vol.2.No.2.2018 36

INTRODUCTION behaves for English Education students in An interaction always occurs between of Bengkulu where students are teacher and students in the classroom. The concerned to learn English as a foreign interaction may appear in giving and language. As EFL students, they have to receiving the material, having discussion, communicate in English as possible as they asking and answering the questions. Based can. Speaking English frequently in the class on those activities, teacher plays role to can make them to be accustom with the create and produce an interactive class while language. Generally, EFL students spend learning process ongoing, so the students more time in the class in practicing English can get the profits by learning something. than outside. Yuanfang (2009) states that In teaching learning English, interaction English as a Foreign Language is almost is an important concept for teacher to be rarely used in EFL students’ daily life. It close with students. Basically, learning a means that an EFL student only benefits foreign language emphasizes classroom interaction in order to gain their communicative activities that encourages skill in speaking English. Through these the students to speak much by the language. matters, teacher have to maximize their This is apparent in Richards and Renandyas roles in the class. (2002) publication where they stated, a large Sometimes, EFL teachers face common percentage of the worlds language learners problem in communicating with students study English in order to develop proficiency such to deal with a passive class, where in speaking. It means teacher should give students are unresponsive and avoid student opportunities to understand and use interaction with the teacher. This is the language as muh as possible. The especially true when a teacher seeks development of a class depends on a greater interaction in a teacher-class dialog, such as extent the interactions between teacher and asking questions to the class as a whole, students . expecting at least one student to respond. We recognize that interaction occurs This can be a frustrating experience for the because there is an interactive two sides. Obviously, there will be time communication inside the classroom. when no student can answer a teacher’s Communication is one of the crucial skills question. However, students are often that students should work on it. The main reluctant to make response even if they reason why communication has attracted understand the questions, know the attention across disciplines not only in answers, and are able to produce the teaching is that communication working in answers. What more, students are rather all human interaction activities. Then, what reluctant to give feedback. The students do makes human beings unique is that human not respond voluntarily to the instructor’s communication is cognitively, emotionally, questions and don’t participate in class and socially complex. discussions. Most of the class members sit Especially for EFL students, looking straight ahead using minimal facial communication is as tool helpful to increase expressions, gestures and verbal utterances. their ability in speaking English. Students of Thus the teachers receive little oral second or foreign language education feedback. What the teachers want are the programs are considered successful if they students to be more positive and overtly can communicate effectively in the language communicative in their feedback. (Riggenback & Lazaraton, 1991). It also

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In above explanation, we conclude that "wait-time" periods that followed teacher questioning becomes a process that is faced questions and students' completed not only by students but also by the teacher responses "rarely lasted more than 1.5 in classroom. In this term, the researcher seconds in typical classrooms." indicates questioning to teacher questions Based on those problems, students still because it is the one who begins this process have difficulties in responding teachers’ is teacher. Teacher questions is part of question. Some causes occur because of teacher talk that is simply defined as teacher teachers’ mistake and lack of students language. Furthermore teacher questions ability. Meanwhile, teachers’ questioning is both of spoken and written are defined as important to increase students’ ability in instructional cues or stimuli that convey to order to develop their knowledges. It could students the content elements to be learned be give bad impact if the teacher have less and directions for what they do and how aware about these problems. The researcher they do in classroom (Kathlen, 1998). It is think that teacher should comprehend important for teachers comprehend how to strategy used by students in responding do questioning that create responses and question. For ease of communication, it is feedback as they hope. necessary for the students to find efficient Based on the researcher observation in means through which they can convey their the classroom of English Education Study ideas. This may be due to the absence of Program students in , strategic, linguistic, or sociolinguistic the researcher found some obstacles that competence in a language. the students also face in communication in Many researchers conducted similar the class. First, student have less issues about communication that related interpretation about a question given by with students strategies. First, from Sayuri teacher. Mostly in EFL case, the students (2016) entitled ‘English Speaking Problems have difficulties in interpretating the of EFL Learners of Mulawarman University’ question because of lack of grammar and has conducted in the fourth semester of EFL less vocabulary. That students’ ability could learners as the sample. The result showed be influenced the way students in that the students faced some problems in responding to teacher. speaking English in the class. It is related to Second, students’ anxiety in speaking. pronunciation, fluency, grammar, and Student are not enough confident to speak vocabulary based on the speaking test and English because of many factors that related questionnaire. The questionnaire also to lack of grammar and vocabulary. Gao showed additional findings where students (2016) affirmed that “...anxiety is quite faced other problems, namely not having possibly the affective factor that most self-confidence, shyness to speak, being pervasively obstructs the learning process.” afraid of making mistakes, feeling nervous, It means that student should be improved and having nothing to say. his skill through the questions given by Then, the researcher also takes another teacher. Third, some teachers do not pause study related communication strategies or use "wait-time" when asking questions. from Hardianti (2016) entitled ‘A Study of Meanwhile, “wait-time” is needed by EFL Students’ Oral Communication students in thinking process to utter Strategies in Discussions’ was a descriptive statement for the answer of the question. qualitative study that intended to analyze (1) According to one study (Rowe, 1972), the types of OCS used by students while

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conducting discussion, and (2) the students’ English Education Study Program. In order reasons for using certain types of OCS. The to do trying out for the instrument, the participants of this study were a group researcher determined to take 12% of the discussion consisting of five EFL students of sample for trying out the questionnaire so English Education Department in the there were 69 students as a sample of this University of Kuningan. She found that the research. students participated in this study tended to The instrument of this research was use achievement strategies more frequently questionnaire. It was adapted from than avoidance strategies. response strategies by Lui et. al (2018) and The researcher want to conduct similar communication strategies by Dornyei and research at English Education Study Program Scott (1997). In making the questionnaire in University of Bengkulu students. The be valid, the researcher tried out firstly. The researcher combine both these studies that result were 25 valid statements and 5 point speaking problems and invalid statements based on the index communication strategies. These two issues validity and realibility that used in the are connected with the study that will be research. Then, the researcher distributed taken by the researcher. The research will be the valid questionnaire through online form different from previous studies both of to the students. The researcher used SPSS context and result. It would focus on version 16 in order to analyzed the data. investigating the communication strategies Here below and frequency to used by the students in responding teachers’ determine each items in the result. oral question. This study aims to know what strategy is frequently used by EFL students in Table 1. Strategy Category University of Bengkulu and it can be Class Name Category reference for both of teacher and students 3,28 – 4,0 A Always to solve problems in communicating. At last, 2,52 – 3,27 O Often the researcher will conduct a research 1,76 – 2,51 S Seldom entitled “Students’ Strategies in Responding 1,0 - 1,75 N Never to Teachers’ Oral Questions.” The researcher used this category in order to interpret the mean score of the METHOD data. This research used descriptive design with quantitative approach. According to Table 2. Frequency Used Creswell (2002) “Quantitative research is a Class Name Category research which is as a type of research that ≥ 3.00 H High is explaining phenomena by collecting 2.40 – 2.90 S Sometimes numerical data that are analyzed using ≤ 2.40 L Low mathematically based methods (in particular ).” A descriptive method is used to describes a set of data for a group to provide RESULT AND DISCUSSION enlightenment on the characteristics of that The strategies used by the students group alone (Black, 1993). Below the mean scores of seven strategies Furthermore, the population of this used by the sixth semester students. research were sixth semester students in English Education Study Program. There were 79 students of the sixth semester of 3 8 [ Journal of English Education and Teaching (JEET) Vol.2.No.2.2018 39

Table 3. Mean Scores for the Seven Strategy Asking for clarification strategy Categories Total average for all items of Strategies Mean Percen Category questionnaire in term of accomodative group score tage strategy was 2.73 with predicate Avoidance 2.84 28% Sometimes “Sometimes”. It indicated that average Accomo- 2.82 24% Sometimes students of English Education Study Program was often used Asking for Clarification Dative strategy in responding teachers’ oral Asking for 2.73 8% Sometimes questions. clarification No 2.66 12% Sometimes No response strategy response Total average for all items of Excuse 2.59 8% Sometimes questionnaire in term of accomodative Denial 2.56 12% Sometimes strategy was 2.66 with predicate Apology 2.22 8% Low “Sometimes”. It indicated that average students of English Education Study Program As seen on the table 3 showed the was often used Asking for Clarification average use of the seven strategy categories strategy in responding teachers’ oral on the questionnaire. Among them, questions. avoidance strategies (M=2.84) appear to be the most frequently used strategies by Excuse strategy the students to describe their strategies Total average for all items of used, followed by accomodative strategy questionnaire in term of accomodative (M=2.82), asking for clarification strategy strategy was 2.59 with predicate “Sometimes”. It indicated that average (M=2.73) no response strategy (M=2.66), students of English Education Study Program excuse strategy (M=2.59), denial strategy was often used Asking for Clarification (M=2.56) and apology strategy (M=2.22). strategy in responding teachers’ oral questions. Avoidance strategy Total average for all items of Denial strategy questionnaire in term of avoidance Total average for all items of questionnaire strategy was 2.84 with predicate in term of accomodative strategy was 2.56 “Sometimes”. It indicated that average with predicate “Sometimes”. It indicated students of English Education Study that average students of English Education Program often used avoidance strategy in Study Program was often used Denial responding teachers’ oral questions. strategy in responding teachers’ oral questions. Accomodative strategy Total average for all items of Apology strategy questionnaire in term of Accomodative strategy was 2.82 with predicate Total average for all items of “Sometimes”. It indicated that average questionnaire in term of accomodative students of English Education Study strategy was 2.22 with predicate “Low”. It Program was often used Accomodative indicated that average students of English strategy in responding teachers’ oral Education Study Program was seldom used questions. Apology strategy in responding teachers’ oral questions.

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Education Study Program in responding The most strategies used by the students teachers’ oral questions. The researcher The result showed that the sixth divided into two explanations which are semester students most frequently used individual and group strategy used. avoidance strategy (M=2.84) to help them Based on result showed, the sixth in responding to questions, followed by semester students highly used seven accommodative strategy (M=2.82), asking strategies in various category of response for clarification strategy (M=2.73), no strategy which are “I answer questions in response strategy (M=2.66), excuse simple expression. I keep quite when I strategy (M=2.59), denial strategy (M=2.56) don’t understand the intent of the and apology strategy. lecturers’ question. When I forget a In overall strategy, the researcher word in English, in answering the concluded three items that are most question, I would say the fillers (e.g., frequently used the strategies in umm ... uh ...). I stop for a moment when responding teachers’ oral questions. The I lose the idea that will be spoken. When first item was avoidance strategy (M=2.84) I forget a word in the English in to help them in responding to questions, answering the question, I would say followed by accommodative strategy "what we call it" or "apa ya..?" to give (M=2.82), asking for clarification strategy me time to think.” (M=2.73), no response strategy (M=2.66). It Based on the highest mean score of indicated the sixth semester students were individual strategy used, the sixth sometimes used the response strategies. semester students most frequently used While, the least used response strategy was strategy was “I answer questions in apology strategy (M=2.22). In conclusion, simple expression.” One of the possible on total number of the students mostly reasons it is because the sixth semester tended to use response strategies with students mostly constructing sentence with predicate “Sometimes”. It indicated the using familiar words than trying to use new students of English Educaton Study words. As we know, lack of vocabulary and Program in University of Bengkulu grammar are general trouble as EFL sometimes used the response strategies student. Moreover, Khadidja (2010) quoted adapted from Luit et. al (2018) and Dornyei in Hardianti (2016) that foreign language & Scott (1997). speaking differs from first language speaking in terms of the lack of grammar Discussion and vocabulary knowledge of the learners. In this section, the researcher Beside, Gao (2016) stated that EFL students discussed some important findings dealing often do general avoidance as “...seeming with students response strategy in inability to answer even the simplest responding teachers’ oral questions. The questions.” It means that EFL students discussion is explained based on the sometimes try to avoid questions as research questions which are what possible as they can. Dornyei and Scott response strategies are employed by the (1997) revealed avoidance as “…avoiding students of English Education Study certain language structures or topics Program in responding teachers’ oral considered problematic language wise or by questions and what are most frequently leaving out some intended elements for a used strategies by the students of English lack of linguistic resources” that also

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supports previous reason about the Hardianti (2016) also revealed in her students who deliver simple expressions to study that many of participants tended help them easily in answering questions. to use fillers because they wanted to The second individual strategy used by keep the attention of their group the sixth semester students, “I keep quite members in discussion. Then Lui et. al when I don’t understand the intent of (2018) emphasized clearly that the lecturers’ question.” One of the accommodative strategy used to act possible reasons is because the sixth politely recognize the situation and explain semester students give no response if they how they will redress the situation for want to avoid difficult questions from the future occasions. We can define simply teacher. As we know, it is usual happens in that fillers as accommodative strategy is EFL classroom activity. As the researcher to help students to process what they attached in Chapter Two about response would to say. strategy by Luit et. al (2018) that no The fourth individual strategy used by response represents to the negative the sixth semester students, “I stop for a comments or take no overt action with the moment when I lose the idea that will purpose of separating themselves from the be spoken.” One possible answer is negative events by remaining silent. It when the students suddenly lost their means that the students want to separate ideas, they try to stop whether to themselves from the teachers’ questions continue in thinking the idea or leave thought as difficult question. Then, Brown unfinished message. As explained by (2002) powered that silence happens when Dornyei (1997) before that avoidance the students pause in the interaction. It means “…leaving out some intended means that when the students give no elements for a lack of linguistic resources.” response for the teacher’s questions, we From this statement, we know that can define it as part of silence. Beside, sometimes EFL students leaving out Chuska (1995) quoted in Meng et. al (2012) unfinished message to avoid the next also mentioned that when questions such happens whether their answer would be as those mentioned (referential) are asked, accepted or not. In addition, Chin (2007) students will usually not know how to emphasized that the characterizes teacher respond and may answer the questions questions as something that is “flexible” incorrectly. In this case, students will acts because such questions are adjusted based carefully to respond or they afraid to be on students’ responses in order to engage failed because of their answer. in higher – order thinking. That teachers The third individual strategy used by should comprehend type of questions in the sixth semester students, “When I order to avoid students do stop in forget a word in English, in answering expressing idea. the question, I would say the fillers The fifth individual strategy used by (e.g., umm ... uh ...).” One possible the sixth semester students, “When I answer is when the students are trying forget a word in the English in to express what they want to say, they answering the question, I would say would take a time to process the words "what we call it" or "apa ya..?" to give that will be expressed. Fillers can be a me time to think.” This statement solution for them to “…fill pauses and to describes a situation where the students gain time to think” (Dornyei, p. 58). suddenly stammer in delivering idea

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because of lack of vocabulary or their affected by the local cultural wisdom ignorance of the certain word. They try and their very own personal traits. In to remember the word slowly through other words, although the participants saying “what we call..” or mixing use English language in uttering the Indoensian language “apa ya..” We apology responses, it does not merely would view this statement almost guarantee that they also implement the similarly with the third item, describing appropriate English ways of about fillers used. Beside, Dornyei communication. In this research also (1995) quoted in Hardianti (2016) that give similarly result that apology revealed when language learners do not strategies is seldom to be used by the know how to say a word in English, they students. can communicate effectively by using Next, as displaying in the table, their hands, imitating sounds, mixing there are two of five strategies adopted languages, inventing new words, or from Lui et. al (2018) that appear as describing what they mean. It means highly frequency namely No Response that the sixth semester students choose strategy and Accomodative strategy. In this strategy in order to make them their study, No Response strategy and effectively in responding teachers’ Apology strategy dominantly used by question. Contrastly with the third item, some firms in order to give responses for this strategy lets the EFL students to negative events. It is different with what mixing their native languages in helping the researcher found in this research. them to process what they want to say. Meanwhile, it is only avoidance strategy From these explanations that there adopted from Dornyei and Scott (1997) are fifth individual strategy used by the that appear in the table. The strategy sixth semester students. As seen in Table also highly percentage used by 15, actually there are seven strategy that participants in the research of Hardianti represents response strategies used by (2016) and Gao (2016). Thus, there are the students where the highest strategy three strategies that highly frequency is avoidance strategy and the least used by the students, Avoidance strategy is apology strategy. strategy, No Response strategy, and The researcher concludes that the Accomodative strategy. students use six strategies in responding As conclusion, the researcher questions except Apology strategy founded all of the sixth semester (M=2.22). The realizations of apology students prefer to choose all of response strategies could not be strategies with the predicate generalized in this research. As Waluyo “Sometimes” (see table 6). Although, it (2017) studied about Apology Response is not really significant difference of Strategies that many factors might frequency, the result only prove about influence the different realization of the most frequently used strategies and the apology especially to the EFL learners. least frequently used strategies. The She founded that there are four factors response strategies are appropriately as the most influential in using apology the students’ needs. As Waluyo stated strategies i.e. power, relations, before, there are some factors that situations, and the degree of mistake. influence the students in giving response Furthermore, the factors are mostly and one of the most influential is local

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cultural wisdom. Actually in responding strategies is affected some factors questions, teacher as a facilitator have especially for apology strategies. It is mostly responsibility in giving questions to the influenced by local cultural wisdom at the students. In addition, as Toni and Parse sixth semester students. Then, teachers and (2012) revealed that students can be classroom interaction also affect the way of developed mentally through thoughful students’ responding in the class. teacher-led but not teacher centered Last, the researcher conclude from discourse. This statement means that overall strategies used by the students that when the students face difficulties in the most frequently strategy group used by responding questions and they use their the students of English Education Study native languages, the teacher should Program was Avoidance strategy. This give them chance to explore. Thus, finding is in contrast with any previous teachers affect the way students to give studies that found another strategy as the responses for the questions. most frequently strategy group used by the students. It can be caused from the CONCLUSION AND SUGGESTION different of previous study, the research This research attempted to find out question, and the theory of response acquire the response strategies in strategies that used in the study. Also, the responding teachers’ questions at the researcher founded there was limitless English Education Study Program of studies about this study so that it would University of Bengkulu. The analysis of the better to use another instrument in order to research findings reveals that the English getting deeply findings. students used varied strategies which are The result showed that the sixth semester Suggestion students most frequently used avoidance There are some suggestions that the strategy (M=2.84) to help them in researcher can propose after doing the responding to questions, followed by analysis. Firstly, the researcher suggests for accommodative strategy (M=2.82), asking the lecturers to aware in questioning for clarification strategy (M=2.73), no technique. It is good for teachers to learn response strategy (M=2.66), excuse deeply how to deliver questions orally that strategy (M=2.59), denial strategy (M=2.56) would gain students’ response. It will make and apology strategy (M=2.22). the teaching and learning process more The researcher founded that the interactive and effective. At the end, the students of English Education Study purpose of learning can be achieved Program preferred to choose sixth successfully as the teachers hope. Secondly, strategies in responding teachers’ oral the researcher suggests for the students to questions and one strategy is seldom to be use response strategy in order to help them used. The six strategies were avoidance to respond teachers’ questions. The strategy to help them in responding to students comprehend the response questions, followed by accommodative strategy based on their personal needs. It is strategy, asking for clarification strategy, no better for the students to choose the response strategy, excuse strategy, and response strategy in order to solve their denial strategy. Then, apology strategy was problems in responding questions. Last, the one strategy that is seldom used by the further researcher can conduct the same students. Thus, using the response scope of research by involving other [ Journal of English Education and Teaching (JEET) Vol.2.No.2.2018 44

instruments, such as interview and student responses. Nordic Journal classroom observation to obtain deeper of English Studies 15(4):160-189 findings. The researcher also suggests to gain the theories related to the respons strategies.

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