1.

Introduction

Second language acquisition is the one of subject that is duty to learn by students of
fourth semester. Ellis (1997, cover blurb) defined second language acquisition as “the
study of the way in which people learn a language other than their mother tongue”. This
paper will analyze the process of acquiring the second language through communication
between teacher and students. It concerns of genuine or authentic question. Genuine
question is it will be occurred as natural as possible to make students effectively in
learning with acquired the knowledge in the classroom when they learn the target language
(English). We will see several of problems of genuine question in the classroom

Why it needs to be discussed? Because we will know the problem of students why they
are cannot answer the question and what exactly the form of question that they do not
understand when acquiring their second language. Moreover, by using genuine question
teachers can improve student’s ability on communication as Savignon (1991) suggests that
"patterns of classroom interaction provide little genuine communication between teacher
and learner or, for that matter, between learner and learner" .

The purposes of this paper are for learning how to research by interaction with other
people that we do not know before and completing the final assignment of Second
Language Acquisition, then to know the role player in the classroom who is an active on
communication. Furthermore, this research is as the first step for continuing the high level
of research in second language acquisition next time.

2. Review of related literature

When, I think about all of my teachers or lecturer for the third semester and fourth
semester in literature. I can break them all down into two basic categories: those who
wanted to know what I thought about the literature. In addition, those who wanted me to
know what they thought about the literature. Those two kinds of classes and teachers were
fundamentally different. In classes where the teachers wanted to know what we thought,
the literature was exciting. The discussions were energized, the students were engaged. In
classes, the teachers wanted us to know what they thought. The class discussions were
really just mini-lectures and teacher’s expositions, and the students' job was to write down
what the teacher said about the text. Discussions of literature in those classes often
degenerated into games of “Guess What the Teacher is Thinking." When asked a question,
we spent so much time searching for the teacher's "right" answer that we often did not
consider alternatives to the teacher's of view or even take the time to respond to the
literature ourselves.

So what we got from that example above? The examples above is refers to genuine
question. Where the teachers ask the question then we do not know the answer, sometimes
the answer is right and wrong even the answer is nothing. As (The Blue Skunk Blog, 2010)
define genuine question as a genuinely authentic question may have multiple right answer,
no right answer, or no answer at all, only the conclusion that consists of more question.
Nobody knows at the outset of the assignment what the answer will be. It is therefore very
hard for teachers to produce genuine and natural communication in the classroom.

A lot of opinion what the genuine question is, so I will try to make it simple for the more
information of genuine question. Actually, genuine question is same as authentic question.
According to Seedhouse (1996), the classroom interaction is inferior or deficient in
comparison to ‘authentic’ communication. The view that there is something like
‘authentic’ or ‘genuine’ communication is one of the assumptions of the communicative
orthodoxy concerning second language teaching and suggests the idea that some kind of
‘pure’ communication exists independently of a context. Brian white (1993) define
Authentic questions are questions to which we do not know the answer, or questions that
have many possible answers. Teachers who ask authentic questions do not pull students
toward preconceived interpretations.

It contrasts with Widdowson that assume as genuine is an example of native speaker

language, while authentic is a native speaker response (it can also include the response the
writer intended upon when writing the text.). Another researcher also define the genuine
question is referential question such as Xuelian Lei 2009, Referential questions are
genuine questions for which the teacher does not know the answers and therefore has a
genuine communicative purpose .Genuine question is the one of important thing to
improve ability of student’s communication. Teachers must be prepared to express to their
students that they genuinely want to know what their students think. The pattern of
teachers' questioning also enables or limits learner contributions depending on the type of
questions asked (Tsui 1995): for example open questions solicit a genuine response from
students, whereas dosed questions solicit a known answer. (Luu Trong Tuan1 Nguyen Thi
Kim Nhu2 Vol. 1, No. 4, 2010, pp. 29-48 ) when asked such the questions, learners are
required to give interpretations and judgments, so they will have genuine communicative
purposes. The use of genuine questions demonstrates to students that we expect them to be
genuine participants in classroom discussions.

3. Method

This is a qualitative descriptive observe. Descriptive means this study conduct

based on the reality or the fact. Qualitative research aimed at understanding social
phenomena including language phenomenon being studied. Descriptive qualitative
research means research that is based on what which occur in every speech, which can be
considered based on the context that depicted in the form of words or sentences.
In this observation, we were asked to be some groups in one class and found the
place for observing by each groups. I am in second group with four members. Actually,
there were many choices for determining where we were going to observe. The first option
was in SMA Unggul Sakti Kota Jambi, the second planning was Al-Azhar and the last is
SMAN 2 Kota Jambi but we canceled it was because we promised to class B Reguler to
observe with them together and it did not spent much time to observe with them.
Furthermore, we decided to research at SMPN 2 Kota Jambi. It was also not easy to go
there because there were some procedures that we had to do before doing observation. The
first step was making a permit for the school. Truly, we had some problems when made a
permit. It happened because we did not know the rules of making a correct permit so we
remade the permit in one week. Then, absolutely we need the signature of chief study
English program his name is Mr. Dedy Kurniawan, SS, MA. Because of we finished the
permit on Friday so we could not meet him. After that, we decided that two of us had to go
his house in Kenali, Kota Baru. Honestly, it was so far to go there but we just thought that
was our effort to make this observation better. Our journey did not stop on that, next day
we went to that school to give a permit and introduced our self to teacher that will be our
mentor in English course her name is Mom. Puspa.
On 08:30 April 04, 2016, we began the observation in class VII C. We used the
camera for making video. Why we did not used recorder? We could not guarantee, if the
quality of record was not good so we preferred to choose for video. During learning
teaching process we went out the class then, leave the camera inside. It was good because
we would not disturb them and for making the video more natural. Furthermore, about the
data were so complicated because the location of that school was too noisy, it made sounds
of video is not clear. Unfortunately, the situation in the class was not what we expected,
teacher more active than students, something as the students did not understand what the
teacher said because the teacher used English in the class 80/20, and the teacher used
gesture to make the instruction clear. There were some ways how the teachers taught in the
class Observation for junior high school was not easy because many factors that could be
occur at that time for example they do not confident with their self so many students in the
classroom just watched the teacher teach and never asked question only sit in their chair.
However, not all students like that. There were some students joined to participate in the
class. Actually, this teacher has the strategy of making the interaction with student such as
make a student group, ask the student for read the passage one by one, and teach the
student little bit about sentence and the structure of sentence. We observed their activity in
the class about 30 minutes less but not all the data we made transcript, only 12 minutes.
The video was cut by using application Ulied Video Studio 11, this application was very
helpful for us to make the video simpler. We finished the transcript about 3 days, and then
we discuss our material tried to connect with the transcript at Inggit’s house.
All the things that we had been through to make the good observation were need
the effort and teamwork. We planned together completely the things that we need for this
observation and it was a best ever experience.

4. Analysis
Here the interactions were limited to genuine student questions, so it’s
natural that the teacher’s move is usually a response rather than feedback.

14 S: >he has pointed nose< ⁰<poi:nnted nose>

15 T: He ha::s (.) <pointed nose> , yes very goo::d and

then↑ ? what else↑ ? (0.3) what else ? (0.4) <any else↑>
?

The transcripts above show that the question that was given by teachers is
genuine question. When teachers ask “what else?” she do not know the exactly the
answer and the students also do not know what teacher’s think about the answer.
 The answer has many possibilities such as strong, tall, black skin and so on. There
is a rest after teacher’s question about three second. After that, teacher repeat the
question once again then the students still do not know the answer, perhaps they
knew but they did not mention it. As Brian white (1993) argue that genuine
questions are truly “discussion questions," because they invite the students to enter
into a thoughtful conversation. Students responding to such questions are seeking
not to guess what is on the teacher's mind. However, to express what is on their
minds.

58 T: Hello you will read in your group, in term. Paham

maksud saya?

59 S: <Paham mom>

60 T: Paham¿ And then once again, once again I will read

saya baca lagi ya and then¿ (#2,0)you repeat ya.Okay And
then¿ <Okay tell me, raise your hand> >ngomongnya jangan
malu-malu<, (#0,2)(and now) what are you going to
do¿ Ada yang tau mau ngapain?

In the transcript number 58, the teachers try to make the conversation and
get the understanding of students about the teacher’s mean. It shows by teachers ask
to students as “ Paham maksud saya ?” here, the teacher try to make interaction in
the classroom. Even thought, the teacher asks the understanding of student does not
mean that the teacher doesn’t know the answer of the question. However, the
students did not give the response clearly because as in the transcript 59 “>paham
mom<” it is the symbol of low sounds. Therefore, we can guess that the student did
not confidence about their answer.

In 60, teacher repeats the question repeatedly. However, student still not
realize about the answer. “and then ¿” there is a rest about two second but student
still did not get the point of their teacher In some language classrooms, questions
may be the most acceptable way for students to initiate topics. In such classrooms,
student questions will be the main source of genuine, unsolicited student utterances.
67 T: =<No¿okay listen once again, listen selain you read
this text and you repeat ya after that you will read in
group-in term, (#2,0) paham maksud saya¿ (.) Yes¿ (0.2)
yes or no:: ¿

70 S: °yes no::

In this case, the students give choices question to the student to make student easy
to identify the answer. “paham maksud saya¿ (.) Yes¿ (0.2) yes or
no:: ¿” there are three times that teacher do to make respose and interaction of
student. Nevertheless, student still confuse about the question of teacher. Here the
interactions were limited to genuine student questions, so it is natural that the teacher’s
move is usually a response rather than feedback. I have mentioned that class VII C is not
active student, but teacher try to make communication in the class, which is asking the
question that the teacher know exactly about the answer. (Patrick Allen, 1985) Teachers
did not generally ask genuine questions that is, questions to which they did not already
have the answer.

Let see the response of student, student’s answer is so ambiguity as “°yes

no::” they did not confidence about their answer. Some students answer yes and half
no with the low sounds. It identify the understanding of them were not good.

75 T: Understand?=

76 S: No mom °(eh yes::)°

Savignon (1991) suggests, "Patterns of classroom interaction provide little genuine

communication between teacher and learner or, for that matter, between learner and
learner". This is a genuine question between teacher and learner that is teacher knows
about the answer and students do not know or student uncertain about the right answer. In
this case, when teacher ask about their understanding some of them said yes and no. so
what is the problem? It is maybe teacher did not explain clearly to their student about the
material. Then, students try to make judgments of the answer as can as possible without
think the understanding that they got.
 5. Appendix

There are many things of weakness and effort in this observation. I am in second group
with the fourth member, they are Inggit Gita Handayani, Dinda Rahma Faiza, Yola Dwi
Nina Rahayu and I. Actually, We have some things that should be fixed by our self. Surely
as teamwork, we work together in this observation, but we had each role to be better in the
last assignment. I play my role as can as possible because of, I have the device to scan so, I
help my group to scan the letter. Why we scanned the permit because the permit that we
had made was left in my house and we have to have the new one with the signature. Then,
I made a transcript in 4 minutes and so they are. Unfortunately, we finished to revise the
transcript about 4 days before deadline. Moreover, the effort that I had given in my paper is
I try to find many references to support the idea of analysis and it needed much time to get
it. In addition, I tried to make conversation to my friend in the class about genuine
question, and do the discussion with them, it so helpful for me. My weakness in this
observation, I could not manage my time well because everything is like chased by time, I
finished my work in Thursday morning. It was so hurried; I am supposed to manage my
time as well. Impact on what I have done is I cannot sleep well and another job was
slighted. Furthermore, wherever happened I try to make this observation good because
many effort that we had done together and I appreciate our effort to write the individual
paper.

I have suggestion for the next observation in Second Language Acquisition, in my

opinion, for the next observation we should observe at SMA because if we observe at SMP
we cannot see their active in the classroom as what we had observed. It is so difficult to
find the feedback. Then, I suggest for preparing the plan of making paper and discussion
with our friends as well as possible, because we have to manage our time well in order to
make total in our job.
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