scholarly journals Teachers’ questioning strategies and students’ perceptions toward critical questions in EFL classroom interaction

2021 ◽  
Vol 10 (2) ◽  
pp. 136-145
Author(s):  
Modi Nur Kholisoh ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
Classroom Observation ◽  
Descriptive Analysis ◽  
Classroom Interaction ◽  
Wait Time ◽  
Critical Question ◽  
Case Study Design ◽  
Critical Questions ◽  
Questioning Strategies ◽  
Interview Questionnaire

This study aims to find out teachers’ questioning strategies and students’ perceptions of critical questions in EFL classroom interaction. This research was conducted during the COVID-19 pandemic, in which the classroom interaction was online. We used a case study design that focused on the descriptive analysis. This study was conducted at one of Senior High Schools in Semarang. The participants in this study are two English teachers and two classes. The data were gained by using classroom observation, interview, questionnaire, and documentation. We used Chen’s (2016) theory and Anderson & Krathwohl (2001) to categorize and analyze the data findings to know teachers’ questioning strategies and students’ perceptions toward critical questions in EFL classroom interaction. The result of the analysis showed that the teachers used all of the teachers' questioning strategies and they posed critical questions. Teachers questioning strategies used by the teachers when posing critical questions were wait-time, repetition, paraphrasing, simplifying, and probing. The obvious strategy to elicit students’ responses toward critical questions was probing. In line with this, the teachers also combined the teachers questioning strategies with the skill of basic questioning to elicit students’ critical answers. The students didn’t perceive critical question as a threat, although it was difficult to answer. However, they perceived critical question as a challenge for them. It can be concluded that the students perceived critical question as a motivational question.

scholarly journals Analysis of Classroom Interaction Using IRF Pattern: A Case Study of EFL Conversation Class

2019 ◽  
Vol 3 (1) ◽  
pp. 29
Author(s):  
Risna Saswati
Keyword(s):  
Data Collection ◽  
Key Words ◽  
Qualitative Method ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Learning Opportunities ◽  
Teacher Talk ◽  
Learning Opportunity ◽  
Conversation Class

<p>This study sheds lights on whether the use of Initiation, Response and Feedback (IRF) in teaching facilitates learner-initiated communication and gives learning opportunity for learners to engage in classroom interaction. This study applies the IRF framework proposed by Sinclair and Coulthard (1975), Initiation from (Mackey (2012) and teacher talk by CUllen (1988). The method applied for this study is qualitative method by classroom observation as the technique for data collection. The video records the classroom observation. The data are taken from classroom interaction of conversation class. The result of this study is the IRF pattern which mostly occurs in classroom interaction can be used to analyze classroom interaction. Additionally, the teaching using IRF pattern can facilitate learner-initiated communication and give learning opportunities for leaners to engage more in classroom interaction.</p><p>Key words: IRF Pattern, learner-initiated communication, classroom interaction</p><p> </p>

scholarly journals Development and operalisation of a support programme for nursing service managers: Part 2

Curationis ◽  
1996 ◽  
Vol 19 (2) ◽  
Author(s):  
M. Poggenpoel ◽  
A. Gmeiner
Keyword(s):  
Descriptive Analysis ◽  
Nursing Service ◽  
North West ◽  
Case Study Design ◽  
Support Programme ◽  
Multiple Case ◽  
Field Notes ◽  
English Speaking ◽  
Service Managers

This paper describes research conducted to develop and implement a support programme for nursing service managers suffering from fatigue. The support programme was developed on the basis of results obtained from a survey that ascertained nursing service managers' views about the problems they were experiencing in their everyday lives. A multiple case-study design was utilised to describe the operationalisation of the support programme. The sample consisted of forty-eight English speaking and fifty-two Afrikaans speaking nursing service managers from the old Transvaal region (Gauteng, North West and Eastern Transvaal The support programme was implemented during two one-day workshops, one with the Afrikaans speaking group and one with the English speaking group of nursing service managers. Data were gathered about operationalisation of the support programme through multiple methods: observation, audiotape recordings, written documents and field notes. The data were analysed by utilising the methods of descriptive analysis.

scholarly journals The Implementation of Self Evaluation Teacher Talk (SETT) in Teaching English: A Case Study

2021 ◽  
Vol 10 (2) ◽  
pp. 216-227
Author(s):  
Raden Panji Hartono ◽  
Slamet Setiawan ◽  
Maria Mintowati
Keyword(s):  
Descriptive Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Target Language ◽  
English Teacher ◽  
Classroom Context ◽  
Teaching English ◽  
Self Evaluation ◽  
System Mode

Abstract. This study analyzed the implementation of SETT (Self Evaluation Teacher Talk) (Walsh, 2011) by an English teacher in a senior high school in Surabaya. A descriptive analysis was conducted towards the talk used by teacher in delivering the material. As the law, the teacher regulated the students to speak the target language anyhow. On the other hand, the teacher applied a classroom interaction in English. There are four modes available based on the SETT criteria; managerial mode, material mode, skill and system mode, classroom context mode. The result shown that the teacher mostly applied two mode, namely managerial mode and skill and system mode, and was followed by classroom context mode, then material mode.

scholarly journals THE USE OF TEACHERS� QUESTIONING STRATEGIES TO STIMULATE STUDENTS� CRITICAL LITERACY: A CASE OF TWO ENGLISH LECTURERS IN INDONESIA

2019 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Siti Aimah ◽  
Bambang Purwanto
Keyword(s):  
Effective Teaching ◽  
Critical Literacy ◽  
Wait Time ◽  
Questioning Strategies ◽  
Video Recordings ◽  
Testing Class ◽  
Planning Strategies ◽  
Academic Year

To create an effective teaching, teachers should consider the use of questioning strategies to not only elicit students� attention, but also stimulate their critical literacy. This study aims to know the use of questioning strategies used by the English lecturers in the classrooms. An in-depth research was done to provide the information dealing with the reasons of using the questioning strategies and the questioning strategies used to stimulate students� critical literacy. A case study was carried out by involving two English lecturers of Universitas Muhammadiyah Semarang, Indonesia. Both of them taught the second semester students in Reading class and Language Testing class in the Academic Year of 2017/2018. Data were collected through video-recordings and interview with both lecturers. The findings showed that both lecturers used question-planning strategies and question-controlling strategies as proposed by Xuerong (2012) and Walsh (2011). To stimulate the students� critical literacy, open-referential questions and follow-up questions were posed to encourage them to be more critical. Wait-time given by the lecturers also helped the students answered the questions, and their questions were more accurate, elaborate, and reasonable.Keywords: critical literacy; effective teaching; question-controlling strategies; question-planning strategies; teachers questioning strategies.

scholarly journals COVID 19 PANDEMIC SHIFTING THE JOB SATISFACTION LANDSCAPE AMONG EMPLOYEES

2020 ◽  
Vol S.I. (1) ◽  
pp. 168-176
Author(s):  
Takupiwa Nyanga ◽  
◽  
Andrew Chindanya ◽  
Keyword(s):  
Job Satisfaction ◽  
Descriptive Analysis ◽  
Job Security ◽  
Data Collection Tool ◽  
Flexible Work ◽  
Case Study Design ◽  
Work Arrangements ◽  
Safe Work ◽  
Multiple Case

The purpose of this study was to analyze the implication of COVID 19 on job satisfaction among workers in SMEs in Zimbabwe. A purely qualitative study was undertaken to establish how COVID 19 affects the attitude of workers towards their work. The study utilized a multiple case study design with an interview being utilized as the main data collection tool. Data was collected from a sample of 20 (n=20) participants who were selected using purpose sampling approach. Data was analyzed using a combination of thematic analysis and descriptive analysis. The study found out that COVID 19 significantly affects job satisfaction among workers in SMEs. COVID 19 resulted in the decrease in workers’ salaries, employment opportunities and job security. The study also found out that COVID 19 increases employee stress due to fear of contracting the disease and propel poor working conditions for workers in SMEs. It was therefore recommended that employers should lay special emphasis on ways and strategies that protect workers from contracting COVID 19. The measures and strategies which can be used to promote employee satisfaction during the COVID 19 pandemic include among others giving workers risk allowances, creating a safe work environment, provide personal protective equipment to workers and employing flexible work arrangements

scholarly journals “Monolingual or Bilingual Approach?” The Best Approach to Teach Speaking for Beginner Level

JET ADI BUANA ◽  
2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Yuliyanto Sabat ◽  
Aulia Kususma Wardhani
Keyword(s):  
Classroom Observation ◽  
Classroom Interaction ◽  
Code Switching ◽  
Teaching Approaches ◽  
Positive Perception ◽  
English Only ◽  
Self Confidence ◽  
The Subject ◽  
Strongly Agree ◽  
Interview Questionnaire

Some English teachers argue that the use of monolingual approach or “English Only” gives a lot of exposures to students and some others report it just makes the students reluctant to speak as they understand nothing about the topics being discussed. Considering the important roles of teaching approaches on students’ success to use English, it is very crucial to conduct a research on this topic. This article is an attempt to report which approach students like the most either “English Only” or bilingual approach in learning speaking. Besides, it also reveals the reasons why the students choose one of the teaching approaches. As the researcher teaches speaking for beginner level, he uses his students as the subject to facilitate him to collect the data. He uses qualitative research method by using interview, questionnaire, and classroom observation to collect the data. The result of this research showed that students’ negative perception on the use of English only and positive perception on the use of code switching supported by the result of questionnaire 95.65% participants chose strongly agree for code switching as their preferable teaching approach with the most common reasons on the material comprehension (86.86% strongly agree) and building self- confidence (78.26% strongly agree). Keywords: monolingual approach, bilingual approach, classroom interaction

scholarly journals AN INVESTIGATION OF TEACHERS’ QUESTIONING IN THE ENGLISH READING CLASSROOMS – A CASE STUDY

2020 ◽  
Vol 129 (6B) ◽  
pp. 165-181
Author(s):  
Đỗ Thị Xuân Dung ◽  
Tran Thi Thuy Trang
Keyword(s):  
Classroom Interaction ◽  
Data Sources ◽  
Language Competence ◽  
Questioning Strategies ◽  
English Reading ◽  
Reading Activities ◽  
Support Students ◽  
Crucial Part ◽  
Development Of Students

Questions are a crucial part of classroom life and so questioning is one of the strongest tools at a teacher’s disposal as it engages students in the learning process and challenges levels of thinking. Many of the questions teachers ask in each lesson are concerned with the recall of textbook information. The question then is how classroom questioning strategies can become more effective; therefore, help teachers fulfill their mission of language instructions and development of students’ language competence. The study aims at exploring the questioning strategies used by teachers in the reading classes, through a case study where 3 classes of Reading (by one teacher who voluntarily joined in the study) was audio-recorded and observed. Teacher’s questions (and classroom interaction) were transcribed and categorized. Findings revealed that there are two main categories of questions, audience-oriented questions and content-oriented questions. Audience-oriented questions were found to be used three times more frequently than content-oriented questions. The triangulation of the data sources revealed that Eliciting response, Focusing information and Checking comprehension are three functions that made up the biggest percent in the seven functions of questions proposed by Chang’s (2012) through the reading activities. There is also a mapping relationship between question functions and question forms used by the teacher to facilitate her Reading classroom. The consolidations of question functions the teacher employed to support students responses proposed that the teacher attempted to involve students in the interaction and guide them to a higher level of cognitive competence.

scholarly journals THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING WRITING OF PROCEDURAL TEXT

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Vina Aini Salsabila
Keyword(s):  
Key Words ◽  
Qualitative Case Study ◽  
Classroom Observation ◽  
Project Based Learning ◽  
Teaching Writing ◽  
Linguistic Features ◽  
Writing Ability ◽  
Case Study Design ◽  
Procedural Text

This study aims to identify how project-based learning can help develop students’ writing ability in the form of procedural text. The study used a qualitative case study design. The data were collected through classroom observation, students’ writing, and interview which were analyzed qualitatively. The data show that PBL can develop students’ writing ability in which students improve their capacity in the concept of procedural text involving social function, schematic structure, and linguistic features. Key Words: Project-based learning, writing, procedural text

Ties to the outside: An exploration of faculty interactions with external organizations

2018 ◽  
Vol 4 (1) ◽  
pp. 295-313 ◽  
Author(s):  
Karley A Riffe
Keyword(s):  
Study Design ◽  
Financial Constraints ◽  
Academic Discipline ◽  
Faculty Members ◽  
Faculty Work ◽  
Case Study Design ◽  
Low Resource ◽  
Faculty Interactions ◽  
Embedded Case Study

Faculty work now includes market-like behaviors that create research, teaching, and service opportunities. This study employs an embedded case study design to evaluate the extent to which faculty members interact with external organizations to mitigate financial constraints and how those relationships vary by academic discipline. The findings show a similar number of ties among faculty members in high- and low-resource disciplines, reciprocity between faculty members and external organizations, and an expanded conceptualization of faculty work.

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