scholarly journals EFL Teacher’s Oral Questioning: Are Her Questions and Strategies Effective?

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (1) ◽  
pp. 37-55
Author(s):  
Milawati Milawati ◽  
Nunung Suryati
Keyword(s):  
Learning Process ◽  
Classroom Observations ◽  
Knowledge Based ◽  
Questioning Strategies ◽  
Efl Students ◽  
Field Notes ◽  
Insufficient Time ◽  
Videotape Recording ◽  
Teaching Learning ◽  
Lack Of Knowledge

Evidence is mounting that teacher question can assist EFL students in various purposes in teaching learning process. However, teacher’s lack of knowledge about questioning taxonomy could become a failure in leading students’ learning. This study investigates questioning strategies, the taxonomy of questions-type, and their application by teacher in advanced prose class, to scaffold students’ learning. Classroom observations, field notes and videotape recording, were employed to collect the data. Findings indicate that among four types of questioning strategies, redirecting was the most frequently used to initiate students’ responses and to probe more into students’ understanding. Other findings show that low-cognitive questions were common. Of those, knowledge-based questions were the most frequently used to confirm students’ understanding of the materials they learnt, but, the higher-level questions were rarely used. It was also found that teacher employed questioning strategies ineffectively to manage the class; insufficient time responded to a complex level of questions; the number of questions created confusion. Some changes to create effective classroom questioning and a stronger connection between the level of question and the questioning strategies are discussed.

THE USE OF DIARY WRITING TO IMPROVE STUDENTS RECOUNT TEXT

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Uray Ryan Hermawan ◽  
Clarry Sada ◽  
Yanti Sri Rezeki
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching Writing ◽  
Chronological Order ◽  
Tenth Grade ◽  
Diary Writing ◽  
Research Findings ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year

The research was aimed to investigate the use of diary writing to overcome students’ problem in writing recount texts. The problems include writing a recount text in chronological order, writing correct verb changes and developing ideas. Classroom action research was conducted by applying diary as the technique to help students overcome their problem. There were two cycles conducted in this research. The data were taken from the students’ individual score, observation checklist, and field notes. The result showed that teaching writing through diary writing improved students’ writing recount text. Referring to the research findings, the data showed that diary writing improved students’ recount text, as seen in their score. These in terms of score, students’ improved from 71.96 to 76.03 and improving the motivation to the students which makes them eager to write also makes the teaching learning process better. In conclusions, students’ writing recount text of the tenth grade students of class IPS 1 of SMAN 4 Sungai Raya in academic year 2018/2019 improved by using diary.

scholarly journals Práticas de letramento e whatsapp: estudo de caso no contexto de português como língua de acolhimento, à luz da perspectiva ecológica

2021 ◽  
Vol 2 (3) ◽  
pp. 218-237
Author(s):  
Rosyanne Louise Autran Lourenço ◽  
Eliana Barbosa dos Santos
Keyword(s):  
Learning Process ◽  
Literacy Practices ◽  
Qualitative Case Study ◽  
Participant Observation ◽  
Ecological Perspective ◽  
Data Generation ◽  
Field Notes ◽  
Teaching Learning ◽  
Refugee Immigrants

Este artigo visa a apresentar, sob uma perspectiva ecológica de letramento, resultados da análise de práticas sociodiscursivas do processo de ensino-aprendizagem de Português Língua de Acolhimento, de imigrantes refugiados no Brasil, realizadas por meio do WhatsApp. Teoricamente, o estudo circunscreve-se às dimensões analíticas de letramento (MOREAU et al., 2013), sob a perspectiva ecológica dos estudos linguísticos (VAN LIER, 2004, 2010), fundamentando-se em pressupostos referentes aos recursos multimodais das tecnologias digitais (LEFFA, 2006; MORAN, 2013) e à função mediadora da linguagem (VIGOTSKI, 1971), em especial, do Português Língua de Acolhimento (BARBOSA; SÃO BERNARDO, 2017) e de suas implicações referentes à noção de afetividade (LEITE, 2012). Metodologicamente, trata-se de estudo qualitativo de caso (STAKE, 1994), de base etnográfica virtual (SANTOS; GOMES, 2013) cuja geração dos dados ocorreu por meio de observação participante (BOGDAN; BIKLEN, 1998) e notas de campo (FETTERMAN, 1998). Sua relevância reside na urgência no processo de imersão de imigrantes refugiados em práticas sociodiscursivas que viabilizem a obtenção de condições mínimas de vida digna e a garantia de autonomia em sua agência no país de destino (COSTA; TAÑO, 2018). Os resultados da pesquisa sugerem que a abordagem ecológica de práticas de letramento em ambiente virtual amplia a compreensão das articulações inerentes ao processo de ensino-aprendizagem de línguas, propiciando ao docente melhores condições de promover a autonomia dos estudantes, em contexto de imigração, na condução de soluções que atendam às suas necessidades mais prementes, voltadas para as práticas sociais de imersão no país de chegada.   This article aims to present, in the light of an ecological perspective of literacy, the results of the analysis of sociodiscursive practices of the teaching-learning process of Portuguese as a Host Language, through WhatsApp by refugee immigrants in Brazil. Theoretically, the study is limited to the ecological perspective of linguistic studies (VAN LIER, 2004, 2010) and analytical literacy dimensions (MOREAU ET AL., 2013) based on assumptions regarding the multimodal resources of digital technologies (LEFFA, 2006; MORAN, 2013) and the mediating function of language (VIGOTSKI, 2009) in particular the Portuguese Host Language (BARBOSA; SÃO BERNARDO, 2017) and its implications regarding the notion of affectivity (LEITE, 2012). Methodologically, it is a qualitative case study (STAKE, 1994) with a virtual ethnographic basis (SANTOS; GOMES, 2013) whose data generation occurred through participant observation (BOGDAN; BIKLEN, 1998) and field notes (FETTERMAN, 1998). Its relevance resides in the urgency in the process of refugee immigrants sociodiscursive practices that make it possible to obtain minimum conditions of dignified life and guarantee autonomy at their agency in the destination country (COSTA; TAÑO, 2018). The research results suggest that the ecological approach to literacy practices in a virtual environment broadens the understanding of the articulations inherent to the language teaching-learning process, providing the teacher better conditions to promote the autonomy of the students in the context of immigration, in driving solutions that meet their pressing sociodiscursive needs, focused on social immersion practices in the country of arrival.

Does Online Learning Meet the Expectation? A Case Study of Short Semester General English Class

2017 ◽  
Vol 1 (3) ◽  
pp. 26
Author(s):  
Asih Santihastuti
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Digital Literacy ◽  
Online Teaching ◽  
English Class ◽  
Efl Students ◽  
Teaching Learning ◽  
High Level ◽  
Giving Feedback

<p>The fact that today’s students are mostly equipped with high level of digital literacy encourages English teachers to use the Internet as one of the teaching learning media. Moreover,, the abundance of online materials for EFL students which are easily accessible makes the teachers’ job much easier. However, these advantages do not come alone without any drawbacks that challenge the teachers in implementing effective online teaching-learning activities for the class and get the most of it. This paper highlights the challenges that the teachers face in implementing online learning for general English class during the short semester program and reveals students’ perceptions on it as part of the reflection on the teaching-learning process. The unique characteristic of this program which is run only for one month requires the teacher creatively seeking effective activities for the class in order to meet the program requirement. The class shows that the students’ performance during the online learning is better compared to the offline class. The students become more active as well as enthusiastically involved in posting thread and giving feedback to their classmates’ thread. Although during the process the students show interest in joining the online discussion, the teacher still have difficulty in finding the strategy to measure the effectiveness of this mode of learning. The reflective writing written by the students identify some issues which mostly deal with their impressions in joining the online learning as well as their difficulties in performing during the teaching learning process. Some students even give suggestions for better improvement in the next application of online learning.</p><p> </p><p><strong>Keywords: </strong><em>online learning, teacher’s reflection, students’ perception, students’ performance.</em></p>

scholarly journals Analog and Digital Games as a Pedagogical Tool in the Teacher Training Context

2019 ◽  
Vol 4 (2) ◽  
pp. 163-173
Author(s):  
Maria Do Céu Ribeiro
Keyword(s):  
Learning Process ◽  
Basic Education ◽  
Learning Strategy ◽  
Participant Observation ◽  
Howard Gardner ◽  
Pedagogical Tool ◽  
Excellent Teaching ◽  
Field Notes ◽  
Teaching Learning ◽  
Multiple Skills

This article focuses on analog and digital game play and the challenges it poses to future teachers in an educational context. For that, a review of the literature on the subject was made, addressing the theories of Piaget and Vygotsky. We refer to the game as a pedagogical resource, its relation to the teaching-learning process, and its role in stimulating the multiple intelligences referenced by the psychologist Howard Gardner. Structurally framed by this theoretical framework, we developed this study in an integrated internship context in a classroom of the First Cycle of Basic Education, with 20 children ages 9 and 10. In order to carry out this research, we developed teaching-learning experiences that allowed us to answer the following question: How do the different game supports (analog/digital) motivate children to the teaching-learning process? In order to answer this question, we have outlined the following objectives: i) to understand if the type of support in which children play influences learning; ii) develop activities in contexts, using games (analog and digital); (iii) understand, to what extent, playing games encourages the development of multiple skills. The study is part of a descriptive, interpretive, and reflexive process, framed in a qualitative approach. For data collection, we used participant observation, observation log grids, field notes, photographic records, and interviews with the children. After analyzing the data, these tend to reveal, among other aspects, a remarkable improvement in motivation of children, perceiving that the game is an excellent teaching/learning strategy that allows the development of social and communication skills of children, predisposing the child for learning. As far as the type of game support is concerned, we found that although digital is more appealing to children born in the Digital Age, we verified that both the game in analog and digital support, when properly integrated into the educational action, are also promoters of meaningful and lasting learning.

scholarly journals Grammar Translation Method: Current Practice In EFL Context

2019 ◽  
Vol 4 (1) ◽  
pp. 187
Author(s):  
Milawati Milawati
Keyword(s):  
Current Practice ◽  
Mother Tongue ◽  
Translation Method ◽  
Classroom Observations ◽  
Efl Context ◽  
Field Notes ◽  
Research Questions ◽  
Grammar Translation Method ◽  
Videotape Recording

This paper reports the findings of a case study investigating Grammar Translation Method (GTM) through mother tongue, much-isolated words, and putting words together in grammar class to scaffold students’ learning. Mixed methods, classroom observations, field-notes and videotape recording, were employed to collect the data. The data gained, then, transcribed and classified by using code. The selected data is displayed into table and analyzed descriptively. While validating data is done by crosschecking  the result of data analysis of each methods. The data is reported in regard with the result of findings and discussion to answer the research questions of this study. Findings indicate that among three types of GTM, the use of mother tongues was frequently used to give instruction.Other findings show that much-isolated words were used to introduce new vocabulary, and putting words together were used to explain topic discussion. Some changes to create effective GTM through other types of GTM was also discussed.

Teaching English to Arab learners

2021 ◽  
Author(s):  
Ferid Chekili
Keyword(s):  
Learning Process ◽  
Foreign Languages ◽  
Linguistic Knowledge ◽  
Teaching English ◽  
Research Hypothesis ◽  
Educational Linguistics ◽  
Speed Up ◽  
Teaching Learning ◽  
The Right ◽  
Lack Of Knowledge

Abstract Both ‘Educational Linguistics’ and ‘Pedagogical Linguistics’ have demonstrated the importance of linguistic knowledge in teaching/learning second/foreign languages. More recently, there have been concrete proposals that insights from formal linguistics and theoretical acquisition research may also play a role in pedagogy. Indeed, many observed difficulties in L2 can be traced back to lack of knowledge, on the part of teachers, of certain abstract linguistic concepts. In this paper, two English constructions (constructions with Object pronouns and DP-internal concord) claimed to be problematic for the learner/teacher in the absence of any linguistic knowledge will be investigated in terms of their abstract properties. The implication is that such linguistic knowledge will speed up the process of learning. This will be supported by previous findings on aspectual contrasts in English and Arabic where such knowledge clearly obtains, causing the learning process to be relatively rapid. Evidence for the presence of this knowledge in the learners comes from observation of the transitional stages in the learning process which indicate that the learner is on the right track to learning. The research hypothesis will be argued to have significant implications for teaching, and thus, if correct, will corroborate some recent findings.

scholarly journals Increasing Students’ Awareness in Speaking Participation

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Ribeh Najib Muhammad
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Research Question ◽  
Group Discussion ◽  
Narrative Text ◽  
The Third ◽  
Asking Questions ◽  
Field Notes ◽  
Teaching Learning

The lack of students’ activities seems to be the main reasons why the teacher failed to maximize the participation of the students in a senior high school in a small city in East Java Indonesia. The unification of two different basic competences into one lesson plan also makes the indicator of the lesson plan become not too clear and not specific enough. Thus the research questions of this study are: 1. How is the implementation of the teaching and learning process based on the revised lesson plan conducted by the teacher? 2. How is the teaching and learning process based on the revised lesson plan followed by the students? 3. How is the students’ participation in learning speaking after the teaching and learning process based on the revised lesson plan conducted? This research is a classroom action research with one cycle only. The first data is in the form of description of the teacher’s activities during the teaching and learning process, the source of the data is the teacher who conducts the revised teaching-learning process. The second data is the description of students’ activities during the teaching and learning process, the source of the second data is the students who follow the teaching and learning process based on the revised lesson plan. The third data is the participation of the students when they are taught using the revised lesson plan, the third source of the data is also the students who follow the teaching and learning process based on the revised lesson plan. The researcher used unstructured field notes to write all the information which were seen and heard and also everything that happened during teaching and learning process conducted by the teacher. The data need to be sorted and classified to know the relevant data and non-relevant data. Then the relevant data were classified based on each research question to be analyzed. The students’ participation in the teaching and learning process of speaking narrative text based on the revised lesson plan was better, because the students could follow the instructions and do the activities of speaking narrative text smoothly, every student was able to present their stories in the group and in front of the class, they were active in the group discussion for asking and answering their friends’ question, they were also active in asking questions to the teacher and answering questions from the teacher.

scholarly journals THE USE OF YOUTUBE TO SUPPORT EFL STUDENTS' LISTENING SKILLS

2021 ◽  
Vol 2 (2) ◽  
pp. 1-12
Author(s):  
Ignasia Yuyun ◽  
Fitri Yanti Simamora
Keyword(s):  
Learning Process ◽  
Listening Comprehension ◽  
Private University ◽  
Listening Skills ◽  
Authentic Material ◽  
Digital Era ◽  
Teacher Needs ◽  
Information And Communication ◽  
Efl Students ◽  
Teaching Learning

Authentic material in the English as a Foreign Language (EFL) classroom, particularly in listening,  encourages students to apply actual language or authentic speech. In this digital era, Information and Communication Technology (ICT)  plays a pivotal role for the teacher's resources to support the teaching-learning process in the classroom. The teacher can find free resources on the Internet by browsing Google, Yahoo, and YouTube. Using YouTube videos can improve students' listening comprehension as it brings many benefits to learners. YouTube is a tool of authentic material to support the student to focus more on listening. The teacher needs to encourage student's motivation in the teaching-learning process. Therefore, this study investigates how YouTube Video is a teaching tool to improve student's listening comprehension skills. There were eight participants from the English Department in a private university in Jakarta. The data was collected through class observation and interviews to observe EFL students' progress in the learning process of listening. This study revealed that YouTube video benefits EFL learners, such as improving students' confidence, enjoying the learning process, making the learning process more fun, and increasing students' interest in learning.

scholarly journals IMPROVING STUDENTS� SPEAKING SKILL BY USING PICTURE STRIP STORY

2017 ◽  
Vol 2 (2) ◽  
pp. 100
Author(s):  
Odi Kosdian
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Collaborative Action Research ◽  
Collaborative Action ◽  
Speaking Skill ◽  
Asking Questions ◽  
Field Notes ◽  
The Subject ◽  
Teaching Learning

This research is aimed at improving students� speaking skill by using picture strip story in class XI IPA 1 of Senior High School 1 Luragung. The problems in this research are the low of students� skill in speaking. This research was applied through collaborative action research which was conducted in two cycles. The subject of this research was English subject in class XI IPA I with total number of students 34. The result of the research showed that picture strip story could improve students� speaking skill. The result of test I was 62.69, test II was 68.83 and test III was 74.22. The students who passed the Minimum Mastery Criterion (KKM) were 22 students or 64.71%. In addition, the result of field notes showed that the classroom situation during teaching learning process by using picture strip story created the positive atmosphere. In cycle 1, there were no students who chatted and played handphone during the teaching and learning process by using picture strip story, all of students in a group did the task together and discussed it each other, the students could answer teacher�s question, and all of students spoke in English while expressing their ideas. In cycle 2, the classroom situations were completed with students asking questions to the teacher.Keywords: speaking skill, picture strip story, improve, collaborative action research

scholarly journals Shift in the Education System Stimulated by COVID-19

2020 ◽  
pp. 156-160
Keyword(s):  
Learning Process ◽  
Education System ◽  
Knowledge Space ◽  
Health Crisis ◽  
Knowledge Based ◽  
Online Mode ◽  
Knowledge Based Economy ◽  
Brick And Mortar ◽  
Teaching Learning

A knowledge based economy is equipped with the weapon of a solution to all its problems even in the time of distress. Hence, with the augmentation of the economies there are announcements of progressive issues which in turn demand for a further augmentation in the sphere of education. India has witnessed a perpetual development in the realm of education, starting from the Vedic era of Gurukul system to the chalk and talk mode of the brick and mortar setup to the ICT enabled digitalized mechanism. The recent pandemic, namely, COVID-19 has unlocked anew demand for a digitally supplemented knowledge space. The contemporary trend tends to replace text books by e-books and resource repositories and the hefty assignments dislodged by the e-assignments which seem to be profoundly advocated by the student fraternity. Invigorated by the online mode of teaching the students band seem to favour this mechanism. The navigation through this digitalized mode of learning necessitates the need for the physical intervention of technologically sound teachers. In this framework the paper envisages to examine the factors which affect the shift from offline to online mode, coupled with analyzing the student body’s reactions while accommodating the teaching learning process during this health crisis.

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