scholarly journals TEACHERS QUESTIONING STRATEGIES IN ACHIEVING STUDENTS SPEAKING COMPETENCE IN ENGLISH CLASSROOM

2021 ◽  
Vol 7 (1) ◽  
pp. 103
Author(s):  
Mohammad Yasid ◽  
Ahmad Munir ◽  
Pratiwi Retnaningdiyah
Keyword(s):  
Learning Process ◽  
Private School ◽  
Effective Teachers ◽  
Teaching And Learning ◽  
Wait Time ◽  
Display Type ◽  
English Classrooms ◽  
Additional Information ◽  
Questioning Strategies ◽  
English Classroom

The study investigates the grilling system teachers applied at school to know the learners’ answers and “the” teachers’ reasons for achieving students’ speaking competence in English classrooms. The qualitative method is chosen to see the researcher's question responses, the observation in the classroom, and some questions toward the educators. As the findings implied, the two teachers required prompting, changing cognitive demand levels, and providing additional information in display type more dominant than others questions strategies and effective communication. The teacher at the private school repeated the questions and translated them into Indonesia or mixed the questions to relieve the learners' understanding about inquiries and responses effectively. Nevertheless, the totality of English was engaged by the teacher at the state school.  The students were easier to understand simpler after the teacher explores many questions and applied much longer time toward the wait time method. The study presented the helpful results of the questions used when the teachers operated in the teaching and learning process and upgraded learners' responses in participating in the learning process. This study offered effective teachers’ questioning strategies in increasing learners' communicative skills, particularly in achieving speaking competence.

scholarly journals Teachers’ Questioning Strategies to Promote Students’ Critical Thinking in EFL Classroom: Perceptions And Practices

2020 ◽  
Vol 1 (8) ◽  
pp. 53
Author(s):  
Angella Novitaningrum ◽  
Lies Amin Lestari ◽  
Syafi’ul Anam
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Wait Time ◽  
Classroom Context ◽  
Teachers Perceptions ◽  
Questioning Strategies ◽  
K 13 ◽  
Classroom Perceptions

This study was intended to describe teachers’ perceptions and practices of questioning strategies to promote students’ critical thinking in EFL classroom. It was a descriptive qualitative research that investigated two English teachers who taught at eighth grade of Junior High School in Trenggalek. Interview and observation were conducted to collect data in order to answer research questions. The findings showed that; first, two teachers who became participants of this study had positive perceptions that practicing appropriate questioning strategies could stimulate students to think critically in learning process, and second, the teachers applied some types of questioning strategies, those were, wait-time, probing, prompting, and reinforcement. In  conclusion, reffering to the issue of promoting students’ critical thinking as a result of recent curriculum (K-13), teacher’s questioning strategies was useful to be considered in teaching and learning process, and teachers’ perceptions was one of factors that influence their’ practices in classroom context.

scholarly journals Kahoot Apps in ELT Context: An alternative Learning Strategy

2019 ◽  
Vol 1 (1) ◽  
pp. 11-15
Author(s):  
Nunung Susilo
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
English Language Teaching ◽  
Online Application ◽  
Know How ◽  
English Classrooms ◽  
Quality Of Teaching

This research was designed in descriptive qualitative research to ensure there are triangulations data regarding Kahoot apps in English Language Teaching (ELT) context. The data was collected from several related literature on the application of Kahoot online application in English classrooms including online forum. The analysis of the study sees teaching English using media such as Kahoot is one effective strategy that makes students enjoy the teaching and learning process around the globe. Many studies have proven the effectiveness of using video as a learning medium for students, especially in EFL classes. Kahoot seems not only gives students pleasure to learn but also can make students more active and comfortable in the learning process. Therefore, taking a cue from many studies around the world underline the significant findings the teacher as a model must know how to deliver good material using Information system i.e., Kahoot online application. This study also would like to suggest before using this online application as a medium for teaching, teachers must have a step by step plan of what the teacher must do during teaching and learning to ensure the quality of teaching.

O Fórum no Ensino Presencial: Despertando o Interesse dos Alunos Por Meio da Integração de Conteúdos da Sala de Aula para Ambientes Virtuais

2018 ◽  
Vol 19 (4) ◽  
pp. 433
Author(s):  
Cleonice Jose De Souza ◽  
Luciane Guimarães Batistella Bianchini ◽  
Solange Franci Raimundo Yaegashi ◽  
Juliana Gomes Fernandes ◽  
Bernadete Lema Mazzafera
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Virtual Environments ◽  
Learning Environments ◽  
Learning Process ◽  
Private School ◽  
Teaching And Learning ◽  
Discussion Forum ◽  
Teaching Learning ◽  
The City

A integração de ambientes virtuais e seus aplicativos no processo de ensino e aprendizagem possibilitam novas proposições aos alunos, bem como diversificam e apoiam as ações do professor. A presente pesquisa caracterizada como qualitativa analisou como 10 professores, de uma escola particular da cidade de Londrina (PR), consideram o uso do fórum de discussão para o processo de ensino e aprendizagem escolar presencial. Para a coleta de dados foram aplicadas quatro questões abertas. Os resultados indicaram que os fóruns, apesar de ainda serem pouco utilizados pelo grupo entrevistado, mostraram-se uma ferramenta muito útil para despertar no estudante o interesse por participar das atividades propostas pelo professor emitindo sua opinião e instigando o debate entre os colegas. Além disso, possibilita a articulação dos conteúdos presenciais da sala de aula com novos debates decorrentes das discussões, que transcendem para outros ambientes de aprendizagem. Palavras-chave: Ensino. Aprendizagem. Fórum. AbstractThe integration of virtual environments and their applications in the teaching and learning process offers new propositions to the students and it also diversifies and supports the teacher’s actions. The present qualitative research analyzed how ten teachers from a private school in the city of Londrina (PR), consider the use of the discussion forum for the process of onsite teaching and learning. For the data collection, four open-ended questions were applied. The results indicated that the forums, although still not frequently used by the interviewed group, proved to be a very useful tool to awaken the students’ interest in participating in the activities proposed by the teacher, expressing their opinions and instigating the debate among the classmates. In addition, it makes it possible to articulate classroom contents with new debates resulting from discussions that transcend to other learning environments. Keywords: Teaching. Learning. Forum.

scholarly journals Am I getting my point across? Microstructure of English classroom discourses by Acehnese teachers

2022 ◽  
Vol 9 (1) ◽  
pp. 78-93
Author(s):  
Meta Keumala ◽  
Dohra Fitrisia ◽  
Iskandar Abdul Samad ◽  
Sofyan Abdul Gani
Keyword(s):  
Code Generation ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Function Words ◽  
Spoken Discourse ◽  
English Classrooms ◽  
Class A ◽  
Class B ◽  
Lexical Density ◽  
English Classroom

For English teaching practice, productive talks that spur students’ comprehension, creativity, and problem-solving ability are vital. This research aimed at finding out the spoken discourse based on six phases of microstructure in English classrooms. The data were obtained recordings and observations of two English teachers, chosen through purposive sampling, from Islamic senior high schools in Aceh. The data were concerned with the lexical density or the ratio of content to grammatical or function words within a clause. They were analyzed through thematic analysis which consists of five steps: data familiarization, code generation, theme search, themes revision, and theme definition. It was found that the total lexical density obtained by the first teacher in Class A was 63.66% and in class, B was 66.52%, while the second teacher in Class A was 71. 74% and in Class B was 68.12%. The second teacher 2 in Class A had a higher lexical density than the first teacher even though both of them are considered to produce a high lexical density of around 60-70%. The formality of spoken discourse of the two teachers shows that the first teacher produced 172.5 while the second teacher produced 184. It means that the second teacher's spoken discourse was more formal than the first teacher’s discourse. To analyze the utterances of teachers and to find the density of language used in the classrooms during the teaching and learning process is important because they implicitly inform whether the language used is understandable for the students or not.

scholarly journals The Challenges and Opportunities; CIPP Model for Evaluation for TEFL Following the COVID-19 Pandemic

2020 ◽  
Vol 2 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Muhammad Mustangin ◽  
Beny Riswanto
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Private School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Program ◽  
Cipp Model ◽  
The Government ◽  
Teaching Learning

This study are focused in : (1) how the context of the Online teaching learning process program on Covid-19 outbreak. (2) how the input of the Online teaching learning process program on Covid-19 to the success program, (3) how far the challenge and the opportunities of the Online teaching learning process program on Covid-19 pandemic. The objects of this study were: the English teacher in government’ schools and private school of junior high school and senior high school, and the students. The data were obtained from interview, classroom observation, and document analysis. Those data were analyzed by using Context, Input, Process, Product (CIPP) Model by Kellaghan and Stufflebeam (2003). The findings revealed some facts. First, in the context evaluation, it can be concluded that the online teaching and learning program are relevant and formulated in order to meet the students’ needs on this pandemic. Second, in term of input evaluation, the teacher did not fulfill the requirements of a qualified teacher yet. Therefore, this pandemic has become a challenge for educators especially for English teachers and students in higher education level. It impacted classrooms to be hardly. Here, the researcher advice the government to conduct a training and workshop in order to improve the quality and the professionalism.

scholarly journals TEACHER’S INITIATION IN ENGLISH CLASSROOM INTERACTION BASED ON SINCLAIR AND COULTHARD MODEL

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Nurmiati Sitompul ◽  
Siti Aisah Ginting ◽  
Isli Iriani Indiah Pane
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Dominant Type ◽  
English Classroom

This study was about teacher’s initiation in English classroom interaction based on Sinclair and Coulthard Model. The aimed of this study were (a) to find out the types of teacher’s initiations used in English classroom interaction based on Sinclair and Coulthard Model, (b) to find out the dominant type of teacher’s initiation used in English classroom Interaction based on Sinclair and Coulthard Model, and  (c) to find out the reason why the  teacher used the dominant type of  initiation during the teaching and learning process. This research used  qualitative research. To answer the problems of the study, the data were collected in three ways by observing, recording and interviewing. The data were analyzed based on Sinclair and Coulthard  theory (1975). The result of this study were the following, (a) There were nine types of  teacher’s initiations found during the teaching and learning process,  namely, teacher elicit, teacher inform, teacher direct, listing, re-initiation (i), re- initiation (ii), check, repeat, and boundary. (b) the dominant type of teacher’s initiation used in English classroom interaction was teacher elicit, which was 40%. (c) the reasons why the teacher used the dominant type of initiation during the teaching and learning process was categorized based on the variables that were affected on teaching and learning process (Gage,2004), they were: the teacher believed that by initiating elicit, it could create an effective classroom interaction, the teacher believed that by initiating elicit, it could push the students on process of flashback, the teacher believed that by initiating elicit, the students would be encouraged to become more confident and braver to participate actively during the teaching and learning process.Key words: Teacher’s Initiation, Classroom Interaction, Sinclair and Coulthard.

scholarly journals Inquiry Method in the Teaching and Learning Process

2020 ◽  
Vol 8 (3) ◽  
pp. 6-9
Author(s):  
Ganesan Shanmugavelu ◽  
Balakrishnan Parasuraman ◽  
Khairi Ariffin ◽  
Baskaran Kannan ◽  
Manimaran Vadivelu
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Vital Role ◽  
Learning Activity ◽  
Student Centered ◽  
Student Centered Learning ◽  
Questioning Strategies ◽  
Inquiry Method

The aim of this study is to discuss the use of the inquiry method in the teaching and learning process. The inquiry method is a student-centered learning approach with the concept of students who are actively involved in the teaching and learning activity under the monitoring and supervision of teachers. This study describes how to implement the inquiry method in the classroom. Five aspects such as planning behavioral objectives, designing teaching materials, designing questioning strategies, designing teaching and learning strategies, and evaluating are emphasized in the designing of the inquiry method in the teaching and learning process. Teaching and Learning based on the inquiry method is an approach that helps students build their knowledge and understanding through research and exploration activities based on existing knowledge. The inquiry method requires higher-order thinking skills and critical thinking to make conclusions. Besides that, teachers play a vital role in the success of the inquiry method for the realization of educational reforms.

scholarly journals Evaluation Of Arabic Learning Using The Kahoot Application In The Pandemic Era Of Covid-19

2020 ◽  
Vol 4 (2) ◽  
pp. 153-164
Author(s):  
Mira Mira ◽  
Syihabudin Syihabudin ◽  
Yayan Nurbayan
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Development ◽  
Implementation Process ◽  
Arabic Language ◽  
Learning Program ◽  
Additional Information ◽  
Use Of Technology ◽  
The University

This study aims to measure the extent of the benefits of technological development as a means of academic evaluation. On this occasion, the researcher chose the Kahoot program as a model, a game-based smartphone learning program used as a school and educational stream designed by two scientists from the University of Norway. Researchers use the program of using the Kahoot program in the implementation process for students participating in Arabic language training courses at the Language Center of the State Islamic University of Sunan Gunung Djati Bandung, the results of the study show that this program is of great use to teachers when they show tables that are more effective and efficient, because of the program. It is easy to use question setting by teachersand teachers. It is reliable and can predict the results of decisions after students have answered questions. Apart from that, this program also provides students with fun games such as game programs and can also be accessed easily via smartphones. Researchers hope that this study's results can provide additional information and input for teachers to increase the use of technology in the online teaching and learning process, especially during the Covid-19 epidemic, so that the teaching and learning process is more exciting effective.

scholarly journals Teachers’ reinforcement and students’ perception to the teachers in English classroom

2020 ◽  
Vol 9 (1) ◽  
pp. 96-106
Author(s):  
Maria Ana Mei Lestari
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Positive Reinforcement ◽  
Teaching And Learning ◽  
English Teachers ◽  
Delayed Reinforcement ◽  
Teaching Process ◽  
Verbal Reinforcement ◽  
English Classroom ◽  
Almost All

The study focuses on the positive reinforcement that is used by the teachers in each class and students’ perception towards reinforcement itself. This research involved two English teachers and two different classes of year ten students in SMA Kristen YSKI Semarang. To describe the use of reinforcement by the teachers, their teaching process were recorded and observed. Questionnaire and interview were done at the end of the lesson to describe how the students perceive reinforcement. This study is qualitative research.  The data showed that the teachers used various types of reinforcement based on the theory of reinforcement by Moore (2007). They are Verbal, Non-verbal, Vicarious, Delayed, and Qualified Reinforcement. They used almost all types of reinforcement, except the Delayed Reinforcement. In general, Non-verbal Reinforcement was mostly used by the teachers. The interview results showed that the students agreed that reinforcement is important and useful for them during teaching and learning process.

scholarly journals Teachers’ Perceptions of the Effect of Question-Asking Behaviour on EFL Classroom Interaction

2020 ◽  
Vol 2 (1) ◽  
pp. 234-253
Author(s):  
Nourreddine Menayni ◽  
Marwa Merabti
Keyword(s):  
High School Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Classroom Interaction ◽  
School Students ◽  
Teachers Perceptions ◽  
Questioning Strategies ◽  
The Social ◽  
Considerable Body

Promoting the learning environment and the enhancement of the teaching and learning process has always been the concern of researchers, teachers and course designers. In this respect, a considerable body of research has been concerned with the linguistic aspects of classroom interaction, many of which dealt with questioning strategies and the type of questions being employed in the EFL classroom. The main goal of this study is to explore the effect of teachers’ questions in enhancing interaction among high school students in EFL classrooms. It also pinpoints the features and types of questions that can foster interaction and make the learning process more promising. Data of this research were collected using a questionnaire, which was administered to Moroccan EFL teachers, and were analysed by Statistical Package of the Social Sciences (SPSS). The findings indicated that teachers’ perceptions are positive towards questioning- asking as a teaching strategy, and questions’ features and types on the creation of classroom interaction and improvement of discourse. In other words, some question types significantly promoted classroom interaction while others failed to do so.

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