Promoting Student Questioning in EFL Classroom: Teacher’s Strategies in 2013 Curriculum Context

The government expects that the learning process in the 2013 curriculum uses inspiring, interactive, fun, and challenging activities that engage students’ participation in the class. The students’ involvement and critical thinking in meaningful learning are increased when the students ask questions productively in the classroom. However, Indonesian EFL students are indicated to have little space for interacting in the classroom, not to mention questioning. For that reason, this study aims to explore the teacher’s strategies in encouraging student questioning in EFL class. A qualitative research design was conducted through observation, interview, and questionnaire. The findings showed that the teacher used various strategies in promoting student questioning: providing a free question time, using turn-taking questioning, evolving a receptive classroom atmosphere, and giving explicit instruction in the teaching and learning process. Finally, this study implies that Indonesian EFL students would be encouraged to ask questions actively when: (a) the activities to pose questions were set; (b) objects or topics of questioning to scaffold students were provided; (c) classroom climate was accepted questions; (d) clear instructions were given. Thus, student questioning could be raised through instructional interventions from the teacher.

Hooked On Questioning How the Teacher-Librarian Can Change Questioning Practices In Their Schools

Questions are an essential tool used in all teaching situations. This paper summaries current research on the best ways to ask questions and suggests how teacher-librarians can use this knowledge to guide their teaching faculties towards more effective classroom practice. It provides a guide for planning questions to incorporate a range of thinking from the cognitive, creative, and affective domains and gives practical examples of the ways this might be achieved. Essential questions are briefly discussed and the need to support and encourage student questioning is demonstrated. Determined to bring about change, the teacher-librarians used videos, Power Point, web quests, Inspiration, and the school intranet in alerting their staff to the teaching and learning opportunities afforded by good questions. How this was does and the progress and pitfalls of their endeavours are outlined.

Improving Student Asking Activity by Using Learning Start with a Question (LSQ) Learning Method

<p><em>This study aims to meet whether the Learning Start With A Question (LSQ) learning method can be used to improve the results of questioning activeness in grade IV SD Negeri Pereng. This research method is Classroom Action Research (PTK), using the model of Kesmis and Mc. Taggart. The subjects in this study were the fourth grade students of SD Negeri Pereng, Tasikmalaya Regency, totaling 17 students. Data collection techniques in the form of student observation sheets, tests to determine the ability to ask questions and administrative learning documents. The results showed that the use of the Learning Start With A Question (LSQ) learning method in social studies learning could increase the activeness of the fourth grade students of SD Negeri Pereng, Tasikmalaya Regency. Based on the test results obtained by students at the end of each cycle, it showed an increase in student questioning activity. The average completeness in the first cycle was 47.35, and the average completeness in the second cycle was 67.64, while the average of the third cycle was 78.82. The results show that the quality of the learning process, especially in questioning activeness, has increased.</em><em></em></p>

COMPONENTS OF PROFESSIONAL SELF-DETERMINATION OF A PEDAGOGICAL UNIVERSITY STUDENT

Представлено исследование мотивов и факторов профессионального выбора как одной из характеристик профессионального самоопределения студенческой молодежи. Материалом послужили исследования 1990-х гг. ученых Е. А. Климова, Н. В. Кузьминой, В. А. Сластенина, Г. Н. Пашкевич и проведенное авторами в октябре 2019 г. анкетирование студентов 1-го курса Томского государственного педагогического университета. Исследование проводилось на основе теоретических (анализ научной литературы и статистических данных приемной кампании 2019 г.) и эмпирических (анкетирование студентов) методов. Цель статьи – представить педагогическому сообществу факторы, влияющие на профессиональный выбор студентов-первокурсников, ставших участниками исследования 2019 г., в сравнении с исследованиями в этой области периода 1990-х гг. Были сделаны следующие выводы: получение педагогической профессии остается наиболее привлекательным для девушек; сохраняется внутригосударственная и международная образовательная миграция абитуриентов; довузовский педагогический опыт помогает сделать осознанный выбор направления подготовки в педагогическом вузе; у современных студентов-первокурсников присутствуют внутренние мотивы, но преобладают положительные внешние. По сравнению с исследованиями В. А. Сластенина, увеличился процент студентов, которые отнесли к факторам, повлиявшим на выбор педагогического вуза, факторы «желание получить высшее образование» и «так сложились обстоятельства», что дает основание говорить об актуальности содействия в профессиональном самоопределении студентов в период обучения в вузе. The article presents a look into the motives and factors of the professional choice as one of the characteristics of students’ professional self-determination. Material for this research was obtained from researches of the 1990s by the scientists E. A. Klimova, N. V. Kuzmina, V. A. Slastyonin, G. N. Pashkevich and from questionnaires of first-year students at Tomsk State Pedagogical University in October, 2019. The research was carried out by means of theoretical methods (analysis of the scientific literature and statistical data of the 2019 admission campaign) and empirical methods (student questioning). This article is compiled to reveal to the pedagogical alumni the factors influencing the professional choice of first-year students who became the participants of the research in 2019 with comparison to researches of such type carried out in the 1990s. As a result of this research the following conclusions were drawn: obtaining a pedagogical profession is the most attractive for young females; inner-state and international educational migration of prospective students remain; the pedagogical experience prospective students have before they enter a university help them to realize what major to choose at a pedagogical university; contemporary first-year students have intrinsic motives, but have more extrinsic motives. Comparing with researches by V. A. Slastyonin of the 1990s there increased the per cent of students who put forward as the factors that influenced their choice of a pedagogical university such factors as that of willing to get higher education and that of circumstances, these results allow to confirm current necessity to help students with their professional self-determination while they study at a university.

Instructional Strategies for Academic Courses

Chapter 8 outlines strategies most commonly utilized in courses in music theory, musicology, composition, conducting, and music education. However, the suggestions for lecture, discussion, and asking questions may also provide useful information for applied instructors when considering studio class interactions. I begin the chapter with a presentation of information regarding lectures and discussion-based lessons and interactions. The second part of the chapter presents strategies for getting students to read and helping students to write. I conclude with questions for discussion and suggested activities. A key focus of the chapter is on student questioning, getting students to read, and helping students to write.

Using Mobile Devices to Facilitate Student Questioning in a Large Undergraduate Science Class

Asking scientific questions is the first practice of science and engineering listed in the Next Generation Science Standards. However, getting students to ask unsolicited questions in a large class can be difficult. In this qualitative study, undergraduate students sent SMS text messages to the instructor who received them on his mobile phone and via Google Glass. Using observations, coding of texts, and interviews, the researchers investigated the types and level of questions students asked and the perceptions of the instructor and TAs on how the messages were received. From the findings of this study, it is evident that students asked a wide variety of question types and levels. It would appear that important distinctions between voice and text questions are that: (a) a shy or insecure questioner can remain anonymous; (b) questions can be asked in an interactive, but not interruptive manner; (c) there is no time limit to answering questions; and (d) the record of questions on the instructor's phone can be used to guide revision of lecture notes for future semesters.

Analisis Kemampuan Bertanya Siswa Pada Mata Pelajaran Tematik di SDN 60 Kota Bengkulu

Questioning is a primary part of student learning activities. Questioning activity is asking factual or hypothesis question that begin with guidance from teacher until the student understand themselves and become habitual activity.This research aims to describe Student Questioning Ability in Environment is Our Friend Theme of Environmental Conservation Movement Sub Theme of Thematic Subject and describe the obstacle experienced by the student of 5th Grade 60 Bengkulu City Elementary School year 2019/2020. The method used in this study is qualitative descriptive approach, that is why this research emphasize the processes rather than results. Subjects in this research are 18 students of 5th Grade 60 Bengkulu City using observation and interview sheet instruments. Data collection techniques used were observation, interviews and documentation.The result of this research is there are 7 students who have fulfill all questioning ability indicator requirements, on the other hand there is one student who only achieve one point from the requirements, two requirements of questioning ability indicators fulfill by 6 students, there are two students who can’t fulfill any requirement of questioning ability indicators. Obstacles experienced by students have not been able to use Indonesian language correctly, lack focus in asking, lack of confidence, afraid of being wrong, embarrassed when laughed by their friend and unable to raising the voice so the question can reach the entire class. Conclusion of the research is every student student of 5th Grade 60 Bengkulu City have different questioning ability.

Text-based Student Questioning in EFL Settings: Long-term Strategy Implementation in Reciprocal Reading Tasks and Its Perception

It is common knowledge for contemporary teachers at all educational levels that reading literacy and learning attainment require adopting a strategic approach. This article reports the results of the classroom-based study in which a group of English Studies students were guided over a span of time in implementing text-based questions as a component of reciprocal reading tasks. The primary goal of the study was to trace changes appearing in the quality in the use of student-generated questioning in one-term reciprocal reading training and in delayed sessions, nine months later. Some changes were identified in the students’ actual performance by assessing the quality of the questions the students asked throughout the training and delayed sessions. Also, the students’ perceptions regarding the instruction routines they participated in, were elicited by means of two interviews. The article puts forward some important insights from the study for organizing efficient classroom instruction in support of EFL students’ reading and learning achievement.