Types of questions teachers use and their importance in the reading classes of English (original) (raw)
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Students of EFL (English Foreign Language) classroom need some tools that facilitate them to develop their reading skills. One of the tools is question. Question belongs to one of the most crucial tools in guiding and extending student’s learning (Gattis, 2002:41, as quoted in Sujariati, Rahman, & Mahmud, 2016). This study is descriptive qualitative research. It investigates about questioning in a reading class in one Islamic Senior High School in Bandung. Specifically, it finds out the teacher’s question types and the students’ opinions towards the questions that asked by the teacher in the reading class. In conclusion, mastering English reading skill can be something difficult for students who learn English as foreign language because they do not use the language in their daily lives. However, a teacher can apply both display and referential questions to students. By applying those question types, the students are encouraged to focus in learning reading material in the class and b...
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Didactic concept on the questioning is a process which is closely linked to student learning, provides interactivity during the process of teaching, enables deeper levels of learning, creates infinite space for the development of critical thinking and many other mental and psychological processes. The dimensions of questioning lie on many levels: the level of the text, the level of student relations and student teachers relations during student group work and other educational activities. The object of this study is the questioning process that relates to the inclusion of respondents used as pedagogical devices within the content of each lesson topic. For the purpose of this study two groups of texts were taken inconsideration: texts of social sciences and natural sciences used in the Albanian school in order to see how questioning represents different levels of the taxonomy of learning and the types of questions designed according to different dimensions. In line with this observation the level of student learning was reviewed. This study gives some research findings based on the above analyses aiming at helping the authors of textbooks and teachers with writing and asking questions which enhance critical thinking and learning.
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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 lit...
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The aim of this research was to investigate teacher’s questions based on the levels and functions of questions in English classrooms at Senior High Schools. The study was a descriptive qualitative. The subjects of this research were six EnglishSenior High School teachers In Rejang Lebong Regency. For collecting the datatape recording, observation checklist and interview were employed. Result related toresearch questions showed that the teacher’s questions were categorized remembering, comprehending and applying and analyzing level. None of the teachers used questions in, evaluating and creating level of the Bloom’s Taxonomy.In the research only five function of questions were found namely: practicing skills,checking prior knowledge, recapping, and checking understanding. From thefinding it can be concluded that The questions asked by the teachers in classroomsare in lower order cognitive level and not all function of questions (from elevenfunction of questions) were applied by the t...
ENGLISH TEACHERS' QUESTIONS IN A VIETNAMESE HIGH SCHOOL READING CLASSROOM
JEELS (Journal of English Education and Linguistics Studies), 2017
Recently, developing students' thinking, especially critical thinking (CT), has become a hot issue. Critical thinking has been claimed to have an important impact on learners' reading comprehension because it can help them analyze, evaluate, construct their thinking, solving problems and reasoning (Ennis, 1989). However, the extent that teachers' classroom activities contribute to developing students' critical thinking has rarely been researched. The current case study was conducted with six EFL high school teachers and 10 reading lessons in Vietnam to explore the teachers' use of questions and to analyze if these questions could facilitate the students' critical thinking. Classroom observations and the cognitive domain of Bloom's taxonomy were adapted as the research instruments. The study results reveal common types of questions are often used by high school teachers in their reading lessons. Suggestions are made on types of questions that teachers should function more in their class in order to enhance students' critical thinking.
CRITICAL LITERACY IN THE ENGLISH LANGUAGE CLASSROOM (O letramento crítico na aula de língua inglesa
Resumo: Este artigo relata uma experiência de desenvolvimento de materiais didáticos para alunos de escolas públicas no sul do Brasil, em um projeto financiado pela SEED – Secretaria de Estado da Educação do Paraná. Os materiais foram pensados como recursos a serem utilizados pelos professores de acordo com suas necessidades locais, ao invés de constituírem-se simplesmente em um livro didático. A teoria subjacente ao projeto está baseada no letramento crítico e na concepção da língua como discurso, ou seja, uma língua repleta de valores culturais e ideológicos, os quais determinam significados e estabelecem relações de poder entre textos, entre leitores e entre textos e seus leitores, em sintonia com o conceito freiriano de palavramundo – " wor(l)d ". Os alunos leitores são, nesse sentido, coprodutores de significados e responsáveis por dar sentido à realidade. Esperamos que alunos e professores, que venham a utilizar os materiais que elaboramos, se tornem mais cientes de suas possibilidades como agentes e, desse modo, pretendemos estimular um sentido de cidadania ativa tanto em alunos quanto em professores. Palavras-chave: letramento crítico, cidadania, ensino de inglês, escolas públicas. Abstract: This paper reports the experience of developing teaching materials for public school teachers and students in southern Brazil in a project funded by the Education Department of Paraná State. The materials were intended as resources to be used by teachers according to their needs and those of their local communities, rather than as a textbook per se. The theory underlying this project is based on critical literacy and the idea that language is discourse, i.e. embedded in cultural and ideological values which determine its meaning and establish power relations among texts, among readers and among texts and their readers-Freirean " readers of the wor(l)d ". Student-readers are, in this sense, co-constructors of meanings and responsible for making sense of reality. We expect students and teachers who use the materials we designed to become more aware of their possibilities as agents and this way we intend to foster a sense of active citizenship.