{"title":"A Descriptive Analysis Of Teachers’ Questions On English Online Learning At Senior High School Sint Carolus Bengkulu","authors":"Resha Prastika, Dedy Sofyan, Ira Maisarah","doi":"10.32663/edu-ling.v5i2.3007","DOIUrl":null,"url":null,"abstract":"The objectives of this research were to investigate the levels and functions of questions asked by English teachers in English Online Classes at SMP Sint Carolus Bengkulu. A descriptive qualitative design was applied in this current research. Three English teachers in that school were chosen as the participants. Video recording, observation checklists, and interviews were employed as the instruments. The observations were done in 9 meetings. The result showed that there were 520 questions, with 363 content-related questions indeed. The result revealed two points: (1) English teachers asked363 content-related questions out of 520 questions and applied all levels of Bloom’s revised taxonomy. The levels from the highest to the lowest frequency were understanding, remembering, evaluating, applying, analyzing, and creating. (2) English teachers asked 520 questions during the online class and applied all functions of questions. The functions from the highest to the lowest frequency were class management, checking understanding, developing vocabularies, factual elicitation, building on thinking, practicing skill, developing reflection, cued elicitation, building on content, checking prior knowledge, and recapping. Based on the data, it can be concluded that all levels and all functions of questions were applied by the three English teachers at SMP Sint. Carolus Bengkulu, yet it is suggested to teachers to improve their questioning skills, so that they can facilitate students to create their critical and creative thinking. \n","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Edu-Ling: Journal of English Education and Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.32663/edu-ling.v5i2.3007","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
The objectives of this research were to investigate the levels and functions of questions asked by English teachers in English Online Classes at SMP Sint Carolus Bengkulu. A descriptive qualitative design was applied in this current research. Three English teachers in that school were chosen as the participants. Video recording, observation checklists, and interviews were employed as the instruments. The observations were done in 9 meetings. The result showed that there were 520 questions, with 363 content-related questions indeed. The result revealed two points: (1) English teachers asked363 content-related questions out of 520 questions and applied all levels of Bloom’s revised taxonomy. The levels from the highest to the lowest frequency were understanding, remembering, evaluating, applying, analyzing, and creating. (2) English teachers asked 520 questions during the online class and applied all functions of questions. The functions from the highest to the lowest frequency were class management, checking understanding, developing vocabularies, factual elicitation, building on thinking, practicing skill, developing reflection, cued elicitation, building on content, checking prior knowledge, and recapping. Based on the data, it can be concluded that all levels and all functions of questions were applied by the three English teachers at SMP Sint. Carolus Bengkulu, yet it is suggested to teachers to improve their questioning skills, so that they can facilitate students to create their critical and creative thinking.
本研究的目的是调查SMP Sint Carolus Bengkulu英语在线课程中英语教师提出的问题的水平和功能。本研究采用描述性定性设计。那所学校的三位英语老师被选为参与者。录像、观察清单和访谈是研究的主要手段。这些意见是在9次会议上提出的。结果显示,共有520个问题,其中与内容相关的问题有363个。结果揭示了两点:(1)在520个问题中,英语教师提出了363个与内容相关的问题,并应用了布鲁姆修订后分类的所有级别。从最高频率到最低频率的级别分别是理解、记忆、评估、应用、分析和创造。(2)英语教师在在线课堂中提问520个问题,并应用了问题的所有功能。使用频率从高到低依次为班级管理、检查理解、发展词汇、事实启发、建立思维、练习技能、发展反思、线索启发、建立内容、检查已有知识、重述。从数据上可以看出,在SMP Sint,三位英语教师运用了问题的所有层次和所有功能。然而,Carolus Bengkulu建议教师提高他们的提问技巧,这样他们就可以帮助学生培养批判性和创造性思维。