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All Journal WIDYA LAKSANA International journal of education and learning
Guna, Stanislaus
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Other

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PENDAMPINGAN PENYUSUNAN SOAL BERORIENTASI HOTS BAGI PARA GURU SMA Menggo, Sebastianus; Par, Leonardus; Gunas, Tobias; Guna, Stanislaus
JURNAL WIDYA LAKSANA Vol 10 No 1 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (394.157 KB) | DOI: 10.23887/jwl.v10i1.25010

Abstract

One of the focuses of education today is assessment oriented to the higher-order thinking skills. This skill encourages students could be able to think critically, analytically, systematically, particularly in the context of problem-solving, communicating, and collaborating with peers. However, not all educators have been able to construct the items test based on the skill needed. The purpose of this community service is to provide the knowledge related to the construction of item tests that oriented to the higher-order thinking skills of 45 Senior High School teachers. The methods used to achieve this objective were lecture, question answer, discussion, and presentation. The result showed the trainees understood the nature of the construction of the test-oriented to the higher-order thinking skill in the learning process. From the four meetings done, the trainees could be able to classify and construct the tests oriented to the lower-order thinking skill, medium-order thinking skill, and higher-order thinking skill.
Corrective feedback: Pragmatic exposures in EFL classroom interactions Darong, Hieronimus Canggung; Guna, Stanislaus
International Journal of Education and Learning Vol 5, No 1: April 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i1.820

Abstract

The questioning act is considered to be one of the most common and prominent features of classroom interactions. This analysis was proposed to reveal teachers’ questioning acts serving as pragmatic exposures in their corrective feedback strategies as they interact with students in the classroom. Data were collected from two EFL teachers that conveniently observed so-called non-intrusive observation, taking notes, and audio-recording that was subsequently transcribed. Certain episodes obtained from transcription were chosen and scrutinized in light of how well they contributed to the aim of the study using Conversation Analysis (CA). As a result, this study has yielded important insights into what and how questions are. Through corrective feedback, teacher questions were not only regarded and associated with their pedagogical purposes but also with the pragmatic and social function depending on the context where and how they possibly appeared. Besides giving a contribution to the body of knowledge, the questioning act provides significance and brings solutions to problematic classroom interactions that most teachers might have in the class.
Co-Authors Gunas, Tobias Halum, Yustus Sentus Hieronimus Canggung Darong Menggo, Sebastianus Par, Leonardus