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An Analysis of a Local and International University-Graduated Teachers Questioning in English for Specific Purposes Class Irene Rosalina; Slamet Setiawan; Suhartono Suhartono
Alsuna: Journal of Arabic and English Language Vol 3 No 1 (2020): Modern Standard in Second Language: Problem, History, Developing, and Teaching
Publisher : Prodi Bahasa Arab dan Lembaga Bahasa Institut Pesantren KH Abdul Chalim Mojokerto

Purpose - The study investigated the display and referential questions used by the local and International educated background teacher in English for Specific Purposes (ESP) classroom to promote communicative English class. Design/methodology/approach - The study was qualitatively held, to find out the answer to the research questions, classroom observations, and interviews with two teachers were conducted. Findings - The results indicated that both of the teachers asked higher-order questions in referential type more frequently than teachers in other studies and it could trigger communication effectively. the teachers delivered the questions within their styles. The local educated teacher used mixed Indonesian-Javanese and English to help the students understood the questions and respond well, but the internationally educated teacher employs the questions into whole English. She probes the questions a lot of time to make the questions understandable and simpler. The wait time given was much longer. Some analysis questions were composed to gain the student's braveness to express their answer. Originality/value - This study offered recommendations for effective teachers’ questioning types and techniques for the development of learners’ communicative skills, especially in an ESP class. Paper type – Research paper

The Negotiation of English Teachers’ Identity Representation In EFL Classroom Irene Rosalina
Nuris Journal of Education and Islamic Studies Vol. 1 No. 1: April 2021
Publisher : Yayasan Pondok Pesantren Nurul Islam Pungging Mojokerto

This study applies a sociocultural linguistic approach where it examined the representation of English as International language teachers' identity negotiation in their classroom interactions. The important role of the teachers involving their efforts, values , and beliefs preceded this study. Furthermore, the findings in this study indicated that the English teachers negotiate their identity as they still bring out the teaching with the reference to cultural, social, political, and religious constructs. The different ways of the teachers showing their identity infused in their linguistic use in the classroom. Moreover, the religion bounding values and beliefs that the teachers motivated to explore were shown in the connection between the English teaching topic being discussed in class and the religious concept in teaching, which in this case related to the Islamic teachings. The teachers also perceive their identities which can be assembled into four broad areas showing their understanding and the important function of their identity representations in the way of teaching. Lastly, some pedagogical implications were also found from this study.

THE QUESTIONING TECHNIQUES USED BY FOREIGN-EDUCATED TEACHER TO PROMOTE CRITICAL THINKING Irene Rosalina; Slamet Setiawan; Suhartono .
Jurnal Education and Development Vol 7 No 2 (2019): Vol.7.No.2.2019
Publisher : Institut Pendidikan Tapanuli Selatan

Berpikir kritis adalah keterampilan kognitif yang harus dicapai oleh seorang mahasiswa di pendidikan tinggi. Dengan memiliki pemikiran kritis, terutama di kelas bahasa, seorang mahasiswa harus memahami bahasa serta pesan yang dibawanya untuk dikomunikasikan dengan fasih dan hal tersebut akan menjadi aset yang baik untuk masa depan mereka, terutama untuk menghadapi dunia kerja. Untuk menumbuhkembangkan pemikiran kritis mahasiswa, seorang guru diharuskan untuk memberi mereka pertanyaan yang cukup rumit dengan teknik bertanya yang cocok. Bertanya dengan teknik yang sesuai adalah cara yang baik untuk memicu pemikiran kritis. Penelitian ini menggunakan pendekatan kualitatif dan berfokus pada guru pribumi yang mengenyam pendidikan diluar negeri sebagai subjek. Guru tersebut dipilih karena, berdasarkan teori, di luar negeri telah merasakan lingkungan berpikir kritis yang lebih baik. Penelitian ini bertujuan untuk mengetahui jenis pertanyaan dan teknik bertanya yang digunakan oleh guru untuk memicu pemikiran kritis mahasiswa. Hasil penelitian menunjukkan bahwa guru menggunakan pertanyaan kognitif tingkat tinggi yaitu analisis (25, 3%), sintesis (21%) dan evaluasi (20, 3%). Kemudian teknik bertanya yang digunakan guru sebagian besar adalah penguraian (25%). Dapat disimpulkan bahwa guru dapat menumbuhkan pemikiran kritis mahasiswa dengan memberikan teknik tingkat tinggi dan pertanyaan dengan tingkat kognitif yang tinggi.

THE QUESTIONING TECHNIQUES USED BY FOREIGN-EDUCATED BACKGROUND TEACHER TO PROMOTE CRITICAL THINKING Irene Rosalina; Slamet Setiawan; Suhartono ,
IJET (Indonesian Journal of English Teaching) Vol. 8 No. 1 (2019): (July)
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Critical thinking is a cognitive skill that must be achieved by a student in higher education. By having critical thinking, especially in a language class, a student must understand the language and the message it brings to be communicated fluently and it will be a good asset for their future, especially to face the world of work. To foster students' critical thinking, a teacher is required to give them fairly complex questions with suitable questioning techniques. Asking the right technique is a good way to trigger critical thinking. This research uses a qualitative approach and focuses on indigenous teachers who have studied abroad as a subject. The teacher was chosen because, based on theory, overseas have felt a better critical thinking environment, have adapted and absorbed ways to be active in the classroom. This study aims to determine the types of questions and questioning techniques used by teachers to trigger critical thinking students. The results showed that the teacher used high-level cognitive questions namely the types of analysis (25, 3%), synthesis (21%) and evaluation (20, 3%). Then the questioning technique that most teachers use is the decomposition type (25%). It can be concluded that the teacher can foster students' critical thinking by providing high-level questioning techniques and questions with high cognitive levels

The Negotiation of English Teachers’ Identity Representation In EFL Classroom Irene Rosalina
Nuris Journal of Education and Islamic Studies Vol. 1 No. 1: April 2021
Publisher : STAI Nurul Islam Mojokerto

This study applies a sociocultural linguistic approach where it examined the representation of English as International language teachers' identity negotiation in their classroom interactions. The important role of the teachers involving their efforts, values , and beliefs preceded this study. Furthermore, the findings in this study indicated that the English teachers negotiate their identity as they still bring out the teaching with the reference to cultural, social, political, and religious constructs. The different ways of the teachers showing their identity infused in their linguistic use in the classroom. Moreover, the religion bounding values and beliefs that the teachers motivated to explore were shown in the connection between the English teaching topic being discussed in class and the religious concept in teaching, which in this case related to the Islamic teachings. The teachers also perceive their identities which can be assembled into four broad areas showing their understanding and the important function of their identity representations in the way of teaching. Lastly, some pedagogical implications were also found from this study.

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