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All Journal REiD (Research and Evaluation in Education) Indonesian Journal of EFL and Linguistics
Nurqadriyanti Hasanuddin
Pascasarjana, Universitas Negeri Yogyakarta
Education Languange, Linguistic, Communication & Media Social Sciences

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Types of English Teachers’ Questioning and Classroom Interaction Affecting Learners’ Motivation in EFL Context Nurqadriyanti Hasanuddin; Dyah Setyowati Ciptaningrum
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 6(2), November 2021
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (351.22 KB) | DOI: 10.21462/ijefl.v6i2.405

Abstract

The research aims to reveal the types of teachers’ questioning and classroom interaction that most affecting the EFL learners’ motivation. A mixed-method design was employed in this study with 30 students and a teacher as the respondents. The quantitative and qualitative data were gained through questionnaires and a structured interview for the students, and an observation checklist of the teaching process during three meetings. The data from the questionnaire were analyzed using Descriptive Statistics on SPSS Version 22. Moreover, the analysis of interview data was completed through data condensation, data display, and drawing/verifying conclusions. The observation checklist was used to reveal the kinds of questioning and classroom interaction that is frequently used by the teacher. Based on the quantitative data, it was found that the types of questioning affecting the students’ motivation were the leading, display, and open-ended questions. However, the types of questioning that the most frequently used by the teachers are referential and display questions. Moreover, the questionnaire result showed that the whole classroom and group interaction were the types of classroom interactions that most motivated the students in the learning process. From the observation, the teacher facilitated the student with various classroom interactions based on their need. Overall, the teacher has facilitated the students with the kinds of questioning and classroom interaction that motivates the student in learning.
Evaluation of learning process: Knowledge of ICT integration among pre-service English language teachers Dyah Setyowati Ciptaningrum; Nur Hidayanto Pancoro Setyo Putro; Nila Kurnia Sari; Nurqadriyanti Hasanuddin
REID (Research and Evaluation in Education) Vol 7, No 1 (2021)
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v7i1.30521

Abstract

This research aims at investigating the knowledge of ICT integration among the students of the English Language Education Study Program at a particular university in Yogyakarta. By employing the quantitative method, this ex-post facto research involved 70 English Department students who had taken microteaching as respondents in a survey to gather the data using a questionnaire. The questionnaire was taken from the model developed by one of the researchers based on the TPACK framework. There are five domains in the questionnaire. Four domains measure TPACK perceptions: Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). One domain measures the pre-service teachers’ perceptions of their ICT-related learning experiences. Demographic questions are included to identify the characteristics of the respondents in order to understand gender differences or relationships between teachers who have access to technologies at home and those who do not. The closed-ended questions applied a five-point Likert-type scale ranging from 1=strongly disagree to 5=strongly agree. Correspondingly, it contains one open-ended question in the TPACK domain. Descriptive analysis and MANOVA were conducted for the quantitative data analysis. The result of this study showed that the pre-service students possess a high self-confidence in the application of TK (Technological Knowledge), TPK (Technological Pedagogical Knowledge), and TCK (Technological Content Knowledge). However, their TPACK appears to need further development. The results from MANOVA showed that the pre-service teachers’ related learning experiences significantly differed by the students’ gender, with male students reporting more experiences than female students.
Co-Authors Dyah Setyowati Ciptaningrum Nila Kurnia Sari Nur Hidayanto Pancoro Setyo Putro