English Teachers' Competency in Flipped Learning: Question Level and Questioning Strategy in Reading Comprehension

Reflianto, Reflianto; Setyosari, Punaji; Kuswandi, Dedi; Widiati, Utami

doi:10.29333/iji.2022.15155a

Cited by 10 publications

(9 citation statements)

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“…Furthermore, it was determined that it is beneficial for teachers to adapt their teaching methods to their student's learning preferences [26]. The study by Reflianto et al (2021) [27] showed that teachers' ability to create question levels and questioning tactics lends well to unique learning patterns. In addition, language understanding, technological competence, and the habit of asking questions are essential.…”

Section: -7-teachers' Teaching Methods and The English Language Profi...mentioning

confidence: 99%

Determinants of English Language Proficiency: A Multifaceted Analysis

Vajirakachorn,

Ratasuk,

Anuwong

2023

Emerg Sci J

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This study investigates the determinants of English language proficiency among students at Panyapiwat Institute of Management (PIM) in accordance with the Common European Framework of Reference for Languages (CEFR) standards. The determinant factors under examination encompass students' attitudes, prior English language knowledge, information-seeking behavior, satisfaction with English language learning, teachers' expertise, teacher readiness, teaching methodologies, familial support, environmental factors, and international exposure. Data were gathered through a survey administered to 469 PIM students, and the analysis employed Partial Least Squares Structural Equation Modelling. The findings revealed that five significant factors influence PIM students' English proficiency, namely their prior English language knowledge, inclination toward seeking knowledge, teachers' expertise, classroom environment, and practical language usage experiences. Additionally, the research demonstrated a noteworthy impact of students' Grade Point Average (GPA) and the time dedicated to learning English on their CEFR scores. This study contributes to the field by shedding light on the multifaceted factors influencing English language proficiency among PIM students, offering insights that can inform language education strategies and policies. It emphasizes the importance of prior knowledge, information-seeking behavior, teacher quality, classroom environment, and practical language application in enhancing English language skills. Doi: 10.28991/ESJ-2023-SIED2-020 Full Text: PDF

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Section: -7-teachers' Teaching Methods and The English Language Profi...mentioning

confidence: 99%

Determinants of English Language Proficiency: A Multifaceted Analysis

Vajirakachorn,

Ratasuk,

Anuwong

2023

Emerg Sci J

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“…This research uses a development research design, which involves a series of structured stages in the development of an English narrative writing book for class XI students (Reflianto et al, 2022). This design allows researchers to follow the development process systematically, from planning, development, to evaluation of the final product, taking into account the principles and guidelines that have been established.…”

Section: Methodsmentioning

confidence: 99%

Development of an English Narrative Writing Book for Class XI Students

Rachmawati,

Khumbangly,

2023

Tekno-Pedagogi. Jur. Tek. Pend

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This research aims to develop an English narrative writing book for class XI students using a structured development model. Through the stages of need identification, analysis, development and product evaluation, the book is prepared taking into account quality standards and student learning needs. Book validation is carried out by subject experts, design experts, teachers and students, who state that the book is content valid and suitable for use in learning. The results of product trials showed positive responses from various parties, confirming the book's effectiveness in improving students' English narrative writing skills. The novelty of this research lies in the systematic approach in developing English narrative writing books for class XI students, which pays attention to various aspects of learning and ensures relevance to students' needs. The implication of this research is that it contributes to enriching learning resources in English subjects at the secondary school level, as well as providing meaningful guidance for the development of English learning books in the future.

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“…It could lead the students to have a deep understanding of the questions presented so they could answer them more easily. Besides, they will be able to understand the classification of the levels of questions and the aim of the questions presented (Reflianto et al, 2022). Bloom`s taxonomy allowed English teachers to make questions more challenging and test higher knowledge levels.…”

Section: Findingmentioning

confidence: 99%

Evaluating English Textbooks by Using Bloom’s Taxonomy to Analyze Reading Comprehension Question

Stevani

Tarigan

2022

SALEE

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The use of Bloom’s taxonomy to form knowledge, comprehension, application, analysis, synthesis, evaluation, and creation in choosing the type of reading test was to consider the role of higher and lower-order thinking skills in reading comprehension questions in English textbooks. The conceptual aspects of the reader's mental and visual response to the purpose of reading comprehension needs were the ability to generate new thoughts, separate ideas into parts, and judge the values of ideas by using appropriate criteria based on the text. This research contributed to the following questions: (1) the representation of Bloom’s taxonomy levels in English textbooks, and (2) the calculation of reading comprehension questions in each level of Bloom’s taxonomy. Using a qualitative approach with content analysis, the results showed that the types of reading comprehension questions could foster the student’s critical thinking regarding acquiring learning objectives in the English curriculum. Most of the question was focused on comprehension level (26%), knowledge/remember level (17%), application level (16%), synthesis level (14%), analysis level (13%), evaluation level (11%), and creation level (3%). By applying Bloom's taxonomy, English teachers were suggested to classify their instructional objectives and learning goals.

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English Teachers' Competency in Flipped Learning: Question Level and Questioning Strategy in Reading Comprehension

Cited by 10 publications

References 0 publications

Determinants of English Language Proficiency: A Multifaceted Analysis

Determinants of English Language Proficiency: A Multifaceted Analysis

Development of an English Narrative Writing Book for Class XI Students

Evaluating English Textbooks by Using Bloom’s Taxonomy to Analyze Reading Comprehension Question

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