Questions and Questioning Techniques: A View of Indonesian Students’ Preferences

Ragawanti, Debora Tri

doi:10.9744/kata.11.2.155-170

Cited by 7 publications

(4 citation statements)

References 5 publications

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“…Most of the students agrees with that suggestion that instructors can ask their students random question during the online classes in order to make their students following up. This finding is compatible with Ragawanti (2009) finding that students prefer the random nomination questions because it makes the students more attentive. • Instructors can ask students to click on raise hand button to see who is following up and who is not.…”

Section: Discussionsupporting

confidence: 89%

Interaction in Online Learning Environment during Covid -19: Factors behind Lack of Interaction and Ideas for Promoting it

Farrah¹,

Jabari²

2020

(BAES)

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Due to COVID-19 pandemic, the learning process shifted from face- to- face learning into online learning as schools and universities closed almost all over the word. With the shift from face to face into online learning, the learning process effected negatively specially students’ interaction. In the online learning process, students tend to avoid interacting for many different reasons the study discussed. In light of this shift, by exploring the experiences and perceptions of the English language students at Hebron University, Palestine, this descriptive survey research aimed to investigate the reasons behind students’ lack of interaction during their online class sessions. It also tries to provide some useful ideas and suggestion that instructors may use in order to increase their students' interaction and participation with relevance to some other studies. The researchers employed a mono method quantitative research approach. A survey-questionnaire was posted online through Google forms to all English language major students Hebron University. The findings reported some reasons behind lack of interaction and some suggestions to promote interaction based on the participants’ perceptions. The study provides instructors and educational decision makers with pedagogical insights that may better shape the learning/teaching process in the online environment.

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Section: Discussionsupporting

confidence: 89%

Interaction in Online Learning Environment during Covid -19: Factors behind Lack of Interaction and Ideas for Promoting it

Farrah¹,

Jabari²

2020

(BAES)

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“…Many scientists believe that student's arguments can be trained through teachers' questions in learning progress (Erdogan, Ciftci & Topcu, 2017;Ragawanti, 2009;Chin, 2004;Beatty, Gerace, Leonard & Dufresne, 2008;Eemeren & Houtlosser, 2007). With the help of questions, one can bring the student to certain conclusions.…”

Section: Discussionmentioning

confidence: 99%

The Role of Tutorials in Improving the Argumentative Skills of Secondary School Students

Podplota

2020

TAKSAD

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From the standpoint of the person-centered approach aimed at supporting students' active position and independence, the tutor's activity in the educational process of secondary school is revealed. The tutor plays a very important role in the formation of a student's capability. Tutorials focus on improving students' argumentative skills in a particular area of expertise, training self-reflection and teaching to put forward arguments. The article is devoted to peculiarities of applying the tutor's questioning techniques and writing essays in teaching argumentation to secondary school students. The research aims to identify the most effective ways and means of applying the given methods. The complex of modern general scientific methods has been used for task realization: theoretical methods-analysis and synthesis; empirical methods-observational (direct and indirect observation); diagnostic (expert interviews, conversations). As a conclusion, we note that conducting tutorials enables to reflect the theoretical foundations of argumentation and forms the research interest, stimulates the process of decentralization in the argumentation of students and also develops their own moral position.

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“…The last category explains how teachers and students perceive questioning strategies, student-teacher interaction during the questioning, and how critical thinking is perceived by both teachers and students. Ragawanti (2009) showed the findings that random nomination was more preferred than pre-arranged format nomination. Moreover, students dislike the techniques of nominating volunteering students and of giving wait time.…”

Section: Introductionmentioning

confidence: 97%

Teachers’ questioning strategies and students’ perceptions toward critical questions in EFL classroom interaction

Kholisoh

Bharati

2021

ELTF

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This study aims to find out teachers’ questioning strategies and students’ perceptions of critical questions in EFL classroom interaction. This research was conducted during the COVID-19 pandemic, in which the classroom interaction was online. We used a case study design that focused on the descriptive analysis. This study was conducted at one of Senior High Schools in Semarang. The participants in this study are two English teachers and two classes. The data were gained by using classroom observation, interview, questionnaire, and documentation. We used Chen’s (2016) theory and Anderson & Krathwohl (2001) to categorize and analyze the data findings to know teachers’ questioning strategies and students’ perceptions toward critical questions in EFL classroom interaction. The result of the analysis showed that the teachers used all of the teachers' questioning strategies and they posed critical questions. Teachers questioning strategies used by the teachers when posing critical questions were wait-time, repetition, paraphrasing, simplifying, and probing. The obvious strategy to elicit students’ responses toward critical questions was probing. In line with this, the teachers also combined the teachers questioning strategies with the skill of basic questioning to elicit students’ critical answers. The students didn’t perceive critical question as a threat, although it was difficult to answer. However, they perceived critical question as a challenge for them. It can be concluded that the students perceived critical question as a motivational question.

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Questions and Questioning Techniques: A View of Indonesian Students’ Preferences

Cited by 7 publications

References 5 publications

Interaction in Online Learning Environment during Covid -19: Factors behind Lack of Interaction and Ideas for Promoting it

Interaction in Online Learning Environment during Covid -19: Factors behind Lack of Interaction and Ideas for Promoting it

The Role of Tutorials in Improving the Argumentative Skills of Secondary School Students

Teachers’ questioning strategies and students’ perceptions toward critical questions in EFL classroom interaction

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