Thinking back of my own days in elementary and secondary school, after listening to the teacher’s explanation, I would wait for the teacher to call on me with a quick question; it usually required a brief reply. It did not matter whether the subject was language or social studies or science, the question revealed whether or not I remembered the material. Sometimes, the questions she asked resulted in no responses from the students. That is why questions should be used in a way in which they can create an effective and powerful learning environment. Based on the above statement, a teacher should be aware of asking such a question for the students to consider the questiontype, the function that it serves, and the wait-time given to students. It is also important to acknowledge how students respond to a question. After knowing what the teacher should do, hopefully, he/she can obtain or even raise students’ comprehension in using the target language.
There has been much research on the teacher talk in recent years. This interest reflects the importance of such talk in language teaching. Issues related to the teacher talk are, among other things, number and typeof questions asked and speech (question) modification made by teachers, quantity of speech, error correction, feedback, instructions and explanation (Chaudron, 1988). It lies in the fact that “second language learning is a highly interactive process (Richard and Lockart, 1994) and the quality of this interaction is thought to have a considerable influence or learning” (Ellis, 1985).In other words, Ellis (1985) argues that successful language learning is found to depend as much on the typeof interaction triggered by teachers’ questioning behaviors that takes place in the classroom as on the method used. Subsequently, prompting students to be more actively engaged in learning is pedagogically valuable, for their active involvements will promote substantial learning regardless of well-designed method that the teacher use (Nystrand and Gamoran, 1991). If teacher’s questions triggers students to initiate the prolonged interaction, there should be enhanced students’ comprehension as well as more production of outputs by them (Pica et al., 1987; Ellis, 1993)
This research aims at describing the implementation of scientific approach in teaching English of eight grade at SMP Muhammadiyah 10 Surakarta. The objective of this study is to describe the teaching learning process at SMP Muhammadiyah 10 Surakarta using scientific approach. The writer applies descriptive research especially naturalistic study as a typeof this research. The data are derived from event, informant, and document. The methods of collecting data namely: observation, interview, and documentation. The technique of analyzing data are reduction, display, and verification. The result of this research shows in the following elements: (1) The goal of teaching English is to enable in understanding and making a spoken and written form of short functional text and monologue text. (2) The classroom procedures consist of three patterns. The first pattern is Observing, Questioning, Experimenting, Associating, Communicating. The second pattern is Observing, Questioning, Experimenting, Communicating. The third pattern is Observing, Experimenting. (3) The activities during observing cycle, are question and answer on the observed figure and question and answer on the observed material. The activities during questioning cycle are identifying key words and question answer on the observed material. The activity during experimenting cycle is brainstorming. The activity during associating cycle is discussion. The activities during communicating cycle namely free writing. (4) The materials used are the textbook and power point. (5) The teacher’s role s are as facilitator, group organizer, and explainer. (6) The student’s role s are evaluator, active participant, and processor of information. (7) The media used by teacher are picture and LCD. The teacherof SMP Muhammadiyah 10 Surakarta does not always use all the stages of scientific approach in teaching English especially in associating stage.
The study concerns on teacher’s questioning technique in developing students’ critical thinking in Cross Culture Understanding (CCU) class in English Language and Literature of Satya Wacana Christian University. The participant is one teacher who is teaching 35 students taking the CCU class. The eight times observations were done to collect the data which were the teacher’s questions occurred during the presentation and discussion in CCU class. The data was analyzed by using a matrix of teacher’s typeof questions and categorization of Bloom’s taxonomy - based question framework. The results presented that the six types ofquestion occurred in CCU class. The teacher used Analysis, Evaluation and Knowledge questions in order to foster and activate Critical Thinking. This study is essential for many teachers to keep themselves abreast of questioning skill and make them more aware of the importance of the types ofquestion which useful to develop students’ criti cal thinking.
Senior High School students usually are tested their reading comprehension ability in state examination held in twelfth grade. National examination is an objective test constructed in multiple-choice items. National examination for Senior High School, especially in English consist 50 numbers of reading comprehension question. The reading comprehension of Indonesian State English Examination has several types of reading comprehension test. The examples of the types are questioning about the ideas of the passage, directly answered questions, indirectly answered questions, vocabulary questions, and overall review questions.
The survey instrument, as shown in Appendix A, con- sisted of content questions measured with a 5-point Likert- type scale with responses ranging from 1 (None at all) to 5 (Extensively [almost daily]) and seven demographic ques- tions. Although the original survey responses were worded to reflect the quarter based academic term, the 2006 sur- vey changed the responses to a semester basis to reflect the academic terms in use at that time. Of the content ques- tions, 15 addressed student expectations regarding the use of technology-enhanced pedagogies, whereas five questions considered the extent technology was used in their class- room during their senior year of high school. Fifteen ques- tions polled students on their ideal classroom environment as it related to technology-enhanced pedagogy. The remainder of the questions addressed the extent of students’ personal computer usage. Although the terminology and available ele- ments related to technology in the classroom evolved during the 10-year study period, the survey instrument purposely kept the same terminology and elements to allow for longi- tudinal comparisons.
Darth Corporation's most recent income statement shows net sales of $6,000, and Darth's marginal tax rate is 40%. The total expenses reported were $3,200, all of which were paid in cash. In addition, depreciation expense was reported at $800. A further examination of the most recent balance sheets reveals that accounts receivable during that period increased by $1,000. The cash flow from operating activities reported by Darth should be:
is a problem for most English learners that often make student confused. Unfortunately, many teachers still teach the students using a list of words and explanation of uses that can be boring as well as ineffective technique. For instance, many of them translate literally from Indonesian into English. For example “in” e quals to di dalam “on” equals to di atas, “under” equals to di bawah , ”behind” equals to di belakang, etc. this method really makes the students feel bored and sometimes make the students uninterested in their learning process. Prepositions are same as other important materials, although in fact the students still find some difficulties in learning them. It happens because learning English preposition is not easy. That is the reason why the English teachers should be creative in developing the teaching learning activities in classroom and making class alive.
And in order to see the value of asking Display Question and Referential Question, this paper attempted to analyzed the purposes of each types of questions. It was found that none of the participants asked Display Question to confirmation checks. Whereas, Display Question to comprehension check was asked by all teachers. For Referential Question, it was found that mostly teacher asked this typeofquestion to invite students to share their ideas toward certain topics.
The second rank is choicequestion, as much as24.62%. The teacher used choice question to get specific answer of the question. By answering the question, students had to choose the best answer from two or three answers that were raised by the teacher. For example, when the teacher taught simple past tense, she asked a student to read a sentence that the student had already made. Then, the student read his sentence, and made a mistake in choosing a verb. After that, the teacher used choice question ,“Got or grow?”,the student answered “got”. In here, choice question was used to help the student to correct the sentence. This context related with one of five clear functions of questioning proposed by Tsui (1995) cited in Guinda (2011) which is error correction.
Jane Epworth, CFA, is preparing pro forma financial statements for Gavin Industries, a mature U.S. manufacturing firm with three distinct geographic divisions in the Midwest, South and West. Epworth prepares estimates of sales for each of Gavin's divisions using economists' estimates of next-period GDP growth and sums the three estimates to forecast Gavin's sales. Epworth's approach to estimating Gavin's sales is:
This study seeks to describe the comparative portion of taxis and logical semantic systems between Malaysian and Indonesian newspapers’ articles about AirAsia QZ8501 accident. The data are clause complexes in Indonesia naval captain says may have located missing plane tail’s section’s New Straits Times (Text A) and AirAsia tail section located, blackbox still missing’s The Jakarta Post (Text B) articles. This study uses qualitative-descriptive method. As the result, both parataxis and hypotaxis are obtained. The dominant taxis relation in both newspapers’ articles is hypotactic relation by 68.89% and 70.59%. In this respect, it is found that both articles contain more complex structures of sentences rather than the compound ones. The logical semantic relations obtained are all relations except paratactic idea relation. The dominant logical semantic relation in text A is hypotactic locution relation by 28.89%, whereas text B acquires 8.82%. It indicates that text A contains more projected verbal information or argumentations compared to text B. The argumentations are mostly in reported speeches. On the other hand, the dominant logical semantic relation in text B is hypotactic elaboration relation by 26.47%, whereas text A acquires 13.33%. It shows that text B presents more information by specifying it into dependent secondary clauses which are in a greater detail, restatement, exemplification, or comment compared to text A.
Every language skill has a classroom technique. And teaching reading also has a classroom technique where classroom techniques and classroom activities are the same thing. Fauziati (2015: 11 5) stated that ―There is an obvious implication for the teaching of reading skills. In order to help language learners develop their reading skills, two kinds of activity should be considered, namely: Classroom Practice to Develop Text-Based Processing Skills and classroom Practices to Develop Knowledge-Based Processing Skill.
• Looking ahead our professional organizations and membership in a professional organization, such as the Association of Physics Teachers Indonesia (AGFI), became an Inevitable and Necessary Efforts. An organization's needs, as an independent institution, not only important for the improvement and development of academic staff competence, but also can not be avoided for the Indonesian nation in the world arena. Reflected in the Law 19 of 2005, which is related to the accreditation and certification. Both things are done for assurance and quality control of education in accordance with the SNP (Article 2 (2)) whose authority is conducted by an independent institution (Article 86, (2)).
This study uses semi-structured interview in which aims to find out specific information of the entity being studied. According to Fraenkel and Wallen (2012, p. 451), they state that semi-structured interview is a verbal questionnaire which is rather formal than the other types of interview and it contains a series of questions designed for eliciting a specific answer from the respondents. Moreover, there were nine selected-students who were interviewed by the researcher. The students were selected by the data from questionnaire who gave ‘strongly agree’ checklist with the use of bilingual language by the teacher. The reason for choosing only nine students is because to make more efficient time and that amount is enough to strengthen the data result from the questionnaire, the researcher also assumed that nine students could represent all members of the class. Besides, those students are also appraised having some reasons for why they strongly agree with the use of bilingual teacher’s language in order to draw the benefits of it.
Rumusan masalah dalam penulisan skripsi ini adalah: (1) Apakah ada perbedaan hasil belajar matematika antara yang menggunakan strategi pembelajaran aktif tipe Learning Strart with a Question dan tipe Everyone is a Teacher Here pada materi PLSV kelas VII semester 2 MTsN Tunggangri Tulungagung tahun ajaran 2015/2016 ? (2) Manakah yang lebih baik hasil belajar matematika antara yang menggunakan strategi pembelajaran aktif tipe Learning Strart with a Question dan tipe Everyone is a Teacher Here pada materi PLSV kelas VII semester 2 MTsN Tunggangri Tulungagung tahun ajaran 2015/2016 ?.
language. 26 Depending on the design, this research observed the data by the students who ever lived in English Speaking Area at Ma’had Al-Jami’ah of STAIN Palangka Raya Academic Year 2013/2014. 20 students gave interview which 10 students have highest GPA (Grade Point Average) and 10 students lowest GPA (Grade Point Average). The writer took it using purposive sampling. It was because the writer will get the different answer between two groups and analyzed background behind them. The function (Interview) was to answer the problem of the study number 2. The Indonesian language used for avoid the respondents’ misunderstanding comprehension of the question.
There are four main purposes of conducting this study. The first purpose is to identify the types ofquestion used by English teacher during English teaching- learning process. Those types ofquestion will be classified into two main types; display question and referential question and three sub types; comprehension check, clarification request, and confirmation check. The second objective of this study is to identify the modification techniques employed by the teachers when their questions are not understood by the students. The main reason for identifying the modification is the importance of them in providing variety of inputs and opportunities for the students to practice the target language. The third purpose is to investigate the sorts and the complexity of student responses due to the use of those questions by the teachers during the classroom teaching-learning process. The forth purpose is to investigate how questions can facilitate language learning classroom activities.