Milma Vinca Cantikka Hidayat
Suryakancana University

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TEACHING PRACTICUM OF PRE-SERVICE TEACHERS IN EFL CLASSROOMS: QUESTIONING TYPES AND PURPOSES Milma Vinca Cantikka Hidayat; Siti Nurjanah; Elis Homsini Maolida
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i1.1781

Abstract

In order to potentially support the students to master the language, the teachers can give questions to stimulate them. This study explores types of questions used by three pre-service teachers and their frequency as well as the teachers’ purposes by looking at the contexts in which they used the questions. Theory of Cotton (1988) was used to analyse the data which categorized questions into three major types namely yes/no questions, open closed question, and display referential question. Employing descriptive qualitative approach, the data were taken from video transcriptions that were analysed and categorized into their question category. The participants were three pre-service teachers who practiced in three different senior high schools. The result showed that the total of 128 data consists of 14 opened referential questions, 81 questions belonged to closed display questions, and 33 data belonged to yes/no questions. Therefore, it can be concluded that the most frequently used type of question is closed display questions. From the result of observation focusing on the contexts and situations when the teachers gave the questions, it was revealed that the purposes of the open and referential questions were more to stimulate students in stating information and pursuing knowledge on their own and ask students’ opinion, reason, or judgement. Whereas, the purposes of closed and display questions were likely to make the students focused and to check students’ knowledge and understanding. Lastly, the yes/no questions’ purposes were making the students focus and attracting students’ activeness.
IMPROVING ENGLISH SPEAKING SKILL WITH LOCAL CULTURE-BASED LEARNING THROUGH BIG BOOK Firdha Akhdania Kamilah; Fuzi Fauziyah; Vina Aini Salsabila; Milma Vinca Cantikka Hidayat
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 7, No 2 (2019)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (510.733 KB) | DOI: 10.35194/jj.v7i2.705

Abstract

This study aims to describe the implementation of language learning by applying local cultures through big book and to find out the improvement of students’ English speaking skill by using big book. This study applies Classroom Action Research (CAR) which had two cycles consisted of planning, action, observation, and reflection. This study involved 30 students of grade VB of Islam Kreatif Muhammadiyah Elementary School Cianjur. The data of this study were gathered from observation, questionnaire, and interview. Then, the data were analyzed by comparing the score of each cycle for the quantitative data and triangulation for the qualitative data. According to the data, the study indicates there was an improvement in cycle one to cycle two. In cycle one, the average score was 64,4 and 76,9 in the cycle two. Furthermore, the students admitted that big book was improved their local culture knowledge, but they were not conscious that their speaking abilities were improved. The students also felt excited and enjoyed the teaching learning process. Based on these results, the researchers concluded that learning language combined with local cultures by using big book gave positive impacts on improving students’ English speaking skill and students’ local cultures knowledge.