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Abstrak


Teachers Beliefs and Practice in Using Questions


Oleh :
Theresia Sri Nuryani - 8891408043 - Fak. KIP

ABSTRACT

This  study aimed  at: (1) identifying  teachers'  beliefs  about high-order  level questions questions  (2) describing  the  practice  of questioning  related  to high-order level  questions (3) identifying  the  difficulties  present  in the  practice  of high-order questions (4) finding solutions the difficulties and (5) describing students'  perceptions towards teacher's  high-order level questions.

It was  a qualitative  research  in the  form of case study. The  subjects  of this study were an English  teacher  and  11th  grade  students.  The  data was  from  taped• classroom observation, documents, interview  and questionnaire.   All these  data were complementary to each other.

The  findings   showed  that:   (1)  the  teacher's   beliefs  and  the  practice  of questioning were  congruent.   The themes  for analysis  included  question  types  and questioning  strategies.     The  description   on  teacher's   beliefs  and  practices   also presented some other  information  on  stages  of learning  and  teachers'   professional development that attributed to her beliefs.  (2) The teacher participant stated that there were more questions on the level of  knowledge and comprehension, rather than those on the  higher level.  However  it was  seen  from  the  observation  that  higher-order thinking skills had been practiced in a sequenced and structured way.  It was obvious that the teacher had tried to enhance development  of high order thinking  skills.   (3) Although it was well-practiced  in a sequence of tasks, difficulties were present.   The teacher found difficulties  in formulating high  order  level  questions  and  expanding question-answer exchanges.   The questions  should be formulated in between, not too easy and not  too difficult.   Easy  questions  did not generate  meaningful  responses, while difficult questions were poorly responded.   (4) The solution to these difficulties was making the questions hierarchical -  sequenced. The teacher led the constructing of knowledge  and skill by guiding and  sometimes  giving clues to the  students that they had data to make responses. The second was that the teacher should develop her capacity.  By doing so, the teacher participant could have the competence to manage a more-structured    and  sequenced   question-answer   talk.      (5)   Some  practice   of questioning were considered difficult, but some other were considered positive by the students.   Students' perception information  from their reflection on the questionnaire revealed that some questions were considered  difficult.  Viewing from the  question• purposes, when given a list of questions that were frequently present in the classroom, students informed that most of the questions listed were meant to make students active in the  classroom  and invite  participation.   This  study  is  expected  to  give  some implications.

Keywords:  beliefs, English learning, higher-order level questions, perception