Earticle

초록

영어

This study investigates teachers’ ability to formulate questions to understand English passages after they had participated in a self-questioning workshop, and what they learnt from the workshop. Three secondary English teachers were involved in the self- questioning workshop in a specific context in Indonesia. The workshop was completed in three sessions comprised of three phases: the priorworkshop assessment, the workshop, and post-workshop assessment. These activities were video, and audio recorded. A case study research design was employed. Data were gathered from generated questions, interviews, observations, and reflective journals during the workshop. The findings reveal that the type of generated questions improved after the workshop, shifting from questions with explicit answers to better questions that require inferences and implicit answers. The teachers perceived the questioning workshop to be beneficial for learning, reflection, and improvement of their teaching. They were able to recognize the importance of high-quality questions, reflect on their teaching practices, and learn practical knowledge including anticipation of challenges they might encounter to implement the workshop for their students. The findings also underline the importance of a supportive environment, such as creating an informal atmosphere and encouraging discussion, as necessary to allow the teachers to fully engage in the workshop.

기타언어

Penelitian ini menyelidiki kemampuan guru dalam merumuskan pertanyaan untuk memahami bacaan bahasa Inggris setelah mereka berpartisipasi dalam lokakarya pertanyaan mandiri, dan apa yang mereka pelajari dari lokakarya tersebut. Tiga guru bahasa Inggris sekolah menengah dilibatkan dalam lokakarya pertanyaan mandiri dalam konteks di Indonesia. Lokakarya ini dilaksanakan dalam tiga sesi yang terdiri dari tiga tahap: penilaian sebelum lokakarya, lokakarya, dan penilaian setelah lokakarya. Kegiatankegiatan ini direkam dalam bentuk video dan audio. Desain penelitian ini adalah studi kasus. Data dikumpulkan dari pertanyaan-pertanyaan yang diajukan, wawancara, observasi, dan jurnal reflektif selama lokakarya. Temuan menunjukkan bahwa jenis pertanyaan yang dihasilkan meningkat setelah lokakarya, bergeser dari pertanyaan dengan jawaban eksplisit menjadi pertanyaan yang lebih baik yang membutuhkan kesimpulan dan jawaban implisit. Para guru merasa bahwa lokakarya pengajuan pertanyaan bermanfaat untuk pembelajaran, refleksi, dan peningkatan pengajaran mereka. Mereka mampu mengenali pentingnya pertanyaan berkualitas tinggi, merefleksikan praktik mengajar mereka, dan mempelajari pengetahuan praktis, termasuk mengantisipasi tantangan yang mungkin mereka hadapi dalam mengimplementasikan lokakarya ini kepada para siswa mereka. Temuan ini juga menggarisbawahi pentingnya lingkungan yang mendukung, seperti menciptakan suasana informal dan mendorong diskusi, yang diperlukan agar para guru dapat sepenuhnya terlibat dalam lokakarya.

목차

Abstract
Introduction
Training on Questioning Strategies as a Professional Development Program
Theoretical Framework
Method
Participants
Procedures
Analysis
Findings
Issy
Ati
Anna
Discussion
Conclusions and Implications
Acknowledgements
The Authors
References

키워드

저자

• Dyah Sunggingwati [ Universitas Mulawarman ]
• Hoa Thi Mai Nguyen [ University of New South Wales ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  The Journal of AsiaTEFL

• 간기

  계간

• pISSN

  1738-3102

• eISSN

  2466-1511

• 수록기간

  2004~2026

• 등재여부

  SCOPUS,KCI 등재

• 십진분류

  KDC 740 DDC 420