Optimalisasi Layanan Bimbingan Kelompok untuk Meningkatkan Kebiasaan Siswa Bertanya dalam Proses Pembelajaran di SMK Negeri 4 Gowa

The purpose of this study is to improve the habit of asking students in the learning process through the optimization of group guidance services. This research method uses classroom action research. The research procedure consists of planning, acting, observing and reflecting in 3 cycles. The subjects of this study were 10 students of class XI TKJ 2 SMK Negeri 4 Gowa. The research data collection technique used observation and questionnaires. While the data analysis in this study used a qualitative descriptive consisting of data processing, data analysis, and data presentation. The results of this study indicate that there is an increase in the habits of students in asking through the optimization of group guidance services. The increase in the habit of asking can be seen from the results of observations during the action process in group guidance activities, namely the existence of demands to display questioning behavior, the form of questioning behavior that is displayed is spontaneous, can choose the right time to ask and ask well without offending other people's feelings. As supporting data, to determine the increase in the habit of asking questions is through observations made by counseling teachers and subject teachers as a comparison. The result of the class is that there is an increase in the habit of asking in the learning process gradually from cycles 1, 2 and 3. In cycle 1 the frequency of asking questions is 40%, cycle II is 60% and in cycle III there is 80%. Thus through the optimization of group guidance services can increase the activeness of asking group members in the learning process.

THE PRACTICE AND CHALLENGES OF IMPLEMENTING CRITICAL THINKING SKILLS IN EFL TEACHERS QUESTIONING BEHAVIOR

The development of critical thinking is closely related to the questions asked by teachers as the teachers higher-order questions are cognitively demanding to promote students critical thinking. The purposes of this study are to investigate how critical thinking was implemented in EFL teachers questions in the classroom and the challenges faced by EFL teachers in integrating critical thinking questions. In addition, this study also investigated students reasons for non-response to particular questions asked by teachers. Applying mixed-method research design, the data were collected from classroom observation, interview, questionnaire and documentations. The research participants were two English teachers and 229 number of students of year 8. The results showed that the most dominant questions asked by the two English teachers were in Lower-order questions (78,8%), while the Higher-order questions were only (21,2%) questions. Second, the challenges faced by teachers were students intelligence has yet to reach the level of higher-order thinking, unconducive-classroom environment, teachers creativity itself, parental involvement and students lack of vocabulary. Third, dealing with the reason for students non-response in particular questions asked by teachers, there were some reasons, such as students are afraid of making mistakes, they could not put ideas into words, and lack of vocabularies. In conclusion, the teachers faced various challenges in implementing critical thinking questions in the classroom.

Teacher Questioning as A Formative Assessment Strategy In EFL Context

<p>Existing studies on classroom questioning tend to focus on exploring effective teacher’s questioning in classroom learning and finding the relationship between questioning behavior and students outcomes, however, there has been scarce research on teacher questioning as a formative assessment strategy. It investigated how teachers deployed questions to stimulate student thinking, uncover students’ current level of learning, and allow responses to inform pedagogic decisions. The research method was classroom observations. This article highlights the practice of one experienced teacher who conducted quality questioning to gauge and facilitate learning. It also provides practical insights into how questioning can be developed as a formative assessment method and recommends equipping teachers with further knowledge and skills to carry out effective questioning.<br /><br /></p>

Content Matters

Why do MPs devote attention to some issues while ignoring others? The question of the issue content of parliamentary activities has been neglected in previous research. The authors use longitudinal data on parliamentary questioning in Belgium and Denmark, two similar European democracies. The analyses show that the questioning behavior of MPs is structured according to clear patterns. Opposition parties ask more questions in general. MPs tend to focus on the issues the government parties have put forward as being important. Furthermore, MPs ask more questions about issues the media have paid attention to and about issues their party cares about and identifies with. In their questioning, opposition MPs are more strongly influenced by issue ownership and media coverage. The Belgian and Danish MPs follow largely the same pattern.