Evaluating Questioning Skills of Pre-Service EFL Teachers Through Self-Evaluation of Teacher Talk (SETT) in Microteaching Class
Abstract
This study aims to investigate pre-service EFL teachers’ way evaluating their own teachers talk, especially in questioning skill using SETT (Self-Evaluation of Teacher Talk). The method used in this study is qualitative research toward four pre-service EFL teachers’ used as the research’s participants. By revealing the data, the author used teachers’ reflective journals as process for evaluation and also interview to obtain deeper perspective and feelings results of the data analysis. The findings indicated that doing the evaluation of questioning skills using SETT framework has helped their awareness of their language used in teaching, not only about the interactional features for communication but also how manage the language to assist the students to response. More importantly, they are able to use and control their language in running the classroom activities. Thus, it means that SETT has helped the teachers to achieved their personal development and awareness toward the classroom communication in holding the interaction especially in questioning skills.
Keywords: Questioning Skills, SETT, Pre-service EFL Teachers
References
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Gönen, S., İ., K., & Asik, A. (2016). Reflectivity Through the Analysis of Teacher Talk : the Case of Pre-service English Language Teachers. Journal of Social Sciences Institute, 13(36), 203–222.
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Nagle, J. (2018). Twitter, Cyber-violence, and the Need for a Critical Social Media Literacy in Teacher Education: A review of the literature. Teaching and Teacher Education, 76(10), 86–94. https://doi.org/10.1016/j.tate.2018.08.014
Nasir, C., Yusuf, Y., Q., & Wardana, A. (2019). A Qualitative Study of Teacher Talk in an EFL Classroom Interaction in Aceh Tengah, Indonesia. Indonesian Journal of Applied Linguistics, 8(3), 525–535.
Putri, D., S. (2015). The Analysis of Teacher Talk and The Characteristic of Classroom Interaction in English As a Foreign Language Classroom. Journal of English and Education, 3(2), 16–27.
Turgut, Y. (2017). Tracing Preservice English Language Teachers ’ Perceived TPACK in Sophomore, Junior, and Senior Levels. Cogent Education, 43(1), 1–20. https://doi.org/10.1080/2331186X.2017.1368612
Wang, H. (2018). Fostering Learner Creativity in the English L2 Classroom: Application of the Creative Problem-Solving Model. Thinking Skills and Creativity, 31(10), 58–69. https://doi.org/10.1016/j.tsc.2018.11.005
Wasi’ah, N. (2016). A Study of Teacher Talk in Classroom Interaction at An Islamic Senior High School. OKARA Journal of Language and Literature, 1(1), 29–43.
Afifah, N. (2017). Basic Teaching Skill Quality of Teacher Candidates in Microteaching Study Subject of Department of Biology Education, Pasir Pengaraian University. Jurnal Pendidikan Biologi Indonesia, 3(1), 10–18.
Aisyah, N. (2016). An Analysis of Teachers’ Talk in an EFL Classroom. Journal of English and Education, 4(2), 63–79.
Alghasab, M., Hardman, J., & Handley, Z. (2019). Teacher-student Interaction on Wikis: Fostering Collaborative Learning and Writing. Learning, Culture and Social Interaction, 21(2), 10–20.
Aşık, A., & Gönen, S. İ. K. (2016). Pre-service EFL Teachers’ Reported Perceptions of Their Development through SETT Experience. Classroom Discourse, 7(2), 164–183.
Astuti, I. W., & Selti, G. W. (2018). Trainees’ Views on the Use of Self-Evaluation of Teacher Talk (SETT) in Microteaching Sessions. International Conference on E-Society, E-Education and E-Technology, 127–130.
Boyd, M. (2015). Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom. Journal of Literacy Research, 47(3), 370–404.
Brooke, M. (2019). Teaching in Higher Education Guiding Teacher Talk in the Content and Language Integrated Learning classroom using Semantics from Legitimation Code Theory Guiding teacher talk in the Content and Language Integrated. Teaching in Higher Education, 1(19), 1–14.
Darmayenti, Besral, & Kustati, M. (2019). English Skills Based Microteaching: an Effective Model in Enhancing English Student Teachers ’ Teaching Skills. 26(1), 23–37.
Dillenbourg, P., Baker, M., Fischer, G., Hoppe, H. U., Koschmann, T., O’malley, C., Roschelle, J., & Suthers, D. (2018). The evolution of research on collaborative learning. In E. Spada & P. Reiman (Eds) Learning in Humans and Machine: Towards an interdisciplinary learning science. (Seventh). Elsevier.
Ghafarpour, H. (2016). Classroom Conversation Analysis and Critical Reflective Practice : Self-evaluation of Teacher Talk Framework in Focus. RELC Journal, 48(2), 1–16.
Ghajarieh, A., Jalali, N., & Mozaheb, M. A. (2019). An Investigation Into the Classroom Talk of Iranian EFL Novice vs. Experienced Teachers. Register Journal, 12(2), 100–125.
Gönen, S., İ., K., & Asik, A. (2016). Reflectivity Through the Analysis of Teacher Talk : the Case of Pre-service English Language Teachers. Journal of Social Sciences Institute, 13(36), 203–222.
Jamal, A., & Sandhya, K. (2016). Micro Teaching Skills Based Second Language Learning. An International Multidisciplinary Research E-Journal, 3(1), 149–153.
Jiang, Y. (2016). A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China. In A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China. Springer.
MacDonald, M., T. (2017). “My Little Englishâ€: a Case Study of Decolonial Perspectives on Discourse in an After-School Program for Refugee Youth. Community Literacy Journal, 11(2), 16–29. https://muse.jhu.edu/article/652762
Myhill, D. (2016). Talk, Talk, Talk: Teaching and Learning in Whole Class Discourse. Research Papers in Education, 21(1), 19–41.
Nagle, J. (2018). Twitter, Cyber-violence, and the Need for a Critical Social Media Literacy in Teacher Education: A review of the literature. Teaching and Teacher Education, 76(10), 86–94. https://doi.org/10.1016/j.tate.2018.08.014
Nasir, C., Yusuf, Y., Q., & Wardana, A. (2019). A Qualitative Study of Teacher Talk in an EFL Classroom Interaction in Aceh Tengah, Indonesia. Indonesian Journal of Applied Linguistics, 8(3), 525–535.
Putri, D., S. (2015). The Analysis of Teacher Talk and The Characteristic of Classroom Interaction in English As a Foreign Language Classroom. Journal of English and Education, 3(2), 16–27.
Turgut, Y. (2017). Tracing Preservice English Language Teachers ’ Perceived TPACK in Sophomore, Junior, and Senior Levels. Cogent Education, 43(1), 1–20. https://doi.org/10.1080/2331186X.2017.1368612
Wang, H. (2018). Fostering Learner Creativity in the English L2 Classroom: Application of the Creative Problem-Solving Model. Thinking Skills and Creativity, 31(10), 58–69. https://doi.org/10.1016/j.tsc.2018.11.005
Wasi’ah, N. (2016). A Study of Teacher Talk in Classroom Interaction at An Islamic Senior High School. OKARA Journal of Language and Literature, 1(1), 29–43.
Published
2020-06-22
Section
Articles
