Appreciating Students’ Responses: Verbal and Non-Verbal Compliments Used by English Teachers in Classroom

Jasrial, Dedi; Yunita, Wisma; Sukma, Betaria; Anggaira, Aria Septi

doi:10.32332/joelt.v9i2.3650

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…They have been teaching English more than 10 years. Those teachers have been categorized as experienced teachers (Jasrial et al, 2021), it assumes that they have more teaching abilities and higher performance levels (Rakib et al, 2016), including in making question tests.…”

Section: Methodsmentioning

confidence: 99%

Higher-Order Thinking Skills on Teachers-Made Tests by English Teachers of a Senior High School in Bengkulu City

Apriana

Lubis²,

Sofyan³

2022

JETALL

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The objectives of this study are to investigate the composition of Higher Order Thinking Skills (HOTS) on the English teacher-made test based on the revised Bloom’s taxonomy and investigating the quality of the teacher-made tests viewed from the composition of HOTS. This study was a content analysis that used a triangulation design: data transformation model mixed method approach. The data of this study were teacher-made test sets that consisted of 136 questions. The data were analyzed by understanding the operational verbs used in each item of the teacher-made test based on the cognitive domain of revised Bloom’s taxonomy. Then, data were put in a checklist table based in each cognitive domain category. After that, the data were calculated quantitatively and interpreted qualitatively. The results show that the composition of HOTS was lower than the Lower Order Thinking Skills (LOTS) of all questions on the teacher-made tests. The most frequent cognitive domain of the Bloom’s taxonomy found on the teacher-made test was C2 (Understand), followed by C4 (Analyze), C3 (Apply), C1 (Remember), C5 (Evaluate), and C6 (Create). Moreover, the quality of the teacher-made tests viewed from the composition of HOTS was in a less proportional criterion. In conclusion, the findings indicate constructing a test based on the principles of HOTS seem still problematic for Senior High School English teachers.

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Section: Methodsmentioning

confidence: 99%

Higher-Order Thinking Skills on Teachers-Made Tests by English Teachers of a Senior High School in Bengkulu City

Apriana

Lubis²,

Sofyan³

2022

JETALL

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“…Praise is an effective way of giving positive feedback to learners that can increase their motivation so they can be triggered to advance and develop their abilities including the ability to think critically. However, we must pay attention to the way how to praise learners, because praise can also lead them to a variety of negative attitudes such as deficiency in hard work and lack of creativity (Al-Ghamdi, 2017;Jasrial, et al, 2021;Sridharan & Bound, 2019). Lecturers have to consider how to use praise effectively.…”

Section: Excerpt 18mentioning

confidence: 99%

Feedback Strategies: An Effort to Enhance the Critical Thinking Skills of Daf-Learners in Indonesia

Wijayati,

Ardiyani,

Hidayat

2022

IJE

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Critical thinking has become one of the main education goals in this 21st century as the trend in the global market also requires graduates to be able to apply critical thinking skills to work settings. This study aims to describe the strategy of providing feedback to improve the critical thinking skills of German as a foreign language (GFL) learners in Indonesia. The research data were collected through observations and interviews with German students and lecturers at Universitas Negeri Malang, Indonesia, and presented descriptively qualitatively with observation and interview instruments. The results showed that asking questions to students, providing comments, encouraging output, and giving praise are the feedback strategies that can improve students' critical thinking skills. Lecturers provide several questions that lead them to think and answer these questions. The questions should be given to all students in the class so that students gradually are encouraged to be more active. Through those feedback strategies, learners are triggered to memorize, understand, apply, analyze, reformulate, and evaluate the learned materials. All those strategies are implemented to lead the students to better critical thinking skills. It is recommended that lecturers apply more types of feedback so that students have more opportunities to improve their language skills.

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Applying Non-Verbal Reinforcement in Increasing Students' Confidence in Economic Subjects

Febianti,

Gianti Nawangsari

2024

JPP

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This study was motivated by students' low self-confidence in themselves and the environment, especially in teaching and learning activities in the classroom. This research aims to describe the level of student self-confidence in economics subjects by providing non-verbal reinforcement and the effectiveness of non-verbal reinforcement in increasing students' self-confidence during teaching and learning activities in economics subjects. With a high level of self-confidence, students can experience teaching and learning activities in class in a fun way which has an impact on increasing understanding of economic material. The research method used in this research is quasi-experimental. The population in this study was 146 students, and the sample was 36 students. Data collection in this research used tests and observations. The test in this study was used to measure students' self-confidence. Data were analyzed with descriptive statistics, percentages and t tests using SPSS. The research results showed that the effectiveness of implementing non-verbal reinforcement in increasing students' self-confidence increased after implementing non-verbal reinforcement. Before being given nonverbal reinforcement, students were in the less confident category when studying economics in class. Meanwhile, after being given non-verbal reinforcement, students experienced an increase in self-confidence when studying economics material in class. There is a significant difference in students' self-confidence after being given nonverbal reinforcement compared to before being given nonverbal reinforcement.

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Appreciating Students’ Responses: Verbal and Non-Verbal Compliments Used by English Teachers in Classroom

Cited by 3 publications

References 6 publications

Higher-Order Thinking Skills on Teachers-Made Tests by English Teachers of a Senior High School in Bengkulu City

Higher-Order Thinking Skills on Teachers-Made Tests by English Teachers of a Senior High School in Bengkulu City

Feedback Strategies: An Effort to Enhance the Critical Thinking Skills of Daf-Learners in Indonesia

Applying Non-Verbal Reinforcement in Increasing Students' Confidence in Economic Subjects

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