Teknik Menyoal
Teknik Menyoal
There are mistakes that teachers made during the questioning process.
Asking ___________
1. too many questions at once
5.irrelevant questions
Failing to___________
9. correct wrong answers
Number 1 to 10
3. Producing Questions
4. Categorizing Questions
5. Prioritizing Questions
6. Next Steps
7. Reflection
There are many good reasons why teachers should ask students questions during lessons. Teachers can use
questions to help students link present knowledge with their prior knowledge (Ip, 2003a, b). By asking
pertinent questions, teachers can keep students focused on the lesson’s goals and objectives and engaged with
the subject matter (Ip, 2005). Challenging questions stimulate students’ curiosity as they emphasise the use of
ideas instead of memory work (Wang & Ong, 2003). More importantly, good questions can trigger thinking.
Thus, teachers can pose a variety of lower- and higher-level questions that require students to use both
divergent and convergent thought processes. In doing so, the development of critical and creative thinking
skills is fostered. Furthermore, students may develop better reasoning skills if questions are sequenced
logically.
Questioning adds variety to the lesson. When the teacher asks the class a question, it motivates students as
they feel involved in the learning process. When the teacher asks an individual a question, it allows him/her to
express him/herself, averting the monotony that tends to overwhelm the teaching of large classes. In addition,
the questioning process helps teachers to evaluate students’ understanding of the subject and adjust the
difficulty of the lesson accordingly.
However, there are problems associated with the questioning method. Because of the high level of student
involvement required, this method can be time-consuming if used in large classes. The success of this method
also depends on the types of students in a class. Shy students usually do not participate in discussions and a
small group of more vocal students may take over the discussion. As a result, other students may feel left out
and lose interest in the subject altogether. It is also possible that students’ responses may not be audible to
the teacher in a large lecture hall.
The teacher should take care not to discourage students by ‘shooting down’ their responses. A good mix of
lower- and higher-level questions is necessary to prevent predictability and boredom. Therefore, teachers
should pose higher-level questions which can trigger higher thinking processes.
For the method to be effective, questions should be explicit and worded to suit students’ level of understanding
of the subject. The delivery of questions is important as well. A well-formed question may lose its effectiveness
if it is not properly asked. Hence, teachers must develop a sense of “timing”, “relax” and be “patient” while
waiting for students’ responses (Wang & Ong, 2003). The provision of an open and non-critical environment
that welcomes all responses is essential to successful questioning in large classes.
Teachers must understand that it is perfectly alright if students cannot come up with answers right away.
Challenging questions should be used to stimulate students’ thinking so as to engage them throughout the
lesson.
References
Ip, Y.K. (2003a). ‘The Importance of Prior Knowledge in Students’ Learning’. Ideas on Teaching, 2: 4–5.
Ip, Y.K. (2003b). ‘Prior Knowledge and Definition’. Ideas on Teaching, 2: 6–7.
Ip, Y.K. (2005). ‘Search Mode Versus Receptive Mode’. Ideas on Teaching, 3: 2–3.
Wang, C.M. & Ong, G. (2003). ‘Questioning Techniques for Active Learning’. Ideas on Teaching, 1: 8–9.
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