Teachers’ Use of Wait Time: A Case Study of Questioning Strategies in SMAN Padang

Fairatul Husna Daslin; Yetti Zainil

doi:10.24036/jelt.v9i4.110338

Teachers’ Use of Wait Time: A Case Study of Questioning Strategies in SMAN Padang

Fairatul Husna Daslin⁽¹⁾, Yetti Zainil⁽²⁾,
(1) Universitas Negeri Padang

Indonesia
(2) Universitas Negeri Padang

Indonesia

Corresponding Author
Copyright (c) 2020 Fairatul Husna Daslin

DOI : https://doi.org/10.24036/jelt.v9i4.110338

Full Text:

Language : en

Abstract

Not many research done yet on the wait time in classroom especially in the EFL classroom. This study aimed to observe how much time is given by the teacher between question posed and learners’ answers (wait time 1); and wait time 2, between students' feedback and teacher's explanation. This study also investigates the limitation of wait time which was observed using the conversation analysis and Stimulated Recall Interview (SRI). The participants of this study were 12 English teachers in SMAN Padang. The finding showed that most of the teacher waited 1-2 seconds in wait time 1 and wait time 2. The researcher found that the teacher in SMAN Padang gave the recommended wait time 1 (3-5 seconds) with only 25 % of the total questions, and in wait time 2 was 9 %. Moreover, the researcher found that questions types affect the wait time 1. In contrast, it did not occur in wait time 2. The researcher also discovered the phenomenon caused the limitation of wait time 1 and wait time 2. They were teacher echoing, teacher interruption, teacher elaboration, lower order questions and self-answer.

References

Almeida, P. (2010). Questioning patterns and teaching strategies in secondary education. Procedia. Social and Behavioral Sciences, 2, 751-756. 10.1016/j.sbspro.2010.03.096.

Alsaadi, N, S. M., & Atar, C. (2019). Wait-time in Material and Classroom Context Modes. International Journal of Contemporary Educational Research, 6(1), 53-69. DOI:https://doi.org/10.33200/ijcer.542495

Beyer B.K. (1997).Improving students thinking: A comprehensive approach. Boston, Allyn and Bacon.

Black P, Harrison C, Lee C, Marshall B, Wiliam D. Working inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan. 2004;86(1):8-21. doi:10.1177/003172170408600105

Bond, N. (2008). Questioning strategies that minimize behaviour problems. The Education Digest, 73(6), 41-45.

Cho, Y.H., Lee, S.Y., Jeong, D.W., Im, S.J., Choi, E.J., Lee, S.H., Baek, S.Y., Kim, Y.J., Lee, J.G., Yi, Y.H., Bae, M.J. & Yune, S.J. (2012). Analysis of questioning technique during classes in medical education. BioMed Central, 12(39), 1-7.

Gaither, J. F. (2008). Questioning Techniques. Questioning Techniques: Retrievedon4February,2009.http://thesecondprinciple.com/teaching-essentials/five-basic-types-questions.

Gilliam, K., Baker, M., Rayfield, J., Ritz, R., & Cummins, G. (2018). Effects of Question Difficulty and Post-Question Wait-Time on Cognitive Engagement: A Psychophysiological Analysis. Journal of Agricultural Education. 59. 286-300. 10.5032/jae.2018.04286

Godfrey, K. A. (2001). Teacher Questioning Techniques, Student Responses and Critical Thinking (Master’s Thesis, Portland University). Retrieved https://eric.ed.gov

Good, T. L., & Brophy, J. E . (2003). Looking in the Classroom. 9th edition. Boston: Pearson Education Inc.

Ingram, J., & Elliot, V. (2014). Turn Taking and ‘Wait Time’ in Classroom Interactions. Journal of Pragmatics. 62.

Kaur, H., & S, Mehedhar. (2014). The Use of Wait-Time in Questioning During Reading Comprehension Lessons by Secondary School Teachers in Selangor. International Journal of Education and Social Science, 1(3), 70 - 73.

Lewis, K. G. (2015). Improving Specific Teaching Techniques: Developing Questioning Skills. Austin: The University of Texas Press

Lynch, T. (1991). Questioning Rolesin the Classroom. ELT Journal 45(2), 201-209

Mark. (2011). An exploration of speaking in class anxiety with chinese ESL learners, Elsevier, 39(2): 202-14

Price, K. M., & Nelson, K.L. (2007). Planning effective instruction: Diversity responsive methods and management. California: Thomson Wadsworth.

Qashoa, S. (2013). Effects of Teacher Question Types and Syntatic Structure on EFL Classroom Interaction. International Journal of Social Science,. 7. 52-62

Rowe, M.B. (1986). Wait Time: Slowing Down May Be a Way of Speeding Up. Journal of Teacher Education. 37. 43-50

Sidnell. (2010). Conversation analysis: An introduction, Chichester: Wiley-Blackwell.

Smith, L., & King, J. (2017). A Dynamic Systems approach to Wait Time in the Second Language Classroom. 68, 1-14.

Süt, A. M. (2020). Wait-time in an English for Academic Purposes (EAP) context: A conversation analytic perspective. Language Teaching and Educational Research (LATER), 3(1), 149-162. https://doi.org/10.35207/later.698861

Tobin, K. (1987). The Role of Wait Time in Higher Cognitive Level Learning. Review of Educational Research, 57(1), 69-95. Retrieved November 1, 2020, from http://www.jstor.org/stable/1170357

Walsh, J. A., & Sattes, D.B. (2005). Quality questioning: Research-based practice to engage every learner. California: Sage Publications.

Widana, I. W. (2016). Modul Penulisan Soal Hots Untuk Ujian Sekolah. Jakarta: Diresktorat Pembinaan SMA, Direktorat Jenderal Pendidikan Dasar dan Menengah Kementrian Pendidikan dan Kebudayan.

Wragg, E., & Brown, G. (2001) Questioning in the Secondary School. London: RoutledgeFalmer

Yaqubi, B., & Rokni, M. P. (2012). Teacher’s Limited Wait Time Practice and Learners’ Participation Oppotunities in EFL Classroom Interaction. Journal of English language teaching and learning, 10.

Yatağanbaba, E., & Yıldırım, R. (2016). Teacher Interruptions and Limited Wait Time in EFL Young Learner Classrooms. Procedia - Social and Behavioral Sciences. 232. 689-695. 10.1016/j.sbspro.2016.10.094

Zainil, Y. (2017). Stimulated recall Interview (SRI): Teacher’s Self Reflection (Doctoral dissertation, Dean University). Retrivied from https://pdfs.semanticscholar.org.