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Student 4 : To know their Like and Dislike..
Teacher : “Good. Stereotype will facilitate you when you want to
adapt.”
Based on the excerpt 8 it can be seen that teacher are successfully stimulate students to analyze the benefits of Stereotyping. Trough “Are there any
benefits that people stereotype?” the question can lead students to analyze some benefits that they get from Stereotyping. Than student
1, only says “ Yes..” but the teacher expects the student to give more answer than the teacher asks “What are
they?” by this question teacher expects students to give rich answer. Therefore, before answering the question students need to classify between disadvantages
and advantages of stereotyping, the process of classifying is still categorized as ANQ. There is more than one student who participates and gives their answers.
Take as an example student 3 answers “To learn other culture, for example Chinese people are diligent.
Why don’t we do like them?.” At this occasion student 3 has give complete answer, “To learn other culture” this is the aim of
stereotyping, than the student continues to give example “for example Chinese people are diligent” the students takes example of Chinese people and gives
suggestion “Why don’t we do like them?”. From the answer teacher expectation can be fulfilled. Overall, students can analyze reason of the benefits of
Stereotyping and this process can be labeled as ANQ.
5. Synthesis Question
The second is Synthesis question SYQ the finding presents that SYQ is ideally used to forming a new whole from what have not stated before. This type
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of question is important because in CCU students should deal with some problems that force them to see in different perspective creatively then stimulating students
with this question is recommended. Excerpt 9
Group Presentation – Poem- My Billingual Indentity
Teacher : What is the connection between Subali and Sukriyo and
the enemy and the battle, how would you relate it to the fact that you are multilingualism?
Student : Ah..Okay. We interpreted that Subali as our mother
tongue as Javanese language and Sugiyo as English so it is the foreign language that we use. In the end, Subali lost and Sugiyo is won. It just
likes our mother tongue. Nowadays, we tend to speak English in our daily life. It is because we are here in FLL, we use English a lot and tend to
forget our mother tongue.
Excerpt 9 shows a question-answer chain between teacher and students during the presentation. The teacher asks student “What is the connection between
Subali and Sukriyo and the enemy and the battle, how would you relate it to the fact that you are multili
ngualism?”. The teacher expects students to explain the connection between each of the characters and also event in the story it means
students are required to activate imaginative and critical thinking to relate the connection of those characters and “how would you relate it to the fact that you
are multilingualism?” is the follower question which requires student to enter deeper thinking.
Moreover, they should explain how the story and the fact as multilingual persons can fit each other. Before give the answer, the student needs to put the
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information together that requires original thinking by their own interpretation, combine the unstated elements the connection between the story characters, the
plot and the fact as multilingual person and the last the students should express the opinion to perform imaginative and creative thinking.
Furthermore, the process when students can imaginatively see more than one side of a problem between a traditional story and their position as multilingual
person it is shows that they have fulfilled the question requirement. It could be identified by seeing students respond star sign. The students read the story, and
then find the similarity between their condition and the story plot. After that, they placed the story conflict to be interpreted as their dilemma as multilingual person.
However, the students’ answer can support the teacher’s question as SYQ since their answer can included imaginative, creative and original thinking as the
categorization of SYQ which show ed on the basis of Bloom’s Taxonomy-based
teacher question framework Mehr, et al.,2014. Excerpt 10
Group 2 presentation about Sujata Bhatt- Search for My Tongue Teacher
: Any other possible content?. Yes..Hana? Student 1
: The poem shows about the w omen who don’t want to
lose her identity. Student 2
: The factor that give impact to the lost of her first language..
Teacher : Okay, so reasons or factors that leads to her losing of her
first language which is no supporting environment, no speaker, and no communication of Gujarati...
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Excerpt 10 illustrates another example of SYQ based Bloom’s taxonomy- based teacher question framework Mehr, et al.,2014. The question of “Any
other possible content?” The teacher seems to apply the basic characteristics of SYQ which is to stimulate students thinking based on unstated idea that requires
student to build their creative and critical thinking. Therefore, by seeing another content of the poem from different perspective, the students are encouraged to
analyze the idioms in the poem that related to a new content. In another words, they need their critical thinking to find the relation. Student 1 posts answer that
“The poem shows about the women who don’t want to lost her identity” but student 2 says that the poe
m content is about “The factor that give impact to the lost of her first language” from both answer it can be seen that each students has
different point of view as the result from their interpretation so the answers become variant. Overall, the process of finding, relating and combining the idea in
new content of the poem is identified as SYQ.
6. Evaluation Question
