Application The Factors of Teaching Quality in Detail
As the data from observer, students, and teacher, in the classroom atmosphere, the teachers provided both product and process questions to
students. Based on table 4.2, it could be seen that the teacher scored on this stage by 3.7, it was categorized as high. Meanwhile, the students and
the observer scored average. It means that questioning stage was easy activity to practice at class, the teachers could provide good interaction
related to create the questions to students. There were two kinds of questions which could be practiced by
teacher in the process of teaching and learning. Process question was to attempt students how they found their answer. For instance, when a
teacher taught reading, teacher asked to analyze the kinds of descriptive text. The example of process question in teaching reading was
“How to differentiate between identification and description
?”. Meanwhile product question was to ask for students to find their answer in the printed text.
The example were : “Which one is identification and descriptive?”, “How
old is the puppy?”. The teachers always gave simple questions during the lesson. Based on the interview with some teachers, they gave both types of
questions given during the lesson. Based on the observation, the types of questions given by the teachers were both productnarrow questions and
processbroad questions. In line with this, based on the interview with some students, they said that the teachers should give both product and
process questions. It could provide the teaching and learning process more interesting and challenging.
Questioning could be taken in each part of lesson; in the first material, along the study, in the last session. In the beginning of lesson,
teachers gave question not only to review the previous lesson, or to brainstorm students but also to get in students into the material and to get
student s’ attention. It could also help students to be easier receiving the
material. The examples were: “Have you ever say congratulating to your
friends?”,“Have you ever heard conservation?”. Meanwhile, along the
process of teaching and learning, question could be given to students both product and process questions. In this part, after teacher gave modeling
about “days, months, and years”, the teacher asked the students one by one about how the condition of students, how old they were, when they were
born, where their addresses were, etc. Other teachers asked to analyze the sentence whether the sentences correct or incorrect. In this case, teacher
provided the sentence, and then the students should think why the sentence was incorrect. This was a kind of question to build critical thinking of
students. Then teacher discussed with students to solve the problem together, teacher also provided
positive comment to students’ answers. In addition, questioning was related to assessment of students, when teacher
wanted to take the score of studen ts’ performance, the teacher could use
both product and process question. Nevertheless, only a few teachers provided students the question in the last session which was to check
whether students understand the material or not, teacher asked to give comment or questions related to the material being presented in modeling
stage. Even, there were only two teachers out of twelve asked to conclude the material. For instance,
asking “What is your conclusion about Simple Past
?”, “Is there any question?” etc. This activity was important because effective teacher should clarify to students if they had any questions
regarding the day lesson. The last, at the real situations, a few teachers gave response like short
statement to the student answers. In line with this, based on the observation with some teachers, they frequently gave some short
statements such as “Okay, you are right” if there were some students who could answer correctly. However, based on the interview with some
students, applause and praise were also needed by the students in order to support them participated actively in the classroom. At the real situation, if
the students made an incorrect answer, the teacher usually pointed some students and asked them to give the correct one. Even they used an
analogy to make the students easier understanding the feedback. If there was no student who could answer correctly, the teachers themselves
explained the answer. In conclusion, the teachers should be creative when
they do not find comment from students. Knowing that students seemed to answer without raising their hands, the teacher tried to point out one
student to another student to answer the teacher’s question. In this case,
almost teachers tried to correct students’ answer when they were wrong to
answer and seemed to remember the students’ names well; even some
teachers could not mention their names one by one. This activity seemed
on almost teachers on those three schools. Concerning about students’ silence when teacher gave question, many teachers on the three schools
tried to rephrase the question into easier words or provided easier clue to make the question easy to understand.