LOGIC QUESTION IN EFL CLASSROOM TEACHING

Andriani, Agis and Ramdani, Junjun M and Sri, Melisa (2015) LOGIC QUESTION IN EFL CLASSROOM TEACHING. In: The 62 nd Teflin.

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Abstract

The teachers’ question types have the urgent part to give the effect to the students’ participations (Farahian& Rezaee, 2012). As Long and Sato (In Inan&Fidan, 2013) identified, these types of questions are echoic and epistemic influenced by parallel of analytic statements, parallel of metalinguistic truths, and parallel of logical truths where these types are related to logical properties as the reasons ( Katz, 1972). These factors arise the presupposition of the teacher in facilitating the students through questions. Finally, the essence of this action is as realization of the teacher’s professionalism who focuses on valued student’s outcomes, has worthwhile content, integration of knowledge and skills, assessment for professional inquiry, multiple opportunities to learn and apply information, approaches responsive to learning processes, opportunities to new learning with others, knowledgeable expertise, active leadership, and maintaining momentum (Timperley, 2008). Keywords: logical properties, presupposition, teacher’s professionalism

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