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"Due to the recent increase in studies on emotions in Applied Linguistics and, especially now, in pandemic times, it opens more discussion to relate teachers' emotions with several other aspects including resilience. Therefore, this research aims to analyze language teachers’ experience in teaching deaf students in Recife, Brazil, and Malang, Indonesia. The methodology applied was qualitative. This study involved teachers in Recife, Brazil, and Malang, Indonesia. The teachers selected to be interviewed in this study were those who had experience teaching deaf students for at least five years and those who, during the pandemic times taught online. Two teachers were taken from each city. Findings point out, among other things, that decreasing the number of students per class and having parents involved in the process may help improve students' learning and teachers' experience and resilience. Based on the data on the implementation of language learning and the teachers' perception of the benefit, the constraints, and strategies in online language learning, resilience is triggered by the professional, personal, institutional, and community challenges."

"ABSTRAKTesis ini membahas penggunaan pertanyaan dan pemberian waktu tunggu oleh seorang pengajar bahasa Inggris yang belum berpengalaman dan seorang pengajar bahasa Inggris yang berpengalaman pada tingkat sekolah menengah atas. Tipe pertanyaan pada penelitian ini diklasifikasi berdasarkan Taksonomi Bloom Anderson Krathwohl, 2001 . Waktu tunggu diklasifikasi menjadi waktu tunggu untuk pertanyaan yang langsung mendapatkan respon waktu tunggu I dan waktu tunggu II dan untuk pertanyaan yang tidak langsung mendapatkan respon waktu tunggu I fase I-II dan waktu tunggu II . Penelitian ini merupakan penelitian studi kasus dengan pendekatan kualitatif dan kuantitatif. Data diperoleh dari hasil observasi kelas, catatan lapangan, dan daftar cek observasi kelas. Hasil penelitian menunjukkan bahwa pertama, pengajar yang belum berpengalaman mengajukan tipe pertanyaan mengingat, memahami, mengaplikasikan, dan menganalisis. Pengajar yang berpengalaman mengajukan tipe pertanyaan mengingat, memahami, mengaplikasikan, menganalisis, dan mengevaluasi. Kedua, tingkat kognitif pertanyaan yang diajukan oleh pengajar yang belum berpengalaman dan pengajar yang berpengalaman hanya mempengaruhi lama waktu tunggu I untuk pertanyaan yang langsung mendapatkan respon. Tingkat kognitif pertanyaan yang diajukan oleh kedua pengajar tidak berkaitan dengan lama waktu tunggu I fase I-II dan waktu tunggu II untuk pertanyaan yang tidak langsung mendapatkan respon. Ketiga, tipe pertanyaan yang memfasilitasi partisipasi pemelajar adalah tipe pertanyaan mengingat, memahami, mengaplikasikan, dan menganalisis. Keempat, pemberian waktu tunggu kurang dari tiga detik menduduki posisi tertinggi, baik untuk pertanyaan yang langsung mendapatkan respon maupun tidak langsung mendapatkan respon. Dengan demikian, dapat disimpulkan bahwa tidak ada perbedaan pengunaan tipe pertanyaan dan pemberian waktu tunggu oleh pengajar yang belum berpengalaman dan pengajar yang berpengalaman. Kata kunci: penggunaan pertanyaan, pemberian waktu tunggu, pengajar berpengalaman dan belum berpengalaman, pengajar bahasa asing.

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ABSTRACTThis thesis discusses the use of questions and the allotment of wait time by the inexperienced English teacher and the experienced English teacher at high school level. Types of questions in this study were classified according to Bloom Taxonomy Anderson Krathwohl, 2001 . Types of wait time were classified into questions with direct response wait time I and wait time II and questions with indirect response wait time I phase I II and wait time II . This study is a case study with both qualitative and quantitative approaches. The instruments used to collect data were classroom observation, field notes, and classroom observation check list. The results show that first, the types of questions asked by the inexperienced teacher were remembering, understanding, applying, and analyzing. The types of questions asked by the experienced teacher were remembering, understanding, applying, analyzing, and evaluating. Second, cognitive levels of questions asked by the inexperienced teacher and an experienced teacher only affected the length of wait time I for questions with direct response. Cognitive levels of questions asked by both teachers did not correspond to the length of wait time I phase I II and wait time II for question with indirect response. Third, the types of questions that facilitated learners rsquo participation were remembering, understanding, applying, and analyzing questions. Fourth, the allotment of wait time of less than three seconds took the highest position, both for the questions with direct response and for the questions with indirect response. In conclusion, there is no difference in the use of questions and the allotment of wait time by the inexperienced English teacher and the experienced English teacher. Keywords the use of questions, the allotment of wait time, experienced and inexperienced teachers, foreign language teachers"