a study on questioni ng in pbi micro teaching … · bukan sekedar menyampaikan pertanyaan,...

i

A STUDY ON QUESTIONING IN PBI MICRO TEACHING COURSE

AT SANATA DHARMA UNIVERISTY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Gregorius Julian Cahyadi

Student Number: 121214117

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ASarjana Pendidtkan Thesis on

A STUDY ON QUESTIONING INPmMICRO TEACHING COURSE

AT SANATA DHARMA I]NTVERSITY

By

Gregorius Juliau Cahyad i

Stndent Nnmber: 12121"4117

1l

Dr. Enranuel Sunarto, M.Hum. Mmch?,2017


STAIEMENT OT' WOBI(:S ORIGINALITY

t honestly declare that this thesis, which I have written, does not contain the work.,

or parts of the work of other peoplg oxeept those cited in the quotations and the

reference6 as a scientific paper should.

Yograkarta, I I April 2017

The Sirriter

0!tMGregorius Julian Cahyadi

t272t4117

rv


LEMBAR PER}TYATAA}I PERSETUJUAFIPT]BLIKASI KARYA ILMIAII T'NTUK KEPENTINGAIY AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

NamaNomor Mahasiswa

: Gregorius Julian Cahyadi: l2l2l41l7

Demi pengembangan ilmu pengetahrxm, saya memberikan keapda Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yaflg berjudul:

A STUDY ON QITESTIOnm{G INrA/MTCRO TEACHING COURSE

AT SANATA DIIARMA UNTYERSITY

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikankepada Perpustakaan Universitas Sanata Dharma hak untuk rnenyimpan,mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,

mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau medialain untuk kepentingan akademis tanpa perlu meminta {iin dari saya maupunmemberikan royalti kepada saya selama tetap mencantumkan nama saya sebagaipenulis.

Demikian pemyataan ini yang saya buat dengan sebenarnya.

Dibuat di YogyakartaPada tanggal: I I April 201 7


Yang menyatakan


vi

ABSTRACT

Cahyadi, Gregorius Julian. (2017). A Study on Questioning in PBI Micro Teaching

Course at Sanata Dharma University. Yogyakarta: English Language Education

Study Program, Department of Language and Arts Education, Faculty of Teachers

Training and Education, Sanata Dharma University.

Becoming a teacher requires teaching skills that support teaching learning

activity. One of the important skills that is needed is a questioning skill. Questioning

is not only mentions questions but also how to transfer knowledge from a teacher

to students and how to develop their critical thinking. The researcher conducts a

study on students’ questioning in Micro Teaching course to by analyzing their

levels of questioning. Furthermore, questions asked by students of PBI Micro

Teaching course were also researched.

There are two research problems in this study, namely: what types of

questions are asked by students in their teaching practice in Micro Teaching class

D batch 2013? and what levels of questioning are used by students in their teaching

practice in PBI Micro Teaching class D batch 2013?

This study used qualitative analysis and it belonged to content analysis. The

data were gathered from video recording of students’ performance in Micro

Teaching course. The data focused on students’ questioning and its questions. Then,

the researcher transcribed it. Observation table was used to classify the data. In

analyzing the data, the researcher used the revised theory of Bloom’s taxonomy by

Anderson, et al. (2001) for levels of questioning. Meanwhile, Richards’ and

Lockhart’s theory (1996) was used to identify types of questions.

The findings of this study showed that 262 questions related to students’

types of questions. In this case, students of Micro Teaching mostly used procedural

questions in their performance and divergent questions were the lowest than the

others. Meanwhile, the finding of second research problem showed 144 questions

related to students’ levels of questioning. The researcher found six levels of

questioning used by students of micro teaching course. The highest frequency was

remember level with 79 questions and the lowest was create level with 1 question.

Keywords: Questioning, Levels of Questioning, Types of Questions.


vii

ABSTRAK

Cahyadi, Gregorius Julian. (2017). A study on Questioning in PBI Micro Teaching

Course at Sanata Dharma University. Yogyakarta: Pendidikan Bahasa Inggris,

Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan,

Universitas Sanata Dharma.

Menjadi seorang guru tentunya membutuhkan kemampuan mengajar yang

baik untuk mendukung jalannya aktivitas belajar mengajar. Salah satu kemampuan

mengajar yang penting untuk dimiliki adalah kemampuan bertanya. Bertanya

bukan sekedar menyampaikan pertanyaan, melainkan cara mentransfer

pengetahuan dari guru kepada murid-murid yang diajarkan dan juga membantu

mengembangkan daya pikir siswa. Peneliti mengadakan sebuah penelitian

mengenai bertanya yang disampaikan oleh mahasiswa mata kuliah Micro Teaching

dengan menganalisis tingkatan bertanya tersebut. Selain itu, peneliti juga

melakukan penelitian terhadap jenis-jenis pertanyaan yang merupakan bagian dari

aktivitas bertanya.

Penelitian ini memuat dua pokok rumusan masalah yaitu jenis-jenis

pertanyaan apa saya yang ditanyakan oleh mahasiswa mata kuliah Micro Teaching

kelas D angkatan 2013 ketika mengajar? dan tingkatan bertanya apa saja yang

digunakan oleh mahasiswa mata kuliah Micro Teaching kelas D angkatan 2013

dalam simulasi mengajar yang mereka lakukan?

Penelitian ini menggunakan metode kualitatif dan termasuk ke dalam

analisis isi. Data yang digunakan diperoleh dari rekaman video ketika mahasiswa

mengajar di mata kuliah Micro Teaching. Data difokuskan pada aktivitas bertanya

yang memuat pertanyaan. Kemudian, peneliti mentranskripsikan data tersebut.

Peneliti menggunakan tabel observasi untuk mengelompokkan data. Dalam

melakukan analisis, peneliti menggunakan teori Bloom’s Taksonomi versi revisi

dari Anderson dan kawan-kawan (2001) untuk mengetahui tingkatan bertanya.

Peneliti juga menggunakan teori dari Richards dan Lockhart (1996) untuk

mengidentifikasi jenis-jenis pertanyaan.

Penelitian ini menemukan sekitar 262 pertanyaan termasuk dalam jenis-

jenis pertanyaan. Mahasiswa paling banyak menggunakan procedural questions,

sedangkan pertanyaan yang paling sedikit digunakan adalah divergent questions

dibandingkan yang lain. Sementara itu, penemuan terhadap rumusan masalah

kedua menunjukkan 144 pertanyaan termasuk dalam tingkatan bertanya. Peneliti

menemukan enam tingkatan bertanya yang digunakan oleh mahasiswa mata kuliah

Micro Teaching. Remember questions memiliki jumlah tertinggi dengan jumlah 79

pertanyaan dan yang terendah adalah create questions yang hanya memiliki 1

ucapan.

Keywords: Questioning, Levels of Questioning, Types of Questions.


viii

ACKNOWLEDGEMENTS

First of all, I would like thank The Almighty God for blessing my life. He

gives me strength, chance, good people, patience, and health in order to assist me

to finish my thesis.

My deepest gratitude goes to Dr. Emanuel Sunarto, M.Hum., for his

guidance, motivation, time, and patience. He kindly helped me by giving support

and encouragement during thesis consultation. He had shown his quality as an

advisor by routinely monitored, giving useful feedback and solutions.

I would like to give my special thanks to my beloved parents, Yulianus

Gumpol and Cornelia Dewi Pramana, for their love, prayer, motivation, and

patience. I also would like to thank my brothers and sisters, Bang Alfon, Mas Edo,

Bagas, Nadia, Dea, Yeyes, and Agapitus for their support. They convinced me that

I could finish my thesis well no matter what happened.

I thank to Julyan Adhitama, who helped me to proofread my thesis.

Furthermore, I express my gratitude to the members of class D (Penguins), for

being best friends during my study in PBI. They taught me a lot of meaningful

things. My gratitude goes to members of Train8 (Thomas, Ajeng, Fira, Ave, and

Regin) who helped me to lead them by giving motivation and suggestion so that I

could my role and finish SPD class. I would not forget anyone who had given me

assistance that I cannot mention one by one.



ix

TABLE OF CONTENS

TITLE PAGE ........................................................................................................ i

APPROVAL PAGES ............................................................................................ ii

STATEMENT OF WORK’S ORIGINALITY .................................................. iv

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................. v

ABSTRACT .......................................................................................................... vi

ABSTRAK ............................................................................................................. vii

ACKNOWLEDGMENTS ................................................................................. viii

TABLE OF CONTENTS ..................................................................................... ix

LIST OF TABLES .............................................................................................. xii

LIST OF APPENDICES ................................................................................... xiii

CHAPTER I: INTRODUCTION ......................................................................... 1

A. Research Background ....................................................................... 1

B. Research Problems ........................................................................... 4

C. Problem Limitation ........................................................................... 4

D. Research Objectives ......................................................................... 5

E. Research Benefits ............................................................................. 5

F. Definition of Terms .......................................................................... 6

CHAPTER II: REVIEW OF RELATED LITERATURE ................................. 8

A. Theoretical Description .................................................................... 8

1. Types of Questions .................................................................... 8

a. Procedural Questions .......................................................... 9

b. Convergent Questions ........................................................ 9

c. Divergent Questions ......................................................... 10

2. The Revised Bloom’s Taxonomy of Cognitive Abilities ........ 10

a. Remember ......................................................................... 11


x

b. Understand ....................................................................... 13

c. Apply ................................................................................. 14

d. Analyze ............................................................................. 16

e. Evaluate ............................................................................ 17

f. Create ............................................................................... 17

B. Theoretical Framework ................................................................ 18

CHAPTER III: RESEARCH METHODOLOGY ............................................ 20

A. Research Method .......................................................................... 20

B. Research Setting ........................................................................... 21

C. Research Participants ................................................................... 21

D. Research Instrument and Data Gathering techniques .................. 21

1. Research Instruments ............................................................. 21

a) Video Recording of Micro Teaching 6th semester 2016 .. 21

b) Observation Table ............................................................ 22

2. Data Gathering Techniques .................................................... 23

E. Data Analysis Techniques ............................................................ 24

1. Data Reduction ....................................................................... 24

2. Data Display ........................................................................... 25

3. Conclusion Drawing and Verification ................................... 25

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ........................ 27

A. Types of Question Found in Micro Teaching Course .................. 27

1. Procedural Questions ............................................................ 28

2. Convergent Questions ........................................................... 29

3. Divergent Questions .............................................................. 30

B. Levels of Questioning Found in Micro Teaching Course ............ 31

1. Remember ............................................................................. 32

2. Understand ............................................................................ 34

3. Apply ..................................................................................... 36

4. Analyze ................................................................................. 37


xi

5. Evaluate ................................................................................. 38

6. Create .................................................................................... 39

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ................... 40

A. Conclusions .................................................................................. 40

B. Recommendations ........................................................................ 41

1. For Students of PBI Micro Teaching Course ........................ 42

2. For Lecturers of Micro Teaching Course .............................. 42

3. For Future Researchers ......................................................... 42

REFERENCES ..................................................................................................... 43

APPENDICES ...................................................................................................... 45


xii

LIST OF TABLES

Table 3.1 Participants’ Questions .......................................................................... 22

Table 3.2 Participants’ Questioning ....................................................................... 23

Table 3.3 Quantity of Types of Questions ............................................................. 24

Table 3.4 Quantity of Levels of Questioning ......................................................... 25

Table 4.1 The Findings of Types of Questions in Micro Teaching Course ........... 27

Table 4.2 The Findings of Levels of Questioning in Micro Teaching Course ...... 32


xiii

LIST OF APPENDICES

Appendix A: List of Participants’ Questions in Micro Teaching Course .......45

Appendix B: List of Levels of Questioning in Micro Teaching Course .........58


1

CHAPTER I

INTRODUCTION

This chapter is an introductory part. It presents the research background,

research problems, problem limitation, research objectives, research benefits, and

definition of terms.

A. Research Background

Teaching is a process of how to make students particularly experience a

learning activity and motivate them to be good and useful people. In addition,

teaching also gives big responsibilities to teachers in leading and guiding students.

Therefore, teachers are determined to have certain good qualifications either in

knowledge, attitude, or even a teaching technique. By having such qualifications, it

is able to increase the quality of teaching learning process and give good impact to

students’ development.

One of the qualifications should be mastered as a teacher is questioning. It

is commonly used in a class activity. Gall (as cited in Richards and Lockhart, 1996)

says “in some classrooms over half class time is taken up with question and answer

exchanges.” Based on the statement, it shows that questioning plays a critical role

during the teaching-learning activity and it indicates that is an interaction between

a teacher and students. Additionally, a question also organizes the content of

learning and has deep implications in the way that students assimilate the

information that is presented and discussed in class (McComas and Rossier, n.d.).

In 2014, Chafi and Elkhouzai define “questioning as fundamental part of the staple


2

diet of classroom interaction through which a variety of pedagogical and social

actions are carried out.”

There is saying “question is knowledge.” It means that the human curiosity

that comes from question will lead to knowledge. It seems simple but containing

useful things particularly for students’ development. Kerry (2002) in his book says

that “questioning transfers the emphasis in learning from the teacher to the student.

The teacher enquires, probes, challenges; the student is required to think speculate,

and contribute.” (p. 75). Thus, questioning is transfer knowledge from what

teachers have to students by processing it. Teacher needs to deliver critical

questions to encourage students thinking critically to find the answer. For instance,

high order questions require students to analyze, evaluate, and provide their own

opinion will help them to develop the way of thinking. However, questions are

given should notice what course is being taught because every subject has their own

needs. For instance, vocabulary class may determine students’ memorization more

than speaking class.

The use of effective questions can lead students to become more curious

and active (Fusco, 2012). By possessing questioning skills, teachers immediately

notice a positive difference in their students. A smoother flow of interactions and

more dynamic relationships in the classroom even become conscious fewer

discipline problems (Pagliaro, 2011). Furthermore, a questioning activity shows

that there is a dynamic interaction between a teacher to students and students to

students. By having a well interaction, a teacher is able to check students’

understanding on certain topics and students are able to perform their understanding


3

when given questions. Considering how important questioning and its questions is,

experts believe that it is a tool that teachers have for helping students to build

understanding (Wiseman and Hunt, 2008). The researcher is in line with the

experts’ argument that asking questions gives positive impact to students’

development and make a teacher easier to adapt with the class situation. In order

to have qualified teachers in the future, the English Language Education Study

Program (ELESP) provides students with a course to facilitate what teacher

candidates’ need. The course is famously called Micro Teaching. The ELESP is a

department that is affiliated with the Faculty of Teachers Training and Education.

This course is given in accordance with the provision of the ELESP that is being a

study program that prepares and produces students to become English teachers who

are professional, intellectual, humanistic, dignified, and acquiring the characteristic

as educators.

The researcher observes that the students of Micro Teaching course who do

teaching simulation often ask some questions either in the pre-activity, main

activity, or closing activity. It is natural that questioning is one of the most familiar

forms of teacher talk in classrooms (Chafi and Elkhouzai, 2014). In addition, the

researcher also sees that the students of Micro Teaching might not realize when

asking questions. As teacher candidates, Micro Teaching students need to raise their

awareness of importance of asking questions’ purposes. The students should know

what they are looking for from proposing their questions. Considering the situation

in Micro Teaching course, the researcher proposes a research to study about


4

questionings. Therefore, this research is expected to enrich knowledge particularly

for teacher candidates in having a good questioning skill.

B. Research Problems

Based on the research background above, there are two research problems

formulated in this study.

1. What types of questions are asked by students in their teaching practice in PBI

Micro Teaching class D batch 2013?

2. What levels of questioning are used by students in their teaching practice in PBI

Micro Teaching class D batch 2013?

C. Problem Limitation

The study focuses on the analysis of questions by students when they have

teaching practice simulation in Micro Teaching course. Specifically, the focus is

questions in a verbal way produced during the simulation. The researcher employs

the theory of types of questions suggested by Richards and Lockhart (1996) to

analyze the first research problem which is types of questions. For the second

research problem, the researcher uses the theory of Anderson, et al. (2001) in

Bloom’s Taxonomy (the revised version)


5

D. Research Objectives

Based on the research problems, the objectives of this study are as follows.

1. To find out the types of questions asked by students’ teaching practice in Micro

Teaching class D batch 2013

2. To analyze the levels of questioning used by students’ teaching practice in

Micro Teaching class D batch 2013

E. Research Benefits

By conducting this study, it is expected to give benefits especially in English

Language Teaching.

1. Micro Teaching Students

This study is able to enrich students’ knowledge on levels and types of

questions. It also helps students to reflect their questioning skills so that in the future

they are able to improve their performances and know how to ask questions

properly.

2. Micro Teaching Lecturers

Lecturers are expected to guide and take responsibility on students’ teaching

skills. Therefore, this study provides information needed for lecturers in giving

suggestion and feedback to students during the teaching practice especially levels

and types of questions.


6

3. The ELESP Sanata Dharma University

The finding of this study is expected to raise awareness of English

Department on the issue of questioning especially in Micro Teaching course. In

addition, it helps the ELESP to make a good teaching material about questioning.

4. Future Researchers

Future researchers are expected to conduct more aspects of questionings

used in Micro Teaching course. In addition, future researchers may investigate

levels and types of questions based on subjects or courses taught in Micro Teaching

course, school, and campus particularly the ELESP Sanata Dharma University.

F. Definition of Terms

To avoid misunderstanding and to give better understanding of some terms,

the researcher provides their definitions.

1. Questioning

Questioning is defined as a situation in which people ask someone

questions (“Questioning”). Questioning is fundamental to good teaching and

learning (Department for Education and Skills, 2004, p.1). In addition, it is one of

the skills and techniques in teaching. By questioning, it helps students to review,

check on comprehension, stimulate critical thinking and control classroom activities

(Blosser, 1991).

2. Micro Teaching

Singh and Sharma (2004) state that “microteaching is a training course,

which requires pupil teachers to teach a single concept using specific teaching skills


7

to a small number of pupils in a short duration of time.” In this case, Micro Teaching

is a course offered in the sixth semester of the ELESP Sanata Dharma University.

This course provides teaching practice simulation with allocated time for students

to practice and to master teaching skills before experiencing Program Pengalaman

Lapangan (PPL) in junior or senior high schools.

3. Levels of Questioning

Levels of questioning is levels of asking questions in context of classroom

situation. The levels relate to the cognitive ability in the revised theory of Bloom’s

Taxonomy, namely: remember, understand, apply, analyze, evaluate, and create. In

Indonesia curriculum, those levels are well known as C1 (cognitive 1), C2, C3 until

C6 which are used by teachers to plan their questions. Remember, understand, and

analyze are categorized as the low levels. Meanwhile, analyze, evaluate, and create

are categorized as the high levels.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Description

In this section, the researcher provides relevant theories and reviews similar

research studies. Thus, the researcher employs the revised Bloom’s Taxonomy to

examine the levels of questioning and uses the theory of types of questions.

1. Types of Questions

There are several types of question suggested by experts. In this study, the

researcher employs theory suggested by Wilen (1987), Richards and Lockhart

(1996). Based on the theory, there are three types of questions, namely procedural,

convergent, and divergent. According to Qashoa (2013), the use of such

classifications is able to engage students’ participation and make them to take part

in classroom interaction. He also argues that the types are better used in

heterogeneous class since it makes students feel more successful and challenged

(p.54). However, the researcher elaborates the theories with some others in order to

support the study.

Sukur (2016), in her research about a teacher’s question in micro teaching

class, finds that the most type of question used by students in their teaching practice

simulation is a convergent question. In her cases, it is found when the teacher leads

the students to the topic of learning and function as introductory questions. The

second place is procedural questions. This type is mostly found in an opening class


9

activity and sometimes used for asking willingness. Meanwhile, the lowest type is

divergent questions.

a. Procedural Questions

Procedural questions have a relation with classroom procedures, routines,

and classroom management (Richards and Lockhart, 1996, p.186). It means that

this question has a function as opposed to the content of learning. As an illustration,

the following questions such as how are you? or have you done, class? contain

different meanings and they have their own purpose as complement of questions

relate to mastering content of a lesson. The first question is used in pre-activity. The

intention of the question is to ask about students’ condition and make them be ready

to follow activity. In the second question, the teacher asks for students’

confirmation in doing exercises or discussions. Based on the example above shows

that procedural questions have a different function from questions designed to help

students master the content of a lesson (Richards and Lockhart, 1996).

b. Convergent Questions

The second type is a convergent question. In short, Gallagher and Aschner

(as cited in Wilen, 1987) define convergent as a question that tends to demand a

students’ responses along a single direction which requires a single correct or best

answer. Wilen (1987) specifically adds that the form of convergent questions is

close-ended but more demanding than factual question (p.71). The explanation

provided by Richards and Lockhart (1996) say that convergent questions can be

known from several conditions. The first is focusing on a central theme. Next, it

needs a response in a short answer and a short statement such as “yes” or “no”.


10

Then, it does not need high order thinking. Furthermore, convergent questions focus

on the recall of previously presented information. The additional function of

convergent questions is to introduce the topic before the teacher begins lesson and

explains the content of learning.

c. Divergent Questions

The last is a divergent question. Wilen (1987) states that this question is less

predictable than the convergent question. The teacher may not expect and know the

response or answer given by students. Richards and Lockhart (1996) add that

divergent questions do not seek short answers and responses and they require high-

level thinking. Students should be able to provide their own information and to view

a topic from new perspectives. The examples of divergent questions are how have

computers had an economic impact on society? and how would business today

function without computers? The teacher can provide divergent questions after

asking convergent questions (Richards and Lockhart, 1996, p.187)

2. The Revised Bloom’s Taxonomy of Cognitive Abilities

Questioning is defined as a situation in which people ask someone questions

(“Questioning”). In addition, people propose questioning in order to find out

answers and more information. In the context of classroom situation, questioning is

an activity which involves interaction between a teacher to students and students to

students. The questioning activity may happen when a teacher checks students’

understanding, tests students’ knowledge, or because of students’ curiosity. It

requires questions and answers. Sometimes, questioning does not seek for answer.


11

Levels of questioning vary from an expert to another. This study employs

levels of questioning based on the revised Bloom’s Taxonomy. Krathwohl (2001)

says that the taxonomy of educational objectives is a framework for classifying

statements of what we expect or intend students to learn as a result of instruction.

It means that the taxonomy provides an important framework focusing on higher

order thinking. By providing it, this taxonomy can assist teachers in designing

performance task, crafting questions, and giving feedback to students’ work.

Anderson et al. (2001) in their taxonomy divide the six categories of the

cognitive process dimension (p.31). They are remember, understand, apply,

analyze, evaluate, and create. Those levels are often used in the objective of

learning as well-known as C1 until C6 in Indonesia curriculum

a. Remember

Anderson, et al. (2001) say that remember is a process to retrieve relevant

knowledge from long-term memory. They add the scope of this level.

Remember knowledge is essential for meaningful learning and problem

solving as that knowledge is used in more complex tasks. For example,

knowledge of the correct spelling of common English words appropriate to

a given grade level is necessary if the student is to master writing an essay

(p.66).

Based on the explanation above, remember knowledge can be a meaningful

learning if the assignments or tasks integrated with comprehensive knowledge and

not isolated from their context. In addition, Price and Nelson (2010) call this level

as the lowest level of cognitive domains (p.22). In fact, the process that is needed

by students in answering remember questions is recalling knowledge and

information.


12

In this level, there are two processes of cognitive: recognizing and recalling.

Anderson et al. (2001) says that recognizing involves retrieving relevant knowledge

from long-term memory in order to compare it with presented information. They

explain that in recognizing, the students recall for a piece of information that is

identical to the presented information. Then, they determine whether the

information matches with previously learned knowledge or not. Recognizing is used

when students are able to connect their memories with what they have experienced

or known before. As an illustration, Reeves (2011) gives a clear example of

recognizing. The question “which of these numbers is one thousand?” requires

student to recognize the correct answer in one possibility (p. 201).

Actually, recalling has the same procedure as well as recognizing. Anderson

et al. (2001) specifically define its cognitive process as follows.

Recalling involves retrieving relevant from-long term memory when given

a prompt to do so and it is usually in form of question. In recalling, students

search long-term memory for a piece information and brings that piece of

information to working memory where it can be processed. For instance, in

literature, an objective could be to recall the poets who wrote various poems.

A corresponding test question is “Who wrote The Charge of the Light

Brigade?” (p.69).

From the explanation above, it can be said that there is a time limit for

students finding the poets who wrote the poems based on previously learned

knowledge. After obtaining the information needed, students have to quickly

answer it. An alternative for this cognitive process is retrieving. The following

question “what is this number?” or “what are the characteristics of mammals?”

may be quiet challenging for students since they need to recollect when there is no

choice for answer (Reeves, 2011, p.201).


13

b. Understand

Students are said understand when they are able to construct meaning from

instructional languages, including oral written, and graphic communications.

Besides, students understand when they build connections between the new

knowledge to be gained and their prior knowledge (Anderson et al, 2001. p.70). In

this category, there are six cognitive processes like interpreting, exemplifying,

classifying, summarizing, inferring, and comparing.

Interpreting occurs when a student is able to convert information from one

representational form to another. It may involve converting words to words,

pictures to words, words to pictures, numbers to words, words to numbers, and the

like. Translating, paraphrasing, representing, and clarifying are alternative terms

for interpreting (Anderson et al, 2001. p.70). Exemplifying according to Anderson,

et al. (2001) occurs when a student gives a specific example or an instance of a

general concept or principle and it involves identifying the defining features of the

general concept or principle. For instance, a teacher gives four kind of texts (only

one of which is a descriptive text) and asks students to name the text that is

descriptive.

The third cognitive process is classifying. It begins with a specific instance

and requires the students to find a general concept or principle. Classifying involves

detecting relevant features that “fit” both the specific instance and the concept

(Anderson et al, 2001. p.72). The situation of this process is like a teacher displays

a video of conversation and then indicates the greeting. Next level is summarizing.

Anderson et al. (2001) state that it happens when a student suggests a single


14

statement that represents presented information a general theme. Alternative terms

of summarizing are generalizing and abstracting.

The fifth is inferring. It occurs when a student is able to abstract a concept

or principle that accounts for a set example by encoding the relevant features of

each instance. Mayer (2002) says that inferring involves drawing a logical

conclusion from presented information. For instance, when learning Spanish as a

second language, the objective may be “Students will be able to infer grammatical

principles from examples.” Then, to assess the objective, students are given article

noun pairs “la casa, el muchacho, la senorita, el pero.” What they need to do is

formulating a principle when to use the article la and el (p.229)

Comparing usually involves making comparisons among instances within

the context of the entire set (Anderson et al. 2001). Furthermore, they say that

detecting things such as similarities and differences between two or more objects

are the part of comparing the cognitive process. The alternative terms for this

cognitive process are contrasted, mapping, or matching.

According to Anderson et al. (2001), explaining cognitive process happens

when a student is able to construct and use a cause-and-effect model of a system.

Reeves (2011) adds when people understand, they are able to express information

or concepts in their own words or explain a meaning of something to a new situation

and idea (p.202).

c. Apply

In applying, it contains procedures to perform exercises or solve problems

(Anderson et al, 2001). Therefore, this level has a correlation with procedural


15

knowledge. In addition, it requires students to know (remember) and then

understand either knowledge or information (Reeves, 2011). When students are

given apply questions, they need to implement certain concepts or knowledge in

finding answers and solutions.

There are two cognitive processes in the applying level. They are executing

and implementing. Mayer (2002) says that executing requires students to apply a

procedure to a familiar task. In this type, students need to make a choice about what

steps are used and they are determined to modify it if the chosen procedure goes

wrong. To illustrate the situation, here is the example given by Mayer.

A sample objective in elementary level mathematics is learn to divide one

whole number by another, both with multiple digits. Then, in order to assess

the objective teacher gives worksheet to students containing 15 whole

number division exercises and ask them to find the quotients (p.229).

The second cognitive process of apply is implementing. According to Mayer

(2002), implementing occurs when a student applies one or more procedures to an

unfamiliar task. Anderson et al. (2001) argues that since students need selection,

they must possess an understanding of the type of problem encountered as well as

the range of available procedures. It means that students need to know and

understand the problem then solve the problem using the selected procedures.

Implementing has correlation with understand and create levels. Here is the sample

objectives and corresponding assessments.

A corresponding assessment is to present students with a problem in which

they must choose the most economical financing package for a new car. In

the natural sciences, a sample objective could be to learn to use the most

effective, efficient, and affordable method of conducting a research study to

address a specific research questions (Anderson et al, 2001, p. 79).


16

d. Analyze

Anderson et al. (2001) says that analyze involves breaking a material into

its constituent parts and determining how the parts are related to each other and to

an overall structure. Most of courses insist students to have a good analyze ability.

Therefore, this category is often used in teaching-learning activity and students are

hoped to be able to differentiate facts and opinions then make conclusions for

supportive information. In 2002, Mayer adds the objective of analyze learning is to

determine relevant or important pieces of a message (differentiating), the ways in

which pieces of a message are configured (organizing), and the underlying purpose

of the message (attributing).

Differentiating involves distinguishing the parts of a whole structure in

terms of their relevance or importance (Anderson et al. 2001). It means that

differentiating requires students to determine relevance or essential things with the

overall structure. Mayer (2002) adds that this cognitive process occurs when

students discriminate relevant from irrelevant parts or important from unimportant

parts of presented materials. For instance, in differentiating apples and oranges, the

relevant thing in the context of fruit is internal seeds, not colors or even shapes.

Discriminating, selecting, distinguishing, and focusing are alternative terms for

differentiating.

Mayer (2002) states that organizing involves determining how elements fit

or function within a structure. In this cognitive process, students need to identify

and recognize elements to form solid structure within which elements that fit. The

third is attributing. It happens when a student is able to ascertain the point of view,


17

biases, values, or intention underlying communications (Anderson et al. 2001.

p.82). They add that attributing involves a process of deconstruction, in which

students determine the intentions of the author of the presented material.

e. Evaluate

Evaluate is defined as making judgments based on criteria and standards

(Mayer, 2002). There are a few criteria used in evaluating such as quality,

effectiveness, efficiency, and consistency and the use of those criteria are

determined by students or other factors. Anderson et al. (2001) state that not all

judgments are evaluative. Therefore, evaluating focuses on the criteria related to

effectiveness of a result then it is compared with planning and procedures which

are being used. The cognitive processes of this category are checking and critiquing.

In 2002, Mayer states that checking happens when students detect

inconsistencies or fallacies within a process or product, determines whether those

things has internal consistency as it is being implemented (p.230). Anderson et al.

(2001) find that when checking is combined with planning and implementing, it

involves determining how well the plan is working. This cognitive process is

usually called as testing, detecting, monitoring, and coordinating. The second is

critiquing. Mayer (2002) argues that it requires students to find inconsistencies

among products, detect internal consistency, and even make judgment. When

making critique, students have to use external criteria and judge it.

f. Create

According to Anderson et al. (2001), create involves putting elements

together to form a coherent whole. The objective is to make students produce a new


18

product by organizing several elements into a different pattern or structure.

Similarly, Mayer (2002) says that students are determined to produce an original

product. Creating is connected with previously learned knowledge. There are three

cognitive processes in this category: generating, planning, and producing. The

process of generating represents the problem and arriving at alternatives or

hypotheses that meet certain criteria (Anderson, et al, 2001, p.68). Besides

convergent thinking, Mayer (2002) adds that generating also involves divergent

thinking and forms the core of what can be called creative thinking. It means that

create provides opportunities for students to assemble parts of knowledge into a

whole using creative thinking and problem solving.

The second is planning. It involves devising a solution method that meets a

problem’s criteria, that is developing a plan for solving the problem (Anderson et

al. 2001). In 2002, Mayer adds that in planning, students may establish a sub goal,

for instance breaking a task into subtasks to be performed when solving the

problem. The last is producing. Here, it carries out a plan for solving a given

problem that meets certain specification. It is not only producing but inventing a

product. He says that students are given a functional description of a goal and must

create a product that satisfies the description. The situation of this cognitive process

is like a teacher asks students to create or make a recount text based on their

experiences.

B. Theoretical Framework

Questioning becomes one of familiar forms in a teaching-learning activity

(Chafi and Elkhouzai, 2014) and it has been widely used in classrooms. This form


19

requires teachers to have a good questioning skill in order to support the teaching-

learning activity and develop students’ critical thinking. Before becoming teachers

in regularly school, teacher candidates need to be trained particularly their

questioning skill in Micro Teaching course as it plays an important role either for

them or students.

Addressing the first research problem about types of questions, the

researcher employs the theory of Wilen (1987), Richards and Lockhart (1996). The

use of the theory is intended to identify what types of questions asked by the

students of Micro Teaching course. Based on the theory, there are three levels of

questions, namely, procedural questions, convergent questions, and divergent

questions.

Addressing the second research problem about levels of questioning, the

researcher employs the theory of the revised Bloom’s Taxonomy by Anderson et

al. (2001). The theory talks about six levels of cognitive abilities, namely remember,

understand, apply, analyze, evaluate, and create. This theory is used to assist the

researcher to identify what levels of questioning used by students in PBI Micro

Teaching course.


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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the discussion about the method employed in this

research. The detailed discussion includes the research method, research setting,

research participants, instrument and data gathering technique, and data analysis

technique.

A. Research Method

In conducting this study, the researcher implemented qualitative research.

Creswell (2014) states that qualitative research is an approach for exploring and

understanding the meaning individuals or groups ascribe to social or human

problem. In addition, qualitative research focuses on reports of experience or on

data which cannot be adequately expressed numerically (Hancock, Ockleford, and

Windridge, 2009, p.6). The purpose of qualitative research is to give total picture

of the study in a detailed description so that readers have better understanding on

the phenomenon (Ary, Jacobs, Sorensen, and Razavieh, 2010). The researcher

employed qualitative research to understand and describe a phenomenon on

students of micro teaching questioning in their teaching practice.

This study specifically belonged to content analysis. “Content analysis is

defined as a tool to determine the presence of certain words or concepts within texts

or sets of texts” (Writing@CSU, 2004). Similarly, Rose, Spinks, and Canhoto

(2015) mention that content analysis can be applied to all kinds of written text such

as speeches, letters, or articles as well as texts in form of videos, pictures, or films.


21

The data were collected from the video recording of students’ performance in Micro

Teaching course. The content that was analyzed is questioning part and its

questions. It was transcribed into the written form to assist the researcher in

identifying levels of questioning and types of questions.

B. Research Setting

This research was conducted in PBI Micro Teaching class D Batch 2013 at

Sanata Dharma University. There were 14 participants and each participant was

given one section and 25 minutes allocated time to have teaching practice.

C. Research Participants

The participants who were involved in this research were 14 students of

Micro Teaching class D batch 2013. They were in sixth semester of English

Language Education Study Program of Sanata Dharma University.

D. Research Instruments and Data Gathering Techniques.

1. Research Instruments

In order to gather the data and answer the research problems, the researcher

used two instruments, namely video recording and observation table.

a. Video Recording of Micro Teaching 6th semester 2016

According to Smith (as cited in Bowman, 1994), the use of mechanical

recording devices usually gives greater flexibility than observation done by hand.

By using video, the researcher might have observation and research anywhere and

anytime. In 2012, Jewitt says that a video can be used in a number of ways for

research including participatory video, videography, the use of existing video data,

and video based on fieldwork. In this study, the data which were used were in form


22

of videos. The videos were recorded during the teaching practice section based on

time allocation. The duration of teaching practice simulation for each participant

was maximum 25 minutes. Every participant taught different topic for levels of

junior and senior high schools and it was adapted based on curriculum 2006 and

2013. The researcher did the observation and note typing from the video of teaching

simulation to collect the data. Then, the collected data which were in form of

utterances or questions were analyzed using several techniques.

b. Observation Table

In order to support collected the data, the researcher used an instrument as

tool named observation table. This observation table was functioned to classify the

collected data. In gathering data for the research problems, the researcher used

observation table as follows.

Table 3.1 Participants’ Questions

Participant Number of

Case

Form of

Questions Time Context

Types of

Questions

PC CV DV

P1

Notes:

PC: Procedural Questions

CV: Convergent Questions

DV: Divergent Questions

The table above shows the three types of questions. The column from participant

until context has the same function as shown in Table 3.1. Meanwhile, for the right

side of the table, it indicates types of questions used by students of Micro Teaching.

These columns are where the researcher puts check marks based on its types.


23

Table 3.2 Participants’ Questioning

Remember

Participant Number of Case Questions Time Context

P1

The table above shows how the data are classified into each category of level. The

top row of the table represents the levels of questioning. Every level is placed in a

separated table. The left side of the table marks every participant. The columns of

form of questions and time are used to record what participants asked and when it

happened in minutes and seconds. There is a column of number of case. Its function

is to give a call number for every question so that readers are easy to find examples

of levels of questioning. The context column is used to explain the situation and

purpose when the participants proposed questioning.

2. Data Gathering Techniques

The main source of this study is video recordings of students’ teaching

practice in Micro Teaching course. The videos were collected from Micro Teaching

Laboratory by contacting its staff. The researcher randomly chose the videos and

did not know the participants personally. Then, the researcher watched the videos

and transcribed them into written questionings. The videos were played by using

VLC media player. In playing the videos, the researcher used the observation table

to obtain the data as shown in Table 3.1 and Table 3.2. The tables mainly consisted

of columns of levels of questioning and types of questions as the matters of this

study. The columns of the tables were filled by words, sentences, and check marks.


24

In addition, the researcher also took notes if there were any levels and types besides

the observation table.

E. Data Analysis Techniques

This section presents how the data were analyzed. In this study, the

researcher used qualitative data analysis as suggested by Miles and Huberman

(1994) to analyze the data. There are three steps in analyzing, namely, data

reduction, data display, and conclusion drawing and verification.

1. Data Reduction

Miles and Huberman (1994) state that data reduction refers to the process of

selecting, focusing, simplifying, and transforming the data based on field notes or

transcriptions (p.10). In this step, the researcher selected the relevant data and listed

question forms from the videos. Then, the collected data were classified based on

their levels and types. After collecting and classifying the data, the researcher

recorded them using a table. For the first problem, the form of the table is as

following.

Table 3.3 Quantity of Types of Questions

No Types of Questions Number of Questions Percentage

1 Procedural questions

2 Convergent questions

3 Divergent questions


25

Table 3.3 aimed to help the researcher analyzing the data of levels of

questioning. The table recorded the number of every type in form of number and

percentage.

For the second research problem, the researcher used Table 3.4 to record

and analyzed the data. The table had the same function as Table 3.3. Specifically,

it was used to record the number of every types of question.

Table 3.4 Quantity of Levels of Questionings

No Levels of Questioning Number Percentage

1 Remember

2 Understand

3 Apply

4 Analyze

5 Evaluate

6 Create

2. Data Display

The second step was data display. A display is an organized, compressed

assembly of information that permits conclusion drawing and action (Miles and

Huberman, 1994, p.11). At this stage, the researcher provided how the result of data

was displayed. The researcher used a form of text to display the data. Specifically,

the text was used for explanation was narrative text.

3. Conclusion Drawing and Verification

In this section, the researcher drew conclusion based on the result of study.

When making the conclusion, it needs the process of verification. The researcher


26

did verification through the existing field, using further data collection, and

reviewing among colleagues. However, the conclusion was verified during research

and involved the researcher’s interpretation.


27

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the researcher presents the results and discussion of the data

to answer the research questions as stated in chapter I. There are (1) what types of

questions Micro Teaching students occur when performing teaching simulation and

(2) what levels of questioning are asked by students of Micro Teaching in their

teaching practice simulation.

A. Types of Questions found in Micro Teaching Course

In this part, the researcher presents the data of the second research problem.

There are 262 questions asked by the participants. Based on the findings, the

researcher finds that there are three types of questions during the teaching practice

simulation. They are procedural questions, convergent questions, and divergent

questions. The details of the findings are showed in the table as follows.

Table 4.1 The Findings of Types of Questions in Micro Teaching Course

The table above indicates that all types of questions occur during students’

performance. Besides, it may show Micro Teaching Students’ capacity in asking

questions. The total number of questions relate to the types of questions are 262.

No Types of Question Number Percentage

1 Procedural Questions 123 47 %

2 Convergent Questions 118 45 %

3 Divergent Questions 21 8 %


28

1. Procedural Questions

Richard and Lockhart (1996) state that procedural questions only relate to

classroom procedures, routines, and classroom management. It means that this type

does not have any relation with the content of learning (p.186).

Table 4.2 presents 47% type of question belonging to procedural. It shows

that procedural is the number one type of question used in the teaching practice

simulation. Most of the participants state this question to open the class at the

beginning. Here are some examples of procedural.

[145] How are you today?

[297] How was your holiday?

For case [145], most of the participants state the question to open the class

and only few say [297] because the schedule when having teaching practice is

different. Case [145] is classified as a classroom procedure and routine so that it is

a part of procedural question. The participant uses the question to check students’

condition and make sure if they are ready to join the class. Case [297] is also stated

to open the class. It is like a chit-chat or informal conversation in order to attract

students’ attention.

Procedural questions can be used when the participant asks for students’

willingness such as the following cases.

[163] Can anyone help me?

[208] Mario, can you read?

[213] Anyone who want to lead the prayer?

Several participants conduct those questions to ask for students’ help doing

something such as reading, leading praying, answering, and the like. Such questions


29

are grouped as classroom procedures and routines and have no relation with the

topic of the day.

Another function of procedural questions is asking for students’

confirmation. It is delivered after the participant has finished explaining the main

topic, giving instructions or commands, and checking assignments. Here are the

following examples.

[209] Is it understood or not?

[235] Have you finished, guys?

[257] Anyone get this sheet?

2. Convergent Questions

This type seeks for similar students’ responses and focuses on a central

theme (Richards and Lockhart, 1996, p. 186). Besides, convergent questions require

short answers and statements so that they do not need high level of thinking. Based

on the Table 4.2, 45% type of question belongs to convergent.

Before starting the lesson, some participants propose questions to lead the

students to the topic. They ask various convergent questions such as the following

cases.

[146] What do you do before the class?

[218] Did you know how to make your breakfast or your indomie maybe?

Question [146] is used as an introductory part of the topic being taught. The

participant states the question related to the lesson and it is daily activities. This

question requires student to recall a specific moment of their habit before joining

the class. Therefore, case [146] is categorized as a convergent question. Case [218]

has the same function as [146] but with the different situation. In case [218], the

topic that is being taught is a procedure text. In the beginning, the participant asks


30

students’ favorite food. Then, the participant chooses one of students to explain the

steps of making his breakfast, in this case is indomie. The researcher sees the both

case [146] and [218] may engage students’ participation in the teaching-learning

activity.

The data findings show that convergent questions are also stated in the end

of the class. Most of the participants restate questions that are delivered in the

beginning of the lesson. The function of these questions is to review materials that

have been learned. Here are the following questions.

[292] What have we learned today?

[405] What is the generic structure?

In case [292], the participant states the question to make a conclusion of the

lesson. Then, students respond by giving an answer about the topic of the day. For

instance, if in the beginning the participant says the class would learn a report text,

students give the same words. The same case happens to [405]. In the beginning,

the participant provides information about the generic structure of a text. Then, in

the end, the participant proposes the same question to review and recall students’

knowledge on the materials. Therefore, the functions of questions [292] and [405]

are to review the lesson and make a conclusion by recalling previously learned

knowledge.

3. Divergent Questions

Divergent questions require students to provide their own information and

need a higher level of thinking. This type does not seek a short response and recall

previously learned knowledge (Richards and Lockhart, 1996, p.187). Table 4.2

shows 8% belongs to divergent questions and it is the lowest frequency than two


31

others. This finding has the same result as Gallagher and Aschner’s (as cited in

Wilen, 1987) which find that divergent questions are seldom used by classroom

teachers (p.15).

The finding is also supported by Sukur (2016) which states that divergent

questions are rarely employed in Micro teaching course. However, the researcher

finds some divergent questions in the following examples.

[150] From the video, what question that you can ask?

[183] What do you think about the moment that always update in the news?

Case [150] is categorized as a divergent question since the question is asked

by students is less predictable. The participant states the question to explore

students’ ideas about the video and determine them to create a product (question).

In this situation, there are no wrong answers because all responses are acceptable.

In case [183], the participant gives an open-ended question. It means that student

can present any answer and the participant may not expect the responses given.

However, case [150] and [183] do not seek single answer and short response but

look for a variety of possible answers that can make longer discussion about news.

B. Levels of Questioning Found in Micro Teaching Course

In this section, the researcher presents the findings of the first research

problem. Based on the data, the researcher finds that all six levels of questioning

are employed by students of Micro Teaching. The details of the findings are showed

in the table as follows.


32

Table 4.2 The Findings of Levels of Questioning in Micro Teaching Course

Levels of Questioning Number Percentage

Create 1 0.6%

Evaluate 7 4.9%

Analyze 12 8.3%

Apply 11 7.7%

Understand 34 23.6%

Remember 79 54.9%

The table indicates that all levels of questioning occur during the students’

performance. In addition, it may show Micro Teaching Students’ teaching capacity

in asking questions. The total number of levels of questioning employed by the

students are 144. Remember is the most frequently applied in Micro Teaching class

and create has the least number compared with the others. The detailed description

and explanation of the data findings are discussed in the following sections.

1. Remember

Remember involves retrieving relevant knowledge from long term memory

(Mayer, 2002, p.228). Students will identify and match questions with presented

information when they are given things that are related to previously learned

knowledge (Anderson et al. 2001). Based on the findings, most participants deliver

the remember question in opening and closing the class. Here are some examples

of the cases.

[39]: Can you mention the phrases or words that are usually used?

[65]: How would you say?


33

Case [39] is asked when the participant opened the class and the question is

categorized as an introductory part. The participant previously asked students’

experiences on receiving and making invitation card. Several students have the

situation and the participant instructs them to mention phrases or words used in the

card based on their experiences.

For case [65], it is expressed after the participant asked a specific moment

about greeting and farewell. Several students experienced such situation and they

are asked to give some examples on how to say something in greeting and farewell.

Remember questions can also be differentiated from the context or situation.

To give an illustration, here are the examples.

[24]: Which one is transition words?

[51]: What is language features of recount text?

[78]: What is the generic structure?

Basically, those questions do not belong to level of remember. However, if

readers see from time and situation where those are delivered, they are. The

situation for the first sentence is when the teacher has just explained about transition

words. In the explanation, the teacher gives some examples of transition words.

Then, students are given a text and asked to mention the transition words. It means

that the students retrieved relevant knowledge from a long-term memory, in this

case was the transition words, then compare and match it with the presented

information.

For case [51] and [78], the teacher places them at the end of the class.

Actually, those sentences have been delivered in the main activity and in this


34

situation, the teacher restates it in order to review the topic and recall the

knowledge.

The researcher sees that remember level becomes the highest frequency

because Micro Teaching students have the tendency to restate questions. For

instance, a teacher asks the purpose and the generic structure of a text in the

beginning of the class. Then, he/she proposes the same questions in the end of class

activity to make lesson review. In addition, Micro Teaching students often ask

questions relate to experiences in the past so that students need to retrieve their

memory.

2. Understand

When students are able to build connection between the new knowledge and

theirs, they are said understand (Anderson, et al. 2001). This level has six cognitive

processes. In this case, the researcher finds 5 types of understand occurring in the

teaching practice. They are interpreting, exemplifying, classifying, comparing, and

explaining.

[87]: What have you learned from video?

Case [87] belongs to interpreting. Mayer (2002) states that interpreting

occurs when a student is able to convert information from one form representation

to another such as words to words, pictures to words, and the like (p.228). The

researcher sees that the participant uses a video in order to stimulate the students’

thinking. It is a kind of warming up before going to the main activity. By asking the

question, the students might state opinions using their own words.

[103]: Can you give me some examples of formal greeting and farewell?


35

Case [103] is expressed after the participant has explained the concepts or

principles of the topic. In order to check the students’ understanding, the participant

asks the question and hoped the students can give some examples. Thus, this case

belongs to exemplifying.

[112]: Which one is the title?

In case [112], the participant and students are analyzing a text. The

participant has explained the generic structure of a text and gives an example. The

researcher sees that the aim of this question is to make the students are able to

determine and categorize something, in this case is the title. Therefore, case [112]

is classified as exemplifying.

[111]: Do you know what the difference between report text and descriptive

text is?

Case [111] above is classified as comparing cognitive process since the

question intends to contrast differences between two texts. Several things can be

compared from those texts such as meaning, purpose, language features, generic

structure, and the like. The question is delivered in the beginning of the activity

when the participant talks the main topic.

[94]: So, do you know how to make application letter?

Case [94] is expressed as an introductory part. The participant asks the

chosen student to explain steps or process of making application letter. This

question is given to students who have ever applied for jobs (by condition) because

they know, understand, and have experience. Then, the chosen student is asked to

explain it to the other students.


36

3. Apply

Reeves (2011), says applying knowledge requires students’ memorization

and understanding. Further, an application level refers to an outcome where

students use the new information they have learned (Price and Nelson, 2010). In

this level, the researcher finds two types of application levels, executing and

implementing. Here are the examples of executing.

[121]: Inggit, may I borrow your book?

[122]: Tita, can I borrow your paper?

In case [121] and [122], the participant gives direct questions to two students

after explaining and giving examples of the topic. Here, the two students face the

same situation as the different substance in which the first case uses may and the

second one uses can. The participant proposes the questions in order to see how far

the students are applying acquired knowledge. Fortunately, the students can give

the right response.

[119]: If your teacher is your father, and you talking with him at home, what

would you say?

In this case, the participant raises the level of question into difficult one. For

some students, it might not be familiar situation to them. The substance of case

[119] gives the right response based on the situation by applying previously learned

knowledge. The researcher sees that such a question may need a higher level of

understanding because students face complicated situation. Thus, they are

determined to recognize patterns of transferring to situations that are new.


37

4. Analyze

Analyze level gives students to learn more of the nature of something by

distinguishing its components and figuring out how those relate to each other

(Reeves, 2011). Additionally, the outcome of this level requires that students

understand both the content and the structural form of the material (Price and

Nelson, 2010). Table 4.1 presents 6,7% of the questions which belong to this

category.

There is one of three types found. It is organizing. Organizing process is

also called as structuring. Structuring refers to analyzing the organizational

structure of a work. The following cases are the examples.

[129] What is the text structure of this thing?

[133] Can you identify what is the generic structure of this?

In cases [128] and [133], the participant uses the questions to ask students

analyze and identify the structure. Those questions are stated after the participant

distributes sheets containing a recount text. Based on the explanation in the

beginning of the class, the students determine the elements or parts of generic

structure of recount text.

Another type of analyze question is found when the participant asks students

to determine a kind of text by stating the following question.

[132] What kind of text this is?

The participant states the question as part of topic that would be learned in

the class. The researcher analyzes that question [132] requires students’ ability to

find evidence, parts, or elements that relate each other in order to support


38

generalization. In this context, the students should be able to categorize texts by

identifying things such as language features, generic structure, and their function.

5. Evaluate

In brief, evaluate involves making judgments based on criteria and standards

(Mayer, 2002). In addition, people must have knowledge of what is being judged

as well as knowledge of the judgment criteria (Reeves, 2011). This level of

questions 4,9% occurs during teaching practice simulation in Micro Teaching. It

means there are 7 evaluative questions asked by several participants. Here are the

examples.

[137] Is it informal or formal? Why?

[140] Why you can say that it is the orientation?

[142] Can you explain why?

If readers take a look at the data findings, most of the participants stated

evaluative questions using “why”. They use [137] to ask the students give answers

and their reasons. This question practices the students to present and defend opinion

by making judgments about the answers based on a set of criteria. The criteria here

are things, situation and even principles which are established and categorized as

informal and formal. Case [140] and [142] are also classified as evaluative

questions because they demand the students’ opinions. In this case, students are

determined to defend and give reasonable opinions toward their answers. By stating

such questions, it may help the students to develop critical thinking in presenting

and defending opinions based on certain criteria.


39

6. Create

The last level of questioning found in teaching practice simulation is create.

This is the lowest frequency with 0,6% or in the number of 1 question. Creative

questions form a coherent whole by putting elements together (Anderson et al.

2001). In this level, the students are determined to have and produce original

products. It can be seen from the following questions.

[144] What question can you ask from the video?

In this situation, a product refers to question that is made by students. Before

playing a video, the participant asks students to make questions and present them

to class. Only several students could understand and followed the instruction. It

portrays that how difficult is to make questions especially the essential or critical

ones. This level of question requires the students to compile information together

and then invent a product or even propose alternative solutions.

In addition, the findings also show a connection between the first research

problem and the second one. Every level of questioning has a dominant type of

question. When asking remember level of questioning, the students mostly use

convergent questions with 92,4%. In understand level, convergent questions are

also mostly used by students of Micro Teaching with 68,5%. Convergent questions

are still dominant in the use of apply and analyze levels of questioning with 100%

and 90%. Meanwhile, 85,7% of evaluate level of questioning belongs to divergent

questions. Then, 100% of create level of questioning asked by the students is

categorized as divergent question.


40

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the research conclusions and recommendations of this

research. In the conclusion part, the researcher provides the results of the research

problems. For the recommendation part, the researcher gives some suggestions that

are addressed to Indonesian teachers and future researchers.

A. Conclusions

Based on the research results and discussion in the previous chapter, there

are there are three types of questions found during the students’ performance. They

are procedural questions, convergent questions, and divergent questions. The total

number of cases are 262 questions. The procedural type is on the top list with 123

questions compared with two others. It occurs when the participants check students’

conditions, ask for students’ confirmation and willingness. This type is used as

classroom procedures and routines. The second place is the convergent questions.

There are 118 cases related to the type. It involves recall previously learned

knowledge, short and response answer. Meanwhile, the divergent questions have

the lowest number with 21 cases. The finding of divergent questions in this study

has the same result as Sukur’s (2016). In her study about the teacher’s question, she

finds that divergent questions are the lowest frequency used by students of micro

teaching compared the others.

The result of the second research problem in Micro Teaching course finds

that six levels of questioning employed by 14 students’ Micro Teaching course,

namely remember, understand, apply, analyze, evaluate, and create. The researcher


41

finds 144 questions that are related to the levels of questioning and remember level

is the most frequently used by 79 cases. The remember level is mostly found in the

beginning and in the end of class. For the understand level, there are 36 cases and

most of the participants place them in the middle of the class activity, explaining

about the main topic, and discussing the exercise. Meanwhile, the apply level has

11 cases. It occurs after the participants explain materials and they give a few

questions to students. The questions given have a function to test students in solving

problems to new situations by applying acquired knowledge and information. There

are 10 analyze level appearing in Micro teaching course. This level is often found

when the participants ask students to analyze parts of structure of a text. Evaluative

level has 7 cases. Most questions stated by the participants have a function to make

students present and defend their opinions and answers by using certain criteria.

The last but not the least, the create level only finds 1 case that makes it is the lowest

frequency compared with the others. This case happens when students make

questions based on the provided video. The analysis shows that the use of high level

of questioning are less common compared the others. In addition, the researcher

sees that the students of Micro Teaching might have lack of knowledge about

questioning so that the distribution of questions are not equal each other.

B. Recommendations

Seeing the findings of this study, the researcher presents some

recommendations for PBI students of Micro Teaching course, lecturers of Micro

Teaching course, and future researchers.


42

1. For PBI Students of Micro Teaching Course

Through the results of this study, it is expected that PBI students of Micro

Teaching have to possess the questioning skill well. They should make self-

reflection on their questioning skill after watching their video recordings. If it is

needed, they may have some discussions with other friends and even lecturers about

their performances in teaching practice.

2. For Lecturers of Micro Teaching Course

Lecturers of Micro Teaching course should spend at least one meeting

talking about questioning with their students. In that meeting, lecturers should

explain things related to questioning such as levels of questioning, how to make

questions based on the levels or even tips of making questions based on the subjects

that are being taught. When giving feedback on students’ performance, one of

points the should be reviewed is their questioning skill.

3. For Future Researchers

This study only focuses on students’ questioning in general. Therefore,

future researchers may explore more on students’ questioning based on subjects that

students of Micro Teaching teach. Then, future researchers are expected to conduct

research about reasons why high levels of questioning such as analyze, evaluate,

create and divergent questions are less used than the others. In doing so, it can

enrich the knowledge on questioning.


43

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research-2009.pdf

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Management. Illinois: Charles C Thomas.


APPENDICES


45

Participant Number

of Case Form of Questions Time Context

Types of

Questions

PC CV DV

P1 145

How are you today? 00:11 The teacher asked students’

condition

146

What do you do before the

class? 01:14 The teacher opened the

meeting by asking students

habit

147 Where do you eat? 01:22 The teacher responded

students’ answer

148 What do you do usually

after the class? 01:52 The teacher asked students’

activities

149 Do you know what will we

learn today? 03:43 The teacher wanted students

to guess what material

150 From the video, what

question that you can ask? 05:36 The teacher asked students

to make question

151 Any volunteer? 08:12 The students asked for

students’ willingness

152 Can you choose one of

your friends? 09:54 The teacher asked a student

to choose another friend

153 Understand? 11:08 The teacher checked

students’ confirmation

154

Have you done, class? 11;15 The teacher checked

students’ confirmation due

to limited time

155 From the first paragraph,

what subject and verb do

you find?

11:24 Students gave answer for

each verb and subject

156 Who is she? 11:35 The teacher responded

students’ answer

157 How about the verb? 11:41 The teacher asked students

to find a verb

158 And the second sentence,

what is the subject? 11:52 A student answered for the

subject

159 And how about the verb? 12:02 The teacher asked students

to find a verb

160 And the verb? 12:12 The teacher asked students

to find a verb

161 When we use this text, do

you know what is the

language feature?

12:29 The teacher asked students

to analyze language features

of the text

162 Do you know what is the

function of simple present

tense?

12:50 All of students answered yes

Appendix A

List of Participants’ Questions in Micro Teaching Course


46

163 Can anyone help me? 14:04 The teacher asked for

students’ help

164 Any question? 16:31 The teacher gave a chance

for students to ask

165 That’s all/ Do you have any

question? 18:25 The teacher gave a chance

for students to ask about

instruction

166 So, have you done, class? 19:48 The teacher asked students’

confirmation

167 Play, are you sure? 22:04 A student answered and the

teacher responded it

168 Where do you answer sings

and plays? 22:51 The teacher asked the detail

of answer from a student

169 Number 12, What is the

subject? 23:02 A students answered the

subject was

170 What will “it” be followed? 23:10 The teacher responded

students’ answer

171 Do we need to add s or es? 23:15 The teacher responded

students’ answer

172 In this sentence, what is the

subject? 23:29 A students answered the

subject was

173 When the subject is my

sister, what is the verb will

you use?

23:51 The teacher gave a situation

and students had to give

solution or answer

174 Is it followed by “s” or

“es”? 23:57 The teacher responded

students’ answer

175 So let's review, what have

you learned today? 24:37 The teacher did review

176 What is the function of the

simple present tense? 24:57 The teacher responded

students’ answer

177 Do you know about it? 25:09 The teacher asked students’

confirmation

178 Okay, do you understand? 25;17 The teacher asked students’

confirmation

P2 179 How was your holiday? 00:18 The teacher opened activity

by asking students’ holiday

180 Anyone want to share

about your holiday? 00:43 The teacher asked students’

willingness to share their

story

181 Dee, want to share

something? 01:35 The chosen student told her

holiday

182 How many of you get

greeting from someone? 01:56 Most of students raised their

hands

183 What do you think about

the moment that always

update in the news?

03:30 Few students gave opinion

184 What is news? 04:35 The teacher asked students

to explain about news based

on their knowledge


47

185 Anyone want to help me

read this news? 07;13 The teacher asked for


186 Where is the news worry

with the background with

the expert said?

12:58 The students highlighted the

answer

187 Anyone, who want to try? 13:28 The teachers asked for

students’ help

188 For the number 1, anyone

want to answer the

question?

17:40 The teachers asked for

students’ help

189 Who is next? 19:46 The teacher gave a chance

for students to answer the

question

190 What have we learned

today? 22:15 The teacher did review in

the end of meeting

191 And what is the definition

of news item 22:21 The teacher did review in

the end of meeting

192 And the Generic structure? 22:30 The teacher did review in

the end of meeting

P3 193 How is your life, guys? 00:41 The teacher asked students’

condition

194 Sorry Siska, what have you

said before? 01:00 The teacher asked Siska to

repeat her question because

it was not clear enough.

195 Have you ever danced

entitled Hoky Poki? 01;14 No one had experience

dancing Hoky Poki

196 Are you ready, guys? 02:05 The students said yes

197 Are you ready? 03:21 The teacher asked for


198 What have you learned

from this video? 05:58 After watched video, the

teacher asked the main idea

of the video

199 What the sentence is tell us

about? 06:26 The teacher asked the

general information of the

sentence

200 Have you ever experienced

on giving instruction to

your friend or to your older

brother or to younger

brother?

07:05 Most students had

experience on giving

instruction

201 Can you give us the

example of the word? 07:18 The teacher asked specified

student to give an example

202 Anyone who wants to read

the definition?

08:05 The teacher asked for


203 Does anyone can answer

Barel’s question?

09:30 The teacher involved other

students to answer Barel’s

question

204 Can you read the language

features?




48

205 Sorry, ela, do you want to

ask something?

10:38 Ela said something and not

clear enough. Teacher

wanted to hear it

206 Is it understood? 12:31 The teacher asked for


207 Is it informal or formal?

Why? 14:55 Most students answered

formal and the teacher asked

their reason

208 Mario, can you read? 15:14 The teacher asked for


209 Is it understood or not? 16:16 The teacher asked for


210 For the third form, is it

formal or informal? 18:12 Students were asked to

choose

211 Is there any question? 19:23 The teacher gave a chance

for students if there any

confusing thing


today? 25:00 The teacher did review

P4 213 Anyone who want to lead

the prayer? 00:15 The teacher asked for

students’ confirmation to

lead the prayer

214 How are you, guys? 00:25 The teacher asked students’

condition

215 Do you know about the

Simon says, guys? 00:58 The teacher opened the class

by playing a game

216 What are your favorite

food? 03:16 Students mentioned some

favorite food

217 Why do you like sate? 03:19 A students answered sate

and the teacher asked the

reason

218 Did you know how to make

your breakfast or your

indomie maybe?

04: 31 The teacher lead the class to

topic

219 What is the video talking



video

220 How about the second

video, what is the video

talking about?

06:59 The teacher asked the


video

221 Can one of you read it for

me? 08:14 The teacher asked for

students’ willingness to read

the text

222 What is the text structure of

this thing? 14:06 After showed a text, the

teacher asked students to

analyze deeper about the

text

223 Which one is the transition

word? 14:43 Students showed the

transition words


49

224 How about the action

verbs? 14:59 Students mentioned few

action verbs

225 Which one is the sequence

word? 15:10 The teacher showed steps in

form of written and students

mentioned the sequence

word

226 And how about the action

verb? 15:42 The teacher showed steps in


mentioned the action verbs

227 So, what we have learned

for today? 16:01 The teacher did review

228 And what is the function of

the procedure text? 16:11 The teacher did review in

the end of meeting

229 And how about the text

structure of procedure text? 16:43 The teacher did review in

the end of meeting

230 And how about the

language features that used

in procedure text?

16:54 The teacher did review in

the end of meeting

P5 231 Do you know Masdha? 00:23 The teacher opened the class

by asking about Masdha

232 What song that do you

like? 01:21 The teacher responded

students’ answer

233 So, what the title of this

song? 03:52 The teacher played a song

and students guessed the

title

234 Have you ready? 06:15 The teacher asked for


235 Have you finished, guys? 10:22 The teacher asked for


236 Is there any one of you that

want to ask some

vocabularies that is

difficult?

10:28 Few students raised their

hands to ask some

vocabularies

237 And any other? 10:36 No response from students

238 Can you see this, Marcel? 11:35 The teacher wanted to make

sure if the handwriting was

readable

239 Can you pronounce it? 15:04 The teacher tested students

on how to pronounce

“count”

240 Can you read this? 16:12 Students read “ dapat’ text

on whiteboard

241 So, what have we learned


242 What vocabularies? 25:34 The teacher did review in

the end of meeting

243 And for the apostrophe,

why we use that? 25:47 The teacher did review in

the end of meeting


50

P6 244 How are you today? 00:10 The teacher asked students’

condition

245 Anyone who wants to lead

the prayer? 00:37 The teacher asked for


246 What do you think that

make you say that is it

graduation?


students’ reason or opinion

247 What is invitation? 03:20 The teacher lead to the topic

248 What is its function? 03:23 The teacher responded

students’ answer to dig

deeper about their

knowledge

249 Vedo, can you read for us? 04:04 The teacher asked for

students’ help

250 Can we continue? 05:14 The condition of the class

was crowded

251 Have you ever come to

your friend's birthday

party?

06:16 Most of students said ‘Yes”

252 Can you mention the

phrase or words that is

usually used?

06:41 Students mentioned some

phrases or words based on

their knowledge.


example of the personal

invitation?

08:30 Students could answer well

254 Who will you invite? 09:11 The teacher explained the

topic

255 Siska, can you read it? 10:16 The teacher asked for

students’ help

256 Understood? 14:39 The teacher just explained

257 Anyone get this sheet? 15:23 The teacher distributed

sheets

258 Silvia, can you read the

first question? 16:00 The teacher asked for

students’ help

259 For the last number, who

wants to answer? 19:08 The teacher asked for


260 So today what topic that we

have discussed? 20:24 The teacher did review in

the end of meeting

261 What is the generic

structure? 20:30 The teacher did review in

the end of meeting


condition

263 So, do you know how to

make application letter 02:30 The teacher introduced the

topic

264 What you get from your

discussion? 05:02 The teacher asked the result

of discussion


resume actually? 05:15 The teacher lead the class to

the topic


51

266 What actually resume is

talking about? 05:27 The teacher tried to dig

deeper about students’

knowledge on resume

267 Rara, can you read the first

step? 09:42 The teacher asked for

students’ help

268 From the example, can you

guess what kind of job that

they want to apply?

12:32 After showed job vacancy,

the teacher asked students to

guess what job to apply

269 Can you still read it? 12:58 The text on screen was not

clear enough

270 What kind of thing that you

can find from the opening

sentences?

14:07 No one gave answer for the

question

271 Can Barel read it? 17:21 The teacher asked for

students’ help



the end of meeting

273 Do you know the structure

of the resume? 19:27 The teacher did review in

the end of meeting

274 What kind of things that we

have to write there? 19:33 The teacher did review in

the end of meeting

P8 275 I’m so happy today, do you

know why? 00:19 The teacher felt happy and

wanted to share his story

276 Siska, can you lead the

prayer? 00:42 The teacher asked for


277 What did you do in the last

weekend? 02:37 Some students told their

activities

278 What kind of text this is? 05:33 The teacher showed a text

and asked students to guess

it

279 Do you know about what is

recount text? 05:48 The teacher lead the class to

the topic

280 Anyone who want to help

me to read it? 06:26 The teacher asked for



structure of recount text? 08:00 The teacher explained in

every kind of text, there are

generic structure

282 Can you help me to read it? 08:54 The teacher lead the class to

the topic

283 You got the meaning of

orientation, guys? 09:44 The teacher just explained

about the meaning of

orientation

284 Any question before we

continue? 10:52 The teacher lead the class to

the next activity

285 Anyone who want to

share? 14:44 The teacher provided text on

screen and asked students to

read it


me to distribute this? 17:20 The teacher asked for

students’ help


52

287 Can you identify what is

the generic structure of

this?

18:53 The teacher distributed sheet

288 Where is the orientation? 19:07 The teacher tried to dig

deeper by giving further

question

289 Why you can say that it is

the orientation? 19:15 Students answered “first

paragraph” for the

orientation and the teacher

asked further

290 Where is the event in this

letter? 19:32 The teacher lead students to

the next question

291 How do you can say that it

is re-orientation? 20:03 The teacher wanted to know

the reason



the end of meeting

293 What is the answer of

number one? 20:42 The teacher did review in

the end of meeting

294 What the generic structure

of recount text? 22:14 The teacher did review in

the end of meeting

295 What is language features


the end of meeting


condition

297 How was your holiday? 00:27 The teacher asked students;

holiday because previous

week was off

298 You know who is she? 05:59 The teacher showed a

picture of woman

299 Do you still remember the

song?

06:07 There is song titled Ibu Kita

Kartini and the teacher

wanted to make sure

students still remembered it

300 Do you know her, right? 06:19 The teacher asked for


301 Anyone can help me to

answer who she is?



302 Actually anyone know

about her life?

07:00 The teacher tested students’

knowledge on RA Kartini

303 Anyone can help me to

read this?




me again?



305 Do you get the point, guys? 12:54 The teacher just explained

306 Do you understand, guys? 16:10 The teacher just explained

307 How’s about your

discussion?

17:57 The teacher opened

discussion


today, guys?


the end of meeting


53

309 Actually What the generic

structure of the biography? 20:50 The teacher did review in

the end of meeting

P10 310 How are you? 00:32 The teacher asked students’

condition

311 Do you know one each

other?

02:19 It was the first day of school

and the teacher wanted

students knowing each

other.

312 So, what is your name? 02:48 The teacher wanted to know

name one of students since

it was the first meeting

313 Who is your friend next to

you?

02:57 The teacher asked whether

appointed students knowing

classmate

314 Can we imagine what will

we learn today after

watching the video?

07:38 After watched video, the


guess what topic that would

be learned on that day

315 Oke, Maria. Can you help

me to read this text?



316 Maria, can you help me? 10:42 The teacher asked for


317 Do you know the parts of

introduction, guys?

11:21 No one could answer the

parts of introduction

318 Can we read together after

me?



319 Can you analyze this is

content or opening or

closing?

13:08 After read the text, the

teacher tried to check

students’ comprehension

320 Any question for the part of

introduction?

14:49 The teacher just explained

about the part of

introduction

321 From the text, where is the

opening?

15:18 The teacher showed a text

on screen

322 Where is the body or the

content?

15:25 Only few students answered

the question

323 When I say good morning,

what is your respond?


then checked students’

comprehension by asking

324 When I say how are you,

what is your respond?

17:05 The teacher tried to dig

deeper on students’

knowledge by asking

325 When I say how do you do,

what's your respond?


326 Any question about what

we learn today?

20:21 The class just finished the

main activity

327 In introduction, we have? 20:36 The teacher did review


54

P11 328 Why are you not smiling? 00:15 The teacher responded a

student’s answer about the

condition

329 Inggit, can you start the

pray?



330 Do you know what are we

going to learn today?

03:19 The teacher just told a story

and lead to the topic

331 Is this moment formal or

informal?

06:35 The teacher just showed

video about greeting and

farewell

332 Do you know why? 06:40 Students answered “formal”

and the teacher wanted to

know why

333 Tita, do you want to try? 06:47 The teacher asked for


334 Arum, what do you think

about this moment?

07:02 The teacher just showed a

video and asked a student to

guess it

335 Have everyone done it? 09:20 Time for exercise was up

and the teacher opened

discussion

336 Who wants to try to answer

this conversation?



337 Can you read it, please? 09:39 The teacher asked for


338 Who wants to try? 10:36 The teacher asked for




340 How many ways in

greeting and farewell? 12:45 The teacher did review

341 In formal way, who is the

subject? 12:48 The teacher did review

342 And informal? 12:58 The teacher did review

343 Can you give me some

examples of formal

greeting and farewell?

13:07 After did review, the teacher

asked the question to check


344 And anyone else who want

to try? 13:24 The teacher wanted more

about example of formal

greeting and farewell


examples of informal


13:30 The teacher asked deeper to

check students’

comprehension

P12 346 How are you? 00:11 The teacher checked

students’ condition

347 Do you buy some food in

the canteen?

00:55 The teacher opened the class

by asking question related to

the topic


55

348 Where did you get the

money?

02:04 The teacher responded

students’ answer

349 Anyone else? 02:12 The teacher wanted students

to share

350 How would you say? 02:40 The teacher responded

students’ answer

351 Now, what are we going to

learn?

04:22 The teacher lead the class to

the topic

352 For the formal one, do you

use may or can?


about permission

353 Who is she talking to? 06:47 The class was discussing

about picture on the screen

354 When you are talking with

your teacher in school,

would you like to say may

or can?

09:06 The teacher focused on

school environment as to

propose question

355 If your teacher is your

father, and you talking with

him at home, what would

you say?

09:27 All students answered “can”

356 Can you see it? 10:53 Picture on the screen was

not visible

357 Can I borrow your pen? 12:09 The teacher just explained

about can and may

358 Inggit, may I borrow your

book? 12:19 The teacher provided

another question to check

students; comprehension

359 Tita, can I borrow your

paper? 12:32 The teacher tested Tita to

answer the question

360 Do you understand? 13:57 The teacher just explained

361 What you have learned


362 You asking permission at

the office and meet your

boss, how would you say?

18:49 After did review, the teacher

asked the question to check


363 Your father at the hospital,

how would you say? 19:02 The teacher provided

another question

P13 364 How are you today? 00:13 Teacher checked students’

condition

365 Have you ever have

message like this?


by asking a question related

to the topic

366 From these two pictures,

what do you think what we

will learn for today?


the topic of the day

367 What is short message? 03:45 The teacher informed that

topic of the meeting was

short message


56

368 Anyone who want to

answer this question?



369 Any question? 05:34 The teacher had just

explained

370 For this part, do you have

any questions, guys?

07:50 The teacher had just

explained and no one asked

question

371 From this short message,

what is the information that

the writer gives?

09:43 The teacher asked general

information from the short

message

372 When the dinner will held? 09:55 Students could answer well

373 Who is the writer of this

short message? 10:08 The teacher provided more

question about the short

message given

374 Is there any question so

far? 10:26 The class just finished

discussion

375 Do you have the exercise,

guys? 14:23 The teacher distributed sheet

376 Okay, who wants to read

the first? 15:17 The teacher asked for


377 The question number 2,

who wants to try? 16:15 The teacher asked for


378 Next number 4, who wants

to try? 18:32 The teacher asked for


379 Any others answer? 19:00 One of students could not

answer correctly

380 Are you sure? 19:50 The teacher doubt student’s

answer

381 So, what we learn for


382 And what is the structure of

the text? 25:15 The teacher did review

P14 383 How are you, today? 00:08 Teacher checked students’

condition

384 Have you ever go to the

zoo?


by asking a question related

to the topic

385 What do you see there? 00:29 The teacher wanted to know

what animal seen by

students

386 Can you mention any other

kind of animal there in the

zoo?

00:46 The teacher wanted another

answer

387 Are you ready? 02:44 The teacher gave an

exercise and asked for



difference between report

text and descriptive text?


the topic


57

389 Is there any volunteer to

read it?




read the purpose and

language features?




read it?



392 Any other? 13:45 The teacher asked students

to find difficult vocabularies

393 Which one is the title? 14:11 All students answered

“kangaroo”

394 Is it enough? 15:12 The teacher distributed sheet

395 So guys, have you

finished? 15:22 Time for exercise was done

396 Who wants to answer

number one? 15:31 The teacher asked for


397 Is there any other answer? 16:12 One of students answered

the question and the teacher

asked others to provide

correct answer

398 Can you explain why? 17:21 The teacher responded a

student’s answer and tried to

dig deeper about the reason

or opinion

399 Is it correct, class? 18:14 The teacher asked for

students’ confirmation about

the answer

400 What does it mean? 19:00 No one could answer

question number eight

choice A

401 Is it correct, class? 19:58 The teacher asked for

students’ confirmation about

the answer

402 Can you read it, class? 22:18 The teacher asked for



today, class? 22:32 The teacher did review

404 What is report text? 22:38 The teacher did review


structure? 22:44 The teacher did review

406 And what is the language

features? 22:55 The teacher did review


58

Remember

Participant Number

of Case Questions Time Context

P1 1 What do you do before

the class? 01:14 The teacher asked students’

habit as part of opening

activity

2 Where do you eat? 01:22 The teacher responded

students’ answer

3 What do you do usually

after the class? 01:52 The teacher proposed more

question about students’

habit

4 From the first paragraph,

what subject and verb do

you find?

11:24 Students just finished an

exercise and the teacher

opened discussion by asking

5 Who is she? 11:35 The teacher responded

students’ answer

6 How about the verb? 11:41 The teacher asked students

to find a verb

7 And the second sentence,

what is the subject? 11:52 The teacher responded

students’ answer

8 And how about the verbs? 12:01 The teacher asked students

to find a verb

9 And the verb? 12:12 The teacher asked students

to find a verb

10 Where do you answer

sings and plays? 22:51 A student showed line

which the answer was

11 So let's review, what have

you learned today? 24:37 The teacher did review

12 What is the function of

the simple present tense? 24:57 The teacher did review

P2 13 How many of you get

greeting from someone? 01:56 The teacher started the class

after asking students’

condition

14 Where is the news worry

with the background with

the expert said

12:58 The teacher asked student to

show which line the answer

was



16 And what is the definition

of news item 22:21 The teacher did review

17 And the Generic

structure? 22:30 The teacher did review

Appendix B

List of Participants’ Questioning in Micro Teaching Course


59

P3 18 Have you ever danced

entitled Hoky Poki? 01:14 Before started game session,

the teacher wanted to know

whether students ever played

the game or no

19 Have you ever

experienced on giving

instruction to your friend

or to your older brother or

younger brother?


next discussion and asking

about students’ experiences



P4 21 Do you know about the

Simon says, guys? 00:58 Before started game session,

the teacher wanted to know

whether students ever

played the game or no

22 What are your favorite

food? 03:16 Students mentioned their

favorite food

23 Did you know how make

your breakfast or your

indomie maybe?

04: 31 The teacher lead the class to

topic

24 Which one is transition

word? 14:43 Students showed the

transition words

25 How about the action

verbs? 14:59 Students mentioned few

action verbs

26 Which one is the

sequence word? 15:10 The teacher showed steps in


mentioned the sequence

word

27 And how about the action

verb? 15:42 The teacher showed steps in


mentioned the action verbs

28 So, what we have learned


the end of class

29 And what is the function

of the procedure text? 16:11 The teacher did review in

the end of class

30 And how about the text

structure of procedure

text?


the end of class

31 And how about the

language features that

used in procedure text?


the end of class

P5 32 Do you know Masdha? 00:23 Some students ever heard

about Masdha Radio

33 What song that do you

like? 01:21 The teacher mentioned her

some favorite songs and

wanted to know what songs

that students like


60

34 So, what the title of this

song? 03:52 The teacher played a song

and asked students to guess

the title of song

35 So, what have we learned


the end of class

36 What vocabularies? 25:34 The teacher did review in

the end of class

37 And for the apostrophe,

why we use that? 25:47 The teacher did review in

the end of class

P6 38 Have you ever come to

your friend's birthday

party?

06:16 Most of students said ‘Yes”


phrases or words that are

usually used?

06:41 Students mentioned some

phrases or words based on

their knowledge.

40 Who will you invite? 09:11

41 So today what topic that

we have discussed? 20:24 The teacher did review in

the end of class



the end of class

P7 43 What have we learned


the end of class

44 Do you know the

structure of the resume? 19:27 The teacher did review in

the end of class

45 What kind of things that

we have to write there? 19:33 The teacher did review in

the end of class

P8 46 What did you do in the

last weekend? 02:37 Some students told their

activities

47 Where is the orientation? 19:07 Students showed line where

the answer was

48 Where is the event in this

letter? 19:32 The teacher lead students to

the next question



the end of class

50 What the generic

structure of recount text? 22:14 The teacher did review in

the end of class

51 What is language features


the end of class

P9 52 Do you know who is she? 05:59 The teacher showed a

picture of woman

53 Do you still remember the

song?

06:07 There is song titled Ibu Kita

Kartini and the teacher

wanted to make sure

students still remembered it

54 Actually anyone know

about her life?

07:00 The teacher tested students’

knowledge on RA Kartini


today, guys?


the end of class


61

56 Actually What the

generic structure of the

biography?


the end of class

P10 57 From the text, where is

the opening?

15:18 The teacher showed a text

on screen

58 Where is the body or the

content?

15:25 Only few students answered

the question

59 In introduction, we have? 20:36 The teacher did review in

the end of class

P11 60 What have you learned


the end of class

61 How many ways in

greeting and farewell? 12:45 The teacher did review in

the end of class

62 In formal way, who is the

subject? 12:48 The teacher did review in

the end of class

63 And informal? 12:58 The teacher did review in

the end of class

P12 64 Where did you get the

money?

02:04 The teacher responded

students’ answer

65 How would you say? 02:40 The teacher responded

students’ answer



67 What you have learned


the end of class

P13 68 Have you ever have

message like this? 01:52 The teacher showed a

message and asked students’

experience

69 When the dinner will

held? 09:55 Students could answer well

70 Who is the writer of this

short message? 10:08 The teacher provided more

question about the short

message given

71 So, what we learned for


the end of class

72 And what is the structure

of the text? 25:15 The teacher did review in

the end of class

P14 73 Have you ever go to the

zoo? 00:20 The teacher started the class

by asking about students’

experience

74 What do you see there? 00:29 The teacher wanted to know

what kind of animal that

students’ saw when visiting

zoo

75 Can you mention any

other kind of animal there

in the zoo?

00:46 Students mentioned few

animal students’ saw and

the teacher asked them to

tell any other animal


62


today, class? 22:32 The teacher did review in

the end of class

77 What is report text? 22:38 The teacher did review in

the end of class



the end of class

79 And what is the language

features? 22:55 The teacher did review in

the end of class


63

Understand

Participant Number


P1 1 Do you know what will we

learn today? 03:43 The teacher wanted students

to guess what material

2 Number 12, What is the

subject? 23:02 A student answered the

subject was

3 What will “it” be

followed? 23:10 The teacher responded

students’ answer

4 Do we need to add s or es? 23:15 The teacher responded

students’ answer

5 In this sentence, what is

the subject? 23:29 A student answered the

subject was

6 Is it followed by “s” or

“es”? 23:57 The teacher responded

students’ answer

P2 7 What is news? 04:35

P3 8 What have you learned

from this video? 05:58 After watched video, the

teacher asked the main idea

of the video

9 What the sentence is tell

us about? 06:26

10 Can you give us the

example of the word? 07:18 The teacher asked specified

student to give an example

11 For the third from, is it

formal or informal? 18:12 Students were asked to

choose

P4 12 What is the video talking



video

13 How about the second

video, what is the video

talking about?

06:59 The teacher asked the


video

P5 - - - -

P6 14 What is invitation? 03:20 The teacher lead to the topic


example of the personal

invitation?


P7 16 So, do you know how to

make application letter? 02:30 The teacher introduced the

topic


resume actually? 05:15 The teacher lead the class to

the topic

18 What actually resume is

talking about? 05:27 The teacher tried to dig

deeper about students’

knowledge on resume

From the example, can

you guess what kind of job

that they want to apply?

12:32 After showed job vacancy,

the teacher asked students

to guess what job to apply


64

P8 19 Do you know about what

is recount text? 05:48 The teacher lead the class to

the topic

P9 - - - -

P10 20 Can we imagine what will

we learn today after

watching the video?

07:38 After watched video, the


guess what topic that would

be learned on that day

P11 21 Do you know what are we

going to learn today?

03:19 The teacher just told a story

and lead to the topic

22 Is this moment formal or

informal?

06:35 The teacher just showed

video about greeting and

farewell

23 Arum, what do you think

about this moment?

07:02 The teacher just showed a

video and asked a student to

guess it


examples of formal


13:07 After did review, the

teacher asked the question

to check students’

comprehension


examples of informal


13:30 The teacher asked deeper to

check students’

comprehension

P12 26 Now, what are we going to

learn?


the topic

27 For the formal one, do you

use may or can?


about permission



P13 29 From these two pictures,

what do you think what we

will learn for today?


the topic of the day

30 What is short message? 03:45 The teacher informed that

topic of the meeting was

short message

31 From this short message,

what is the information

that the writer gives?

09:43 The teacher asked general

information from the short

message

P14 32 Do you know what is the

difference between report

text and descriptive text?


the topic

33 Which one is the title? 14:11 All students answered

“kangaroo”

34 What do you think, guys? 15:47 The teacher asked students

to analyze the answer

35 What does it mean? 19:00 No one could answer

question number eight

choice A


65

Apply

Participant Number


P1 1 When the subject is my

sister, what is the verb

will you use?



of the text

P2 - - - -

P3 - - - -

P4

P5 - - - -

P6 - - - -

P7 - - - -

P8

P9 - - - -

P10 2 When I say good

morning, what is your

respond?


then checked students’

comprehension by asking

3 When I say how are you,

what is your respond? 17:05 The teacher tried to dig

deeper on students’

knowledge by asking

4 When I say how do you

do, what’s your respond? 17:33 Students could answer well

P11 - - -

P12 5 When you are talking

with your teacher in

school, would you like to

say may or can?

09:06 The students proposed

answers/solution for the

situation

6 If your teacher is your

father, and you talking

with him at home, what

would you say?



situation

7 Can I borrow your pen? 12:09 The teacher just explained

about can and may

8 Inggit, may I borrow your

book? 12:19 The teacher provided

another question to check

students; comprehension

9 Tita, can I borrow your

paper? 12:32 The teacher tested Tita to

answer the question

10 You asking permission at

the office and meet your

boss, how would you say?



situation

11 Your father at the

hospital, how would you

say?



situation

P13 - - - -

P14 - - - -


66

Analyze

Participant Number


P1 1 When we use this text, do

you know what is the

language feature?



of the text

P2 2 What do you think about

the moment that always

updating in the news?

03:30 Few students gave opinion

P3 - - - -

P4 3 What is the text structure

of this thing? 14:06 After showed a text, the


analyze deeper about the

text

P5 - - - -

P6 4 What is its function? 03:23 The teacher responded

students’ answer to dig

deeper about their

knowledge

P7 5 What kind of thing that

you can find from the

opening sentences?

14:07 Students discovered things

from the opening sentences

P8 6 What kind of text this is? 05:33 Students analyzed an text

then guess what kind of text

it is


structure of recount text? 08:00 The teacher explained in

every kind of text, there are

generic structure

8 Can you identify what is

the generic structure of

this?

18:53 The teacher distributed

sheet

P9 - - - -

P10 9 Do you know the parts of

introduction, guys?

11:21 No one could answer the

parts of introduction

10 Can you analyze this is

content or opening or

closing?

13:08 After read the text, the

teacher tried to check


P11 - - - -

P12 - - - -

P13 - - - -

P14 - - - -


67

Evaluate

Participant Number


P1 - - - -

P2 - - - -

P3 1 Is it informal or formal?

Why? 14:55 Most students answered

formal and the teacher asked

their reason

P4 2 Why do you like sate? 03:19 A students answered sate

and the teacher asked the

reason

P5 - - - -

P6 3 What do you think that

make you say that is it

graduation?


students’ reason or opinion

P7 - - - -

P8 4 Why you can say that it is

the orientation? 19:15 The teacher asked students

to criticize their answer

5 How do you can say that

it is re-orientation 20:03 Students were asked to

criticize their answer

P9 - - - -

P10 - - - -

P11 6 Do you know why? 06:40 Students answered “formal”

and the teacher wanted to

know why

P12 - - - -

P13 - - - -

P14 143 Can you explain why? 17:21 The teacher responded a

student’s answer and tried to

dig deeper about the reason

or opinion

Create

Participant Number


P1 144 What question can you

ask from the video? 05:36 The teacher asked students

to make question

P2 - - - -

P3 - - - -

P4 - - - -

P5 - - - -

P6 - - - -

P7 - - - -

P8 - - - -

P9 - - - -

P10 - - - -


68

P11 - - - -

P12

P13 - - - -

P14 - - - -


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