a study on questioni ng in pbi micro teaching … · bukan sekedar menyampaikan pertanyaan,...
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
Gregorius Julian Cahyadi
Yang menyatakan
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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.
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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.
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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.
Gregorius Julian Cahyadi
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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
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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
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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
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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
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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
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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
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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
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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
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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)
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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.
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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
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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.
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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
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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”.
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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.
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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.
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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).
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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
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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
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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).
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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,
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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
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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
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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.
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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
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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.
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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.
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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
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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
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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.
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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 %
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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
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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
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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
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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.
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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?
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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
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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?
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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.
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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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
REFERENCES
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Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded
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Price, K. M. & Nelson, K. L. (2010). Planning Effective Instruction: Diversity
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDICES
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
185 Anyone want to help me
read this news? 07;13 The teacher asked for
students’ willingness
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
students’ confirmation
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
students’ willingness
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?
10:16 The teacher asked for
students’ willingness
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
students’ confirmation
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
students’ willingness
209 Is it understood or not? 16:16 The teacher asked for
students’ confirmation
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
212 What have we learned
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
about? 05:48 The teacher asked the
general information of the
video
220 How about the second
video, what is the video
talking about?
06:59 The teacher asked the
general information of 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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
form of written and students
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
students’ confirmation
235 Have you finished, guys? 10:22 The teacher asked for
students’ confirmation
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
today? 25:29 The teacher did review
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
students’ willingness
246 What do you think that
make you say that is it
graduation?
01:36 The teacher asked for
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.
253 Can you mention the
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
students’ willingness
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
P7 262 How are you today? 00:12 The teacher asked students’
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
265 What do you think about
resume actually? 05:15 The teacher lead the class to
the topic
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
272 What have we learned
today? 18:38 The teacher did review in
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
students’ willingness
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
students’ willingness
281 Do you know what is the
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
286 Anyone who want to help
me to distribute this? 17:20 The teacher asked for
students’ help
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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
292 What have we learned
today? 22:09 The teacher did review in
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
of recount text? 22:23 The teacher did review in
the end of meeting
P9 296 How are you today? 00:13 The teacher asked students’
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
students’ confirmation
301 Anyone can help me to
answer who she is?
06:22 The teacher asked for
students’ willingness
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?
08:34 The teacher asked for
students’ willingness
304 Anyone who want to help
me again?
11:04 The teacher asked for
students’ willingness
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
308 What have we learned
today, guys?
20:41 The teacher did review in
the end of meeting
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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
teacher asked students to
guess what topic that would
be learned on that day
315 Oke, Maria. Can you help
me to read this text?
09:14 The teacher asked for
students’ willingness
316 Maria, can you help me? 10:42 The teacher asked for
students’ willingness
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?
12:30 The teacher asked for
students’ willingness
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?
16:58 The teacher just explained
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?
17:33 Students could answer well
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
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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?
00:33 The teacher asked for
students’ willingness
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
students’ willingness
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?
09:26 The teacher asked for
students’ willingness
337 Can you read it, please? 09:39 The teacher asked for
students’ willingness
338 Who wants to try? 10:36 The teacher asked for
students’ willingness
339 What have you learned
today? 12:34 The teacher did review
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
students’ comprehension
344 And anyone else who want
to try? 13:24 The teacher wanted more
about example of formal
greeting and farewell
345 Can you give me some
examples of informal
greeting and farewell?
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
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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?
05:12 The teacher just explained
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
today? 18:04 The teacher did review
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
students’ comprehension
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?
01:52 The teacher opened the class
by asking a question related
to the topic
366 From these two pictures,
what do you think what we
will learn for today?
02:56 The teacher lead the class to
the topic of the day
367 What is short message? 03:45 The teacher informed that
topic of the meeting was
short message
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368 Anyone who want to
answer this question?
03:48 The teacher asked for
students’ willingness
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
students’ willingness
377 The question number 2,
who wants to try? 16:15 The teacher asked for
students’ willingness
378 Next number 4, who wants
to try? 18:32 The teacher asked for
students’ willingness
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
today? 25:08 The teacher did review
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?
00:20 The teacher opened the class
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
students’ confirmation
388 Do you know what is the
difference between report
text and descriptive text?
05:50 The teacher lead the class to
the topic
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389 Is there any volunteer to
read it?
07:06 The teacher asked for
students’ willingness
390 Is there any volunteer to
read the purpose and
language features?
08:30 The teacher asked for
students’ willingness
391 Is there any volunteer to
read it?
09:45 The teacher asked for
students’ willingness
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
students’ willingness
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
students’ willingness
403 What have you learned
today, class? 22:32 The teacher did review
404 What is report text? 22:38 The teacher did review
405 What is the generic
structure? 22:44 The teacher did review
406 And what is the language
features? 22:55 The teacher did review
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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
15 What have we learned
today? 22:15 The teacher did review
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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?
07:05 The teacher lead the class to
next discussion and asking
about students’ experiences
20 What have we learned
today? 25:00 The teacher did review
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
form of written and students
mentioned the sequence
word
27 And how about the action
verb? 15:42 The teacher showed steps in
form of written and students
mentioned the action verbs
28 So, what we have learned
today? 16:01 The teacher did review in
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?
16:43 The teacher did review in
the end of class
31 And how about the
language features that
used in procedure text?
16:54 The teacher did review in
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
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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
today? 25:29 The teacher did review in
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”
39 Can you mention the
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
42 What is the generic
structure? 20:30 The teacher did review in
the end of class
P7 43 What have we learned
today? 18:38 The teacher did review in
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
49 What have we learned
today? 22:09 The teacher did review in
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
of recount text? 22:23 The teacher did review in
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
55 What have we learned
today, guys?
20:41 The teacher did review in
the end of class
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56 Actually What the
generic structure of the
biography?
20:50 The teacher did review in
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
today? 12:34 The teacher did review in
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
66 Who is she talking to? 06:47 The class was discussing
about picture on the screen
67 What you have learned
today? 18:04 The teacher did review in
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
today? 25:08 The teacher did review in
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
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76 What have you learned
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
78 What is the generic
structure? 22:44 The teacher did review in
the end of class
79 And what is the language
features? 22:55 The teacher did review in
the end of class
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Understand
Participant Number
of Case Questions Time Context
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
about? 05:48 The teacher asked the
general information of the
video
13 How about the second
video, what is the video
talking about?
06:59 The teacher asked the
general information of the
video
P5 - - - -
P6 14 What is invitation? 03:20 The teacher lead to the topic
15 Can you mention the
example of the personal
invitation?
08:30 Students could answer well
P7 16 So, do you know how to
make application letter? 02:30 The teacher introduced the
topic
17 What do you think about
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
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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
teacher asked students to
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
24 Can you give me some
examples of formal
greeting and farewell?
13:07 After did review, the
teacher asked the question
to check students’
comprehension
25 Can you give me some
examples of informal
greeting and farewell?
13:30 The teacher asked deeper to
check students’
comprehension
P12 26 Now, what are we going to
learn?
04:22 The teacher lead the class to
the topic
27 For the formal one, do you
use may or can?
05:12 The teacher just explained
about permission
28 Who is she talking to? 06:47 The class was discussing
about picture on the screen
P13 29 From these two pictures,
what do you think what we
will learn for today?
02:56 The teacher lead the class to
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?
05:50 The teacher lead the class to
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
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Apply
Participant Number
of Case Questions Time Context
P1 1 When the subject is my
sister, what is the verb
will you use?
23:51 The teacher asked students
to analyze language features
of the text
P2 - - - -
P3 - - - -
P4
P5 - - - -
P6 - - - -
P7 - - - -
P8
P9 - - - -
P10 2 When I say good
morning, what is your
respond?
16:58 The teacher just explained
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?
09:27 The students proposed
answers/solution for the
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?
18:49 The students proposed
answers/solution for the
situation
11 Your father at the
hospital, how would you
say?
19:02 The students proposed
answers/solution for the
situation
P13 - - - -
P14 - - - -
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Analyze
Participant Number
of Case Questions Time Context
P1 1 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
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
teacher asked students to
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
7 Do you know what is the
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
students’ comprehension
P11 - - - -
P12 - - - -
P13 - - - -
P14 - - - -
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67
Evaluate
Participant Number
of Case Questions Time Context
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?
01:36 The teacher asked for
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
of Case Questions Time Context
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 - - - -
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
P11 - - - -
P12
P13 - - - -
P14 - - - -
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI