Procedural Questions Types of Questions found in Micro Teaching Course

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? Case [39] is asked when the participant opened the class and the question is categorized as an introductory part. The participant previously asked studen ts’ 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