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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 student s’
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
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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