Divergent Questions Types of Teachers’ Questions occur in Micro Teaching Class
45
3. Recommendation for Future Researchers Future researchers might continue this research to the deeper information.
Since the researcher only concern on the types of both women language and teacher’s question, later the future researchers might conduct a research on the
function form both women language and teacher’s question. The future researcher might also have research on why women language features are not all expressed
by female teachers during their teaching process. Future teachers also can conduct why divergent questions are the lowest types of question during the learning
process. It can be also seen from the teachers’ perception. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
REFERENCES
Allen, W. D., Kevin, A. R. 1969. Microteaching. London: Addison-Wesley Publishing Company.
Allen, D. W. 1967. Micro Teaching, A Description. In Asril, Z. Micro Teaching p.46. Jakarta: Rajawali Press.
Ary, D., Jacobs, L.C., Razavieh, A. 2002. Introduction to research in education. Belmont: Wadsworth.
Asril, Z. 2013. Micro teaching. Jakarta: Rajawali Press. Bickerton, D. 1995. Language and human behavior. Washington: University of
Washington Press. Cahir, S. R., Kovac, C. 1982. Teacher talk works. Washington: Center For
Applied Linguistics. Coates, J. 2004. Women, men and language 3
rd
ed. New York: Routledge. Chudgar, A., Sankar, V. 2008. The relationship between teacher gender and
student achievement: Evidence from five Indian states. Retrieved June 12, 2016,from
http:iiste.orgJournalsindex.phpJEParticleviewFile905492 79
. Fishman, P. 1983. Interaction: The work women do. In Barrie Thorne, Cheris
Kramarae and Nancy Henleyeds.,Language, Gender and Society, 88- 103. Cambridge: Newbury House Publishers.
Holmes, J. 2013. An introduction to sociolinguistic 4th ed.London: Routledge. Hennink, M., Hutter,I., Bailey, A. 2011. Qualitative research methods.
London: Sage Publications. Jakobsson, S. 2010. A study of female language features in same –sex
conversation. Retrieved Mey 2, 2016, from http:www.divaportal
. orgsmashgetdiva23A375135FULLTEXT01.pdf.
Lakoff, R. 1975. Language and womans place. New York: Harper Row Lakoff, R. 2004. Language and woman’s place in Mary Bucholzt, Ed..
New York: Oxford University Press. Lincoln, Y. S., Guba, E. G. 1985. Naturalistic Inquiry. London: Sage
publications. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
Patton, M. O. 1980. Qualitative evaluation methods. Beverly Hills: Sage. Richards, J. C Lockhart, C. 1996. Reflective teaching in second language
classroom. New York: Cambridge University Press. Shishavan, H. B Sadeghi, K. 2009. Characteristics of an effective English
language teachers as perceived by Iranian teachers and learners of English.
Retrivied July
26, 2016
from http:www.ccsenet.orgjournalindex.phpeltarticleviewFile44623803
. Starks, H., Trinidad, S. B. 2007. Choose your method: A comparison of
phenomenology, discourse analysis, and grounded theory. Qualitative Health Research, 1710, 1372-1380. DOI: 10.1177104973230707031
Talbot, M.2010. Language and gender. Cambridge: Polity Press. Tagliamonte, S. 2012. Variationist sociolinguistic. Hoboken: Willey-Blackwell.
Walsh, S. 2006. Investigating classroom discourse. New York: Routledge. Wood, L. A., and Kroger, R. O. 2000. Doing Discourse Analysis. Thousand
Oaks, CA: Sage Publications. Xiayoan, M. 2008. The skill of teacher’s questioning in English class. Retrieved
June 27,
2016, from
http:www.ccsenet.orgjournalindex.phpiesarticleview627602
.