Evaluate Levels of Questioning Found in Micro Teaching Course

1. For PBI Students of Micro Teaching Course

Through the results of this study, it is expected that PBI students of Micro Teaching have to possess the questioning skill well. They should make self- reflection on their questioning skill after watching their video recordings. If it is needed, they may have some discussions with other friends and even lecturers about their performances in teaching practice.

2. For Lecturers of Micro Teaching Course

Lecturers of Micro Teaching course should spend at least one meeting talking about questioning with their students. In that meeting, lecturers should explain things related to questioning such as levels of questioning, how to make questions based on the levels or even tips of making questions based on the subjects that are being taught. When giving feedback on students’ performance, one of points the should be reviewed is their questioning skill.

3. For Future Researchers

This study only focuses on students’ questioning in general. Therefore, future researchers may explore more on students’ questioning based on subjects that students of Micro Teaching teach. Then, future researchers are expected to conduct research about reasons why high levels of questioning such as analyze, evaluate, create and divergent questions are less used than the others. In doing so, it can enrich the knowledge on questioning. 43 REFERENCES Anderson, L. W. et al. Eds. 2001. A Taxonomy for Learning Teaching and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman. Ary, D., Jacobs, L.C., Sorensen, C., Razavieh, A. 2010. An Introduction to Research in Education. Belmont: Wadsworth. Blosser, P. E. 1991. How to Ask Right Questions. Arlington: NSTA Press. Bowman, M. 1994. Using Video in Research. Retrieved on November 15, 2016 from Chafi, E.M. Elkhouzai, E. 2004. Classroom Interaction: Investigating the Forms and Functions of Teacher Questions in Moroccan Primary School. International Journal of Innovation and Applied Studies, 06, 353-361. Department for Education and Skills. 2004. Questioning. In Pedagogy and Practice: Teaching and Learning in Secondary Schools Unit. 7. Retrieved on February 02, 2017 from http:www.mmiweb.org.ukpublicationsrequestioning.pdf Fusco, E. 2012. Effective Questioning Strategies in the Classroom. New York: Teachers College Press. Hancock, B., Ockleford, E. Windridge, K. 2009. An Introduction to Qualitative Research. Retrieved on November 10, 2016, from https:www.rds- yh.nihr.ac.ukwp-contentuploads2013055_Introduction-to-qualitative- research-2009.pdf Jewitt, C. 2012. An Introduction to Using Video for Research. Retrieved on November 15, 2016, from http:eprints.ncrm.ac.uk22594NCRM_workingpaper_0312.pdf Kerry, T. 2002. Explaining and Questioning. Cheltenham: Nelson Thornes Ltd. Krathwohl, D. R. 2002. A Revision of Bloom’s Taxonomy: An Overview. Theory into Practice, 41 4. Retrieved on October 24, 2016, from http:www.depauw.edufilesresourceskrathwohl.pdf Mayer, R. E. 2002. Rote versus Meaningful Learning. Theory into Practice, 41 4. Retrieved on October 24, 2016, from http:web.mit.edujrankinwwwteach_transferrote_v_meaning.pdf McComas, W. F. Rossier, L, A. n.d.. Asking More Effective Questions. Retrieved on November 20, 2016, from https:uwaterloo.cacentre-for- teaching-excellencesitesca.centre-for-teaching- excellencefilesuploadsfilesasking_better_questions.pdf