example occurs when the women tend to say I will rather than say I’ll. Women tend to speak grammatically correct.
j. Lack of humor This feature is in which women are not used to talk humorous things.
They are really careful to image in society. Women do not like to be seen unserious. They want to show that their existences are also worth as men. This
feature indicates their social status in society. They also want to be listened when they speak their mind up.
Coates 2004 also did research on women’s language features. He explains that there are four features which are typically female as citied in Sofie
Jakabsson, 2010, p. 4. The first is hedges. Adding the idea of Lakoff, Jenifer Coates explains that the use of hedges as the first feature is not only as a sign of
weakness. Coates adds that hedging device can be scrutinized evaluative others. In tag question case, Coates says that women like to use tag question rather than
men which are divided into modal tags and affective tags 2004, p. 90. The next feature is minimal responses. In mixed conversations, women tend to express
minimal responses to support men Coates, 2004, p. 87. The last that is stated by Coates 2004 is questions.
“research findings so far suggest that women use interrogative forms more than men and that this may reflect women’s relative weakness in
interactive situation : they exploit questions in order to keep conversation going” p.93.
Holmes 2001 categorizes the ten lists of Lakoff’s women language features into two groups. The first is those ‘linguistic devices which may be used
for hedging or reducing the force of an utterance,’ such as fillers, tag questions and rising intonation on declaratives. He names those features as hedging devices.
The second is features which may boost or intensify a proposition’s force p. 287, such as emphatic stress and intensifiers. He names these features as boosting.
B. Teachers’ Questions
Communication in a setting of classroom is unique for its linguistics form used which is simultaneously the aim of a lesson and the means of achieving those
aims Walsh, 2006, p. 3. To achieve the aims of lesson, the features of classroom discourse cannot be seen as unimportant things. Since the setting is in the
classroom, teacher always deals with those features during the learning process. Walsh on his book entitled Investigating Classroom Discourse, writes four
features of classroom discourse. These features are control of pattern communication, elicitation techniques repair and modifying speech to learners.
Those features in general show how teacher has the authority of controlling the activity happening to a class. In the third feature which is elicitation technique,
Walsh 2006 states that classroom discourse is dominated by question and answer routines, with the teachers asking most of the questions p. 7. It means that the
teacher asks the questions the most rather than the students. Since questioning is one of the important component of a class, some researchers do studies on types
of questions used by the teacher during the class. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Walsh 2006, p. 8 classifies teacher’s questions into two types of questions. They are display and referential questions. Display question is
identified as teacher’s questions in which the teacher has already known the answer. For example what is the past tense of go?. Referential question is the
opposite of display question. This kind of question is stated when the teacher has no idea with the students’ answer. In this case, Walsh argues that referential
question in general seek for short response from the students for example do you have any brother or sister?.
Chair and Kovac 1981 explain that the question that is done by teachers is different compared to another occupations such as medicine, law which require
questionings as the part of practitioner para. 12. They narrow down the classification of teacher’s question into one type of question which is named
known information questions. Known information question has a same idea with what Walsh names as display questions which means that teachers ask question
which they are already known the answer. Chair and Kovac in detail divide known information questions into two types. The first is the question which may
have only one correct answer for example what’s the capital of Illinois? Or when did Columbus discover America? The second is the question in which teachers
constitutes a correct response. For example what’s a word begins with D? There is more than one possibility answer of this question. It can be dog, dust, etc.
Richard and Lockhart 1996 in their book entitled Reflective Teaching in Second Language Classroom identify teacher’s questions into three types of
questions p. 185. They are procedural questions, convergent questions and divergent questions.
a. Procedural Questions Procedural questions are the questions which has no relation to the students’
mastering to the content of learning. This type of question are used when the teachers wants to do classroom procedures or routine p. 186. Here are the
examples of procedural questions stated by Richard and Lockhart: i: Did everyone bring their homework?
ii:Do you all understand what I want you to do? iii: Can you read what I have written on the blackboard?
Those three questions have nothing to do with the content of learning. The first example is a question when the teacher only wants to check students’ learning
preparation. The second question is used when the teacher checks whether the students understand the instruction given or not while in the last example, the
teacher asks for students’ willingness to do something for the class. “Procedural questions have a different function from questions designed to help students’
master the content of a lesson” Richard and Lockhart, 1996, p. 186. b. Convergent Questions
Convergent questions have different characteristics compared to procedural questions. This type of questions has four special characteristics. The first is
seeking for students’ similar response. The second is focusing on a central theme PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
which has short answer or short statement. The third is not to encourage students’ high-level thinking. The last is that recalling previous presented information p.
186. Convergent questions can be used for example when the teacher leads the students into the topic that they are going to learn.
i: How many of you have a personal computer in your home? ii :What do you mainly use it for?
iii: What is the difference between software and hardware?
Questions i and ii are stated as introductory questions before the teacher explains learning materials about the effect of computers on everyday life while question
iii is stated to recall student’s previous information about the topic. c. Divergent Questions
Divergent questions are the opposite of convergent questions. They require students to engage in higher-level thinking. This type of question requests the
students to provide their own information or point of view in certain topic rather than short answer or short statement. The following questions are the examples of
divergent question. i : How would businesses today function without computers?
ii :What are the best ways of promoting the use of computers in education? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
B. Theoretical Framework
This study is conducted to answer two research problems namely 1 What are women language features express by the female students in Micro Teaching
Class? and 2 What types of teacher’s question occur in Micro Teaching Class? In order to answer the first research question, the researcher employs
theory of women language features proposed by Lakoff 1975.This theory is used to see the women language features that are expressed by female teachers during
the teaching training process. Lakoff’s theory is selected since Lakoff 1975 is the first female researcher who invented the women language features.
Specifically, the classification of hedges and fillers which are stated by Holmes 2001 is chosen as the supporting theory for the analysis on the first feature,
lexical hedges. Richard and Lockhart 1996’s identification on types of teacher’s
questions is chosen by the researcher to answer the second research question. By this classification, the researcher can specify teacher’s questions that are used by
female teachers during the learning process. Theory of Richard and Lockhart 1996 on the types of teachers’ questions is used for its classification which is not
only based on the form of the question but also the function of it. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
CHAPTER III RESEARCH METHODOLOGY
In this chapter, the researcher discusses the method that is used in this research. This chapter consists of six parts. Those parts are research method,
research setting, research participants, research instruments and data gathering techniques, data analysis technique and research procedure.
A. Research Method
This research is a qualitative research. Qualitative research is an approach that allows readers to examine people’s experiences in detail by using specific
approach of research method such as in-depth interview, focus group discussion, observation, content analysis, visual method and life histories or biographies
Hennink Bailey, 2011. The data were collected from a real situation in the class. The needs of detail information such as in what time the respondent
pronounced some certain words showed that qualitative research is the most appropriate method. Qualitative data consists of detailed description of situations,
events, people, interactions, and observed behaviors; direct quotations from people about their experiences, attitudes, beliefs, and thoughts; and excerpts or
entire passages from documents, correspondence, records and case histories Patton, 1980.
Wood and Kroger 2000, p. 3 explain that discourse analysis is a person’s point of view that contains of methodological and conceptual elements. They also
