Apply Levels of Questioning Found in Micro Teaching Course

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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the research conclusions and recommendations of this research. In the conclusion part, the researcher provides the results of the research problems. For the recommendation part, the researcher gives some suggestions that are addressed to Indonesian teachers and future researchers.

A. Conclusions

Based on the research results and discussion in the previous chapter, there are there are three types of questions found during the students’ performance. They are procedural questions, convergent questions, and divergent questions. The total number of cases are 262 questions. The procedural type is on the top list with 123 questions compared with two others. It occurs when the participants check students’ conditions, ask for students’ confirmation and willingness. This type is used as classroom procedures and routines. The second place is the convergent questions. There are 118 cases related to the type. It involves recall previously learned knowledge, short and response answer. Meanwhile, the divergent questions have the lowest number with 21 cases. The finding of divergent questions in this study has the same result as Sukur’s 2016. In her study about the teacher’s question, she finds that divergent questions are the lowest frequency used by students of micro teaching compared the others. The result of the second research problem in Micro Teaching course finds that six levels of qu estioning employed by 14 students’ Micro Teaching course, namely remember, understand, apply, analyze, evaluate, and create. The researcher finds 144 questions that are related to the levels of questioning and remember level is the most frequently used by 79 cases. The remember level is mostly found in the beginning and in the end of class. For the understand level, there are 36 cases and most of the participants place them in the middle of the class activity, explaining about the main topic, and discussing the exercise. Meanwhile, the apply level has 11 cases. It occurs after the participants explain materials and they give a few questions to students. The questions given have a function to test students in solving problems to new situations by applying acquired knowledge and information. There are 10 analyze level appearing in Micro teaching course. This level is often found when the participants ask students to analyze parts of structure of a text. Evaluative level has 7 cases. Most questions stated by the participants have a function to make students present and defend their opinions and answers by using certain criteria. The last but not the least, the create level only finds 1 case that makes it is the lowest frequency compared with the others. This case happens when students make questions based on the provided video. The analysis shows that the use of high level of questioning are less common compared the others. In addition, the researcher sees that the students of Micro Teaching might have lack of knowledge about questioning so that the distribution of questions are not equal each other.

B. Recommendations

Seeing the findings of this study, the researcher presents some recommendations for PBI students of Micro Teaching course, lecturers of Micro Teaching course, and future researchers.