Theoretical Framework REVIEW OF RELATED LITERATURE

of videos. The videos were recorded during the teaching practice section based on time allocation. The duration of teaching practice simulation for each participant was maximum 25 minutes. Every participant taught different topic for levels of junior and senior high schools and it was adapted based on curriculum 2006 and 2013. The researcher did the observation and note typing from the video of teaching simulation to collect the data. Then, the collected data which were in form of utterances or questions were analyzed using several techniques.

b. Observation Table

In order to support collected the data, the researcher used an instrument as tool named observation table. This observation table was functioned to classify the collected data. In gathering data for the research problems, the researcher used observation table as follows. Table 3.1 Participants’ Questions Participant Number of Case Form of Questions Time Context Types of Questions PC CV DV P1 Notes: PC: Procedural Questions CV: Convergent Questions DV: Divergent Questions The table above shows the three types of questions. The column from participant until context has the same function as shown in Table 3.1. Meanwhile, for the right side of the table, it indicates types of questions used by students of Micro Teaching. These columns are where the researcher puts check marks based on its types. Table 3.2 Participants’ Questioning Remember Participant Number of Case Questions Time Context P1 The table above shows how the data are classified into each category of level. The top row of the table represents the levels of questioning. Every level is placed in a separated table. The left side of the table marks every participant. The columns of form of questions and time are used to record what participants asked and when it happened in minutes and seconds. There is a column of number of case. Its function is to give a call number for every question so that readers are easy to find examples of levels of questioning. The context column is used to explain the situation and purpose when the participants proposed questioning.

2. Data Gathering Techniques

The main source of this study is video recordings of students’ teaching practice in Micro Teaching course. The videos were collected from Micro Teaching Laboratory by contacting its staff. The researcher randomly chose the videos and did not know the participants personally. Then, the researcher watched the videos and transcribed them into written questionings. The videos were played by using VLC media player. In playing the videos, the researcher used the observation table to obtain the data as shown in Table 3.1 and Table 3.2. The tables mainly consisted of columns of levels of questioning and types of questions as the matters of this study. The columns of the tables were filled by words, sentences, and check marks. In addition, the researcher also took notes if there were any levels and types besides the observation table.

E. Data Analysis Techniques

This section presents how the data were analyzed. In this study, the researcher used qualitative data analysis as suggested by Miles and Huberman 1994 to analyze the data. There are three steps in analyzing, namely, data reduction, data display, and conclusion drawing and verification.

1. Data Reduction

Miles and Huberman 1994 state that data reduction refers to the process of selecting, focusing, simplifying, and transforming the data based on field notes or transcriptions p.10. In this step, the researcher selected the relevant data and listed question forms from the videos. Then, the collected data were classified based on their levels and types. After collecting and classifying the data, the researcher recorded them using a table. For the first problem, the form of the table is as following. Table 3.3 Quantity of Types of Questions No Types of Questions Number of Questions Percentage 1 Procedural questions 2 Convergent questions 3 Divergent questions