The Microteaching Students’ Perception as Students

46 open-ended and focus group discussion to strengthen the data gathered in the close-ended questionnaire.

1. The Microteaching Students’ Perception as Students

In this section, the researcher tries to find the students’ perception of their questioning skill performance in Microteaching class as students. The researcher relied on the data from the questionnaire, both from the close-ended questionnaire and question number one in the open-ended questionnaire. The researcher also added the data gathered from focus group discussion and recorded video if any. The additional data can be used to strengthen the result gathered in the questionnaire. Table 4.1 the General Implementation of Questioning Skill No. Statements Frequencies of Responses 1 SD 2 D 3 A 4 SA N N N N 1. The questions given by the teacher are clear and coherent. 7 12.7 36 65.5 12 21.8 2. The teacher gives enough time to think about the answers of the questions. 8 14.5 37 67.3 10 18.2 3. The teacher let the students to have the same opportunity to answer the questions. 4 7.3 38 69.1 13 23.6 4. The teacher often provides hints to help the students answer the questions. 6 10.9 35 63.6 14 25.5 5. The teacher often asks questions to make the students elaborate their answers. 3 5.5 40 72.7 12 21.8 Based on Table 4.1 in the first statement, there were 65.5 of the participants who agreed that their friends had given clear and coherent questions, 21.8 of the participants who strongly agreed, merely 12.7 of the participants 47 who disagreed and none of the participant 0 strongly disagreed with this statement. The result showed that most of Microteaching students’ questions, who acted as teachers, were clear and coherent. It is because the level of agreement to the first statement was relatively high, reaching 87.3 of agreement level. In the second statement, it showed that the teacher gave enough time to think about the answers of the questions. The researcher found that there were 67.3 of the participants who agreed, 18.2 of the participants who strongly agreed. The total percentage of the participants who agreed with this statement was 85.5. Meanwhile, there were only 14.5 of the participants disagreed and none of the participant 0 strongly disagreed. Related to the directing and distributing technique, the researcher found that the total of agreement and strongly agreement percentages in this statement were relatively high reaching 92.7. It showed that the Microteaching students who acted as teachers good at directing their questions and had distributed their questions fairly to all students. It is because the participants believed that they had already been given the same opportunity to answer the questions. Meanwhile, merely 7.3 of the participants disagreed and none of the participant 0 strongly disagreed. The difference of the percentages between two results in the fourth and the fifth statements was not too significant. The total percentages of agreement level of those statements reached 89.1 and 94.5 of the participants. Meanwhile, the total percentages of disagreement level were merely 10.9 and 5.5 of the participants. Both statements also showed that none of the participants strongly 48 disagreed. Based on this fact, the researcher drew a conclusion that most of the participants experienced both prompting and probing questions when they played the student-role during the practice of peer teaching. The researcher provided open-ended questions to support the data gained from the close-ended questions see Appendix F. From open-ended questions number 1, the participants also showed their positive perception. Most of the participants said that their friends had implemented a good questioning skill in Microteaching class. The reasons were because the questions asked by the teacher could make the students participated in the learning process, the questions asked by the teacher could make the students stayed focused on the lesson, the questions asked by the teacher could stimulate the students to share their idea and give their opinion develop their critical thinking, the questions asked by the teacher could make the students understand the learning material better. Moreover, the teacher also asked different types of questions to the students, not merely asking yes-no questions or close-ended questions all the time, the teacher also used probing questions to make the students think deeply about their answers, the teacher also asked the questions that related to the topic. The teacher also distributed their questions fairly; the teacher also asked prompting questions to help the students to formulate their answers. Besides having positive perception, there were some participants who had negative perception. They stated that some teachers sometimes asked unclear questions and some teachers asked only a few questions during the teaching practice. Some teachers also sometimes asked questions that were not appropriate 49 to the students’ English level, Some of the teachers often used yes-no questions, sometimes the teachers also made grammatical mistakes in asking the questions. Related to the general Implementation of their friends’ questioning skill performance, the researcher also conducted an focus group discussion to support the data in the questionnaire. The questions given was about the Microteaching students’ perception on the overall questioning skill performance in Microteaching class see Appendix G. Participants C, A, and G said that overall the Microteaching students had implemented good questioning skill and they distributed their questions fairly but sometimes they asked unclear questions because they were nervous. Participant D said that she agreed with participant C, Because of nervousness, The Microteaching students made grammatical mistakes in asking their questions and it made their questions unclear. During the progress test, the participants D said that some of the Microteaching students only asked questions to particular students that were potential to be asked because they usually directly said the correct answer. Participant B said that overall the Microteaching students had implemented good questioning skill but some of them still found difficulties in directing the students to give the expected answers so in the end those particular Microteaching students answered their own questions. The overall results of the questionnaire and the focus group discussion, related to the general implementation of questioning skill, showed that the participants’ had positive perception on the teacher’s Microteaching students who acted as teachers general Implementation of questioning skill. It was proved 50 by the positive percentages result of the questionnaire which dominated the results. Table 4.2 the Kinds of Questions Used by the Participants No. Statements Frequencies of Responses 1 SD 2 D 3 A 4 SA N N N N 6. The teacher often asks the students using close-ended questions. 9 16.4 45 81.8 1 1.8 7. The teacher often asks the students using open-ended questions. 2 3.6 20 36.4 26 47.3 7 12.7 Related to the kinds of questions used in the students’ questioning skill performance, open-ended questions refer to higher order cognitive questions and close-ended questions refer to lower order cognitive questions. In the sixth statement, the total percentages of agreement level were 83.6, whereas the total percentages of disagreement level were 16.4. Then, there is 60 the total percentage of agreement, related to the kinds of questions in the seventh statement. The result from those two statements indicated that the lower-order cognitive question was the dominant kinds of questions which were being asked by the teachers Microteaching students who acted as teacher. Based on the results, it could be also concluded that most of Microteaching students used lower order cognitive questions more frequent rather than higher order cognitive questions. 51 Table 4.3 The Function of questioning No. Statements Frequencies of Responses 1 SD 2 D 3 A 4 SA N N N N 8. The questions given by the teacher involve the students in the discussion. 3 5.5 34 61.8 18 32.7 9. The questions given by the teacher urge the students to stay focus on the lesson. 7 12.7 37 67.3 11 20 10. The questions given by the teacher help the students to recall the learning material given at the previous lesson. 4 7.3 43 78.2 8 14.5 11. The questions given by the teacher encourage the students to give justification based on their own understanding. 3 5.5 42 76.3 10 18.2 From the eighth statement up to eleventh statement describe the impact of questioning in the learning process. Kerry 1982 states that questions serve a variety of purposes. Those purposes can be applied to help the students in their learning process. Dillon 1988 says that “The better the teacher’s questions, the better a teacher’s teaching and a class’s learning”. Here, the researcher tries to seek the impact of questioning and whether the Microteaching students had delivered their questions to the students well or not. As presented in Table 4.3 in the eighth statement, there were 61.8 of the participants who agreed, 32.7 of them who strongly agreed, 5.5 of them who disagreed and none of them who strongly disagreed with this statement. From the total percentages of agreement level reaching 94.5. it apparently showed that the majority of the participants gave positive response that the questions given by the teacher could involve the students in the discussion. 52 Related to the ninth statement, there were 67.3 of the participants who agreed that the questions given by the teacher urge the participants to stay focussed on the lesson. Moreover, 20 of the participants strongly agreed and merely 12.7 of the participants disagreed and none of the participant 0 strongly disagreed. It indicated that most of the participants had the positive responses. It was also proved by the total numbers of agree and strongly agree percentages reaching 87.3. In the results of the tenth statement, the researcher found that the total percentage of agreement level reached 92.7 of the participants, whereas the percentage of disagreement merely reached 7.3 of the participants. The results also obviously indicated that most of the participants believed that the teacher had provided them a review of learning content. Questioning skill is an activity in the teaching learning process to help the students find their own discoveries and develop the critical thinking of the students in order to gain more knowledge Carin et al., 1978. One of the function of questioning, it is to develop a critical thinking in the learner had been accomplished by the participants Microteaching students. It can be seen in the last statement, the participants who acted as students believed that the questions given by the teacher Microteaching students who acted as teacher had encouraged the students to give justification based on their own understanding. The result on the eleventh statement showed a positive response. It was shown by the total of agreement and strongly agreement percentages reaching 94.5. 53 Meanwhile, merely 5.5 of the participants disagreed and none of participant 0 strongly disagreed.

2. The Microteaching Students’ Perception as Teachers