are grouped as classroom procedures and routines and have no relation with the topic of the day.
Another function of procedural questions is asking for students’ confirmation. It is delivered after the participant has finished explaining the main
topic, giving instructions or commands, and checking assignments. Here are the following examples.
[209] Is it understood or not? [235] Have you finished, guys?
[257] Anyone get this sheet?
2. Convergent Questions
This type seeks for similar students ’ responses and focuses on a central
theme Richards and Lockhart, 1996, p. 186. Besides, convergent questions require short answers and statements so that they do not need high level of thinking. Based
on the Table 4.2, 45 type of question belongs to convergent. Before starting the lesson, some participants propose questions to lead the
students to the topic. They ask various convergent questions such as the following cases.
[146] What do you do before the class? [218] Did you know how to make your breakfast or your indomie maybe?
Question [146] is used as an introductory part of the topic being taught. The participant states the question related to the lesson and it is daily activities. This
question requires student to recall a specific moment of their habit before joining the class. Therefore, case [146] is categorized as a convergent question. Case [218]
has the same function as [146] but with the different situation. In case [218], the topic that is being taught is a procedure text. In the beginning, the participant asks
students’ favorite food. Then, the participant chooses one of students to explain the steps of making his breakfast, in this case is indomie. The researcher sees the both
case [146] and [218 ] may engage students’ participation in the teaching-learning
activity. The data findings show that convergent questions are also stated in the end
of the class. Most of the participants restate questions that are delivered in the beginning of the lesson. The function of these questions is to review materials that
have been learned. Here are the following questions. [292] What have we learned today?
[405] What is the generic structure?
In case [292], the participant states the question to make a conclusion of the lesson. Then, students respond by giving an answer about the topic of the day. For
instance, if in the beginning the participant says the class would learn a report text, students give the same words. The same case happens to [405]. In the beginning,
the participant provides information about the generic structure of a text. Then, in the end, the participant proposes the
same question to review and recall students’ knowledge on the materials. Therefore, the functions of questions [292] and [405]
are to review the lesson and make a conclusion by recalling previously learned knowledge.
3. Divergent Questions
Divergent questions require students to provide their own information and need a higher level of thinking. This type does not seek a short response and recall
previously learned knowledge Richards and Lockhart, 1996, p.187. Table 4.2 shows 8 belongs to divergent questions and it is the lowest frequency than two
others. This finding has the same result as Gallagher and Aschner’s as cited in
Wilen, 1987 which find that divergent questions are seldom used by classroom teachers p.15.
The finding is also supported by Sukur 2016 which states that divergent questions are rarely employed in Micro teaching course. However, the researcher
finds some divergent questions in the following examples. [150] From the video, what question that you can ask?
[183] What do you think about the moment that always update in the news? Case [150] is categorized as a divergent question since the question is asked
by students is less predictable. The participant states the question to explore students’ ideas about the video and determine them to create a product question.
In this situation, there are no wrong answers because all responses are acceptable. In case [183], the participant gives an open-ended question. It means that student
can present any answer and the participant may not expect the responses given. However, case [150] and [183] do not seek single answer and short response but
look for a variety of possible answers that can make longer discussion about news.
B. Levels of Questioning Found in Micro Teaching Course
In this section, the researcher presents the findings of the first research problem. Based on the data, the researcher finds that all six levels of questioning
are employed by students of Micro Teaching. The details of the findings are showed in the table as follows.
