Convergent Questions Types of Questions found in Micro Teaching Course

Case [39] is asked when the participant opened the class and the question is categorized as an introductory part. The participant previously asked studen ts’ experiences on receiving and making invitation card. Several students have the situation and the participant instructs them to mention phrases or words used in the card based on their experiences. For case [65], it is expressed after the participant asked a specific moment about greeting and farewell. Several students experienced such situation and they are asked to give some examples on how to say something in greeting and farewell. Remember questions can also be differentiated from the context or situation. To give an illustration, here are the examples. [24] : Which one is transition words? [51] : What is language features of recount text? [78] : What is the generic structure? Basically, those questions do not belong to level of remember. However, if readers see from time and situation where those are delivered, they are. The situation for the first sentence is when the teacher has just explained about transition words. In the explanation, the teacher gives some examples of transition words. Then, students are given a text and asked to mention the transition words. It means that the students retrieved relevant knowledge from a long-term memory, in this case was the transition words, then compare and match it with the presented information. For case [51] and [78], the teacher places them at the end of the class. Actually, those sentences have been delivered in the main activity and in this situation, the teacher restates it in order to review the topic and recall the knowledge. The researcher sees that remember level becomes the highest frequency because Micro Teaching students have the tendency to restate questions. For instance, a teacher asks the purpose and the generic structure of a text in the beginning of the class. Then, heshe proposes the same questions in the end of class activity to make lesson review. In addition, Micro Teaching students often ask questions relate to experiences in the past so that students need to retrieve their memory.

2. Understand

When students are able to build connection between the new knowledge and theirs, they are said understand Anderson, et al. 2001. This level has six cognitive processes. In this case, the researcher finds 5 types of understand occurring in the teaching practice. They are interpreting, exemplifying, classifying, comparing, and explaining . [87] : What have you learned from video? Case [87] belongs to interpreting. Mayer 2002 states that interpreting occurs when a student is able to convert information from one form representation to another such as words to words, pictures to words, and the like p.228. The researcher sees that the participant uses a video in order to stimulate the students’ thinking. It is a kind of warming up before going to the main activity. By asking the question, the students might state opinions using their own words. [103] : Can you give me some examples of formal greeting and farewell?