Lack of Humor Woman Language Features in Micro Teaching Class

requires students’ point of view on certain theme. It means that this type of question does not seek for yes or no response, short answer or recalling certain information. Some examples of divergent questions are found in case [130] and [149]. [130] : what do you think about your writing? [149] : why do we need to learn about this? Case [130] is categorized as divergent question since the teacher does not seek short answer or yes no questions. The student has different types of answers. Some of them state that they have done well but some others still confused with their own writing. When the teacher asks the reason why they are confused, the students explain that their writing is illogic. Case [149] is also classified as divergent because it seeks for students’ opinion toward the material learned. This question is stated in the beginning of the class in which the teacher previously explains the general information of the topic such as the example. It shows that the existence of question [149] is to stimulate students’ higher critical thinking in comparing what they have listened from the teacher with their own opinion on the function of the material. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 42

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusion and some recommendations of the research. The purposes are to given brief and clear description about the result and to give some suggestions. The suggestions are aimed to future teachers and the future researchers as well.

A. Conclusions

Based on the findings and discussion in the chapter IV, there are seven women’s language features expressed by 12 participants in Micro Teaching Class. They are hedging and fillers, intensifiers, tag questions, raising intonation, super polite forms, hypercorrect grammar and lack of humor. The total of women’s language features found during this class is 114 utterances. There are 48 utterances indicate hedges and fillers. Fillers occur in the beginning of the sentences and in the middle of the sentences. First, they indicate a pause in order to let the speaker think before starting a new idea and continuing the idea. The second is that they show the existence of meaningless particles. The existence of hedging is lower than fillers. There are only 4 hedges appear from 12 participants. It is used as to ask in polite way. There are 5 intensifiers occur during the teaching process from 12 participants. Not all of them express this lexical. The use of intensifiers is often found when the speakers want to underlie the idea of a topic. Raising intonations are found expressed 31 times by 11 participants. One of them does not express this feature. This feature does not only appear in statement PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI