The Microteaching Students’ Perception as Teachers

53 Meanwhile, merely 5.5 of the participants disagreed and none of participant 0 strongly disagreed.

2. The Microteaching Students’ Perception as Teachers

In this section, the researcher tries to find the students’ perception of their questioning skill performance in Microteaching class as teachers. 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 4.4 the General Implementation of Questioning Skill No. Statements Frequencies of Responses 1 SD 2 D 3 A 4 SA N N N N 1. My questions are clear and coherent. 1 1.8 3 5.5 45 81.8 6 10.9 2. I give enough time for my students to think about the answers of my questions. 5 9.1 40 72.7 10 18.2 3. I let my students have the same opportunity to answer my questions. 3 5.5 29 52.7 23 41.8 4. I often provide hints to help my students formulate their answers. 9 16.4 39 70.9 7 12.7 5. I often use probing questions to help my students think more deeply about their answer. 6 10.9 44 80 5 9.1 As it was presented on Table 4.4, from the first statement up to the fifth statement stated about questioning techniques, in the first statement, there were 81.8 of the participants who agreed that their friends had given clear and 54 coherent questions, 10.9 of the participants who strongly agreed. There were only 5.5 of the participants who disagreed and 1.8 of the participants strongly disagreed with this statement. Reaching 92.7 of agreement level, it showed that most of the participants had the positive perception towards their questioning skill performance. The next statement showed that the participants believed that they had given enough time for the students to think about the answers to the questions. The researcher found that there were 72.7 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 90.9. Meanwhile, there were only 9.1 of the participants disagreed and none of the participant 0 strongly disagreed. In the third statement the researcher found that the total of agree and strongly agree percentages in this statement were 94.5. Meanwhile, merely 5.5 of the participants disagreed and none of the participant 0 strongly disagreed. The participants believed that they had already directed and distributed their questions fairly. The difference of the percentages between two results of the fourth and the fifth statements was not too significant. The total percentages of agreement level of those statements reached 83.6 and 89.1 of the participants. Meanwhile, the total percentages of disagreement level were merely 16.4 and 10.9 of the participants. Both statements also showed that none of the participants who strongly disagreed. Based on this fact, the researcher found that most of the 55 participants applied both prompting and probing questions in their teaching simulation. Table 4.5 the Purpose of Questioning No. Statements Frequencies of Responses 1 SD 2 D 3 A 4 SA N N N N 6. I asked questions to encourage my students to participate and engage in the discussion. 1 1.8 38 69.1 16 29.1 7. I asked questions to urge the students to stay focus on the lesson. 5 9.1 38 69.1 12 21.8 8. I asked questions to provide a review of learning material for my students. 1 1.8 35 63.6 19 34.6 9. I asked questions to develop my students’ critical and creative thinking skills. 4 7.3 42 76.3 9 16.4 10. I asked questions to assess my students’ understanding. 4 7.3 34 61.8 17 30.9 From the sixth statement up to tenth statement describe the purposes of the Microteaching students asking the questions. Morgan and Saxton 2006 found that ”rather than thinking about the type of question you want to ask, you need to consider the purpose for your questions and what you want to get out of them” as cited in Cooper, 2011, p.260. That is why it is necessary to consider the purposes of the questions. In the sixth it showed that there were 69.1 of the participants agreed and 29.1 of the participants strongly agreed with the statement. There were merely 1.8 of the participants who disagreed and none of the participants 0 strongly disagreed with the statement. 56 Moreover, in the seventh statement, the total percentages of agreement level reaching 90.9, there were merely 9.1 total percentage of disagreement. Meanwhile, in the eighth statement, the researcher found that the total percentage of agreement level reached 98.2, whereas the percentage of disagreement merely reached 1.8. In the ninth and tenth statement the same percentages appeared, the total percentages of the agreement level for both statement reaching 92.7. Then, there were 7.3 of the total percentages of disagreement level for both statements. The researcher provided another open-ended question to support the data in this section. The result was taken from open-ended question number 2. The participants showed their positive perception as it was showed in the close-ended questions. Most of the participants believed that they had implemented a good questioning skill during their teaching simulation. The reasons were because the participants believed that they had directed and distributed the questions well. They also believed that they had implemented the theory of the questioning skill in their teaching practice, their questions motivate the student to participate in the learning activity, their questions were clear. Moreover, they believed that they had asked different types of questions to the students, not merely asking yes-no questions or close-ended questions all the time but also open-ended questions. The other reason is because their friends said that they had a good questioning skill Furthermore, the participants believed that they had asked questions that were related to the topic of the lesson, they believed that their questions could 57 stimulate the students to share their idea and give their opinion develop their critical thinking. The participants also believed that their questions could make the students understand the learning material better and instead of answering their own questions they had tried to use prompting questions to formulate students’ answers. There were also some participants who had negative perception toward their questioning skill performance. They did not think that they had implemented a good questioning skill. The participants stated that they still made mistakes with the grammar of the questions, they also said that they used yes-no questions most of the time, the participants said that their questions were not clear enough because the students often asked them to repeat their questions, the participants also were not quite sure whether their questions were appropriate to the students’ level. Regarding the Microteaching students perception on the general implementation of their questioning skill performance, most of the students thought that they had implemented good questioning skill during their teaching performance. “Saya rasa saya sudah menerapkan questioning skill dengan baik. Walaupun terkadang saya terlalu focus pada grammar saya tetapi saya mengatasinya dengan menyiapkan kira-kira pertanyaan yg mau ditanyiin itu apa.” Participant B I think, I have already implemented good questioning skill although sometimes I put too much concerned on the grammar but I’ve overcome it by preparing the questions that I want to ask to the students. 58 “Kalau saya merasa questioning saya sudah bagus karena saya belajar dari kesalahan-kesalahan terdahulu dari feedback yang ada dan juga dari penampilan teman-teman. Dari situlah saya belajar untuk meningkatkan questioning skill saya.” Participant D In my opinion I have implemented good questioning skill. I learn to improve my questioning skill from the feedbacks that were given to me and from my friends’ questioning skill performance. Overall, from the results of the questionnaire and the focus group discussion about the general implementation of their questioning skill performance, the researcher concluded that most of the participants had the positive tendency to the general implementation of their questioning skill performance in the Microteaching class. It was proved by the positive percentages result of the questionnaire which dominated the results. Table 4.6 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 11. I often asks my students using close-ended questions. 5 9.1 44 80 6 10.9 12. I often asks my students using open-ended questions. 3 5.5 18 32.7 34 61.8 The kinds of questions that the participants used in their questioning skill performance showed in the tenth statement and eleventh statement. In the tenth statement the total percentages of agreement level were 90.9, whereas the total percentages of disagreement level were 9.1. Then, related to the kind of question used in the eleventh statement, it showed that the total percentages of agreement level were 61.8, whereas the total percentages of disagreement level were 38.2. The differences of percentages among those two statements showed 59 that the participants believed that they had used the kind of question in the tenth statement more often rather than the kind of question in the eleventh statement. In other words, the participants had used both types of questions.

C. The Students’ Feedback to Improve Their Questioning Skill Performance in Microteaching Class