Research Problems Problem Limitation

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CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoretical Description

In this section, the researcher provides relevant theories and reviews similar research studies. Thus, the researcher employs the revised Bloom’s Taxonomy to examine the levels of questioning and uses the theory of types of questions.

1. Types of Questions

There are several types of question suggested by experts. In this study, the researcher employs theory suggested by Wilen 1987, Richards and Lockhart 1996. Based on the theory, there are three types of questions, namely procedural, convergent, and divergent. According to Qashoa 2013, the use of such classifications is able to engage students’ participation and make them to take part in classroom interaction. He also argues that the types are better used in heterogeneous class since it makes students feel more successful and challenged p.54. However, the researcher elaborates the theories with some others in order to support the study. Sukur 2016, in her research about a teacher’s question in micro teaching class, finds that the most type of question used by students in their teaching practice simulation is a convergent question. In her cases, it is found when the teacher leads the students to the topic of learning and function as introductory questions. The second place is procedural questions. This type is mostly found in an opening class activity and sometimes used for asking willingness. Meanwhile, the lowest type is divergent questions.

a. Procedural Questions

Procedural questions have a relation with classroom procedures, routines, and classroom management Richards and Lockhart, 1996, p.186. It means that this question has a function as opposed to the content of learning. As an illustration, the following questions such as how are you? or have you done, class? contain different meanings and they have their own purpose as complement of questions relate to mastering content of a lesson. The first question is used in pre-activity. The intention of the question is to ask about students’ condition and make them be ready to follow activity. In the second question, the teacher asks for students’ confirmation in doing exercises or discussions. Based on the example above shows that procedural questions have a different function from questions designed to help students master the content of a lesson Richards and Lockhart, 1996.

b. Convergent Questions

The second type is a convergent question. In short, Gallagher and Aschner as cited in Wilen, 1987 define convergent as a question that tends to demand a students’ responses along a single direction which requires a single correct or best answer. Wilen 1987 specifically adds that the form of convergent questions is close-ended but more demanding than factual question p.71. The explanation provided by Richards and Lockhart 1996 say that convergent questions can be known from several conditions. The first is focusing on a central theme. Next, it needs a response in a short answer and a short statement such as “yes” or “no”.