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
This section will answer the third research question stated in the research problems. This part consists of students’ feedback to improve their questioning
skill performance based on the open-ended questions in the questionnaire number 3. The answers are as follows.
There were some participants who suggested that the Microteaching students have to practice teaching more often so that their questioning skill performance
will be much better. The other participants also wrote that the Microteaching students had to pay attention more to their grammar, if it is necessary try to review
more on grammar because there were many students who sometimes made some grammatical mistakes in asking questions. Some of the participants also stated
that the Microteaching students had to prepare the possible questions that they wanted to ask in order to give good questions to the students. By preparing the
questions, the grammatical mistakes also could be overcome. Besides that, some participants also suggested the Microteaching students vary their questions. It is
because The Microteaching dominantly used close-ended questions during their teaching.
60 Some participants suggested other suggestions such as the Microteaching
students’ questions should be related to the topic, the Microteaching students should be more confident in delivering their questions because if the
Microteaching students were nervous, they would mess up with their grammar when they were asking questions. The Microteaching should master the material
well so that they could ask good questions related to the material, the Microteaching students have to ask feedback on their questioning skill
performance so that they could improve more, the Microteaching students have to give questions that are appropriate for the students’ English ability. The
participants also suggested the Microteaching students need to adjust their English with the students’ English ability in asking questions.
To support the answers in the questionnaire, the researcher provided other answers from the focus group discussion. In the focus group discussion section,
the researcher provided one question to the participants. The question was about students’ feedback to improve the practice of questioning skill in Microteaching
class. Participant C said that the Microteaching students had to pay attention to the
feedback given by their friends and their lecturer. Besides that, they also had to learn from both their mistakes and their friends’ mistakes during the teaching
simulation. Participant G said that practice made perfect. By doing a lot of practice, she
could know her own mistakes and tried not to make the same mistakes again. She
61 said that we all knew how bad our teaching in the beginning of the semester was
but then we improved a lot after doing a lot of practice. Participant F said that it would be better if the Microteaching students asked
actively for feedback related to their questioning skill performance. So that they would know their mistakes and knew what should they do to improve their
questioning skill performance. Participant E said the Microteaching students had to master the material well
in order to use the appropriate questions that were related to the learning topic. Participant E also said that by asking the appropriate questions, the Microteaching
students could reach the learning objectives.
62
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
In this chapter, the researcher is going to present the conclusions and the recommendations. The conclusions will summarize the major findings of this
research. Then, the recommendations are for students of Microteaching class, Microteaching lecturers and future researchers.
A. Conclusions
This research was aimed at knowing Microteaching students’ perception on their questioning skill performance in Microteaching class. There were three
research problems to be discussed in this research. They were 1 How is the questioning skill implemented in Microteaching class by the students who act as a
teacher? 2 What is the students’ perception of their questioning skill performance in Microteaching class? 3 What is the students’ feedback to
improve their questioning skill performance in Microteaching class? To answer those questions, the researcher employed recorded video observation,
questionnaire and also focus group discussion. The video observation was used to find out the questioning skill implementation in Microteaching class. The
questionnaire was used to find out the students’ perception and feedback on their questioning skill performance in Microteaching class, while the focus group
discussion was used to clarify the information that was gained through the
