EDUCATION STUDY PROGRAM MENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

  STUDENTS’ PER PERFORMA

Presented as Partial Fulfillment of the Requirements

to Obtain the

  ENGLISH LANGUAGE

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

  STUDENTS’ PERCEPTION OF THEIR QUESTIONING

PERFORMANCE IN MICROTEACHING CLASS

A SARJANA PENDIDIKAN THESIS

  

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Theresia Pangestu

  Student Number: 081214036

  LANGUAGE EDUCATION STUDY PROGRAM MENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  

2013

R QUESTIONING SKILL

  IN MICROTEACHING CLASS

Presented as Partial Fulfillment of the Requirements

  EDUCATION STUDY PROGRAM MENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

  STUDENTS’ PER PERFORMA

Presented as Partial Fulfillment of the Requirements

to Obtain the

  ENGLISH LANGUAGE

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

  STUDENTS’ PERCEPTION OF THEIR QUESTIONING

PERFORMANCE IN MICROTEACHING CLASS

A SARJANA PENDIDIKAN THESIS

  

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Theresia Pangestu

  Student Number: 081214036

  LANGUAGE EDUCATION STUDY PROGRAM MENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  

2013

R QUESTIONING SKILL

  IN MICROTEACHING CLASS

Presented as Partial Fulfillment of the Requirements

  EDUCATION STUDY PROGRAM MENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

  

All things are difficult before they become easy.

  ～Saadi～ This thesis is dedicated to:  My beloved God, Jesus Christ

   My beloved parents  My beloved younger brother 

  All of my great friends

  

STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis, which I have written, does not contain thework or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

  th

  Yogyakarta, November 7 , 2013 The Writer

  Theresia Pangestu 081214036

  

LEMBAR PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK

KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Theresia Pangestu Nomor Mahasiswa : 081214036 Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  

STUDENTS’ PERCEPTION OF THEIR QUESTIONING SKILL

PERFORMANCE IN MICROTEACHING CLASS

  Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikanya secara terbatas, mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya selama tetap dicantumkan nama saya sebagai penulis.

  Demikian surat pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta, Pada tanggal: 18 Oktober 2013 Yang menyatakan, (Theresia Pangestu)

  

ABSTRACT

  Pangestu, Theresia. (2013). Students’ Perception of Their Questioning Skill

  Performance in Microteaching Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

  Microteaching is one of the compulsory subjects in the English Language Education Study Program at Sanata Dharma University. It involves a real classroom teaching situation which allows the Microteaching students to practice and master the basic teaching skills. Questioning skill is a part of the basic teaching skills that the Microteaching students need to master. Questioning skill involves test and create knowledge in the students in the teaching learning process.

  There were three research questions presented in this research: (1) How is 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?

  In order to answer those three research questions, the researcher used Survey method. The researcher employed recorded video observation, questionnaire and focus group discussion as research instruments. This research was conducted in the English Language Education Study Program of Sanata Dharma University. There were 55 Microteaching students who were taking the Microteaching class in academic year 2011/2012 as the research sample.To see the implementation of questioning skill in Microteaching class, the researcher observed the recorded video of 14 participants’ teaching performances. The questionnaire was employed to know the students’ perception of their questioning skill performance in Microteaching class. The focus group discussion was conducted to verify the questionnaire result and to dig out more information. The data obtained was then classified into several categories. Afterwards, the data gathered from those three instruments were triangulated. The researcher then drew conclusions of this research.

  The result of the research showed that most of the participants had implemented good questioning techniques, such as in directing and distributing their questions, asking prompting and probing questions, asking clear and coherent questions, giving pausing and pacing in asking questions. Besides, they also had tried to implement not only lower order cognitive questions but also higher order cognitive questions in their teaching performance. The participants also had positive perception of their questioning skill performance and most of the participants recommended the microteaching students vary their questions, pay more attention to the grammar of their questions and prepare the questioning guideline.

  Keywords: perception, questioning skill,microteaching class

  

ABSTRAK

  Pangestu, Theresia. (2013). Students’ Perception of Their Questioning Skill

  Performance in Microteaching Class. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

  Microteaching merupakan salah satu mata kuliah wajib di prodi

  Pendidikan Bahasa Inggris di Universitas Sanata Dharma. Microteaching melibatkan situasi pengajaran kelas nyata yang memberikan kesempatan bagi siswa Microteaching berlatih dan menguasai kemampuan-kemampuan dasar dalam mengajar. Kemampuan bertanya merupakan salah satu bagian dalam kemampuan-kemampuan dasar dalam mengajar yang harus dikuasai oleh siswa

  

Microteaching. Menguji dan menciptakan pengetahuan pada siswa dalam proses

belajar mengajar merupakan bagian dari Kemampuan bertanya.

  Ada tiga rumusan masalah yang dikaji dalam penelitian ini: (1) Bagaimana kemampuan bertanya diterapkan di kelas Microteaching oleh para mahasiswa yang berperan sebagai guru? (2) Apa persepsi para mahasiswa terhadap penampilan kemampuan bertanya mereka di kelas Microteaching? (3) Apa

  

feedback yang diberikan oleh para mahasiswa untuk meningkatkan penerapan

  kemampuan bertanya mereka di kelas Microteaching? Untuk menjawab ketiga pertanyaan tersebut, Peneliti mengunakan metode survei. Peneliti menggunakan observasi video rekaman, kuisioner, dan diskusi kelompok terarah sebagai instrument penelitian. Penelitian ini dilakukan di Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Sample penilitian adalah 55 mahasiswa yang sedang mengambil matakuliah

  

Microteaching tahun ajaran 2011/2012. Peneliti mengamati video rekaman

  mengajar yang dilakukan oleh 14 partisipan untuk melihat penerapan kemampuan bertanya di kelas Microteaching. Kuisioner digunakan untuk mengetahui persepsi siswa Microteaching terhadap penampilan kemampuan bertanya mereka. Diskusi kelompok terarah dilakukan untuk membuktikan hasil kuisioner dan menggali lebih banyak informasi. Kemudian, data yang terkumpul diklasifikasikan menjadi beberapa kategori. Setelah itu, Data dari ketiga instrumen ditriangulasikan dan Peneliti lalu mengambil kesimpulan dari penelitian ini.

  Hasil penelitian menunjukan bahwa sebagian besar partisipan sudah menerapkan teknik-teknik bertanya dengan baik, seperti dalam pengarahan dan penyebaran pertanyaan, menanyakan pertanyaan prompting dan probing, menanyakan pertanyaan yang jelas dan koheren, pausing dan pacing. Selain itu, mereka juga sudah berusaha untuk menggunakan tidak hanya lower-order

cognitive questions tetapi juga higher-order cognitive questions dalam mengajar.

Para partisipan juga memiliki persepsi yang positif terhadap penampilan kemampuan bertanya mereka dan sebagian besar partisipan menyarankan untuk memvariasi pertanyaan-pertanyaan mereka, lebih memperhatikan grammar dari pertanyaaan mereka dan mempersiapkan daftar pedoman pertanyaan.

  Keywords: persepsi, kemampuan bertanya, kelas Microteaching

  

ACKNOWLEDGEMENTS

  First of all, I would like to give my greatest gratitude to Jesus Christ for giving his blessing and guidance during the process of finishing my thesis.

  Without His blessing and guidance, I think I could not finish this thesis. Second, I am greatly indebted to my sponsor, Ag. Hardi Prasetyo, S.Pd.,M.A., it is because of his great patience, valuable time, suggestion and guidance from the beginning to the end of this thesis. I also thank him for giving me permission to do the research in his Microteaching class.

  My thankfulness also goes to C. Tutyandari, S.Pd., M.Pd., Christina

  

Kristiyani, S.Pd., M.Pd., Carla Sih Prabandari, S.Pd., M.Hum.,Made Frida

Yulia, S.Pd., M.Pd., G. Punto Aji, S.Pd., M.Hum., and V. Triprihatmini,

S.Pd., M.Hum., M.A. as the lecturers of Microteaching Class for the opportunity

  given to me to conduct this research on their classes. My appreciation also goes to

  

Sr. Margareth, FCJ who was willingly to proofread my thesis, spent her

  valuable time to give feedback for my thesis. I would also thank all of the

  

students of Microteaching classes of 2011/2012 for their willingness to

  participate as participants in this research and giving me information for the sake of this research. My gratitude also goes to all English Language Education

  

Study Program (ELESP) and staff for their valuable lessons and assistance they

gave to me during my study.

  I would like deeply thank my beloved parents, Bapak Tjoeng Sen and Ibu

  

Herlisa, my younger brother Andreas Pangestu for their care, support,

encouragement and prayer.

  I would also thank all of my best friends, Vidya, Astrid, Pauline,Pita,

  

Desya, Delis, Siwi, Clara, Bella, Sabina, Mari, Rean, Ditha, Pandjie, Eka, Tia,

Kak Glorya, Nawang, Ayu, and Mbak Kitin. They always give me support,

encouragement, care, happiness, sincerity, and enlightened in writing this thesis.

  Finally, I would like to thank everyone who I cannot mention one by one. I thank them all for their help, love and support during the process of writing this thesis.

  Theresia Pangestu

  TABLE OF CONTENTS Page

  5 F. Definition of Terms……………………………………...

  19 B. Theoretical Framework………………………………….

  16 4. Feedback………………………………………...

  9 3. Perception………………………………………..

  8 2. Questioning Skill Performance……………….....

  8 1. Microteaching as Subject………………………..

  8 A. Theoretical Description………………………………….

  6 CHAPTER II. REVIEW OF RELATED LITERATURE…………………….

  5 E. Research Benefits………………………………………..

  TITLE PAGE………………………………………………………………… i APPROVAL PAGE…………………………………………………………... ii DEDICATION PAGE………………………………………………………… iv STATEMENT OF WORK’S ORIGINALITY……………………………….. v

  4 D. Research Objectives……………………………………..

  4 C. Problem Limitation……………………………………...

  1 B. Research Problems………………………………………

  1 A. Research Background…………………………………...

  ACKNOWLEDGEMENTS…………………………………………………... ix TABLE OF CONTENTS……………………………………………………... xi LIST OF TABLES……………………………………………………………. xiii LIST OF FIGURES…………………………………………………………... xiv LIST OF APPENDICES……………………………………………………… xv CHAPTER I. INTRODUCTION……………………………………………...

  

ABSTRAK……………………………………………………………………. viii

  ABSTRACT…………………………………………………………………... vii

  

PERNYATAAN PERSETUJUAN PUBLIKASI…………………………. vi

  20

  CHAPTER III. RESEARCH METHODOLOGY…………………………….

  23 A. Research Method………………………………………...

  23 B. Research Setting…………………………………………

  24 C. Research Participants……………………………………

  24 D. Instruments and Data Gathering Technique……………..

  25 E. Data Analysis Technique………………………………..

  29

  37 F. Research Procedure……………………………………...

  CHAPTER IV. RESEARCH RESULTS AND DISCUSSION……………….

  40 A. The Implementation of Questioning Skill in the Microteaching Class by the Students Who Act as Teacher…………………………………………………..

  40 B. The Students’ Perception of Their Questioning Skill Performance in Microteaching Class……………………

  45

  1. The Microteaching Students’ Perception as Students………………………………………….

  46

  2. The Microteaching Students’ Perception as Teachers…………………………………………

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

  59 CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS……………

  62 A. Conclusions……………………………………………...

  62 B. Recommendations……………………………………….

  66 REFERENCES………………………………………………………………...

  68

  

LIST OF TABLES

Table 3.1 Schedule of Research………………………………………...

  29 Table 3.2 The Questionnaire Result of the Participants’ Perception of Their Questioning Skill Performance in Microteaching Class………………………………………………………….

  30 Table 4.1 The General Implementation of Questioning Skill…………..

  46 Table 4.2 The Kinds of Questions Used by the Participants……………

  50 Table 4.3 The Function of Questioning ……………….………………..

  51 Table 4.4 The General Implementation of Questioning Skill…………..

  53 Table 4.5 The Purpose of Questioning………………………………….

  55 Table 4.6 The Kinds of Questions Used by the Participants……………

  58

  

LIST OF FIGURES

Figure 2.1 Components of Perception: Perceiver, Target, and Situation……….......................................................................

  17 Figure 2.2 Characteristics of the Perceiver That Affect Perception…………………………………………………….

  18

  

LIST OF APPENDICES

APPENDIX A Permission Letter…………………………………………...

  71 APPENDIX B Observation Sheet………………………………………….

  72 APPENDIX C Questionnaire Sheet………………………………………...

  73 APPENDIX D Questionnaire Blueprint……………………………………

  77 APPENDIX E Blueprint of Questionnaire Result (Close-Ended Questions)…………………………………………………..

  79 APPENDIX F The Students’ Responses on the Open-Ended Questionnaire Questions…………………………………...

  85 APPENDIX G The Students’ Responses on the Focus Group Discussion...

  94

CHAPTER I INTRODUCTION This chapter consists of the research background, the research problems,

  the problem limitation, the research objectives, the research benefits, and the definition of terms.

A. Research Background

  Microteaching is one of the compulsory subjects at the English Language Education Study Program (ELESP) in Sanata Dharma University. Microteaching belongs to KPE 361 Matakuliah Keahlian Berkarya. KPE 361 Microteaching is aimed at helping the students understand the concepts and procedure of English language teaching and are able to apply them in a real classroom teaching situation. The students are also able to evaluate their teaching performance (Panduan Akademik, 2009). There are two kinds of teaching performance in Microteaching class, first is a peer group teaching performance in the Microteaching laboratory, and the second one is teaching a lower semester students. In Microteaching laboratory, Microteaching student teaches his/her friends who act as junior high school or senior high school students. In the Microteaching class, the Microteaching students also can find a chance to observe and evaluate different teaching strategies by observing their friends’ teahing performane (Nicholls, 2002).

  1

  2 According to McLoughin and Moulton (1975) microteaching involves the simplified teaching situation which allows the teacher trainees to practice and master each skill of the basic teaching skills. The basic teaching skills are set induction, stimulus variation and delivery, the questioning skill, reinforcement skill, and set closure. Questioning skill is one of the basic teaching skills that the teacher trainees need to master (Purnomo, Rismiati, Domi & Rohandi, 2008).

  Microteaching students are ELESP students, they are trained to be teacher. Therefore, it is important for the Microteaching students to master the basic teaching skills, in this research questioning skill in particular.

  A good use of questions can make an effective and powerful learning environment (Cooper, 2011). Dillon (1988) also adds that “The better the teacher’s questions, the better a teacher’s teaching and a class’s learning. To know how to question is to know how to teach –or so it is assumed”. Therefore it is necessary to consider the importance of understanding the purposes of asking the questions. In other words, Microteaching students as teacher candidates have to know what they want to get from asking their questions. In the past, many educators thought that the purpose of asking questions was only to evaluate what the students’ knew and did not know about the learning material. But then Kerry (1982) proposed an idea that questions serve a variety of purposes such as in involving students in the discussion, making students to stay focussed on the lesson, assessing students’ understanding, encouraging students’ to think critically and providing a review of learning content. Furthermore, having a good questioning skill, it doesn’t mean that the Microteaching students only need to ask

  3 a lot of questions to the students. They need to consider the kinds of questions that they are going to ask and know how to communicate their questions effectively to their students (Brown, 1978).

  This research is going to investigate the Microteaching students’ perception on their questioning skill performance in Microteaching class.

  According to Norman (2005) there is a strong connection between positive feeling and enhanced learning by doing research into the affective domain. Vernon (1962) also states that someone’s perception can affect someone’s success and failure. Someone who perceives positively about something will tend to incline to do anything to reach their positive expectation but if someone perceives something negatively, he/she will tend to see everything negatively and it can lead to a failure (p.207-209). So, a good perception is needed by Microteaching students in order to help them master the questioning skill. It is because the Microteaching student’s perception of the things surround him/her can affect his/her behaviour (Robbins, 2005). Besides, knowing the Microteaching students’ perception of their questioning skill performance affords a new insight into the implementation of questioning skill in Microteaching class. That is why it is necessary to know the students’ perception toward their learning in order to lead them to a positive result.

  4 B. Research Problems The researcher is going to answer three questions related to the research.

  The questions are as follows.

  1. How is 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?

C. Problem Limitation

  This research is included in collaborative research where the basic teaching skill is the umbrella topic of the research. This umbrella topic is broken down into five sub topics, they are set induction, stimulus variation and delivery, the questioning skill, reinforcement skill, and set closure. The subjects of this research are the ELESP students who were taking Microteaching class in the academic year 2011/2012 in Sanata Dharma University. This research focuses on the students’ perception of their questioning skill performance in Microteaching class. Therefore, this research is limited to the students’ performances when they practiced questioning skill in Microteaching class. Moreover, this research tries to find the students’ perception, both as students and as teacher. It is because in Microteaching class, the students have two different roles when they are doing a teaching practice, the roles are the student-role and the teacher-role.

  5 D. Research Objectives Based on the problems stated in the research problems, there are three objectives of this research.

  1. This research tries to find out how the questioning skill is implemented in Microteaching class by the students who act as a teacher.

  2. This research tries to find out the students’ perception of their questioning skill performance in Microteaching class.

  3. This research also would like to know the students’ feedback to improve their questioning skill performance in Microteaching class.

E. Research Benefits

  There are several benefits which can be obtained from this research. The benefits of the research are described as follows.

  1. Microteaching Students in English Language Education Study Program

  Through this research the students will know more clearly how to implement the questioning skill in classroom circumstances. This research will also be able to help the students to know their problems related to their questioning skill performance and they can also find the solutions of what they should do in order to improve their questioning skill performance.

  2. The Lecturers

  This research provides the lecturers with information about the Microteaching students’ perception of their questioning skill performance in Microteaching class. The results of this research might be varied. Students’

  6 perception of their questioning skill performance could have positive or negative responses. When it comes to positive results, the lecturers can consider what strategies need to be maintained in Microteaching class. Otherwise, when it comes to the negative results, the lecturers can make a reflection or an evaluation on the things needed to be improved or need to be changed, so the students can master the implementation of questioning skill in Microteaching class.

3. Other Researchers

  For other researchers, this research can be used as a reference to conduct research related to the topic. The next researchers will also be able to learn from this research on how to conduct their future research related to this topic. They may discuss further related to this topic.

F. Definition of Terms

  The researcher provides the definition of some important terms related to the study. The terms are:

1. Microteaching

  KPE 361 Microteaching is one of the compulsory subjects in the English Language Education Study Program at Sanata Dharma University. According to Allen and Ryan (1969) microteaching is a training concept that helps the professional development of teachers. Microteaching provides a simplified classroom teaching situation and also involves feedback on Microteaching students’ teaching performance (p.01). This course is a practical course where the

  7 Microteaching students can implement the basic teaching skills in the real practice.

  2. Perception

  Many experts have tried to define perception. Kreitner and Kinicki (2008) state that “perception is a mental and cognitive process that enables us to interpret and understand our surroundings”. The individual’s perception about the things surround him affects his behaviour (NADEC-Philipines journal, 1986). Therefore, it is significant to make the students have good perception. If on the contrary, the students have bad perception, they will have the misleading concept of learning.

  In this research, perception is defined as how the students perceive their questioning skill performance in Microteaching class and interpret it to be meaningful information. The students’ perception of their questioning skill performance is derived from the students’ view of implementing the questioning skill in Microteaching class.

  3. Questioning Skill

  Questions are “Any statements which test and create knowledge in the learner” (Brown, 1978). Carin and Sund (1978) defines questioning as an activity in the teaching learning process to help the students find their own discoveries and develop the critical thinking of the student in order to gain more knowledge. Skill is an ability to do a consistent activity because you have learned and practised it (McMorris, 2004, p.2). So, in this research, questioning skill is an ability to conduct an activity in the teaching learning process which tests and creates knowledge in the learners.

CHAPTER II REVIEW OF RELATED LITERATURE There are two parts discussed in this chapter. They are the theoretical

  description and theoritical framework. In the theoritical description, the researcher discusses some theories and research studies which are relevant to the topic. In the theoretical framework, the researcher relates the theories to the study.

A. Theoretical Description

  This theoretical description discusses the theories related to the keywords in this research. They are the description of Microteaching as a subject, definition and description of the questioning skill and the description of perception.

1. Microteaching as a Subject

  KPE 361 Microteaching is aimed at helping the students understand the concept and procedure of the English language teaching and are able to apply them in a real classroom teaching situation and to evaluate their teaching performance (Panduan Akademik, 2009). There are two kinds of teaching practice done in Microteaching class. The first one is peer teaching in Microteaching laboratory and the second one is teaching the lower semester students. When they are doing their peer-teaching practise, one student will have a student-role and the others will have a student-role.

  9 Many experts have tried to define what microteaching is. According to Allen and Ryan (1969), microteaching provides the teacher (Microteaching students) a simplified classroom teaching situation.

  Microteaching is a training concept that can be applied at various pre- service and in-service stages in the professional development of teachers. Microteaching provides teachers with a practice setting for instruction in which the normal complexities of the classroom are reduced and in which the teacher receives a great deal of feedback on his performance (Allen and Ryan, 1969, p.1).

  McLoughin and Moulton (1975) also state that microteaching is a performance- based training which involves the simplified teaching situation which allows the teacher trainees to practice and master each skill of the basic teaching skills. Questioning skill is one of the basic teaching skills that need to be mastered (Purnomo et al., 2008). In Microteaching class, Microteaching students also can find a chance to observe and evaluate different teaching strategies by observing their friends’ teaching performance (Nicholls, 2002).

2. Questioning Skill Performance

  What is Questioning skill performance? Questioning comes from the word question. Brown (1978) defines questions as “Any statements which test and create knowledge in the learner”. Carin and Sund (1978) then define Questioning as an activity in the teaching learning process to help the students find their own discoveries and develop their critical thinking in order to gain more knowledge. Skill is “the consistent production of movements which are learned and specific to the task” (McMorris, 2004, p.2). In other words skill is an ability to do a consistent activity because you have learned and practised it. McMorris (2004) believes that skill is “a goal oriented activity and the nature of the goal will

  10 determine the way in which we evaluate the level of its performance” (p.4).

  McMorris (2004) then correlates skill and performance, he also defines performance as the outcome of performing a skill (p.5).

a. The Purpose of Questioning

  Over the years, many educators have acknowledged the importance of teacher questioning in the educational process. Dillon (1988) says that “The better the teacher’s questions, the better a teacher’s teaching and a class’s learning. To know how to question is to know how to teach –or so it is assumed”. Charles DeGarmo also states:

  To question well is to teach well. In the skillful use of the question more than anything else, lies the fine art of teaching; for in such use we have the guide to clear and vivid ideas, the quick spur to imagination, the stimulus to thought, the incentive to action (As sited in Cooper, 2011, p.108).

  Kerry (1982) states that questions sere a variety of purposes. He says that a teacher typically asks 1000 questions per week. Those questions serve a variety of purposes, as follows :

• To encourage students to participate
• To engage students in discussion

  To attract students’ attention •

• To assess students’ understanding
• To provide a review of content
• To develop critical thinking

  Morgan and Saxton (2006) adds 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”. It means knowing and understanding the

  11 purposes of questions are necessary to be considered as one of important factors to conduct an effective questioning.

b. Kinds of Questions

  There are many experts who try to classify kinds of questions. Brown (1978) adopts Bloom’s taxonomy of the cognitive domain theory to classify different kinds of questions that are asked by a teacher (p.109). Brown (1978) in his book states that there are eight categories of teacher question according to the student’s expected response (p.108).

  1) Compliance is a question which requires the student to act according to a command.

  2) Rhetorical is a question which requires no reply from the student. The teacher answers his own question.

  3) Recall is a question which requires the student to recall information, in form of a word, phrase or series of sentence. The student needs to remember the information just as it was learned. 4) Comprehension is a question which requires the students to understand what the student has learned previously.

  5) Application is a question which requires the student to apply the information that she/he has learned to a problem and also requires a single right answer to the problem. 6) Analysis is a question which requires the student to identify motive, to make a generalization, to interpret, to look for evidence based on the information the student has.

  12 7) Synthesis is a question which requires the student to express ideas or images, make predictions, and solve a problem.

  8) Evaluation is a question which requires the student to give their opinions about issues, judge the values of ideas, and make solution to a problem.

  Brown (1978) classifies those categories into two kinds of questions, they are lower order cognitive questions and higher order cognitive questions. The lower order cognitive questions are Compliance, rhetorical, recall, comprehension, application questions. The lower order cognitive questions are questions that require the student to simply recall a single fact and require only a single correct answer (p.103).

  Brown (1978) on the other hand, groups analysis, synthesis, and evaluation questions as the higher order cognitive questions. The higher order cognitive questions imply that there is more to learning than just knowing facts (p.103).

  Cooper (2011) classifies two kinds of questions, he states that “All questions and answers fall into one or two categories: no, we are not talking about “right and wrong” but rather convergent and divergent” (p.113). A convergent question by its nature has a more narrowly defined correct answer, the questions require a definite answer whether the answer is right or wrong (Orlich et al., 2010, p.220). A convergent question, also called a closed question because many convergent questions are lower order cognitive questions, the answer is generally short, and they are “recall-oriented” (Cooper, 2011, p.113).

  13 A divergent question on the other hand, is opened questions by nature (Cooper, 2011, p.113). Divergent questions broader in nature, can have multiple answers, and require then a higher level of thinking on behalf of the students (Cooper, 2011, p.113). Asking the higher order cognitive question to the students, encouraged them to analyze situation, make comparison, draw conclusions, make inferences, and solve a problem (Orlich et al., 2010, pp.221-222).

c. The Implementation of Questioning Skill

  When we look within the broader context of classroom interaction, how questions are asked has a tremendous impact on learner outcomes. These outcomes are not shaped merely by delivering questions to the student vaguely, as a teacher candidates, Microteaching students also have know how to communicate their questions effectively to their students.

  According to Brown (1978) , the Microteaching students need to consider the eight elements in asking questions. The eight elements are clarity and coherence, pausing and pacing, directing and distributing, and also prompting and probing. The terms are explained below.

  1) Clarity and Coherence It means that the questions need to be brief and straight to the point, in order to avoid confusion among the students.

  2) Pausing and Pacing Beginner teachers tends to ask more questions but they receive less answers than they expect. It happens because of the lack of pauses and no variation in delivering the questions (pacing) (Brown, 1978). Further Brown

  14 (1978) explains that a short pause before repeating or rephrasing the question implies that you expect a quick answer from the student. It is needed if you are using a low order cognitive question. While a long pause (over three seconds) implies that you expect the answer to come from the critical thinking of the student. Pause is the silent time to let the students to think about an answer to a question.

  As it is also stated in Brown’s book (1978), the kind of question asked by the teacher also determines the speed in delivering the question. Low level drill questions can be asked in quick pace, whereas more complex questions need to be asked in slow pace in order to avoid confusion. In other words, your pausing and pacing will show the kind of answers that you are expecting. 3) Directing and Distributing