An analysis on woman language features and teachers` questions in micro teaching class at Sanata Dharma University.

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Sukur, Nirmala Kusuma Dewi. (2016). An analysis on women language features and teachers’ questions in Micro Teaching Class. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education Sanata Dharma University.

The researcher analyzed women language features and teachers’ questions that are expressed by female teacher trainers of class A 2014/2015 in Micro Teaching Class. The researcher conducted the study on women language features for a research, which showed female teachers’ impact to the student’s achievement in language class. Types of teachers’ questions were also identified due to the importance of questioning skill as one of the basic competences of teaching skills.

There were two research problems in this study: (1) What women’s language features are expressed in Micro Teaching Class? (2) What types of teachers’ questions occur in Micro Teaching Class? In order to answer those two research questions, the researcher applied theory of Lakoff (1975 & 2004) on women language features and theory of Richard & Lockhart (1996) on types of teachers’ questions.

This research used qualitative research in which document analysis was used in conducting the research. The researcher was the main instrument to collect the data needed. Teaching performance videos of 12 participants were also used.

The researcher discovered seven women language features as proposed by Lakoff that were expressed by female teachers in Micro Teaching Class. They were hedges and fillers, intensifiers, raising intonation, super polite forms, tag questions, hypercorrect grammar and lack of humor. On the other hand, the researcher did not find the other features such as empty adjectives, precise color and direct quotation. For the second problem, the researcher found three types of teacher’s question which were stated by the female teachers. They were procedural questions, convergent questions and divergent questions.

Keywords: Micro teaching class, female teachers, women’s language features, teacher’s question.

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Sukur, Nirmala Kusuma Dewi. (2016). An analysis on women language features and teachers’ questions in Micro Teaching Class. Yogyakarta: Pendidikan Bahasa Inggris, Jurusan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Penelitian ini menganalisa ciri-ciri bahasa perempuan dan tipe-tipe pertanyaan guru yang dilakukan oleh guru perempuan di kelas Micro Teaching pada tahun ajaran 2014/2015. Peneliti mengadakan penelitian terhadap ciri-ciri bahasa perempuan secara khusus yang terjadi pada guru-guru perempuan karena beberapa penelitian sebelumnya menunjukan adanya pengaruh guru perempuan terhadap perkembangan pembelajaran murid di kelas bahasa. Pada partisipan yang sama, peneliti juga meneliti tentang tipe-tipe pertanyaan yang digunakan guru perempuan selama mengacu pada pentingnya kemampuan bertanya bagi seorang calon guru.

Dalam penelitian ini, ada 2 masalah berbeda yang diangkat: (1) Apa saja ciri-ciri bahasa perempuan yang ditunjukan oleh guru perempuan di kelas Micro Teaching? (2) Apa saja tipe-tipe pertanyaan yang diajukan guru di dalam kelas Micro Teaching? Untuk menjawab dua permasalahan ini, peneliti menggunakan teori Lakoff (1975 & 2004) dan teori dari Richard & Lockhart (1996).

Penelitian ini adalah penelitian kualitatif dengan analisa dokumen sebagai landasan penelitian. Untuk mengoleksi data, instrumen utama adalah peneliti sendiri dan juga menggunakan hasil rekap video dari 12 partisipan selama mengajar.

Peneliti menemukan tujuh ciri bahasa perempuan yang diekspresikan oleh partsipan selama mengajar. Ciri-ciri ini adalah hedges dan fillers, intensifiers, raising intonation, super polite forms, tag questions, hypercorrect grammar dan lack of humor. Tiga ciri lainnya yaitu empty adjectives, precise color dan direct quotation tidak ditemukan. Pada permasalahan kedua, peneliti menemukan tiga tipe pertanyaan guru yaitu procedural questions, convergent questions dan divergent questions.

Kata Kunci: Micro Teaching, Female Teachers, Women’s Language Features, Teachers’ Questions.

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AN ANALYSIS ON WOMAN LANGUAGE FEATURES

AND TEACHERS’ QUESTION IN MICRO TEACHING CLASS

AT SANATA DHARMA UNIVERSITY

ASARJANA PENDIDIKANTHESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

Nirmala Kusuma Dewi Sukur Student Number: 121214179

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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AN ANALYSIS ON WOMAN LANGUAGE FEATURES

AND TEACHERS’ QUESTION IN MICRO TEACHING CLASS

AT SANATA DHARMA UNIVERSITY

ASARJANA PENDIDIKANTHESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

Nirmala Kusuma Dewi Sukur Student Number: 121214179

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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AN ANALYSIS ON WOMAN LANGUAGE FEATURES AND TEACHERS' QUESTION IN MICRO TEACHING CLASS

AT SANATA DHARMA UNIVERSITY

Ninnala Kusuma Dewi Sukur Student Number: 121214179

Approved by

Advisor

Carla Sih Prabandari, S.Pd., M.Hum.·

Date

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AN ANALYSIS ON WOMAN LANGUAGE FEATURES

AND TEACHERS' QUESTION IN MICRO TEACHING CLASS

AT SANATA DHARMA UNIVERSITY

NIRMALA KUSUMA DEWI SUKUR Student Number: 121214179

Defended before the Board of Examiners on September 6th2016

and Declared Acceptable

Board of Examiners

Chairperson : Yohana Veniranda, M.Hum., Ph.D. Secretary : Christina Lhaksmita Anandari, Ed.M. Member : Carla Sih Prabandari, S.Pd., M.Hum. Member : Pius Nurwidasa Prihatin, Ed.D. Member : Christina Lhaksmita Anandari, Ed.M.

Yogyakarta, September 6, 2016

Faculty of Teachers Training and Education Sanata Dharma University

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STATEMENT OF WORK'S ORIGINALITY

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

Yogyakarta, September 6th 2016 The Writer

121214179

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLlKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Univesitas Sanata Dhal111a: Nama

Nomor Mahasiswa

: Ninnala Kusuma Dewi Sukur : 121214179

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dhal111a karya ilmiah saya yang beljudul:

AN ANALYSIS ON WOMAN LANGUAGE FEATURES

AND TEACHERS' QUESTION IN MICRO TEACHING CLASS

AT SANATA DHARMA UNIVERSITY

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dhmma hak untuk menyimpan, mengalihkan dalam bentuk lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan seem-a terbatas, dan mempublikasikanya di Intemet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pemyataan ini saya buat dengan sebenamya. Dibuat di Yogyakarta

Pada tanggaI: 22 September 2016 Yang menyatakan

Ninna~

Dew; Sukur

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vi ABSTRACT

Sukur, Nirmala Kusuma Dewi. (2016). An analysis on woman language features and teachers’ questions in Micro Teaching Class. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education Sanata Dharma University.

Keywords: Micro teaching class, female teachers, women’s language features, teacher’s question.

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vii ABSTRAK

Sukur, Nirmala Kusuma Dewi. (2016). An analysis on woman language features and teachers’ questions in Micro Teaching Class.Yogyakarta: Pendidikan Bahasa Inggris, Jurusan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Penelitian ini menganalisa ciri-ciri bahasa perempuan dan tipe-tipe pertanyaan guru yang dilakukan oleh guru perempuan di kelas Micro Teaching pada tahun ajaran 2014/2015. Peneliti mengadakan penelitian terhadap ciri-ciri bahasa perempuan secara khusus yang terjadi pada guru-guru perempuan karena beberapa penelitian sebelumnya menunjukan adanya pengaruh guru perempuan terhadap perkembangan pembelajaran murid di kelas bahasa. Pada partisipan yang sama, peneliti juga meneliti tentang tipe-tipe pertanyaan yang digunakan guru perempuan selama mengacu pada pentingnya kemampuan bertanya bagi seorang calon guru.

Dalam penelitian ini, ada 2 masalah berbeda yang diangkat: (1) Apa saja ciri-ciri bahasa perempuan yang ditunjukan oleh guru perempuan di kelas Micro Teaching? (2) Apa saja tipe-tipe pertanyaan yang diajukan guru di dalam kelas Micro Teaching? Untuk menjawab dua permasalahan ini, peneliti menggunakan teori Lakoff (1975 & 2004) dan teori dari Richard & Lockhart (1996).

Penelitian ini adalah penelitian kualitatif dengan analisa dokumen sebagai landasan penelitian. Untuk mengoleksi data, instrumen utama adalah peneliti sendiri dan juga menggunakan hasil rekap video dari 12 partisipan selama mengajar.

Peneliti menemukan tujuh ciri bahasa perempuan yang diekspresikan oleh partsipan selama mengajar. Ciri-ciri ini adalah hedges dan fillers, intensifiers,

raising intonation, super polite forms, tag questions, hypercorrect grammar dan

lack of humor. Tiga ciri lainnya yaitu empty adjectives,precise color dan direct quotation tidak ditemukan. Pada permasalahan kedua, peneliti menemukan tiga tipe pertanyaan guru yaitu procedural questions, convergent questions dan

divergent questions.

Kata Kunci: Micro Teaching, Female Teachers, Women’s Language Features, Teachers’ Questions.

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viii

ACKNOWLEDGEMENTS

It will be the most amazing chance for me to express my deepest gratitude to all people who have been supporting and facilitating me in accomplishing this thesis. The first place is addressed to My Jesus ChristandMother Maryfor all the blessings given to me.

For the beneficial feedback, encouragement and patience, I would like to express my gratitude to a warm-hearted lecturer Ibu Carla Sih Prabandari, S.Pd., M.Hum, who is willing to spend her precious time for the dedication to help her students’ development. I particularly appreciate her detailed corrections. I also thank Mbak Dani for giving me a hand in administrative matters. I would also like to address my gratitude to Ibu Yuseva Ariyani Iswandari, S.Pd., M., Ed,who had permitted me to conduct data from her Micro Teaching Class.

I am immeasurably grateful to my beloved parents, Bapak Simon Sukur and Ibu Magdalena Manul who have been supporting me by all the prayers, affection, guidance and their listening skill. I would also like to say thanks for my two best brothersFillemon Jessico Surya LemonandViligius Purnama Sukur, who are always be here to cheer me up during the completion of this thesis.

My biggest thank is also dedicated to my best friend Striwicesa Danaparamita,who has accompanied me through ups and downs for almost four years. It is not only a fortune but also a blessing in the same time for having her as a caring friend. She always reminds me to keep healthy and brings some food & vitamin in days full of pressure. I will also never forget Kresensia Trisnawati

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Hasrat and Francisca Bogos who have been here since the first time I came to Yogyakarta until I finished doing this thesis. Sincerely I would like also say thanks to my kind-hearted proofreaders Patricia Vania Septhine, Aloysia Berlindis Lazar, Andre Ivan, Valentinus Doni Wicaksono, Klaudius Sel Rondos and Klaudius Jemly Naban who helped me a lot in giving suggestions to my thesis.

Many thanks are also addressed to PBI Class F who tell me how to believe in my own skill. I appreciate your willingness for being my second home when the weather is getting cold and the world is getting rude. Thanks for not discriminating me even when Javanese language is my hardest part to be learned. My gratitude is sent to An, Ijen, Nancy, Maya, Viani andIntanwho know well how to cheer me up, also Elfridus Berchmnmans Ngabur who completely makes me laugh every day and my personal healthy companion Jefrin Haryanto who likes to listen to all my complaints. Bunch of hugs are given to Maria Rosdewi Taeteti andAsti Taeteti who listened to my worries for 24 hours each day. They are my favorite places to end a night and start a day. There are other people whom I cannot mention individually, but surely this thesis could not be completed without their hands. May God bless them all.

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TABLE OF CONTENTS

Page

TITLE PAGE...i

APPROVAL PAGE... ii

STATEMENT OF WORK’S ORIGINALITY...iv

PERNYATAAN PERSETUJUAN PUBLIKASI...v

ABSTRACT...vi

ABSTRAK... vii

ACKNOWLEDGEMENTS... viii

TABLE OF CONTENTS...x

LIST OF TABLES... xiii

CHAPTER I. INTRODUCTION A. Research Background...1

B. Research Problem...5

C. Problem Limitation ...5

D. Research Objective...6

E. Research Benefits ...6

F. Definition of Terms...8

CHAPTER II.REVIEW OF RELATED LITERATURE A. Theoretical Description...9

1. Women’s Language ...9

a. Lexical Hedge or Filler ...10

b. Super Polite Forms ...10

c. Tag Questions...11

d. Raising Intonation...12

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f. Precise Terms ...12

g. Intensifiers ...13

h. Direct Quotations...13

i. Hypercorrect Grammars ...13

j. Lack of Humor...14

2. Teacher’s Question...15

a. Procedural Question ...16

b. Convergent Question...17

c. Divergent Question ...18

B. Theoretical Framework ...18

CHAPTER III RESEARCH METHODOLOGY A. Research Method...20

B. Research Setting...21

C. Research Participants ...21

D. Research Instrument and Data Gathering Techniques...22

1. Human Instrument ...22

2. Video of Micro Teaching students in 2012 ...22

E. Data Analysis Technique ...23

F. Research Trustworthiness ...25

G. Research Procedure...25

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Woman Language Features in Micro Teaching Class ...27

1. Hedges and Fillers ...28

2. Intensifiers ...30

3. Raising Intonation...31

4. Super Polite Forms ...32

5. Tag Questions...33

6. Hypercorrect Grammar...34

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xii

B. Types of Teacher’s Questions occur in Micro Teaching Class....35

1. Procedural Questions...36

2. Convergent Questions...38

3. Divergent Questions ...39

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions...41

B. Recommendations...42

1. Recommendations for English Language Department...42

2. Recommendation for future Teachers ...42

3. Recommendations for future Researchers...43

REFERENCES...45

APPENDICES...47

A. List of Women Language Features in Micro Teaching Class...47

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xiii

LIST OF TABLES

Page

Table 3.1 Hedges...23

Table 3.2 Teachers’ questions ...23

Table 3.3 Findings on woman language features in Micro Teaching Class ...24

Table 3.4 Types of teachers’ questions ...23

Table 4.1 Findings on woman language features in Micro Teaching class ...27

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1 CHAPTER I INTRODUCTION

This chapter is an introductory part. It is divided into six sections which are research background, research problems, problem limitation, research benefits, research setting and definition of terms.

A.Research Background

Communication and language are two components which cannot be separated from human being. “Language is a tool of communication while human intelligence is the result of the accelerated growth and unusual size of human brains” (Bekerton, 1945, p. 14). It means that language is a medium used to communicate one another. Since it is used by human being, language has a relation with society. Taglimonte (2012, p. 24) states that “any study of language implicates a social connection because without it human component language itself would not exist”. Human need language to help them in communicating while language needs people as the users.

Gender is also a part of society which expresses language as the tool of communication. Both women and men work with language. Some researchers have already gained certain differences of woman and man language. Reik (1945) states that “we all know that there is ‘man talk and woman talk” (as cited in Ahas, 1979, p. 17). Furthermore, Reik also observes that men are not afraid to curse by

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saying hell or damned while women tend to say my Goodness to express disappointment (p. 14). In another example, Fishman (1978, p. 12) argues that “women are more likely to make speech or sentences which boost listeners’ response and more actively engaged in insuring interaction than the men” (p. 404). Those researches indicate that gender is a big factor of the language style.

The selection of female gender as the respondents is supported by some research on female teacher’s potential effect toward students’ achievement in learning. Chudger and Sanker (2008) find that “being in a female teacher’s classroom is advantageous for language learning but teacher’s gender has no effect on mathematics learning” (as cited in Robert, et al., 2013, p. 122). Since female teachers have beneficial impact especially to language learning process, the researcher is interested to conduct the research only for female teacher trainers.

Asril (2012) defines that teacher trainers are those who are prepared by Education Faculty to be future teachers (p. 44). All Faculty of Teachers Training and Education has to provide a special course to facilitate teacher trainers’ need. This course is well-known as Micro Teaching course. English Language Education Study Program (ELESP) of Sanata Dharma University is a language department which is also a part of Faculty of Teachers Training and Education. English Language Education Study Program (ELESP) is aimed to prepare professional educator’s candidates who master English language. This statement is supported by ELESP vision in 2015:

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“Pada 2015 Program Studi Bahasa Inggris Sanata Dharma menjadi program unggulan dalam bidang pendidikan calon pengelola pembelajaran Bahasa Inggris yang profesional, cerdas, humanis, bermartabat, dan berkarakter yang kuat sebagai pendidik”

[In 2015, English Language Education Study Program of Sanata Dharma becomes a prominent program in the field of education of English learning organizer candidates who are professional, intellectual, humanistic, dignified, and having good characteristics as educators]

This vision shows that ELESP trains its students to be able to use and share English language well. In order to reach this vision, the ELESP as the part of education faculty also provides Micro teaching course. Dwigth Allen (1967, p. 12) explains that Micro Teaching has three goals for future teachers. The first is to make sure that the future teachers have the real teaching experiences. The second is to help students’ development on teaching before they are placed in the real school. The third is to acknowledge students’ basic teaching skill to be skillful future teachers.

In this study, the researcher obtains two different problems in the same discipline of study which is a linguistic field. The first research question is in the scope of sociolinguistic while the second is applied linguistic. The second research question is a part of classroom language discourse which is teachers’ questions. Richard and Lockhart (1996) state two classroom discourse which are done by the teacher in classroom (p. 182). They are teachers’ questions and feedback. Kalebic (2005) did a research on the development of foreign language teacher preparation and found fourteen competences that the language trainer teachers should have. One of those competences is linguistic competence (as cited

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in Shishavan & Sadeghi, 2009, p. 132). Furthermore, this research concerns on the participants’ linguistic aspect.

In detail, the first problem is conducted due to the distinguishing on the features of women and man language. Lakoff’s study on the features of women language shows that in delivering speech, female has their specific features which convey message from each feature. Toward the same participants, the second problem which is about types of teacher’s questions is also conducted. According to Asril (2013), one of teaching skills that should be mastered by teachers is questioning skill (p. 67). Asril also ensures his statement by stating that “thinking itself is questioning”. It means that questioning skill is needed to encourage students’ response on some certain information. This learning technique leads effective simulation which supports students’ thinking skill (Asril, 2013, p. 81). As future teachers, the teacher trainers in Micro Teaching class have to acknowledge questioning skill during the learning process. The types of questions which are also categorized by some researchers based on the answer-required level are interesting for the researcher to be looked further. Accordingly, this research is expected to enrich the future teachers’ knowledge on women’s language features in a setting of classroom language and also example of issues related to the frequency of types of teacher’s questions used in classroom.

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B. Research Problem

The researcher conducts two research problems as the focus on the study. The research problems are:

1. What are women language features expressed by female teachers in Micro Teaching Class A batch 2012?

2. What types of teacher’s questions occur in Micro Teaching Class A batch 2012?

C. Problem Limitation

This research was conducted in ELESP of Sanata Dharma University. The participant of this research is one class, focusing on class A of Micro Teaching class 2014/2015. Specifically, the research was conducted to teaching records of 12 female students in Micro Teaching Class A.

The researcher uses the theory of Lakoff (1975) on women language features to analyze the first research problem. To answer the second research problem, the researcher uses Richard and Lockhart’s theory on the classification of teacher questions’ types. The problems focus only on the types of both features which are types of woman’s language and teachers’ questions.

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D.Research Objectives

The first research problem is aimed to analyze woman language features in Micro Teaching Class based on the theory of Lakoff. The result of this research is expected to discover the features that are used by the female teachers in Micro Teaching Class. The second, this study is also conducted to analyze types of teacher’s questions in Micro Teaching class.

E. Research Benefits

This study provides some benefits for the lecturers of Micro Teaching class, teacher trainers in Micro Teaching class, English Language Education Study Program Department and future researchers.

1. Lecturers of Micro Teaching Class

Lecturers of Micro Teaching Class are responsible to the teacher trainers’ development on teaching skill. They guide the students to have better teaching performance during the practice in a whole semester. This research is beneficial for the lecturers of Micro Teaching class to give some suggestions for teacher trainers on using classroom language especially type of questions in their teaching practice performances.

2. Teacher Trainers in Micro Teaching Class of ELESP

This study helps teacher trainers or future teachers to reflect their language used during the teaching performance. In addition, the teacher trainers will know

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features that they express and the message of each feature in their teaching performances. Furthermore, it will help the future teachers to achieve a better teaching skill before it is implemented in the real school.

3. English Language Education Study Program Department

In addition preparing Micro Teaching students to have better performance on teaching, this research is also expected to help English Department in suggesting the learning material that might be included in Micro Teaching class. Then, the teacher candidates do not only learn about creating a good lesson plan, teaching method, gesture and etc but also get some knowledge on classroom language such as questioning. At the same time, it also contributes reference on how sociolinguistic happens in the real situation of English Language Education Study Program Department.

4. Future Researchers

This study is expected to encourage future researchers in conducting a deeper research on language used such as woman language features and teachers’ questions. So, future researchers will have early description about woman language features and types of teachers’ questions before they conduct a deeper analysis on the same theme.

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F. Definition of Terms

The researcher likes to define some terms related to this research which are:

1. Women’s Language

Lakoff (1975) states that women’s language is both language used to describe women and language typically used by woman. In this research, the respondents are female students who teach English subject using English language as the medium of instruction.

2. Micro Teaching

McLaughlin & Moulton (1971) state that Micro Teaching is a performance training method designed to isolate the component part of teaching process, so that the trainee can master each component one by one in a simplified teaching situation. English Language Department facilitates the students through micro teaching course to practice and improve their teaching skill as the preparation for PPL. The performances are all recorded to be regarded as self-evaluation for the performers.

3. Teacher’s Question

Xioyan Ma (2008) states that teacher’s question is one kind of teaching active procedures. Questioning is the teaching method to gain students’ understanding on the material. Teachers use question to get students’ response during the learning process.

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9 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter supports the researcher in reviewing the theories underlying and related to the research. There are two parts provided in this chapter, namely theoretical description and theoretical framework. Theoretical description provides theories that underlie the research as the supporting theories to do this research while theoretical framework provides the theories used by the researcher in underlying and relating to the answers of research questions in this research. A. Theoretical Description

The theoretical description consists of two parts, namely theories on (1) Women Language Features and (2) Teacher’s questions.

A. Women’s Language

Gender aspect is influential for human being’s language style. Coates (2001) defines the term of gender based on societies operation; masculine and feminine. It indicates that gender category is as simple as binary opposition (p. 4). This categorization leads the researchers to conduct studies on different style of language used by those two genders, masculine and feminine. Lakoff (1975) who first invented language style of feminine defines that women’s language is both language used to describe women and language typically used by women.

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Lakoff, in 1975 through her book entitled “Language and Woman’s Place” finds ten types of Woman Language Features (p. 53).

a. Lexical hedges or fillers

According to Lakoff (1975), women like to use hedges of various kinds. Lakoff defines hedges lexical as words that convey sense of women’s uncertainty about what she is saying. In detail, she explains four different types of Hedges. The first is to express uncertainty such as you know, well, kind of. The second type is to sake the politeness as in hedge sort of. The next type is to express speakers’ truth of statement to attach listeners’ attention for example you know. The last is an introduction to declarations or question for example in hedges I wonder, I guessandI think. The hedgeI guessshows impression that the speaker feels inferior (Lakoff, 2004, p. 79). Furthermore, Holmes (2001) classifiessort of

andkind ofto be hedges while meaningless particle such aswell, you know, you see and some pause fillers such as uh, um and ah to be fillers (p. 103). In Holmes’ categorization, it can be seen that filler is rather about meaningless particle such as well, you see and the same category as “pause fillers” such as

uh,um,andah.

b. Super polite forms

Lakoff (1975) believes that a super polite form is about “leaving a decision opens, not imposing your mind, or views, or claims on anyone else” (p.18). A request which is in the same sense as polite command is classified to

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this feature because a request does not ask the addressee for force but rather suggests something to be done as willingness and favor.

Sometimes, women are afraid of their image in society in which women are not supposed to use taboo words or strong swear. So, they prefer to make it finer. “Women are supposed to be particularly careful to say “please” and “thank you” (p. 55). Lakoff says that the more particles in a sentence that reinforce the notion that it is request, rather than an order, the politer the result. As the illustration, she attaches examples happened in some simple requests and compound requests such aswill you close the door?andwill you please close the door?.

c. Tag question

Lakoff also argues that women change the statement into a question to avoid the tone of forcing. Tag questions which are added to the end of a statement, do not change the statement, although they seek confirmation. In this sentence John is here, isn’t he?. The speaker has already predicted the response but she needs confirmation by the addressee.

Some tag question is stated only as “small talk”. As the example:Sure, is hot here, isn’t it?.In this sentence, tag question is used in case that the speaker knows well the answer should be and do not need confirmation. This type of tag question is used when the speaker might only want to make a small conversation (para. 16). Another tag question is expressed to ask for addressee’s point of view.

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For example I have a new boyfriend. Here is the photo. He is handsome, isn’t he?.

d. Rising intonation on declaratives

Lakoff argues that women tend to raise their intonation at the end declarative sentence. Statements are made, but “using the rising inflectional typical of a yes/no question” (p. 17). That sounds like a good thing to do? Oh…around six o’clock?.Grammatically, the form of these two sentences is statement but women raise the intonation at the end of the statement which at the same time it will either seeking for confirmation or sounds unsure.

e. Empty adjectives

Lakoff suggests that out of the wide range of adjectives used in expressing approval or admiration, many are strongly marked as feminine (Talbot, 2010). Adjectives such as charming, adorable, divineare classified into this category. Lakoff says that women use over-the top emphasis because they anticipate not being taken seriously. Adjectives are applied to soften and add friendly elements to the sentence, although they do not add any particular meaningful content. What a charming and sweet young man you are! The word

sweet can be omitted because it has no particular meaning since there is already

charming word which has almost the same meaning tosweet. f. Precise terms

Precise terms such as magenta and also how women describe a jacket as

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application. Lakoff concludes that from a man’s point of view such fine distinctions are trivial and beneath their notice. Rather than simple language, vocabulary is extended to use descriptive language. Women describe or name something on a detail description. The walls should be cerise, with a royal blue tracer.Instead of straightly saying “blue” in that sentence, women tend to picture it on detail by addingroyalandtracer.

g. Intensifiers

According to Lakoff (1975), women use some intensifiers on their speeches to state how strong their feeling is (para. 55). They feel it strongly but they do not want to show how strong it is. I like him very much or I like him so much are to express that the girl likes the boy in a great extent. The word very, reallyandsoare the intensifiers.

h. Direct quotations

The words that people said are often quoted, even quoting people who quote other people. Then she said that he said, "I won't do it." So I said, "Why not?" Women like to quote what other people say to them. Lakoff argues that this feature is expressed by them in purpose to avoid misunderstand on another’s idea. Woman explains the real situation.

i. Hypercorrect Grammar

Lakoff claims that women are generally viewed as being the preserves of literacy and culture. This reason leads to the fact that the use of “singin’, goin’ and some other drop g sound are more likely to be expressed by boys. Another

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example occurs when the women tend to sayI will rather than say I’ll. Women tend to speak grammatically correct.

j. Lack of humor

This feature is in which women are not used to talk humorous things. They are really careful to image in society. Women do not like to be seen unserious. They want to show that their existences are also worth as men. This feature indicates their social status in society. They also want to be listened when they speak their mind up.

Coates (2004) also did research on women’s language features. He explains that there are four features which are typically female (as citied in Sofie Jakabsson, 2010, p. 4). The first is hedges. Adding the idea of Lakoff, Jenifer Coates explains that the use of hedges as the first feature is not only as a sign of weakness. Coates adds that hedging device can be scrutinized evaluative others. In tag question case, Coates says that women like to use tag question rather than men which are divided into modal tags and affective tags (2004, p. 90). The next feature is minimal responses. In mixed conversations, women tend to express minimal responses to support men (Coates, 2004, p. 87). The last that is stated by Coates (2004) is questions.

“research findings so far suggest that women use interrogative forms more than men and that this may reflect women’s relative weakness in interactive situation : they exploit questions in order to keep conversation going” (p.93).

Holmes (2001) categorizes the ten lists of Lakoff’s women language features into two groups. The first is those ‘linguistic devices which may be used

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for hedging or reducing the force of an utterance,’ such as fillers, tag questions and rising intonation on declaratives. He names those features as hedging devices. The second is features which may boost or intensify a proposition’s force (p. 287), such as emphatic stress and intensifiers. He names these features as boosting. B. Teachers’ Questions

Communication in a setting of classroom is unique for its linguistics form used which is simultaneously the aim of a lesson and the means of achieving those aims (Walsh, 2006, p. 3). To achieve the aims of lesson, the features of classroom discourse cannot be seen as unimportant things. Since the setting is in the classroom, teacher always deals with those features during the learning process.

Walsh on his book entitled Investigating Classroom Discourse, writes four features of classroom discourse. These features are control of pattern communication, elicitation techniques repair and modifying speech to learners. Those features in general show how teacher has the authority of controlling the activity happening to a class. In the third feature which is elicitation technique, Walsh (2006) states that classroom discourse is dominated by question and answer routines, with the teachers asking most of the questions (p. 7). It means that the teacher asks the questions the most rather than the students. Since questioning is one of the important component of a class, some researchers do studies on types of questions used by the teacher during the class.

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Walsh (2006, p. 8) classifies teacher’s questions into two types of questions. They are display and referential questions. Display question is identified as teacher’s questions in which the teacher has already known the answer. For example what is the past tense of go?. Referential question is the opposite of display question. This kind of question is stated when the teacher has no idea with the students’ answer. In this case, Walsh argues that referential question in general seek for short response from the students for example do you have any brother or sister?.

Chair and Kovac (1981) explain that the question that is done by teachers is different compared to another occupations such as medicine, law which require questionings as the part of practitioner (para. 12). They narrow down the classification of teacher’s question into one type of question which is named known information questions. Known information question has a same idea with what Walsh names as display questions which means that teachers ask question which they are already known the answer. Chair and Kovac in detail divide known information questions into two types. The first is the question which may have only one correct answer for examplewhat’s the capital of Illinois? Or when did Columbus discover America? The second is the question in which teachers constitutes a correct response. For examplewhat’s a word begins with D?There is more than one possibility answer of this question. It can bedog, dust, etc.

Richard and Lockhart (1996) in their book entitled Reflective Teaching in Second Language Classroom identify teacher’s questions into three types of

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questions (p. 185). They are procedural questions, convergent questions and divergent questions.

a. Procedural Questions

Procedural questions are the questions which has no relation to the students’ mastering to the content of learning. This type of question are used when the teachers wants to do classroom procedures or routine (p. 186). Here are the examples of procedural questions stated by Richard and Lockhart:

i: Did everyone bring their homework?

ii:Do you all understand what I want you to do?

iii: Can you read what I have written on the blackboard?

Those three questions have nothing to do with the content of learning. The first example is a question when the teacher only wants to check students’ learning preparation. The second question is used when the teacher checks whether the students understand the instruction given or not while in the last example, the teacher asks for students’ willingness to do something for the class. “Procedural questions have a different function from questions designed to help students’ master the content of a lesson” (Richard and Lockhart, 1996, p. 186).

b. Convergent Questions

Convergent questions have different characteristics compared to procedural questions. This type of questions has four special characteristics. The first is seeking for students’ similar response. The second is focusing on a central theme

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which has short answer or short statement. The third is not to encourage students’ high-level thinking. The last is that recalling previous presented information (p. 186). Convergent questions can be used for example when the teacher leads the students into the topic that they are going to learn.

i: How many of you have a personal computer in your home? ii :What do you mainly use it for?

iii: What is the difference between software and hardware?

Questions i and ii are stated as introductory questions before the teacher explains learning materials about the effect of computers on everyday life while question iii is stated to recall student’s previous information about the topic.

c. Divergent Questions

Divergent questions are the opposite of convergent questions. They require students to engage in higher-level thinking. This type of question requests the students to provide their own information or point of view in certain topic rather than short answer or short statement. The following questions are the examples of divergent question.

i : How would businesses today function without computers?

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B. Theoretical Framework

This study is conducted to answer two research problems namely 1) What are women language features express by the female students in Micro Teaching Class? and 2) What types of teacher’s question occur in Micro Teaching Class?

In order to answer the first research question, the researcher employs theory of women language features proposed by Lakoff (1975).This theory is used to see the women language features that are expressed by female teachers during the teaching training process. Lakoff’s theory is selected since Lakoff (1975) is the first female researcher who invented the women language features. Specifically, the classification of hedges and fillers which are stated by Holmes (2001) is chosen as the supporting theory for the analysis on the first feature, lexical hedges.

Richard and Lockhart (1996)’s identification on types of teacher’s questions is chosen by the researcher to answer the second research question. By this classification, the researcher can specify teacher’s questions that are used by female teachers during the learning process. Theory of Richard and Lockhart (1996) on the types of teachers’ questions is used for its classification which is not only based on the form of the question but also the function of it.

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20 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher discusses the method that is used in this research. This chapter consists of six parts. Those parts are research method, research setting, research participants, research instruments and data gathering techniques, data analysis technique and research procedure.

A. Research Method

This research is a qualitative research. Qualitative research is an approach that allows readers to examine people’s experiences in detail by using specific approach of research method such as in-depth interview, focus group discussion, observation, content analysis, visual method and life histories or biographies (Hennink & Bailey, 2011). The data were collected from a real situation in the class. The needs of detail information such as in what time the respondent pronounced some certain words showed that qualitative research is the most appropriate method. Qualitative data consists of detailed description of situations, events, people, interactions, and observed behaviors; direct quotations from people about their experiences, attitudes, beliefs, and thoughts; and excerpts or entire passages from documents, correspondence, records and case histories (Patton, 1980).

Wood and Kroger (2000, p. 3) explain that discourse analysis is a person’s point of view that contains of methodological and conceptual elements. They also

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state that discourse data includes spoken and written texts. Stark and Trinidad (2007) add that discourse analysis concerns on the language use. The researcher conducted a discourse analysis to study the feature of woman language features and types of teachers’ questions using the utterances that were collected from the videos. Both of these two problems identify language use in classroom setting.

B. Research Setting

The setting of this research was in English Language Education Study Program Department of Sanata Dharma University. This research was conducted in Micro Teaching class A batch 2012. The participants were 12 female teacher trainers. Each of them practiced one section of teaching practice. The time allocation for each participant was 25 minutes.

C. Research Participants

In this research, the participants were 12 female students of Micro Teaching class A in the sixth semester of English Education Study Program batch 2012. The participants were all the female students but the researcher did not know each student personally.

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D. Research Instruments and Data Gathering Techniques 1. Human Instrument

Human instrument is the main instrument of this research. Lincoln & Guba (1985) define human instrument as uniquely qualify the human being as the instrument of choice for naturalistic inquiry (p. 193). The researcher is considered as the main instrument of this research since the data were collected by her. The researcher had two roles which were to collect and analyze the data.

2. Video of Micro teaching students in 2012

Since this study used discourse analysis, the documents, which were obtained during the observation were also called research instrument. The data, which were not collected by the needs of the researcher, were in forms of videos. The video are regularly recorded by Sanata Dharma laboratory’s staff. The videos are the participants’ simulation of teaching practices. The researcher collected the utterances from the teaching simulation practices. These collected utterances are the data which were used to be analyzed by the researcher. Therefore, the instrument for this research was the video observation. The researcher used table, as the tool, to work in gathering the data for the first research question as seen in table 3.1.

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Table 3.1 Hedges

Hedges

No Participant Number of Case Time Situation

1 T1

In order to answer the second problem, the researcher gathered the data using table 3.2

Table 3.2

No Participant Number of Case Form of Questions Time Situation

E. Data Analysis Techniques

Miles and Huberman (1984, p. 15) explain that there are three steps in analyzing qualitative data. They are data reduction, data display and conclusion drawing or verification.

Data reduction is the process of selecting, focusing, simplifying the raw data. This is a part of analysis (p. 21). In this step, the researcher chose teaching practice videos of 12 participants in Micro Teaching class. The researcher listed utterances which were needed from the videos based on each category. First, the

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researcher collected utterances of first research problem. Then, the researcher collected utterances for the second research problem. So, in this step, the researcher analyzed the data using tables as the tool.

Table 3.3 Women Language Features in Micro Teaching Class No Woman Language Features Number of Utterances

1 Hedges & Fillers 2 Intensifiers

3 Raising Intonation

4 Precise Terms

5 Empty Adjective

6 Direct Quotations

7 Super Polite Forms

8 Tag Questions

9 Hypercorrect Grammar

10 Humor

To analyze the second research problem, the researcher used table 3.4: Table 3.4

No Types of Question Number of Questions

1 Procedural Questions

2 Convergent Questions

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Data display is an organized assembly of information that permits conclusion drawing and action taking (p. 21). The researcher displays the data in a form of text. The detail explanation of the result was presented in a form of descriptive text.

According to Miles and Huberman (1984, p. 22), conclusion drawing is the third stream of analysis activity. The researcher had some discussion with colleagues to develop inter-subjective consensus. So then, the result of the research is not only the researcher’s point of view. Then, it also verified by the process of verification. In this step, the researcher drew the conclusion or the result of analysis and then verified it by giving the result back to the participants to be read.

F. Research Trustworthiness

The researcher used member-check to have the respondents’ validation and improve the accuracy of the research. The result of this research was not only the researcher’s point of view but also the respondents’ point of view. The researcher also strengthens research trustworthiness by giving the result of researcher’s interpretation to the lecturer who taught in Micro Teaching class A batch 2012.

G. Research Procedure

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1. Formulating research questions

Before conducting the research, the researcher found the topic of the research and formulated research problems. The researcher focused on two different problems which were women language and teachers’ questions.

2. Reading the materials

After formulated the research problems, the researcher found, read and selected the theory related to the research problems.

3. Asking for permission

The third step was asking for permission to get the videos from Micro Teaching laboratory since the data are in Micro Teaching Class.

4. Watching the videos.

The researcher watched the videos. It took more than once to watch the videos and understood the contents.

5. Collecting the utterances.

The researcher collected the utterances needed from the video based on the time and the situation of the class.

6. Classifying the utterances.

After that, the researcher classified the utterances for the first research question used table 3.3. For the second research question, the researcher classified the utterances based on the theory of teachers’ questions.

7. Then, the researcher discussed the findings and drew the conclusion of these two research problems.

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8. At last, the researcher reported the result of the research in a form of descriptive.

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28 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter the researcher discusses the answers of the research questions as stated in Chapter I. The research questions are: (1) what are the language features appear in the Micro teaching Class Sanata Dharma University? (2) What types of teacher’s questions occur in Micro Teaching Class? To answer those questions the researcher provides the answers and discussion based on the data collected. The research findings and discussion are elaborated into one section.

A. Woman Language Features in Micro Teaching Class

This section discusses the findings to answer the first research problem which is the women language features which occur in Micro Teaching Class. The researcher found that not all women language features stated by Lakoff are expressed during the class. Table 4.1 is used to cover the detail description on the findings of each participant toward each feature of women language.

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Table 4.1 Women Language Features in Micro Teaching Class No Woman Language Features Number of Utterances

1 Hedges & Fillers 48 utterances

2 Intensifiers 5 utterances

3 Raising Intonation 31 utterances

4 Precise Terms 0 utterance

5 Empty Adjective 0 utterance

6 Direct Quotations 0 utterance

7 Super Polite Forms 8 utterances

8 Tag Questions 10 utterances

9 Hypercorrect Grammar 12 utterances

10 Humor 0 utterance

Table 4.1 shows the indication of women’s language features from 12 participants. The frequency of women’s language features which are found in Micro Teaching Class are 114. They consist of hedges and fillers, intensifiers, super polite forms, hypercorrect grammar, tag questions, raising intonation and lack of humor. Other features such as empty adjective, direct quotation and precise term do not occur in this class. Hedging and fillers are the most frequent feature occur in Micro Teaching class while the lowest is intensifiers. The following explanation is the findings and discussion on each feature.

1. Hedges and Fillers

The findings on the first women language feature shows that some of the teachers express both hedges and fillers but some others only express fillers. Most of the teachers do fillers for more than 4 times during the learning process while

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only some of them express hedging during the learning process. Holmes (2001) divides lexical hedges into two. The first is hedge in which the lexical is used by women to indicate uncertainty and fillers which are defined as ‘meaningless particles’ and pause fillers.

Lexical hedge is believed by Lakoff (1975) as to mitigate the possible unfriendliness or unkindness of a statement (p. 54). The researcher found that case in [001]: I guess it would be better if you come in front to read it aloud. The addition of lexical I guess and the supporting politeness expression which is

would be better shows that the teacher uses hedging as its function to ask something as suggestion.

Fillers which are expressed by the participants occur in some types. Some of them indicate ‘meaningless particles’ while some others occur as pause fillers. Here are some examples when they occur as meaningless particles in the beginning of the sentences.

[031] : Okay em..what did you learned in last meeting with Ms.Eva? [047] : well, each of you have to take a picture.

The first case [031] is expressed by the participant in the beginning of the class. The teacher does review on the previous material. In this case, filler okay is expressed. The existence of word okayin this sentence is classified as one of the fillers for the reason that without adding wordokay, this sentence still has its own meaning. Holmes (2001) explains that the existence of meaningless particles will not change original meaning of the statement. Case [047] shows the same

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classification of filler as meaningless particle for the adding of fillerwellin which the omission of particlewellwill not change the meaning of the sentence.

Some fillers happen in the middle of the sentences where the teacher has not yet finished speaking. Those cases were identified by the researcher when fillers occur as pause fillers. The following cases are the examples.

[014]: what you have to do is please e…underlie e..the quantifiers [016]: so guys e..what did you get form the video?

In case [014], the teacher pauses her sentence twice using fillere.Those two times pauses indicate that the speaker has not stopped speaking yet. In case [016], the teacher expresses fillersoto start a conversation after listening to the video given. The researcher found another function of fillers in which the speaker wants to start speaking on some topic. The researcher concluded this statement due to the function ofsoin this case which is not as conjunction.

Hedges and Fillers used by women in Micro Teaching Class indicate meaningless particles, pause fillers and lack of confidence toward what the participant says.

2. Intensifiers

Intensifiers indicate the strong feeling toward what the speaker says (Lakoff, 1975, p. 54). In this case, the researcher found that there are three types of intensifier which occur in Micro Teaching class. They areso, really very.

[080]:I really hope you could finish it in two minutes [081]:Yes, thank you very much Fany.

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[082]: Okey, thank you Erin. Thank you so much.

[083]: I have a video, pay attention to the video, it will be really fun

The first case is expressed when the teacher allocate the time for the students to finish the task. The researcher analyzed that the teacher add intensifier really to show that the teacher wants the students to finish on time. Case [081] and [082] are stated by the participants when they express response to the students’ answers. The difference is only to the intensifier used.

Another different case happens in [083]. At that situation, the participant is busy finding the video in her laptop but the students do not pay attention to her. Some of the students say in Javanese video meneh, video menehwhile one of the student asksvideo apa Miss. The participant uses intensifierreallyto convince the students watching the video that is believed will be fun by her.

3. Raising Intonation

Lakoff (1975) states that the third feature of women language has relation with intonation that are expressed by women. Women tend to raise the tone of the voice in the end of a statement (p. 53). Lakoff argues that this feature is expressed by women both seeking for confirmation and the speaker is the only one who has the requisite answer.

In contrast to Lakoff’s argument on this feature, the findings show that the participants raise the tone in declarative sentence not to seek for confirmation but also to inform what the participant is going to do. Although some participants put questioning intonation in some declaratives, the researcher cannot find the

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indication of seeking for confirmation. The following cases are the examples when the participants use raising intonation in statements.

[078]: Because this is the first class for today, I will ask one of you to lead

prayer

[069]: I will give you ahandout

The participants raise the tone of voice at the end of the statement. In these two cases, the participants raise the tone in wordsprayerandhandout. From those two statements, the teachers do not seem like asking for students’ confirmation or forcing that the students to answer yes or no for this statement. The teachers only inform the students about what she is going to do.

4. Super Polite Forms

Super polite forms in sentences are indicated as one of women language features. The using of expression would you, could you, would you mind are classified into this feature. Lakoff (1975) states that the more particles in a sentence that reinforce the notion that it is a request, rather than an order, the politer the result will be (p. 18). These are the cases of using polite forms found during the teaching process.

[095]: Carlo, Sella, would you please sit down?

[096]: maybe, could you please give me the example of quantifiers? [100]: can anybody help me to read please?

These forms are classified to super polite forms since the particles of request such as please and addition of would you, could you and can anybody

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occur in these three sentences. The researcher identified these three cases into compound simple request as what is classified by Lakoff.

The addition of two polite forms“would”and“please”here show that the teacher really avoids using swear words or command form. She tries to be still polite even at that time she might be angry because of the students’ action. She stops the students’ actions by using super polite forms.

The form of super polite clearly occurs in case [101] in which the teacher states would you mind giving me the papers?.This expression is used by the teacher when some left papers are at the back of the class. The teacher asks the student who sit at the back to pass the left papers to her.

5. Tag Questions

Tag question is used when the speaker is stating a claim but lacks full confidence in the truth of the claim (Lakoff, 1974, p. 15). The findings show that tag question in Micro Teaching Class is used to seek for agreement. Here are the expressions of tag questions found during the class:

[085]: You have had your lunch, have not you? [087]: It is listening skill, isn’t it?

Case 0.85 is expressed by the participant when she is opening the class to ask the students’ condition. The teacher asks the same question two times. First she asks withouthaven’t youbut after that she states the same question by adding the tag question “haven’t you”?.In this case the researcher sees that the teacher seeks for students’ confirmation using tag question.

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The second case [087], tag question is expressed when the participant tries to check the students’ knowledge on the four basic competences in English. She uses the previous material to lead the students to the knowledge of skills. She mentions the material first and then classifies the skill into a statement “It is listening skill and recalls the students’ knowledge by saying tag question “isn’t it?”.

Another type of tag questions found in Micro Teaching Class is not in the form of the formal tag question. Here are the examples.

[091] : Au is the monkey, right?

[089]: you guys understand what is giving compliment, right?

Grammatically, these two sentences are not in a form of tag question. Indeed, if it refers to the function of tag question itself, these two sentences are also classified to this feature. Case [091] is the case in which the function of tag question is to seek for students’ confirmation although the teacher has already known the answer. Case [089] shows the function of tag question where the teacher wants to make sure about students’ understanding.

6. Hypercorrect Grammar

Lakoff (1975) explains that hypercorrect grammar is identified as when women speak grammatically correct. From the data findings, each participant express one sentence which is grammatically correct. Here are some cases which are identified as the using of hypercorrect grammar.

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[114]: I will ask some groups to pick the text

In case [103], the teacher decides to say it completely should have been done

rather than saying should’ve been done as simple as what Lakoff argues about women’s feature on hypercorrect grammar. This sentence also shows the example of hypercorrect grammar since modalshould must be followed by verb1 which is

have and been done is the addition to indicate passive voice. Case [114] also shows the same indication as hypercorrect grammar. In this case, the teacher does not sayI’llto expressI will.

7. Lack of Humor

This feature is an elaboration of super polite and hypercorrect grammar features (p. 56). Lakoff believes that women do not like to make a joke due to their social status. The data finding on this feature clearly presents this idea. From the table 4.1, it can be seen that all the participants do not try to make a joke during the learning process. In the class, the situation is filled with laughing only by the students’ action.

The case happens when one of the teachers asks one of the students to mention one of the characteristics on the picture given. The student makes the whole class laugh when he said “ Aladin, Jasmine and Jin dan Jun”.In this case T.8 only laughs a little bit and then continues asking another character.

The rest of the participants remain silent. None of these twelve participants tries to make a joke. They seem like teaching in a serious and formal way.

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B. Types of Teachers’ Questions occur in Micro Teaching Class

This section discusses the findings to answer the second research problem. Based on the data, it was found that the participants only use three types of questions which are procedural question, convergent question and divergent questions. Table 4.2 presents the result of the second research problem.

Table 4.2

No Types of Question Number of Questions

1 Procedural Questions 74 questions

2 Convergent Questions 80 questions

3 Divergent Questions 12 questions

1. Procedural Questions

Procedural questions are believed by Richard and Lockhart as one of classroom procedures and routines stated by teachers which has no correlation to the content of learning process (p. 186). This type of questions 42 % occur in Micro Teaching class.

Table 4.2 shows that there are 74 procedural questions stated by the female teachers during the learning process. Most of the questions are stated in the beginning of the class as the opening. Here are the examples.

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[115] : How are you today? [145] : How was your holiday?

Case [115] and [145] are almost done by all the participants in Micro Teaching class. In case [115], they use this form of sentence to open the class. This question is categorized as procedural questions because the teachers do not seek for students’ high-critical thinking response or students’ knowledge but rather to check students’ condition before starting the class. Case [145] has almost the same function as in [115] which is only to start the class. If in the [115] the teacher asks the students’ condition, in [145] the teacher creates a good atmosphere with the students by asking about their previous activities.

Another procedural questions found in Micro Teaching Class is when the teachers check students’ understanding by stating some questions in the following case.

[123] : Is it understood?

[179] : Who is still confused with this topic? [255] : So far, any questions?

Those three questions are all used as the classroom procedure after explaining materials. By stating one of those questions types, the teachers make sure that all the students understand the materials that have been explained. Teachers state the question before continue on to a different session of learning process such as doing task or explaining another part of lesson material.

Asking the students’ willingness to do something in the class is also classified as procedural text. Those willingness questions are designed not to help

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students mastering certain knowledge related to the material being taught. It is better to ask students’ help or encourage the students to do something in the class. The following cases are the examples.

[118] : anyone wants to read? [136] : e..can you repeat Harry? [288] : Who wants to be the first?

2. Convergent Questions

Questions which require students’ focus on a central theme, students’ memory on previous information and short answer or short statement are classified to convergent questions (p. 186). Table 4.1 shows that there are 45,4% convergent questions in the classroom. The percentage result proves that convergent question is the most frequent question used by female teachers during the learning process.

Some of the convergent questions are stated as introductory questions to lead the students to the material that is going to be learned. This case occurs in the following questions.

[147] : What word you say maybe in Indonesian when you meet people? [221]: Have you ever seen e..your friend sick or e..sad?

In case [147], the teacher leads the students to remember the expression they usually use in their mother tongue when they meet people while the material for the day is greeting in English. This question is categorized as convergent question since it focuses on a central theme which is greeting in Indonesia. Students’ answer on this question is also the same which ishalo, selamat pagi.

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The same case also happens in [221] in which the teacher uses question to introduce the material. When the teacher asks this question, the material that they are going to learn is about expressing sympathy. So, the teacher conducts this question to give picture of the material since expressing sympathy is expressed to sadness thing. The answer of this question is classified as convergent question because the students’ answer is yes or/no answer.

The researcher also found out that convergent questions occur when the teacher wants to recall students’ background knowledge on certain thing. Most of this question’s function is stated by the teachers in the beginning and the end of the class. In the beginning of the class, the teachers ask this question to review previous materials such as in the following case.

[206] : What have you learned with Ms.Uli?

[236]: Do you still remember the materials last week?

Those two questions are the example when the teachers use convergent question to recall student’s knowledge on certain material. The teachers ask about the materials that they have learned before.

3. Divergent Questions

The last type of question which was found in Micro Teaching class is divergent question. Table 4.2 presents 7% of the whole questions belong to this group. It represents that the frequency of this type is the lowest compared to the other two types of questions. As Richard and Lockhart (1996) have explained, divergent question is the opposite of convergent question. Divergent question

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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.

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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

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sentences but also in order and command expressions. The use of super polite forms which occur in asking for help and commanding in polite way are 31 sentences. For hypercorrect grammar, there are 12 hypercorrect grammars during the teaching process. Tag questions are found in functional and grammatical forms. Lakoff’s hypothesis on female’s sense of humor is correct. In Micro Teaching Class, all the participants do not show the sense of humor.

The second conclusion is drawn based on the findings on the types of teacher’s question. From the findings, it is seen that there are three types of teacher’s question used by the teachers during teaching process. They are procedural questions, convergent questions and divergent questions. The total number of the questions is 176 questions. Convergent question has the most number of utterances while the lowest is divergent question. The rest is procedural questions. The procedural questions appear as the part of classroom procedure setting. Convergent questions occur when the teachers want to seek the content of the material given, previous information or short response type while divergent is the opposite.

B. Recommendations

Hence, this section is divided into three sections. The first section is recommended for the English Language Department, the second is for the future teachers and the last is for the future researchers.

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1. Recommendation for English Language Department

English Language Department is the facilitator of Micro Teaching Course which means that future teachers’ teaching skill is also seen as their responsibility. The result of the second research problem shows that divergent question has the lowest percentage during the learning process. This type of question as what Richard and Lockhart have explained is gained to know students’ way of thinking. It helps the students to think critically. Since this question is the lowest frequency question to be asked, the researcher recommends the department to provide not only chance to have teaching practice but also provide materials on types of teacher’s question. This material will help the teachers to prepare themselves as good future teachers. They will not only have knowledge on teaching performance but also in questioning skill. So then the teacher will not miss the important of stating some types of questions which is known to help the students think critically.

2. Recommendation for Future Teachers

Future teachers need to prepare themselves earlier because being a good teacher is not only about mastering material that is going to be taught. It is also about how teacher encourages the students to blow out their mind or way of thinking. Types of questions used by teacher in classroom are one of the media used. Being stated by good question, the students will train themselves to think wider. Divergent question is one of them since it does not appear in Micro teaching class. Future teachers have to accustom themselves to state divergent questions in the class instead of procedural and convergent questions.

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3. Recommendation for Future Researchers

Future researchers might continue this research to the deeper information. Since the researcher only concern on the types of both women language and teacher’s question, later the future researchers might conduct a research on the function form both women language and teacher’s question. The future researcher might also have research on why women language features are not all expressed by female teachers during their teaching process. Future teachers also can conduct why divergent questions are the lowest types of question during the learning process. It can be also seen from the teachers’ perception.

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Allen, D. W. (1967). Micro Teaching, A Description. In Asril, Z.Micro Teaching

(p.46). Jakarta: Rajawali Press.

Ary, D., Jacobs, L.C., & Razavieh, A. (2002). Introduction to research in education. Belmont: Wadsworth.

Asril, Z. (2013).Micro teaching. Jakarta: Rajawali Press.

Bickerton, D. (1995).Language and human behavior. Washington: University of Washington Press.

Cahir, S. R., & Kovac, C. (1982). Teacher talk works. Washington: Center For Applied Linguistics.

Coates, J. (2004).Women, men and language(3rd_{ed). New York: Routledge.}

Chudgar, A., & Sankar, V. (2008). The relationship between teacher gender and student achievement: Evidence from five Indian states. Retrieved June 12, 2016,fromhttp://iiste.org/Journals/index.php/JEP/article/viewFile/9054/92 79.

Fishman, P. (1983). Interaction: The work women do. In Barrie Thorne, Cheris Kramarae and Nancy Henley(eds.),Language, Gender and Society, 88-103. Cambridge: Newbury House Publishers.

Holmes, J. (2013).An introduction to sociolinguistic(4th ed).London: Routledge. Hennink, M., Hutter,I., & Bailey, A. (2011). Qualitative research methods.

London: Sage Publications.

Jakobsson, S. (2010). A study of female language features in same –sex conversation. Retrieved Mey 2, 2016, from http://www.divaportal. org/smash/get/diva2%3A375135/FULLTEXT01.pdf.

Lakoff, R. (1975).Language and woman's place. New York: Harper & Row Lakoff, R. (2004).Language and woman’s place(in Mary Bucholzt, Ed.). New York: Oxford University Press.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. London: Sage publications.

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Patton, M. O. (1980).Qualitative evaluation methods. Beverly Hills: Sage.

Richards, J. C & Lockhart, C. (1996). Reflective teaching in second language classroom. New York: Cambridge University Press.

Shishavan, H. B & Sadeghi, K. (2009). Characteristics of an effective English language teachers as perceived by Iranian teachers and learners of English. Retrivied July 26, 2016 from

http://www.ccsenet.org/journal/index.php/elt/article/viewFile/4462/3803. Starks, H., & Trinidad, S. B. (2007). Choose your method: A comparison of

phenomenology, discourse analysis, and grounded theory. Qualitative Health Research, 17(10), 1372-1380. DOI: 10.1177/104973230707031 Talbot, M.(2010).Language and gender.Cambridge: Polity Press.

Tagliamonte, S. (2012).Variationist sociolinguistic. Hoboken: Willey-Blackwell. Walsh, S. (2006).Investigating classroom discourse. New York: Routledge. Wood, L. A., and Kroger, R. O. (2000). Doing Discourse Analysis. Thousand

Oaks, CA: Sage Publications.

Xiayoan, M. (2008). The skill of teacher’s questioning in English class. Retrieved

June 27, 2016, from

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(1)

Timun Emas 246 What about the second

picture? 05:23 The teachershowed the second picture 247 Do you agree guys? 06:03 One of the

students answered the question 248 How about the next one? 06:08 The teacher

showed the next picture 249 What is tangkuban perahu? 07:24 The students

noticed the picture of Tangkuban Perahu 250 Do you know what the

stories are? 08:06 The teacherasked the student’s knowledge on Tangkuban Perahu 251 Do you know what

narrative text is? 09:04 The teacherlead the students to the topic 252 How to read this one? 10:30 One of the

students pronounced a word in a wrong

pronunciation 253 Anyone knows what is the

generic structure? 11:10 The teachergave a text to the students 254 What is solution? 13:24 The teacher gave a text to

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the students 255 So far, any questions? 14:28 The teacher

had done explaining the material 256 Oke adii, what is the

example of narrative text? 15:26 The teacherasked Ady because Ady was really noisy 257 Is it understood? 16:56 The teacher

had explained about

narrative text 258 Have you all got the

handout? 18:09 The teacherchecked the handout distribution 259 What is the title? 18:40 The teacher gave a text 260 Anyone wants to read? 19:12 The teacher

gave the students a text

261 Class, are you ready? 20:46 The class was really

crowded when the teacher wanted to give task 262 Okey class, have you done? 23:25 The time

limitation for task was end 263 So, which one is the

orientation? 23:39 The studentsand the teacher discussed the

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answer

264 Is that true? 24:30 One of the

students answered the question 265 How about the second one? 24:31 The teacher

and the students discussed the answer for the second question 266 What you have learned for

today? 26:00 The teacherdid review 267 What is the generic

structure? 26:04 The teacherdid review 268 The purpose of narrative

text is? 26:15 The teacherdid review

T12 269 How are you today? 00:11 The teacher

opened the class by asking students’ condition 270 Have you eaten your

breakfast this morning? 00:15 The teacheropened the class by asking students’ condition 271 What have you learned in

the previous meeting with Ms Eka?

01:13 The teacher did review 272 What it is about? 01:17 The teacher

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273 What is the generic

structure of the text? 01:30 The teacherdid review 274 What identification is

about? 01:43 The teacherdid review 275 What e.. the description is

about? 01:54 The teacherdid review 276 Do you know him? 02:29 The teacher

asked the students to identified a picture 277 What is his name? 02:46 The teacher

asked the students to identified a picture

278 Who is he? 02:53 The teacher

asked the students to identified a picture 279 What does he look like? 02:59 The teacher

asked the students to identified a picture 280 How about his eyes? 03:15 The teacher

asked the students to identified a picture 281 How about his personality? 03:37 The teacher

asked the students to identified a picture

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282 How if we combine the sentences that we have made into a text? What kind of text it would be?

04:03 The teacher tried to lead the students to the topic 283 Descriptive about? 04:06 The student

had not finished explaining the definition of descriptive text

284 Anyone want to help me to

read the first paragraph? 05:34 The text wasgiven 285 Form the first paragraph,

what is the generic structure of that paragraph?

06:08

The text was given and the teacher identified the text by asking to the

students 286 Why it is identification? 06:15 One of the

students identified the paragraph as identification 287 From the second

paragraph, what it is about?

07:01 The teacher and the students read a text

288 Who wants to be the first? 16:22 The class wanted to present their works 289 What you have learned

today? 23:17 The teacherdid review 290 What is the generic

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An analysis on woman language features and teachers` questions in micro teaching class at Sanata Dharma University.

AN ANALYSIS ON WOMAN LANGUAGE FEATURES

AND TEACHERS’ QUESTION IN MICRO TEACHING CLASS

AT SANATA DHARMA UNIVERSITY

AN ANALYSIS ON WOMAN LANGUAGE FEATURES

AND TEACHERS’ QUESTION IN MICRO TEACHING CLASS

AT SANATA DHARMA UNIVERSITY

AN ANALYSIS ON WOMAN LANGUAGE FEATURES

AND TEACHERS' QUESTION IN MICRO TEACHING CLASS

AT SANATA DHARMA UNIVERSITY

AN ANALYSIS ON WOMAN LANGUAGE FEATURES

AND TEACHERS' QUESTION IN MICRO TEACHING CLASS

AT SANATA DHARMA UNIVERSITY

Ninna~

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An analysis on woman language features and teachers` questions in micro teaching class at Sanata Dharma University.

AN ANALYSIS ON WOMAN LANGUAGE FEATURES

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AT SANATA DHARMA UNIVERSITY

AN ANALYSIS ON WOMAN LANGUAGE FEATURES

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AN ANALYSIS ON WOMAN LANGUAGE FEATURES

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AT SANATA DHARMA UNIVERSITY

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