Students` perception of their questioning skill performance in microteaching class.

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 PendidikanDegree

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

i

STUDENTS’ PERCEPTION OF THEIR QUESTIONING

PERFORMANCE IN MICROTEACHING CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana PendidikanDegree

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

iv

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

v

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.

Yogyakarta, November 7th, 2013 The Writer

Theresia Pangestu 081214036

vi

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,

vii 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.

viii 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 questionstetapi 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.

ix

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.

x

I would like deeply thank my beloved parents, BapakTjoeng Senand 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.

xi

TABLE OF CONTENTS

Page

TITLE PAGE……… i

APPROVAL PAGE………... ii

DEDICATION PAGE……… iv

STATEMENT OF WORK’S ORIGINALITY……….. v

PERNYATAAN PERSETUJUAN PUBLIKASI………. vi

ABSTRACT………... vii

ABSTRAK………. viii

ACKNOWLEDGEMENTS………... ix

TABLE OF CONTENTS………... xi

LIST OF TABLES………. xiii

LIST OF FIGURES………... xiv

LIST OF APPENDICES……… xv

CHAPTER I. INTRODUCTION………... 1

A. Research Background………... 1

B. Research Problems……… 4

C. Problem Limitation………... 4

D. Research Objectives……….. 5

E. Research Benefits……….. 5

F. Definition of Terms………... 6

CHAPTER II. REVIEW OF RELATED LITERATURE………. 8

A. Theoretical Description………. 8

1. Microteaching as Subject……….. 8

2. Questioning Skill Performance………... 9

3. Perception……….. 16

4. Feedback………... 19

xii

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

F. Research Procedure………... 37

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

xiii

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

xiv

LIST OF FIGURES

Figure 2.1 Components of Perception: Perceiver, Target, and

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

xv

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

1

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).

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

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.

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.

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’

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

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.

8

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.

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-pre-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

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

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.

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).

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

(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

In giving questions, many beginner teachers have a tendency to give the questions to the students who know the answers or who are willing to answer the questions. It usually happens because the teachers try to keep the lesson flow in a good pace while the main points of the lesson are all covered. It makes the active students keep talking and the others remain silence. Directing questions to the passive students by calling out their name will solve the problem. The teachers need to avoid directing the questions to the whole class too often because if they do so, the answers will only come from active students. If there is a student who is not paying attention to the lesson, teacher needs to direct his/her question to that particular student. Directing a question at someone who is not paying attention to the lesson can be a useful controlling device (Brown, 1978, p.106). The question

will encourage that particular student to participate in the learning process and stay focused on the lesson. If that particular student cannot answer the question, you can redirect it to another student.

In distributing the questions, teachers need to be fair, teachers have to give the same opportunity for all students to answer the questions, to involve the students in the discussion in order to minimize the gap on the students’ learning achievement. As a teacher, you have to monitor all the students in class and embrace them all to participate in the active learning (Cooper, 2011, p.116). According to Brown (1978) the students will participate and enjoy discussions if they are given a fair share of discussion time (p.106).

4) Prompting and Probing

Brown (1978) states that prompting consists of providing hints to help the students in answering questions (p.107). If a teacher asks a question to a student, the student may not answer the question in the way the teacher expects or even she/he may remain silence. When this happens the teacher should prompt the student (Orlich, Harder, Callahan, Trevisan, & Brown, 2010, pp.229-231). For example, a teacher asks a student a question and expects a complete answer but the student answer the incorrect one then she/he continues by giving a partial answer to the teacher.

Teacher : What did the goldilocks do in the cottage? Student : she came into the cottage.

Teacher : Okay. She saw the cottage and come into the cottage. After that what did she do?

Student : She sat down on the chair. Teacher : Yes. After that what did she do? Student : She ate the porridge and then slept. Teacher : Yes, that is right.

In prompting the students, the teacher needs to provide positive reinforcement so that the students will be encouraged to complete an incomplete response or revise the incorrect one (Orlich et al., 2010, pp.229-231).

Probing questions direct the students to elaborate their initial answer (Brown, 1978, p.107). The following example is the example of probing questions.

Teacher : What do you think about the reading, entitled “Graffiti: Art or Vandalism”?

Student : I think the reading is interesting. Teacher : Why do you think so?

Student : It is interesting because I like graffiti. I think graffiti is cool. I agree with the researcher because I always think that people who cover the public area or someone else property with painted murals and scrawls in spray paint without permission are not graffiti artists they are just a bunch of people who do the vandalism.

Probing questions provide an opportunity for the students to express their idea clearly and get better understanding (Cooper, 2011, p.112).

3. Perception

In order to understand the concept of Perception, the definition, description and theories of perception are needed. They are essential to know the students’ perception of their questioning skill performance in Microteaching class.

Altman, Valenzi, and Hodgetts (1985, p.85) states that perception is the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted. In other words, perception is a person’s view toward what happens in reality. Another expert also states that “perception is a mental and cognitive process that enables us to interpret and understand our surroundings” (Kreitner & Kinicki, 2008, p.183).

George and Jones (2005) also add that “Perception is a process which individuals selects and organize, and interpret the input from their senses (vision, hearing, touch, smell, and taste) to give meaning to the world around them”. According to George and Jones (2005), there are three components of perception. What someone perceives is called perception if it is involving the three components that are mentioned by George and Jones. The components are the perceiver, the target of perception, the situation (pp.105-106) (see figure 2.1).

Situation or context in which perception takes place

Figure 2.1 Components of Perception: perceiver, target. And situation

 The perceiver is the person who try to interpret some observation that

or she has just made or the input from his/her senses. The perceivers in this researh are the students of Microteaching class.

 The target of perception is whatever the perceiver is trying to make

sense of. The target can be another person, a group of people, an event, a situation, an idea, a noise, or anything else the perceiver focuses on. The target of perception in this research is student’s questioning skill performance.

 The situation is the context in which perception takes place. The

situation in this research is in Microteaching class.

Target Perceiver

Sweeney and McFarlin (2002) state that “Attitudes may be formed by repeated perceptions of events or people, but then they acquire a ‘mind’ of their own” (p.54). Each person may have different perception because he/she has his/her own way in seeing something (Gibson et al., 1985, p.60). So, there are particular factors that influence someone’s perception. As it is stated by George and Jones (2005), “the perceiver’s experience or knowledge (schemas), their needs and desires (motivational states), and their feelings (moods) filter information into their perceptions of reality” (p.107). In other words, schemas, motivational states, moods are the factors that influence someone’s perception.

Figure 2.2 Characteristics of the Perceiver That Affect Perception

In psychology, there is an approach to understand people’s behaviour. The approach is called “perceptual psychology”. Referring to the basic concept of Perceptual psychology, someone’s behaviour is the result of how he sees himself, how he sees the situation in which he is involved and the interrelationships between the two aspects. It means that the individual’s perception about the things surround him/her can affect his/her behaviour (NADEC-Philipines journal, 1986). Vernon (1962) also states that 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

Perception of a target Schemas

Perceiver Motivational state

Mood Mood Schemas

something negatively, he/she will tend to see everything negatively and it can lead to a failure (pp.207-209).

4. Feedback

Sherman (1994) defines, “feedback is a response or reaction from another person to something you do that can be used to help you assess and improve on your performance in the future” (p.57). Furthermore, Brown, Bull, and Pendlebury (1997) states that feedback provides suggestions for improvement. Sadler (1989) states that in giving feedback, the student must know:

 what good performance is (i.e. must possess a concept of the goal or standard

being aimed for).

 how current performance relates to good performance (for this, students must

be able to compare current and good performance).

 how to act to close the gap between current and good performance.

The points above imply that feedback identifies a gap between what is understood/has been demonstrated and the standard of performance expected.

Lewis (2002) argues that Feedback can provide information for the teacher trainees (Microteaching students) about all the teaching process and feedback can also become a teaching evaluation for their own. The feedback in this research is in form of suggestions from the participants for further improvement of students’ questioning skill performance in Microteaching class.

B. Theoretical Framework

This section reviews the relationship between the research conducted by the researcher and the related theories. This research focuses on students’ perception of their questioning skill performance in Microteaching class. In order to understand and find the results of this research, the researcher needs to find the theories related to the keywords of this research. The keywords of this research are Microteaching, questioning skill, and perception.

KPE 361 Microteaching is a course which aimed at helping the students understand the concept and procedure of the English language teaching and is able to apply them in a real classroom teaching situation and to evaluate their teaching performance (Panduan Akademik, 2009). Referring to the theoretical description, Microteaching involves the simplified teaching situation which allows the Microteaching students to practice and master each skill of the basic teaching skills (McLoughin & Moulton, 1975). Questioning skill is one of the basic teaching skills that need to be mastered by the students (Purnomo et al., 2008). Question itself is “Any statement which tests and creates knowledge in the learner” (Brown, 1978). Carin and Sund (1978) define 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 “the consistent production of movements which are learned and specific to the task” (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 learner. As for definition of perception, the researcher sees

perception as “a mental and cognitive process that enables us to interpret and understand our surroundings” (Kreitner & Kinicki, 2008, p.183). According to George and Jones (2005), there are three components of perception, they are the perceiver, the target of perception, and the situation. George and Jones (2005) also state that the perceivers’ experience or knowledge (schemas), their needs and desires (motivational states), and their feelings (moods) can influence their perception. Referring to the basic concept of Perceptual psychology, someone’s behaviour is the result of how he sees himself, how he sees the situation in which he is involved and the interrelationships between the two aspects. It means that the individual’s perception about the things surrounds him/her can affect his/her behaviour (NADEC-Philippines Journal, 1986).

To answer the first research question on how the questioning skill is implemented in Microteaching class by the students who act as a teacher, the researcher will rely on the theories proposed by Brown (1978), Cooper (2011), and Kerry (1982). The researcher will find out the importance or the purpose of questioning by relying on Kerry’s theory. The researcher will also rely on the eight elements in implementing questioning skill and level of questions theory, which is proposed by Brown (1978).

To answer the second research question, related to the students’ perception of their questioning skill performance, the researcher will rely on the theory of perception proposed by George and Jones (2005), and Kreitner and kinicki (2008). To identify the perception itself, the researcher will rely on the theory stated by Kreitner and Kinicki (2008). The researcher then will strengthen

Kreitner and Kinicki’s theory by adding the theory of components of perception and factors which affect someone’s perception, proposed by George and Jones (2005).

To answer the third research question, the researcher will rely on the feedback theories proposed by Lewis (2002), Sadler (1989), and Brown, Bull, and Pendlebury (1997). The researcher would like to know the students’ feedback to improve the student’s questioning skill performance in Microteaching class by answering the third research question.

23

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher discusses the methodology used in conducting the research. The research methodology consists of six parts. They are the research method, research setting, research participants, instruments, data gathering technique, data analysis technique and research procedure.

A. Research Method

In order to answer the research problems, the researcher employed survey method in this research. As it is stated by Wiersma (1995) “Surveys are used to measure attitudes, opinions, or achievements – any number of variables in natural setting” (p.169). As Johnson and Onwuegbuzie write, “What is most fundamental is the research question-research methods should follow research questions in a way that offers the best chance to obtain useful answers” (as cited in Ary, Jacobs & Sorensen, 2010, p.24). Therefore, the researcher utilized observation, questionnaire, and focus group discussion as the research instruments. Questionnaires and focus group discussion are commonly used to collect data related to inner experience, opinions, values, interest, beliefs, and attitudes (Gall & Borg, 2007, p.263). Besides, Gall and Borg (2007) also state that an observation is also needed because by observing the participants’ behaviour would provide the researcher with more accurate or objective data (p.263).

B. Research Setting

This research was conducted in the English Language Education Study Program of Sanata Dharma University, Yogyakarta. This research was conducted from May until June 2012. The participants were the students who were taking Microteaching class in the academic year 2011/2012.

C. Research Participants

The participants of this research were mostly the sixth semester of Sanata Dharma University students who were taking Microteaching class in academic year 2011/2012. They were the students of English Language Education Study Program at Sanata Dharma University. The researcher took all the Microteaching classes, they were classes A, B, C, D, E, F, and G. There were 145 questionnaires distributed. There were 110 participants who filled in and returned the questionnaire.

Since it would be difficult for the researcher to research a very large population, the researcher limited the participants. The researcher used purposive sampling in selecting the participants. “In purposive sampling, sample elements judged to be typical, or representative, are chosen from the population” (Ary, Jacobs & Sorensen, 2010, p.156). Here, all the research participants had experienced both the peer-teaching performance and teaching the lower semester students. The researcher believed that the participants had experience in implementing all the basic teaching skills that need to be master in Microteaching class, especially the questioning skill. Therefore the researcher expected that the

participants were able to provide meaningful data that were needed for this research. The researcher selected 55 participants as the sample from the ELESP students who were taking Microteaching class in the academic year 2011/2012.

The researcher distributed the questionnaire to all participants, and then conducted the focus group discussion merely to 19 students. These 19 students were selected after they answered the questionnaire distributed by the researchers, who involved in this collaborative research. By selecting these 19 students, the researcher expected that they could express their opinions and perception in more detail about their perception on their questioning skill performance in Microteaching class. Moreover, this focus group discussion could strengthen the data that had been gathered. Thereby the researcher could answer the questions stated in the research problems. The researcher also observed 14 students from 7 different classes. The researcher chose 2 students from each class to be representatives. The researcher observed the students by watching their teaching performance through videos.

D. Instruments and Data Gathering Technique

The instruments and data gathering techniques used in conducting this research were by conducting the recorded video observation, distributing the questionnaire and conducting the focus group discussion.

1. Instruments

There were three instruments employed in carrying out this research. They were observation, questionnaire and focus group discussion.

a. Observation

The researcher observed their questioning skill performance through their teaching performance video. In the video the Microteaching students were doing teaching practise. The observation sheet was used to gather data of how the questioning skill is implemented in Microteaching class by the students who acted as a teacher. This observation sheet consisted of a number of items which should be observed. The researcher was putting a tick next to the items that represented the class situation and giving some notes if it was necessary in the observation sheet while the researcher was observing through the recorded videos.

b. Questionnaire

The purpose of the questionnaire is to gather information related to Microteaching students’ perception on their questioning skill performance in Microteaching class. According to Ary, Jacobs and Sorensen (2002), questionnaire is an instrument in the form of questions or statements. It is distributed to the participants of a certain research in order to obtain the participants’ responses. It is usually in written responses (p.566). The questions used in the questionnaire are in form of close-ended and open-ended questions. This research involves a large number of participants in order to make the result of research became valid.

The questionnaire was distributed to participants, the Microteaching students, classes A, B, C, D, E, F and G. This research employed a directly-administered-questionnaire where the researcher allocated some time for the participants to fill in the questionnaire together after the Microteaching class had

ended. There were 23 statements in the close-ended part, and there were 3 questions in the open-ended part. There were in total 26 items in the questionnaire to gain the perceptions of the Microteaching students. Then the researcher provides the participants to give response based on a scale given. The common format used in close-ended form of questionnaire related to the attitude scale in survey method is the Likert Scale (Ary et al., 2002). Therefore, the researcher used the Likert Scale in the close-ended part of this research questionnaire.

There are a number of points which provide attitude scale measurement in this Likert Scale. The points are usually determined by using numerical values from one to four or zero to three. This research used the scale from one to four points. The responses were valued from strongly disagree (1), disagree (2), agree (3), strongly agree (4).

c. Focus Group Discussion

The researcher conducted a focus group discussion to complete the data from the observation and the questionnaire. The data related to the students’ perception of the questioning skill performance in Microteaching class and the students’ feedback to improve their questioning skill performance in Microteaching class.

Focus group discussion is a form of group interview, although not in the type of a backwards and forwards between interviewer and group. In its practice it relies on the interaction within the group who discuss a certain topic given by the researcher (as cited in Cohen, Manion & Morrison, 2000, p.288). According to Ary, Jacobs and Sorensen (2010), focus group discussion were where some

participants being focus group interviewed at the same time and the participants could respond to researcher and also the other participants in form of relaxed and comfortable discussion so that the participants could express their thought freely.

2. Data Gathering Technique

In collecting the data, the researcher conducted an observation, distributed a questionnaire and conducted an focus group discussion. In conducting observation, the researcher observed 14 videos of participants. The participants were 2 selected students from each class. In the videos, they were doing their teaching simulation. The observation focused on the implementation of their questioning skill. During the observation, the researcher used observation sheet to record the data. After gathering the first data, the researcher collected the second type of data by distributing the questionnaire to the participants. The questionnaire was in the form of close-ended and open-ended questions. It was used to answer the research questions which were the Microteaching students’ perception on their questioning skill performance, their implementation of questioning skill, and also their feedback to improve their questioning skill performance. They filled in the questionnaire at home since the researcher wanted to give the students more time to think. Then, the next day the questionnaire had to be submitted in front of room K13. The researcher also gave the explanation first on how to fill the questionnaire given.

Finally the researcher took some participants to be interviewed. The interview was called focus group focus group discussion. The focus group discussion was conducted to find more detailed information from the participants.

The researcher conducted the focus group discussion by recording the data obtained from participants. The researcher tried to make the focus group discussion as comfortable as possible for the participants in form of discussion forum.

Table 3.1 Schedule of Research

Date of Research Class Number of Respondents Activities

May 28th, 2012 A 21 Distributing Questionnaires

B 21 Distributing Questionnaires

May 29th, 2012 C 22 Distributing Questionnaires

D 19 Distributing Questionnaires

May 31th, 2012 E 21 Distributing Questionnaires

F 22 Distributing Questionnaires

G 19 Distributing Questionnaires

June 18th, 2012 19 Focus Group Discussion

E. Data Analysis Technique

After the data had been gathered, the researcher organized and prepared the data for analysis. First the researcher typed up the observation sheet result then analyzed it to answer the first research problem. Next is the questionnaire, it was given in the form of close-ended form and open-ended form. In this research, the researcher used Likert scale in the questionnaire.

Ary et al. (2002) state that “Likert scale is a measurement scale consisting of a series of statements followed by response categories, typically ranging from strongly agree to strongly disagree”. In the close-ended form, there were scores given in each statement stated in the questionnaire. There were four choices of response to the statement on the questionnaire used in this research. Based on the

Likert Scale, it could be valued as follows: (4) strongly agree, (3) agree, (2) disagree, and (1) strongly disagree.

Table 3.2

the Questionnaire Result of the Participants’ Perception on Their Questioning Skill Performance in Microteaching Class

No of statements Statements Frequency Percentage (%)

SD D SA A SD D SA A

After the questionnaire had been collected, the researcher put the data from the questionnaires into a table by calculating the numbers of ticks in each degree of agreement of each item, “strongly agree (SA)”, “agree (A)”, “disagree (D)”, and “strongly disagree (SD)” and make the percentage of the data. The percentages would indicate the meaning and the results of data collection gathered. The formula was as follows:

∑χ

X 100%

∑n

In which,

∑χ = The numbers of participants based on the degree of agreement ∑n = The numbers of participants

After getting the percentage of each item, the researcher then calculated the mean of each degree of agreement. This calculation was aimed to inform the researcher of the participants’ tendency on each item. The formula was as follows:

∑χ X =

∑n In which,

X = Mean

∑χ = The numbers of participants based on the degree of agreement ∑n = The numbers of participants

After getting the percentage of all the questionnaire items and find the participants’ tendency on each item (Mean), the researcher then used the Scoring Likert Scale in classifying the participants’ perception based on the close-ended questionnaire results. The classifications were based on the following consideration.

 Finding the maximum total score of each classification  Finding the minimum total score of each classification  Finding the range of each classification

In Likert scale, the degree of agreement is weighted (Ary, Jacob, Sorensen, 2010, p.210). Strongly agree is scored 4, agree is scored 3, disagree is scored 2, strongly disagree is scored 1. Score 1 is placed as the minimum degree of agreement and score 4 is placed as the maximum degree of agreement. The number of the research participants is 55 participants. There were 11 items in the close-ended questionnaire to find the students’ perception as students and there were 12 items in the close-ended questionnaire to find the students’ perception as teachers.

The researcher made three classifications of Microteaching students’ perception. The classifications were to measure the perception of each item, the perception of each participant, the perception of all the participants’ responses in the close-ended questionnaire part.

1. The Classification of Perception Based on Each item

The researcher had to find the maximum and minimum score of perception of each item in the close-ended questionnaire. Then, the research calculated the range of the score to classify the perception. Then the researcher classified whether the perception on each item is very good, good, bad or very bad relied on the score based on each item in the close-ended questionnaire. This section is to determine the classification of the students’ perception on each item.

 Maximum total score = the number of participants x maximum degree

= 55 x 4 = 220

 Minimum total score = the number of participants x minimum degree

= 55 x 1 = 55

 Range = (maximum total score – minimum total score) Degree

= (220 – 55) = 41.25 = 41 4

Based on the calculation, the classification of the students’ perception on each item was described below.

 55 – 95 : very bad perception  96 – 137 : bad perception  138– 179 : good perception  180 – 220 : very good perception

Based on the description, the participant had positive perception if his/her score was x, where 138≤ x ≤220 and the participant had negative perception if his/her score was x, where 55≤ x ≤137.

2. The Classification of Perception Based on Each Participant

The researcher tried to classify the perception of each participant from the total response of the close-ended questionnaire. The following classification tried to classify the perception based on the items in the close-ended questionnaire, both the perception of the Microteaching student as student and the perception of the Microteaching student as teacher. It is because in Microteaching class, the Microteaching students have two different roles, there are student-role and teacher-role during their teaching performance.

2.1 Microteaching student’s perception as student

The researcher classified the perception to determine the classification based on each participant’s perception as student.

 Maximum total score = the number of items x maximum degree

= 11 x 4 = 44

 Minimum total score = the number of items x minimum degree

= 11 x 1 = 11

 Range = (maximum total score – minimum total score) Degree

= (44 – 11) = 8.25 = 8 4

Based on the calculation, the classification of the Microteaching student’s perception as student was described below.

 11 – 18 : very bad perception  19 – 27 : bad perception  28 – 36 : good perception

 37 – 44 : very good perception

Based on the description, the participant had positive perception if his/her score was x, where 28≤ x ≤44 and the participant had negative perception if his/her score was x, where 11≤ x ≤27.

2.2 Microteaching student’s perception as teacher

The researcher determined the classification based on each participant’s perception as teacher.

 Maximum total score = the number of items x maximum degree

= 12 x 4 = 48

 Minimum total score = the number of items x minimum degree

= 12 x 1 = 12

 Range = (maximum total score – minimum total score) Degree (4)

= (48 – 12) = 9 4

Based on the calculation, the classification of the Microteaching student’s perception as teacher was described below.

 12 – 20 : very bad perception  21 – 29 : bad perception  30 – 38 : good perception  39 – 48 : very good perception

Based on the description, the participant had positive perception if his/her score was x, where 30≤ x ≤48 and the participant had negative perception if his/her score was x, where 12≤ x ≤29.

3. The Classification of Perception Based on The Total Response

The researcher tried to classify the perception of all participants by analyzing the total response score in the close-ended questionnaire. The classification was based on the total response score of all participants’ perception of their questioning skill performance, both as students and as teachers.

3.1 Microteaching student’s perception as student

The researcher calculated the total response score of participants’ perception as students to determine the classification of the perception based on the total response score.

 Maximum total score = the number of participants x the number of items x maximum degree

= 55 x 11 x 4= 2420

 Minimum total score = the number of participants x the number of items x maximum degree

= 55 x 11 x 1 = 605

 Range = (maximum total score – minimum total score) Degree

= (2420 – 605) = 453.75 = 454 4

Based on the calculation, the classification of the Microteaching students’ perception as students was described below.

 605 – 1059 : very bad perception  1058 – 1512 : bad perception  1513 – 1966 : good perception  1967 – 2420 : very good perception

Based on the description, the participants had positive perception if their score was x, where 1513≤ x ≤2420and the participant had negative perception if his/her score was x, where 605≤ x ≤1512.

3.2 Microteaching students’ perception as teachers

The researcher calculated the total response score of participants’ perception as teachers to determine the classification of the perception based on the total response score.

 Maximum total score = the number of participants x the number of items

x maximum degree

= 55 x 12 x 4 = 2640

 Minimum total score = the number of participants x the number of items x maximum degree

= 55 x 12 x 1 = 660

 Range = (maximum total score – minimum total score) Degree (4)

= (2640 – 660) = 495 4

Based on the calculation on the total response, the classification of the Microteaching students’ perception as teachers was described below.

 660 – 1154 : very bad perception  1155 – 1650 : bad perception  1651 – 2145 : good perception  2146 – 2640 : very good perception

Based on the description, the participant had positive perception if their score was x, where 1651≤ x ≤2640 and the participant had negative perception if their score was x, where 660≤ x ≤1650.

After the data in the close-ended questionnaire had been analyzed, the data of open-ended questionnaire then were analyzed by classifying the participants’ answers and also the researcher summarized the answers and drew the conclusion of the open-ended questions. Then, the researcher also explained the meaning of the results. After analyzing the questionnaires, the researcher took two students

from each class as samples to be involved in the focus group discussion. Its aim was to verify the students’ answer in the questionnaire. Next, the researcher made the transcript of the focus group discussion result. Then, the researcher made the summary based on the data collection. After that, the researcher analyzed the data and compared the answers with participants’ answers in the questionnaire. The purpose was to follow up and verify the questions in the questionnaire to gain more detailed information. So, the researcher then was able to draw a conclusion of the students’ perception. Finally, the researcher wrote the explanation from all the data.

F. Research Procedure

There were seven steps in conducting this research. They were planning, defining the population and sampling, asking permission, constructing the instruments, collecting the data, analyzing the data and reporting the data obtained.

1. Planning

The first step, the researcher defined the problems. It was found that the researcher needed to know the Microteaching students’ perception on their questioning skill performance in the English Education of Sanata Dharma University Yogyakarta. The researcher also tried to find a review of related literature. The literature was applied as the guidance of conducting the further research. This review of related literature was based on reading some relevant books and documents concerning the topic, problem determined and also research design.

21. The Microteaching students have to pay more attention to the feedback given by the lecturer and the observers and also review more about the questions’ grammar.

22. The Microteaching students need to pay more attention to the questions’ grammar.

23. The Microteaching students who acted as a teacher have to master the learning material so that they can make good questions in their teaching practice.

24. The Microteaching students should prepare the questions beforehand. 25. The Microteaching students should prepare the questions beforehand to

make sure that their questions are understandable.

26. The Microteaching students should write down the questions that they are going to ask then you can practice asking the questions.

27. The Microteaching students should practice using different types of questions.

28. The Microteaching students need to understand the students in order to implement a good questioning skill.

29. Te Microteaching students should master the learning material well, start from easy questions to difficult questions, and try more probing questions. 30. The Microteaching students should learn more on grammar and

vocabulary.

31. The Microteaching students have to ask questions related to the topic and the length of the teaching time also have to be considered when they want to ask questions.

32. Microteaching students should vary their questions.

33. The Microteaching students should prepare the questions beforehand. 34. The Microteaching students must vary their questions and also their

questions must help the students deepen their understanding on the learning material.

35. The Microteaching students have to review the grammar of their questions. 36. Microteaching students should vary the types of their questions.

37. The Microteaching students have to ask questions that are appropriate with their students’ English level.

38. The lecturer should give some explanation on how to implement a good questioning skill to the Microteaching students and give some feedback on their questioning skill performance.

39. Microteaching students should vary the types of their questions. 40. The questions given must relate to the learning material.

41. Microteaching students should vary the types of their questions. and adjust the questions to suit the students’ English ability.

42. The Microteaching students have to review the grammar of their questions. 43. The Microteaching students should be more attractive in giving the

questions.

44. The Microteaching students have to simplified their questions and prepare the questions beforehand.

45. The Microteaching students should practice more often.

46. The Microteaching students can try asking their students with various types of questions.

47. The Microteaching students should keep practice and learn more on grammar.

48. The Microteaching students need to increase the amount of opened-ended questions used in their teaching practice.

49. The Microteaching students need to prepare the questions that they want to ask to the students and also relate the questions to the material.

50. The Microteaching students need to adjust their questions to make the questions appropriate to the students’ English level.

51. The Microteaching students should pay attention to the grammar of their questions and the questions should relate to the learning topic.

52. The Microteaching students also need to direct their questions to particular students instead of asking the questions to the class all the time.

53. The Microteaching students should prepare the questions beforehand to avoid grammatical mistake and also vary their questions.

54. The Microteaching should learn more on grammar.

APPENDIX G

The Students’ Responses on the Focus Group Discussion

Microteaching student who acted as student in Microteaching class

1. Menurut kalian bagaimana penampilan questioning skill teman-teman kalian secara keseluruhan?

PARTICIPANT B : kalau menurut saya, kesusahan buat

pengembangan pertanyaan...misal kan ada macam-macam pertanyaan yang bisa ditanyakan.

Kemudian kita sebagai guru biasanya itu disarankan tidak untuk langung memberikan jawaban tetapi memberikan sebagai bentuk pertanyaan untuk menstimulus murid nya buat menjawab pertanyaan sedikit-sedikit tapi cenderungnya kita cenderungnya akan langsung memberikan jawaban daripada membuat pertanyaan lain karena takut kalimat nya susah dibandingkan pertanyaan sebelumnya. PARTICIPANT G : kalau sejauh saya tau, Kebanyakan teman-teman

memberikan pertanyaannya sudah baik dan membagikannya secara merata. Tetapi terkadang pertanyaan yang diberikan ada satu atau dua pertanyaan yang meleset.

PARTICIPANT C : Saya setuju dengan pendapat Participant G. Hanya saja menurut saya, Kalau kita nervous kita itu kita terlalu banyak berpikir kemudian juga jadi susah untuk membuat pertanyaan yang bisa bener semua grammar nya, jadi malah apa yang akan kita katakan itutidak tersampaikan ke students nya.

PARTICIPANT D : saya setuju dengan participant C secara keseluruhan sudah baik tetapi masih ada saja beberapa teman-teman yang memberikan pertanyaan nya ke murid yang bisa menjawab pertantanyaan nya.

Microteaching student who acted as teacher in Microteaching class

2. Bagaimana penampilan bertanya kalian menurut kalian per individu? PARTICIPANT B :Saya rasa saya sudah menerapkan questioning skill

dengan baik. Walaupun terkadang saya terlalu focus pada grammar saya tetapi saya mengatasinya

dengan menyiapkan kira-kira pertanyaan yg mau ditanyiin itu apa

PARTICIPANT D : Kalau saya merasa questioning saya sudah bagus karena saya belajar dari kesalahan-kesalahan terdahulu dr feedback yang ada dan juga dari penampilan teman-teman. Dari situlah saya belajar untuk meningkatkan questioning skill saya.

3. Apakah dalam memberikan pertanyaan kalian mengetahui tujuan dari pertanyaan yg anda tanyakan?

PARTICIPANT A :Ya, dalam mengajar saya mengetahui tujuan saya mengajukan pertanyaan seperti menarik perhatian siswa dan menilai pemahaman siswa dan juga membuat siswa tetap focus dalam pelajaran.

Suggestions

4. Apa saran yang ingin kalian berikan untuk meningkatkan penampilan bertanya teman-teman Mikroteaching?

PARTICIPANT C : Kita harus memperhatikanfeedback dosen dan teman-teman. Kita harus bisa belajar dari

pengalaman dari teman- teman sama pengalaman dari diri sendiri.

PARTICIPANT G : kita semakin bagus kalau kita banyak latihan menurut saya seperti itu. Itu karena saya mengalami betapa jelek nya saya mengajar pada awal-awal semester tapi dengan banyak nya latihan saya bisa tau salah nya dimana dan menjadi lebih baik. PARTICIPANT F : ya menurut saya lebih baik mahasiswa nya aktif

bertanya salah nya apa…bagaimana sebaiknya seperti itu.

PARTICIPANT E : Menguasai materi dengan baik. Dengan menguasai materi dengan baik guru bisa memberikan pertanyaan yang sesuai dengan materi yang ada dan membantu dalam mencapai learning objectives.

ii v ABSTRACT u t s e g n a

P ,Theresia.( 2013) .Students ’Percepito f no Thei rQuesitoningSkli l e c n a m r o f r e

P inMicroteachingClass .Yogyaka tra :EngilshLanguageEducaiton . y ti s r e v i n U a m r a h D a t a n a S , m a r g o r P y d u t S s i g n i h c a e t o r c i

M oneoft hecompulsorysubjectsi n theEngilsh Language . y ti s r e v i n U a m r a h D a t a n a S t a m a r g o r P y d u t S n o it a c u d

E I t involve s a rea l

o r s s a l

c om t eaching stiuaitonwhich allowst heMicroteaching studentst o pracitce ll i k s g n i n o it s e u Q . s ll i k s g n i h c a e t c i s a b e h t r e t s a m d n

a i sa par to fthe basic

e h t t a h t s ll i k s g n i h c a e

t Microteaching studentsneed t o maste .r Quesitoning skli l e r c d n a t s e t s e v l o v n

i ate knowledge in the student s in the teaching learning .s s e c o r p ) 1 ( : h c r a e s e r s i h t n i d e t n e s e r p s n o it s e u q h c r a e s e r e e r h t e r e w e r e h

T H ow i s

d e t n e m e l p m i ll i k s g n i n o it s e u

q ni Microteachingclassbyt hestudent swhoac ta sa r e h c a e

t ? (2)Wha ti sthestudents ’percepitono fthei rquesitonings killperformance n

i Microteaching class? (3)Wha ti s the students ’feedback to improve thei r n o it s e u

q ings killperformanceinMicroteachingclass? r e w s n a o t r e d r o n

I those three research quesitons ,the researche rused , n o it a v r e s b o o e d i v d e d r o c e r d e y o l p m e r e h c r a e s e r e h T . d o h t e m y e v r u S h c r a e s e r s i h T . s t n e m u rt s n i h c r a e s e r s a n o i s s u c s i d p u o r g s u c o f d n a e ri a n n o it s e u q n i d e t c u d n o c s a

w the Engilsh Language Educaiton Study Program o fSanata y ti s r e v i n U a m r a h

D .There were 55 Microteaching student swho were t aking the g n i h c a e t o r c i

M clas sin academic year 2011/2012 a sthe research sample.To see r e h c r a e s e r e h t , s s a l c g n i h c a e t o r c i M n i l li k s g n i n o it s e u q f o n o it a t n e m e l p m i e h t v d e d r o c e r e h t d e v r e s b

o ideo o f14 paritcipants ’ teaching performances . The g n i n o it s e u q r i e h t f o n o it p e c r e p ’ s t n e d u t s e h t w o n k o t d e y o l p m e s a w e ri a n n o it s e u q .s s a l c g n i h c a e t o r c i M n i e c n a m r o f r e p l li k

s The focu s group discussion wa s i d o t d n a t l u s e r e ri a n n o it s e u q e h t y fi r e v o t d e t c u d n o

c gou tmorei nformaiton .The a t a d e h t , s d r a w r e tf A . s e ir o g e t a c l a r e v e s o t n i d e if i s s a l c n e h t s a w d e n i a t b o a t a d w e r d n e h t r e h c r a e s e r e h T . d e t a l u g n a ir t e r e w s t n e m u rt s n i e e r h t e s o h t m o r f d e r e h t a g . h c r a e s e r s i h t f o s n o i s u l c n o c e h

T resul t o f the research showed tha tmos t o f the paritcipant shad e u q d o o g d e t n e m e l p m

i sitoning techniques ,such a sin driecitng and distirbuitng e

h

t i r quesitons , asking prompitng and probing quesitons , asking clea r and s n o it s e u q t n e r e h o

c ,giving pausing and pacing in asking quesitons .Beside ,s t hey t d a h o s l

a ired to implement no tonly lowe rorde rcogniitve quesiton sbu talso g n i h c a e t r i e h t n i s n o it s e u q e v it i n g o c r e d r o r e h g i

h performance .The paritcipant s m d n a e c n a m r o f r e p l li k s g n i n o it s e u q r i e h t f o n o it p e c r e p e v it i s o p d a h o s l

a os toft he

y a p , s n o it s e u q r i e h t y r a v s t n e d u t s g n i h c a e t o r c i m e h t d e d n e m m o c e r s t n a p i c it r a p e h t o t n o it n e tt a e r o

m grammar o fthei rquesitons and prepare the quesitoning . e n il e d i u g ll i k s g n i n o it s e u q , n o it p e c r e p : s d r o w y e

ii i v K A R T S B A u t s e g n a

P ,Theresia.( 2013) .Students ’Percepito f no Thei rQuesitoningSkli l e c n a m r o f r e

P inMicroteachingClass .Yogyaka tra :ProgramStud iPendidikan . a m r a h D a t a n a S s a ti s r e v i n U , s ir g g n I a s a h a B g n i h c a e t o r c i

M merupakan salah satu mata kuilah waijb d i prod i

. a m r a h D a t a n a S s a ti s r e v i n U i d s ir g g n I a s a h a B n a k i d i d n e

P Microteaching

n a r a j a g n e p i s a u ti s n a k t a b il e

m kela snyata yang membeirkan kesempatan bag i a

w s i

s Microteaching belraith dan menguasa i kemampuan-kemampuan dasa r m a l a d n a i g a b u t a s h a l a s n a k a p u r e m a y n a tr e b n a u p m a m e K . r a j a g n e m m a l a d n a u p m a m e

k -kemampuan dasa rdalam mengaja ryang haru sdikuasa ioleh siswa

g n i h c a e t o r c i

M . Menguj idan menciptakan pengetahuan pada siswadalam prose s n a i g a b n a k a p u r e m r a j a g n e m r a j a l e

b dar iKemampuanbetranya.

a n a m i a g a B ) 1 ( :i n i n a it il e n e p m a l a d i j a k i d g n a y h a l a s a m n a s u m u r a g it a d A s a l e k i d n a k p a r e ti d a y n a tr e b n a u p m a m e

k Microteaching oleh para mahasiswa u r u g i a g a b e s n a r e p r e b g n a

y ? ( 2) Apa persepsi p ara mahasiswa terhadap m e k n a li p m a n e

p ampuan betranya mereka d i kela s Microteaching? )( 3 Apa

k c a b d e e

f yang dibeirkan oleh para mahasiswa untuk meningkatkan penerapan a y n a tr e b n a u p m a m e

k merekad ikela sMicroteaching?

n a k a n u g n e m i ti l e n e P , t u b e s r e t n a a y n a tr e p a g it e k b a w a j n e m k u t n

U metode

i e v r u

s .Peneilit menggunakan observas ivideo rekaman ,kuisioner ,dan diskus i h a r a r e t k o p m o l e

k sebaga i insrtumen t peneilitan. Peneilitan in i d liakukan d i a t a n a S s a ti s r e v i n U , s ir g g n I a s a h a B n a k i d i d n e P i d u t S m a r g o r

P Dharma. Sample

g n a y a w s i s a h a m 5 5 h a l a d a n a it il i n e

p sedang mengambi l matakuilah

g n i h c a e t o r c i

M tahun ajaran 2011/2012 . Penelti i mengamat i video rekaman n a u p m a m e k n a p a r e n e p t a h il e m k u t n u n a p i s it r a p 4 1 h e l o n a k u k a li d g n a y r a j a g n e m s a l e k i d a y n a tr e

b Microteaching .Kuisione rdigunakanuntuk mengetahu iperseps i siswaMicroteaching terhadap penamp lian kemampuan betranyamereka. Diskus i

h a r a r e t k o p m o l e

k dliakukan untuk membukitkan hasi lkuisione rdan menggal i i d a j n e m n a k i s a k if i s a l k i d l u p m u k r e t g n a y a t a d , n a i d u m e K . i s a m r o f n i k a y n a b h i b e l ti h a l e t e S . ir o g e t a k a p a r e b e

b u ,Data dar ikeitga insrtumen dti irangulasikan dan .i n i n a it il e n e p i r a d n a l u p m i s e k l i b m a g n e m u l a l it il e n e P

Hasi l peneilitan menunjukan bahwa sebagian besa r paritsipan sudah k i n k e t n a k p a r e n e

m -teknik betranya dengan baik ,sepetr idalam pengarahan d an n a r a b e y n e

p petranyaan , menanyakan petranyaan prompitng dan probing , , n e r e h o k n a d s a l e j g n a y n a a y n a tr e p n a k a y n a n e

m pausing nd a pacing .Selain tiu , a y n a h k a d it n a k a n u g g n e m k u t n u a h a s u r e b h a d u s a g u j a k e r e

m lower-orde r

s n o it s e u q e v it i n g o

c tetapij ugahigher- ro de rcogniitvequesitons dalam mengaja.r p a d a h r e t f it i s o p g n a y i s p e s r e p i k il i m e m a g u j n a p i s it r a p a r a

P penamplian

a k e r e m a y n a tr e b n a u p m a m e

k dan sebagian besa rparitsipan menyarankan untuk n a a y n a tr e p i s a ir a v m e

m -petranyaan mereka ,lebih memperhaitkan grammar dar i n a a a y n a tr e

p merekadanmempersiapkandatfa rpedomanpetranyaan. a y n a tr e b n a u p m a m e k , i s p e s r e p : s d r o w y e