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
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
Presented as Partial Fulfillment of the Requirements
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
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.
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
CHAPTER II. REVIEW OF RELATED LITERATURE………. 8
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
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
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
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
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
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
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
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
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
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)
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
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
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
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
(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
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?
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 &
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.
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’
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
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
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
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
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
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
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
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
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
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
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
∑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
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
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
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
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
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
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
