Sukur, Nirmala Kusuma Dewi. (2016). An analysis on women language features and teachers’ questions in Micro Teaching Class. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education Sanata Dharma University.
The researcher analyzed women language features and teachers’ questions that are expressed by female teacher trainers of class A 2014/2015 in Micro Teaching Class. The researcher conducted the study on women language features for a research, which showed female teachers’ impact to the student’s achievement in language class. Types of teachers’ questions were also identified due to the importance of questioning skill as one of the basic competences of teaching skills.
There were two research problems in this study: (1) What women’s language features are expressed in Micro Teaching Class? (2) What types of teachers’ questions occur in Micro Teaching Class? In order to answer those two research questions, the researcher applied theory of Lakoff (1975 & 2004) on women language features and theory of Richard & Lockhart (1996) on types of teachers’ questions.
This research used qualitative research in which document analysis was used in conducting the research. The researcher was the main instrument to collect the data needed. Teaching performance videos of 12 participants were also used.
The researcher discovered seven women language features as proposed by Lakoff that were expressed by female teachers in Micro Teaching Class. They were hedges and fillers, intensifiers, raising intonation, super polite forms, tag questions, hypercorrect grammar and lack of humor. On the other hand, the researcher did not find the other features such as empty adjectives, precise color and direct quotation. For the second problem, the researcher found three types of teacher’s question which were stated by the female teachers. They were procedural questions, convergent questions and divergent questions.
Sukur, Nirmala Kusuma Dewi. (2016). An analysis on women language features and teachers’ questions in Micro Teaching Class. Yogyakarta: Pendidikan Bahasa Inggris, Jurusan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Penelitian ini menganalisa ciri-ciri bahasa perempuan dan tipe-tipe pertanyaan guru yang dilakukan oleh guru perempuan di kelas Micro Teaching pada tahun ajaran 2014/2015. Peneliti mengadakan penelitian terhadap ciri-ciri bahasa perempuan secara khusus yang terjadi pada guru-guru perempuan karena beberapa penelitian sebelumnya menunjukan adanya pengaruh guru perempuan terhadap perkembangan pembelajaran murid di kelas bahasa. Pada partisipan yang sama, peneliti juga meneliti tentang tipe-tipe pertanyaan yang digunakan guru perempuan selama mengacu pada pentingnya kemampuan bertanya bagi seorang calon guru.
Dalam penelitian ini, ada 2 masalah berbeda yang diangkat: (1) Apa saja ciri-ciri bahasa perempuan yang ditunjukan oleh guru perempuan di kelas Micro Teaching? (2) Apa saja tipe-tipe pertanyaan yang diajukan guru di dalam kelas Micro Teaching? Untuk menjawab dua permasalahan ini, peneliti menggunakan teori Lakoff (1975 & 2004) dan teori dari Richard & Lockhart (1996).
Penelitian ini adalah penelitian kualitatif dengan analisa dokumen sebagai landasan penelitian. Untuk mengoleksi data, instrumen utama adalah peneliti sendiri dan juga menggunakan hasil rekap video dari 12 partisipan selama mengajar.
Peneliti menemukan tujuh ciri bahasa perempuan yang diekspresikan oleh partsipan selama mengajar. Ciri-ciri ini adalah hedges dan fillers, intensifiers, raising intonation, super polite forms, tag questions, hypercorrect grammar dan lack of humor. Tiga ciri lainnya yaitu empty adjectives, precise color dan direct quotation tidak ditemukan. Pada permasalahan kedua, peneliti menemukan tiga tipe pertanyaan guru yaitu procedural questions, convergent questions dan divergent questions.
AN ANALYSIS ON WOMAN LANGUAGE FEATURES
AND TEACHERS’ QUESTION IN MICRO TEACHING CLASS
AT SANATA DHARMA UNIVERSITY
ASARJANA PENDIDIKANTHESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Nirmala Kusuma Dewi Sukur Student Number: 121214179
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
AN ANALYSIS ON WOMAN LANGUAGE FEATURES
AND TEACHERS’ QUESTION IN MICRO TEACHING CLASS
AT SANATA DHARMA UNIVERSITY
ASARJANA PENDIDIKANTHESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Nirmala Kusuma Dewi Sukur Student Number: 121214179
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
vi
ABSTRACT
Sukur, Nirmala Kusuma Dewi. (2016). An analysis on woman language features and teachers’ questions in Micro Teaching Class. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education Sanata Dharma University.
The researcher analyzed women language features and teachers’ questions that are expressed by female teacher trainers of class A 2014/2015 in Micro Teaching Class. The researcher conducted the study on women language features for a research, which showed female teachers’ impact to the student’s achievement in language class. Types of teachers’ questions were also identified due to the importance of questioning skill as one of the basic competences of teaching skills.
There were two research problems in this study: (1) What women’s language features are expressed in Micro Teaching Class? (2) What types of teachers’ questions occur in Micro Teaching Class? In order to answer those two research questions, the researcher applied theory of Lakoff (1975 & 2004) on women language features and theory of Richard & Lockhart (1996) on types of teachers’ questions.
This research used qualitative research in which document analysis was used in conducting the research. The researcher was the main instrument to collect the data needed. Teaching performance videos of 12 participants were also used.
The researcher discovered seven women language features as proposed by Lakoff that were expressed by female teachers in Micro Teaching Class. They were hedges and fillers, intensifiers, raising intonation, super polite forms, tag questions, hypercorrect grammar and lack of humor. On the other hand, the researcher did not find the other features such as empty adjectives, precise color and direct quotation. For the second problem, the researcher found three types of teacher’s question which were stated by the female teachers. They were procedural questions, convergent questions and divergent questions.
vii
ABSTRAK
Sukur, Nirmala Kusuma Dewi. (2016). An analysis on woman language features and teachers’ questions in Micro Teaching Class.Yogyakarta: Pendidikan Bahasa Inggris, Jurusan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Penelitian ini menganalisa ciri-ciri bahasa perempuan dan tipe-tipe pertanyaan guru yang dilakukan oleh guru perempuan di kelas Micro Teaching pada tahun ajaran 2014/2015. Peneliti mengadakan penelitian terhadap ciri-ciri bahasa perempuan secara khusus yang terjadi pada guru-guru perempuan karena beberapa penelitian sebelumnya menunjukan adanya pengaruh guru perempuan terhadap perkembangan pembelajaran murid di kelas bahasa. Pada partisipan yang sama, peneliti juga meneliti tentang tipe-tipe pertanyaan yang digunakan guru perempuan selama mengacu pada pentingnya kemampuan bertanya bagi seorang calon guru.
Dalam penelitian ini, ada 2 masalah berbeda yang diangkat: (1) Apa saja ciri-ciri bahasa perempuan yang ditunjukan oleh guru perempuan di kelas Micro Teaching? (2) Apa saja tipe-tipe pertanyaan yang diajukan guru di dalam kelas Micro Teaching? Untuk menjawab dua permasalahan ini, peneliti menggunakan teori Lakoff (1975 & 2004) dan teori dari Richard & Lockhart (1996).
Penelitian ini adalah penelitian kualitatif dengan analisa dokumen sebagai landasan penelitian. Untuk mengoleksi data, instrumen utama adalah peneliti sendiri dan juga menggunakan hasil rekap video dari 12 partisipan selama mengajar.
Peneliti menemukan tujuh ciri bahasa perempuan yang diekspresikan oleh partsipan selama mengajar. Ciri-ciri ini adalah hedges dan fillers, intensifiers,
raising intonation, super polite forms, tag questions, hypercorrect grammar dan
lack of humor. Tiga ciri lainnya yaitu empty adjectives,precise color dan direct quotation tidak ditemukan. Pada permasalahan kedua, peneliti menemukan tiga tipe pertanyaan guru yaitu procedural questions, convergent questions dan
divergent questions.
viii
ACKNOWLEDGEMENTS
It will be the most amazing chance for me to express my deepest gratitude to all people who have been supporting and facilitating me in accomplishing this thesis. The first place is addressed to My Jesus ChristandMother Maryfor all the blessings given to me.
For the beneficial feedback, encouragement and patience, I would like to express my gratitude to a warm-hearted lecturer Ibu Carla Sih Prabandari, S.Pd., M.Hum, who is willing to spend her precious time for the dedication to help her students’ development. I particularly appreciate her detailed corrections. I also thank Mbak Dani for giving me a hand in administrative matters. I would also like to address my gratitude to Ibu Yuseva Ariyani Iswandari, S.Pd., M., Ed,who had permitted me to conduct data from her Micro Teaching Class.
I am immeasurably grateful to my beloved parents, Bapak Simon Sukur
and Ibu Magdalena Manul who have been supporting me by all the prayers, affection, guidance and their listening skill. I would also like to say thanks for my two best brothersFillemon Jessico Surya LemonandViligius Purnama Sukur,
who are always be here to cheer me up during the completion of this thesis.
ix
Hasrat and Francisca Bogos who have been here since the first time I came to Yogyakarta until I finished doing this thesis. Sincerely I would like also say thanks to my kind-hearted proofreaders Patricia Vania Septhine, Aloysia Berlindis Lazar, Andre Ivan, Valentinus Doni Wicaksono, Klaudius Sel Rondos and Klaudius Jemly Naban who helped me a lot in giving suggestions to my thesis.
Many thanks are also addressed to PBI Class F who tell me how to believe in my own skill. I appreciate your willingness for being my second home when the weather is getting cold and the world is getting rude. Thanks for not discriminating me even when Javanese language is my hardest part to be learned. My gratitude is sent to An, Ijen, Nancy, Maya, Viani andIntanwho know well how to cheer me up, also Elfridus Berchmnmans Ngabur who completely makes me laugh every day and my personal healthy companion Jefrin Haryanto
who likes to listen to all my complaints. Bunch of hugs are given to Maria Rosdewi Taeteti andAsti Taeteti who listened to my worries for 24 hours each day. They are my favorite places to end a night and start a day. There are other people whom I cannot mention individually, but surely this thesis could not be completed without their hands. May God bless them all.
x
TABLE OF CONTENTS
Page
TITLE PAGE...i
APPROVAL PAGE... ii
STATEMENT OF WORK’S ORIGINALITY...iv
PERNYATAAN PERSETUJUAN PUBLIKASI...v
ABSTRACT...vi
ABSTRAK... vii
ACKNOWLEDGEMENTS... viii
TABLE OF CONTENTS...x
LIST OF TABLES... xiii
CHAPTER I. INTRODUCTION A. Research Background...1
B. Research Problem...5
C. Problem Limitation ...5
D. Research Objective...6
E. Research Benefits ...6
F. Definition of Terms...8
CHAPTER II.REVIEW OF RELATED LITERATURE A. Theoretical Description...9
1. Women’s Language ...9
a. Lexical Hedge or Filler ...10
b. Super Polite Forms ...10
c. Tag Questions...11
d. Raising Intonation...12
xi
f. Precise Terms ...12
g. Intensifiers ...13
h. Direct Quotations...13
i. Hypercorrect Grammars ...13
j. Lack of Humor...14
2. Teacher’s Question...15
a. Procedural Question ...16
b. Convergent Question...17
c. Divergent Question ...18
B. Theoretical Framework ...18
CHAPTER III RESEARCH METHODOLOGY A. Research Method...20
B. Research Setting...21
C. Research Participants ...21
D. Research Instrument and Data Gathering Techniques...22
1. Human Instrument ...22
2. Video of Micro Teaching students in 2012 ...22
E. Data Analysis Technique ...23
F. Research Trustworthiness ...25
G. Research Procedure...25
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Woman Language Features in Micro Teaching Class ...27
1. Hedges and Fillers ...28
2. Intensifiers ...30
3. Raising Intonation...31
4. Super Polite Forms ...32
5. Tag Questions...33
6. Hypercorrect Grammar...34
xii
B. Types of Teacher’s Questions occur in Micro Teaching Class....35
1. Procedural Questions...36
2. Convergent Questions...38
3. Divergent Questions ...39
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions...41
B. Recommendations...42
1. Recommendations for English Language Department...42
2. Recommendation for future Teachers ...42
3. Recommendations for future Researchers...43
REFERENCES...45
APPENDICES...47
A. List of Women Language Features in Micro Teaching Class...47
xiii
LIST OF TABLES
Page
Table 3.1 Hedges...23
Table 3.2 Teachers’ questions ...23
Table 3.3 Findings on woman language features in Micro Teaching Class ...24
Table 3.4 Types of teachers’ questions ...23
Table 4.1 Findings on woman language features in Micro Teaching class ...27
1
CHAPTER I INTRODUCTION
This chapter is an introductory part. It is divided into six sections which are research background, research problems, problem limitation, research benefits, research setting and definition of terms.
A.Research Background
Communication and language are two components which cannot be separated from human being. “Language is a tool of communication while human intelligence is the result of the accelerated growth and unusual size of human brains” (Bekerton, 1945, p. 14). It means that language is a medium used to communicate one another. Since it is used by human being, language has a relation with society. Taglimonte (2012, p. 24) states that “any study of language implicates a social connection because without it human component language itself would not exist”. Human need language to help them in communicating while language needs people as the users.
saying hell or damned while women tend to say my Goodness to express disappointment (p. 14). In another example, Fishman (1978, p. 12) argues that “women are more likely to make speech or sentences which boost listeners’ response and more actively engaged in insuring interaction than the men” (p. 404). Those researches indicate that gender is a big factor of the language style.
The selection of female gender as the respondents is supported by some research on female teacher’s potential effect toward students’ achievement in learning. Chudger and Sanker (2008) find that “being in a female teacher’s classroom is advantageous for language learning but teacher’s gender has no effect on mathematics learning” (as cited in Robert, et al., 2013, p. 122). Since female teachers have beneficial impact especially to language learning process, the researcher is interested to conduct the research only for female teacher trainers.
“Pada 2015 Program Studi Bahasa Inggris Sanata Dharma menjadi program unggulan dalam bidang pendidikan calon pengelola pembelajaran Bahasa Inggris yang profesional, cerdas, humanis, bermartabat, dan berkarakter yang kuat sebagai pendidik”
[In 2015, English Language Education Study Program of Sanata Dharma becomes a prominent program in the field of education of English learning organizer candidates who are professional, intellectual, humanistic, dignified, and having good characteristics as educators]
This vision shows that ELESP trains its students to be able to use and share English language well. In order to reach this vision, the ELESP as the part of education faculty also provides Micro teaching course. Dwigth Allen (1967, p. 12) explains that Micro Teaching has three goals for future teachers. The first is to make sure that the future teachers have the real teaching experiences. The second is to help students’ development on teaching before they are placed in the real school. The third is to acknowledge students’ basic teaching skill to be skillful future teachers.
in Shishavan & Sadeghi, 2009, p. 132). Furthermore, this research concerns on the participants’ linguistic aspect.
B. Research Problem
The researcher conducts two research problems as the focus on the study. The research problems are:
1. What are women language features expressed by female teachers in Micro Teaching Class A batch 2012?
2. What types of teacher’s questions occur in Micro Teaching Class A batch 2012?
C. Problem Limitation
This research was conducted in ELESP of Sanata Dharma University. The participant of this research is one class, focusing on class A of Micro Teaching class 2014/2015. Specifically, the research was conducted to teaching records of 12 female students in Micro Teaching Class A.
D.Research Objectives
The first research problem is aimed to analyze woman language features in Micro Teaching Class based on the theory of Lakoff. The result of this research is expected to discover the features that are used by the female teachers in Micro Teaching Class. The second, this study is also conducted to analyze types of teacher’s questions in Micro Teaching class.
E. Research Benefits
This study provides some benefits for the lecturers of Micro Teaching class, teacher trainers in Micro Teaching class, English Language Education Study Program Department and future researchers.
1. Lecturers of Micro Teaching Class
Lecturers of Micro Teaching Class are responsible to the teacher trainers’ development on teaching skill. They guide the students to have better teaching performance during the practice in a whole semester. This research is beneficial for the lecturers of Micro Teaching class to give some suggestions for teacher trainers on using classroom language especially type of questions in their teaching practice performances.
2. Teacher Trainers in Micro Teaching Class of ELESP
features that they express and the message of each feature in their teaching performances. Furthermore, it will help the future teachers to achieve a better teaching skill before it is implemented in the real school.
3. English Language Education Study Program Department
In addition preparing Micro Teaching students to have better performance on teaching, this research is also expected to help English Department in suggesting the learning material that might be included in Micro Teaching class. Then, the teacher candidates do not only learn about creating a good lesson plan, teaching method, gesture and etc but also get some knowledge on classroom language such as questioning. At the same time, it also contributes reference on how sociolinguistic happens in the real situation of English Language Education Study Program Department.
4. Future Researchers
F. Definition of Terms
The researcher likes to define some terms related to this research which are:
1. Women’s Language
Lakoff (1975) states that women’s language is both language used to describe women and language typically used by woman. In this research, the respondents are female students who teach English subject using English language as the medium of instruction.
2. Micro Teaching
McLaughlin & Moulton (1971) state that Micro Teaching is a performance training method designed to isolate the component part of teaching process, so that the trainee can master each component one by one in a simplified teaching situation. English Language Department facilitates the students through micro teaching course to practice and improve their teaching skill as the preparation for PPL. The performances are all recorded to be regarded as self-evaluation for the performers.
3. Teacher’s Question
9
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter supports the researcher in reviewing the theories underlying and related to the research. There are two parts provided in this chapter, namely theoretical description and theoretical framework. Theoretical description provides theories that underlie the research as the supporting theories to do this research while theoretical framework provides the theories used by the researcher in underlying and relating to the answers of research questions in this research.
A. Theoretical Description
The theoretical description consists of two parts, namely theories on (1) Women Language Features and (2) Teacher’s questions.
A. Women’s Language
Lakoff, in 1975 through her book entitled “Language and Woman’s Place” finds ten types of Woman Language Features (p. 53).
a. Lexical hedges or fillers
According to Lakoff (1975), women like to use hedges of various kinds. Lakoff defines hedges lexical as words that convey sense of women’s uncertainty about what she is saying. In detail, she explains four different types of Hedges. The first is to express uncertainty such as you know, well, kind of. The second type is to sake the politeness as in hedge sort of. The next type is to express speakers’ truth of statement to attach listeners’ attention for example you know. The last is an introduction to declarations or question for example in hedges I wonder, I guessandI think. The hedgeI guessshows impression that the speaker feels inferior (Lakoff, 2004, p. 79). Furthermore, Holmes (2001) classifiessort of
andkind ofto be hedges while meaningless particle such aswell, you know, you see and some pause fillers such as uh, um and ah to be fillers (p. 103). In Holmes’ categorization, it can be seen that filler is rather about meaningless particle such as well, you see and the same category as “pause fillers” such as
uh,um,andah.
b. Super polite forms
this feature because a request does not ask the addressee for force but rather suggests something to be done as willingness and favor.
Sometimes, women are afraid of their image in society in which women are not supposed to use taboo words or strong swear. So, they prefer to make it finer. “Women are supposed to be particularly careful to say “please” and “thank you” (p. 55). Lakoff says that the more particles in a sentence that reinforce the notion that it is request, rather than an order, the politer the result. As the illustration, she attaches examples happened in some simple requests and compound requests such aswill you close the door?andwill you please close the door?.
c. Tag question
Lakoff also argues that women change the statement into a question to avoid the tone of forcing. Tag questions which are added to the end of a statement, do not change the statement, although they seek confirmation. In this sentence John is here, isn’t he?. The speaker has already predicted the response but she needs confirmation by the addressee.
For example I have a new boyfriend. Here is the photo. He is handsome, isn’t he?.
d. Rising intonation on declaratives
Lakoff argues that women tend to raise their intonation at the end declarative sentence. Statements are made, but “using the rising inflectional typical of a yes/no question” (p. 17). That sounds like a good thing to do? Oh…around six o’clock?.Grammatically, the form of these two sentences is statement but women raise the intonation at the end of the statement which at the same time it will either seeking for confirmation or sounds unsure.
e. Empty adjectives
Lakoff suggests that out of the wide range of adjectives used in expressing approval or admiration, many are strongly marked as feminine (Talbot, 2010). Adjectives such as charming, adorable, divineare classified into this category. Lakoff says that women use over-the top emphasis because they anticipate not being taken seriously. Adjectives are applied to soften and add friendly elements to the sentence, although they do not add any particular meaningful content. What a charming and sweet young man you are! The word
sweet can be omitted because it has no particular meaning since there is already
charming word which has almost the same meaning tosweet.
f. Precise terms
Precise terms such as magenta and also how women describe a jacket as
application. Lakoff concludes that from a man’s point of view such fine distinctions are trivial and beneath their notice. Rather than simple language, vocabulary is extended to use descriptive language. Women describe or name something on a detail description. The walls should be cerise, with a royal blue tracer.Instead of straightly saying “blue” in that sentence, women tend to picture it on detail by addingroyalandtracer.
g. Intensifiers
According to Lakoff (1975), women use some intensifiers on their speeches to state how strong their feeling is (para. 55). They feel it strongly but they do not want to show how strong it is. I like him very much or I like him so much are to express that the girl likes the boy in a great extent. The word very, reallyandsoare the intensifiers.
h. Direct quotations
The words that people said are often quoted, even quoting people who quote other people. Then she said that he said, "I won't do it." So I said, "Why not?" Women like to quote what other people say to them. Lakoff argues that this feature is expressed by them in purpose to avoid misunderstand on another’s idea. Woman explains the real situation.
i. Hypercorrect Grammar
example occurs when the women tend to sayI will rather than say I’ll. Women tend to speak grammatically correct.
j. Lack of humor
This feature is in which women are not used to talk humorous things. They are really careful to image in society. Women do not like to be seen unserious. They want to show that their existences are also worth as men. This feature indicates their social status in society. They also want to be listened when they speak their mind up.
Coates (2004) also did research on women’s language features. He explains that there are four features which are typically female (as citied in Sofie Jakabsson, 2010, p. 4). The first is hedges. Adding the idea of Lakoff, Jenifer Coates explains that the use of hedges as the first feature is not only as a sign of weakness. Coates adds that hedging device can be scrutinized evaluative others. In tag question case, Coates says that women like to use tag question rather than men which are divided into modal tags and affective tags (2004, p. 90). The next feature is minimal responses. In mixed conversations, women tend to express minimal responses to support men (Coates, 2004, p. 87). The last that is stated by Coates (2004) is questions.
“research findings so far suggest that women use interrogative forms more than men and that this may reflect women’s relative weakness in interactive situation : they exploit questions in order to keep conversation going” (p.93).
for hedging or reducing the force of an utterance,’ such as fillers, tag questions and rising intonation on declaratives. He names those features as hedging devices. The second is features which may boost or intensify a proposition’s force (p. 287), such as emphatic stress and intensifiers. He names these features as boosting.
B. Teachers’ Questions
Communication in a setting of classroom is unique for its linguistics form used which is simultaneously the aim of a lesson and the means of achieving those aims (Walsh, 2006, p. 3). To achieve the aims of lesson, the features of classroom discourse cannot be seen as unimportant things. Since the setting is in the classroom, teacher always deals with those features during the learning process.
Walsh (2006, p. 8) classifies teacher’s questions into two types of questions. They are display and referential questions. Display question is identified as teacher’s questions in which the teacher has already known the answer. For example what is the past tense of go?. Referential question is the opposite of display question. This kind of question is stated when the teacher has no idea with the students’ answer. In this case, Walsh argues that referential question in general seek for short response from the students for example do you have any brother or sister?.
Chair and Kovac (1981) explain that the question that is done by teachers is different compared to another occupations such as medicine, law which require questionings as the part of practitioner (para. 12). They narrow down the classification of teacher’s question into one type of question which is named known information questions. Known information question has a same idea with what Walsh names as display questions which means that teachers ask question which they are already known the answer. Chair and Kovac in detail divide known information questions into two types. The first is the question which may have only one correct answer for examplewhat’s the capital of Illinois? Or when did Columbus discover America? The second is the question in which teachers constitutes a correct response. For examplewhat’s a word begins with D?There is more than one possibility answer of this question. It can bedog, dust, etc.
questions (p. 185). They are procedural questions, convergent questions and divergent questions.
a. Procedural Questions
Procedural questions are the questions which has no relation to the students’ mastering to the content of learning. This type of question are used when the teachers wants to do classroom procedures or routine (p. 186). Here are the examples of procedural questions stated by Richard and Lockhart:
i: Did everyone bring their homework?
ii:Do you all understand what I want you to do?
iii: Can you read what I have written on the blackboard?
Those three questions have nothing to do with the content of learning. The first example is a question when the teacher only wants to check students’ learning preparation. The second question is used when the teacher checks whether the students understand the instruction given or not while in the last example, the teacher asks for students’ willingness to do something for the class. “Procedural questions have a different function from questions designed to help students’ master the content of a lesson” (Richard and Lockhart, 1996, p. 186).
b. Convergent Questions
which has short answer or short statement. The third is not to encourage students’ high-level thinking. The last is that recalling previous presented information (p. 186). Convergent questions can be used for example when the teacher leads the students into the topic that they are going to learn.
i: How many of you have a personal computer in your home? ii :What do you mainly use it for?
iii: What is the difference between software and hardware?
Questions i and ii are stated as introductory questions before the teacher explains learning materials about the effect of computers on everyday life while question iii is stated to recall student’s previous information about the topic.
c. Divergent Questions
Divergent questions are the opposite of convergent questions. They require students to engage in higher-level thinking. This type of question requests the students to provide their own information or point of view in certain topic rather than short answer or short statement. The following questions are the examples of divergent question.
i : How would businesses today function without computers?
B. Theoretical Framework
This study is conducted to answer two research problems namely 1) What are women language features express by the female students in Micro Teaching Class? and 2) What types of teacher’s question occur in Micro Teaching Class?
In order to answer the first research question, the researcher employs theory of women language features proposed by Lakoff (1975).This theory is used to see the women language features that are expressed by female teachers during the teaching training process. Lakoff’s theory is selected since Lakoff (1975) is the first female researcher who invented the women language features. Specifically, the classification of hedges and fillers which are stated by Holmes (2001) is chosen as the supporting theory for the analysis on the first feature, lexical hedges.
20
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher discusses the method that is used in this research. This chapter consists of six parts. Those parts are research method, research setting, research participants, research instruments and data gathering techniques, data analysis technique and research procedure.
A. Research Method
This research is a qualitative research. Qualitative research is an approach that allows readers to examine people’s experiences in detail by using specific approach of research method such as in-depth interview, focus group discussion, observation, content analysis, visual method and life histories or biographies (Hennink & Bailey, 2011). The data were collected from a real situation in the class. The needs of detail information such as in what time the respondent pronounced some certain words showed that qualitative research is the most appropriate method. Qualitative data consists of detailed description of situations, events, people, interactions, and observed behaviors; direct quotations from people about their experiences, attitudes, beliefs, and thoughts; and excerpts or entire passages from documents, correspondence, records and case histories (Patton, 1980).
state that discourse data includes spoken and written texts. Stark and Trinidad (2007) add that discourse analysis concerns on the language use. The researcher conducted a discourse analysis to study the feature of woman language features and types of teachers’ questions using the utterances that were collected from the videos. Both of these two problems identify language use in classroom setting.
B. Research Setting
The setting of this research was in English Language Education Study Program Department of Sanata Dharma University. This research was conducted in Micro Teaching class A batch 2012. The participants were 12 female teacher trainers. Each of them practiced one section of teaching practice. The time allocation for each participant was 25 minutes.
C. Research Participants
D. Research Instruments and Data Gathering Techniques
1. Human Instrument
Human instrument is the main instrument of this research. Lincoln & Guba (1985) define human instrument as uniquely qualify the human being as the instrument of choice for naturalistic inquiry (p. 193). The researcher is considered as the main instrument of this research since the data were collected by her. The researcher had two roles which were to collect and analyze the data.
2. Video of Micro teaching students in 2012
Table 3.1 Hedges
Hedges
No Participant Number of Case Time Situation
1 T1
In order to answer the second problem, the researcher gathered the data using table 3.2
Table 3.2
No Participant Number of Case Form of Questions Time Situation
E. Data Analysis Techniques
Miles and Huberman (1984, p. 15) explain that there are three steps in analyzing qualitative data. They are data reduction, data display and conclusion drawing or verification.
researcher collected utterances of first research problem. Then, the researcher collected utterances for the second research problem. So, in this step, the researcher analyzed the data using tables as the tool.
Table 3.3 Women Language Features in Micro Teaching Class
No Woman Language Features Number of Utterances
1 Hedges & Fillers 2 Intensifiers
3 Raising Intonation
4 Precise Terms
5 Empty Adjective
6 Direct Quotations
7 Super Polite Forms
8 Tag Questions
9 Hypercorrect Grammar
10 Humor
To analyze the second research problem, the researcher used table 3.4:
Table 3.4
No Types of Question Number of Questions
1 Procedural Questions
2 Convergent Questions
Data display is an organized assembly of information that permits conclusion drawing and action taking (p. 21). The researcher displays the data in a form of text. The detail explanation of the result was presented in a form of descriptive text.
According to Miles and Huberman (1984, p. 22), conclusion drawing is the third stream of analysis activity. The researcher had some discussion with colleagues to develop inter-subjective consensus. So then, the result of the research is not only the researcher’s point of view. Then, it also verified by the process of verification. In this step, the researcher drew the conclusion or the result of analysis and then verified it by giving the result back to the participants to be read.
F. Research Trustworthiness
The researcher used member-check to have the respondents’ validation and improve the accuracy of the research. The result of this research was not only the researcher’s point of view but also the respondents’ point of view. The researcher also strengthens research trustworthiness by giving the result of researcher’s interpretation to the lecturer who taught in Micro Teaching class A batch 2012.
G. Research Procedure
1. Formulating research questions
Before conducting the research, the researcher found the topic of the research and formulated research problems. The researcher focused on two different problems which were women language and teachers’ questions.
2. Reading the materials
After formulated the research problems, the researcher found, read and selected the theory related to the research problems.
3. Asking for permission
The third step was asking for permission to get the videos from Micro Teaching laboratory since the data are in Micro Teaching Class.
4. Watching the videos.
The researcher watched the videos. It took more than once to watch the videos and understood the contents.
5. Collecting the utterances.
The researcher collected the utterances needed from the video based on the time and the situation of the class.
6. Classifying the utterances.
After that, the researcher classified the utterances for the first research question used table 3.3. For the second research question, the researcher classified the utterances based on the theory of teachers’ questions.
28
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter the researcher discusses the answers of the research questions as stated in Chapter I. The research questions are: (1) what are the language features appear in the Micro teaching Class Sanata Dharma University? (2) What types of teacher’s questions occur in Micro Teaching Class? To answer those questions the researcher provides the answers and discussion based on the data collected. The research findings and discussion are elaborated into one section.
A. Woman Language Features in Micro Teaching Class
Table 4.1 Women Language Features in Micro Teaching Class
No Woman Language Features Number of Utterances
1 Hedges & Fillers 48 utterances
2 Intensifiers 5 utterances
3 Raising Intonation 31 utterances
4 Precise Terms 0 utterance
5 Empty Adjective 0 utterance
6 Direct Quotations 0 utterance
7 Super Polite Forms 8 utterances
8 Tag Questions 10 utterances
9 Hypercorrect Grammar 12 utterances
10 Humor 0 utterance
Table 4.1 shows the indication of women’s language features from 12 participants. The frequency of women’s language features which are found in Micro Teaching Class are 114. They consist of hedges and fillers, intensifiers, super polite forms, hypercorrect grammar, tag questions, raising intonation and lack of humor. Other features such as empty adjective, direct quotation and precise term do not occur in this class. Hedging and fillers are the most frequent feature occur in Micro Teaching class while the lowest is intensifiers. The following explanation is the findings and discussion on each feature.
1. Hedges and Fillers
only some of them express hedging during the learning process. Holmes (2001) divides lexical hedges into two. The first is hedge in which the lexical is used by women to indicate uncertainty and fillers which are defined as ‘meaningless particles’ and pause fillers.
Lexical hedge is believed by Lakoff (1975) as to mitigate the possible unfriendliness or unkindness of a statement (p. 54). The researcher found that case in [001]: I guess it would be better if you come in front to read it aloud. The addition of lexical I guess and the supporting politeness expression which is
would be better shows that the teacher uses hedging as its function to ask something as suggestion.
Fillers which are expressed by the participants occur in some types. Some of them indicate ‘meaningless particles’ while some others occur as pause fillers. Here are some examples when they occur as meaningless particles in the beginning of the sentences.
[031] : Okay em..what did you learned in last meeting with Ms.Eva? [047] : well, each of you have to take a picture.
classification of filler as meaningless particle for the adding of fillerwellin which the omission of particlewellwill not change the meaning of the sentence.
Some fillers happen in the middle of the sentences where the teacher has not yet finished speaking. Those cases were identified by the researcher when fillers occur as pause fillers. The following cases are the examples.
[014]: what you have to do is please e…underlie e..the quantifiers [016]: so guys e..what did you get form the video?
In case [014], the teacher pauses her sentence twice using fillere.Those two times pauses indicate that the speaker has not stopped speaking yet. In case [016], the teacher expresses fillersoto start a conversation after listening to the video given. The researcher found another function of fillers in which the speaker wants to start speaking on some topic. The researcher concluded this statement due to the function ofsoin this case which is not as conjunction.
Hedges and Fillers used by women in Micro Teaching Class indicate meaningless particles, pause fillers and lack of confidence toward what the participant says.
2. Intensifiers
Intensifiers indicate the strong feeling toward what the speaker says (Lakoff, 1975, p. 54). In this case, the researcher found that there are three types of intensifier which occur in Micro Teaching class. They areso, really very.
[082]: Okey, thank you Erin. Thank you so much.
[083]: I have a video, pay attention to the video, it will be really fun
The first case is expressed when the teacher allocate the time for the students to finish the task. The researcher analyzed that the teacher add intensifier really to show that the teacher wants the students to finish on time. Case [081] and [082] are stated by the participants when they express response to the students’ answers. The difference is only to the intensifier used.
Another different case happens in [083]. At that situation, the participant is busy finding the video in her laptop but the students do not pay attention to her. Some of the students say in Javanese video meneh, video menehwhile one of the student asksvideo apa Miss. The participant uses intensifierreallyto convince the students watching the video that is believed will be fun by her.
3. Raising Intonation
Lakoff (1975) states that the third feature of women language has relation with intonation that are expressed by women. Women tend to raise the tone of the voice in the end of a statement (p. 53). Lakoff argues that this feature is expressed by women both seeking for confirmation and the speaker is the only one who has the requisite answer.
indication of seeking for confirmation. The following cases are the examples when the participants use raising intonation in statements.
[078]: Because this is the first class for today, I will ask one of you to lead prayer
[069]: I will give you ahandout
The participants raise the tone of voice at the end of the statement. In these two cases, the participants raise the tone in wordsprayerandhandout. From those two statements, the teachers do not seem like asking for students’ confirmation or forcing that the students to answer yes or no for this statement. The teachers only inform the students about what she is going to do.
4. Super Polite Forms
Super polite forms in sentences are indicated as one of women language features. The using of expression would you, could you, would you mind are classified into this feature. Lakoff (1975) states that the more particles in a sentence that reinforce the notion that it is a request, rather than an order, the politer the result will be (p. 18). These are the cases of using polite forms found during the teaching process.
[095]: Carlo, Sella, would you please sit down?
[096]: maybe, could you please give me the example of quantifiers? [100]: can anybody help me to read please?
occur in these three sentences. The researcher identified these three cases into compound simple request as what is classified by Lakoff.
The addition of two polite forms“would”and“please”here show that the teacher really avoids using swear words or command form. She tries to be still polite even at that time she might be angry because of the students’ action. She stops the students’ actions by using super polite forms.
The form of super polite clearly occurs in case [101] in which the teacher states would you mind giving me the papers?.This expression is used by the teacher when some left papers are at the back of the class. The teacher asks the student who sit at the back to pass the left papers to her.
5. Tag Questions
Tag question is used when the speaker is stating a claim but lacks full confidence in the truth of the claim (Lakoff, 1974, p. 15). The findings show that tag question in Micro Teaching Class is used to seek for agreement. Here are the expressions of tag questions found during the class:
[085]: You have had your lunch, have not you? [087]: It is listening skill, isn’t it?
The second case [087], tag question is expressed when the participant tries to check the students’ knowledge on the four basic competences in English. She uses the previous material to lead the students to the knowledge of skills. She mentions the material first and then classifies the skill into a statement “It is listening skill and recalls the students’ knowledge by saying tag question “isn’t it?”.
Another type of tag questions found in Micro Teaching Class is not in the form of the formal tag question. Here are the examples.
[091] : Au is the monkey, right?
[089]: you guys understand what is giving compliment, right?
Grammatically, these two sentences are not in a form of tag question. Indeed, if it refers to the function of tag question itself, these two sentences are also classified to this feature. Case [091] is the case in which the function of tag question is to seek for students’ confirmation although the teacher has already known the answer. Case [089] shows the function of tag question where the teacher wants to make sure about students’ understanding.
6. Hypercorrect Grammar
Lakoff (1975) explains that hypercorrect grammar is identified as when women speak grammatically correct. From the data findings, each participant express one sentence which is grammatically correct. Here are some cases which are identified as the using of hypercorrect grammar.
[114]: I will ask some groups to pick the text
In case [103], the teacher decides to say it completely should have been done
rather than saying should’ve been done as simple as what Lakoff argues about women’s feature on hypercorrect grammar. This sentence also shows the example of hypercorrect grammar since modalshould must be followed by verb1 which is
have and been done is the addition to indicate passive voice. Case [114] also shows the same indication as hypercorrect grammar. In this case, the teacher does not sayI’llto expressI will.
7. Lack of Humor
This feature is an elaboration of super polite and hypercorrect grammar features (p. 56). Lakoff believes that women do not like to make a joke due to their social status. The data finding on this feature clearly presents this idea. From the table 4.1, it can be seen that all the participants do not try to make a joke during the learning process. In the class, the situation is filled with laughing only by the students’ action.
The case happens when one of the teachers asks one of the students to mention one of the characteristics on the picture given. The student makes the whole class laugh when he said “ Aladin, Jasmine and Jin dan Jun”.In this case T.8 only laughs a little bit and then continues asking another character.
B. Types of Teachers’ Questions occur in Micro Teaching Class
This section discusses the findings to answer the second research problem. Based on the data, it was found that the participants only use three types of questions which are procedural question, convergent question and divergent questions. Table 4.2 presents the result of the second research problem.
Table 4.2
No Types of Question Number of Questions
1 Procedural Questions 74 questions
2 Convergent Questions 80 questions
3 Divergent Questions 12 questions
1. Procedural Questions
Procedural questions are believed by Richard and Lockhart as one of classroom procedures and routines stated by teachers which has no correlation to the content of learning process (p. 186). This type of questions 42 % occur in Micro Teaching class.
[115] : How are you today? [145] : How was your holiday?
Case [115] and [145] are almost done by all the participants in Micro Teaching class. In case [115], they use this form of sentence to open the class. This question is categorized as procedural questions because the teachers do not seek for students’ high-critical thinking response or students’ knowledge but rather to check students’ condition before starting the class. Case [145] has almost the same function as in [115] which is only to start the class. If in the [115] the teacher asks the students’ condition, in [145] the teacher creates a good atmosphere with the students by asking about their previous activities.
Another procedural questions found in Micro Teaching Class is when the teachers check students’ understanding by stating some questions in the following case.
[123] : Is it understood?
[179] : Who is still confused with this topic? [255] : So far, any questions?
Those three questions are all used as the classroom procedure after explaining materials. By stating one of those questions types, the teachers make sure that all the students understand the materials that have been explained. Teachers state the question before continue on to a different session of learning process such as doing task or explaining another part of lesson material.
students mastering certain knowledge related to the material being taught. It is better to ask students’ help or encourage the students to do something in the class. The following cases are the examples.
[118] : anyone wants to read? [136] : e..can you repeat Harry? [288] : Who wants to be the first?
2. Convergent Questions
Questions which require students’ focus on a central theme, students’ memory on previous information and short answer or short statement are classified to convergent questions (p. 186). Table 4.1 shows that there are 45,4% convergent questions in the classroom. The percentage result proves that convergent question is the most frequent question used by female teachers during the learning process.
Some of the convergent questions are stated as introductory questions to lead the students to the material that is going to be learned. This case occurs in the following questions.
[147] : What word you say maybe in Indonesian when you meet people? [221]: Have you ever seen e..your friend sick or e..sad?
The same case also happens in [221] in which the teacher uses question to introduce the material. When the teacher asks this question, the material that they are going to learn is about expressing sympathy. So, the teacher conducts this question to give picture of the material since expressing sympathy is expressed to sadness thing. The answer of this question is classified as convergent question because the students’ answer is yes or/no answer.
The researcher also found out that convergent questions occur when the teacher wants to recall students’ background knowledge on certain thing. Most of this question’s function is stated by the teachers in the beginning and the end of the class. In the beginning of the class, the teachers ask this question to review previous materials such as in the following case.
[206] : What have you learned with Ms.Uli?
[236]: Do you still remember the materials last week?
Those two questions are the example when the teachers use convergent question to recall student’s knowledge on certain material. The teachers ask about the materials that they have learned before.
3. Divergent Questions
requires students’ point of view on certain theme. It means that this type of question does not seek for yes or no response, short answer or recalling certain information.
Some examples of divergent questions are found in case [130] and [149].
[130] : what do you think about your writing? [149] : why do we need to learn about this?
42 CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusion and some recommendations of the research. The purposes are to given brief and clear description about the result and to give some suggestions. The suggestions are aimed to future teachers and the future researchers as well.
A. Conclusions
sentences but also in order and command expressions. The use of super polite forms which occur in asking for help and commanding in polite way are 31 sentences. For hypercorrect grammar, there are 12 hypercorrect grammars during the teaching process. Tag questions are found in functional and grammatical forms. Lakoff’s hypothesis on female’s sense of humor is correct. In Micro Teaching Class, all the participants do not show the sense of humor.
The second conclusion is drawn based on the findings on the types of teacher’s question. From the findings, it is seen that there are three types of teacher’s question used by the teachers during teaching process. They are procedural questions, convergent questions and divergent questions. The total number of the questions is 176 questions. Convergent question has the most number of utterances while the lowest is divergent question. The rest is procedural questions. The procedural questions appear as the part of classroom procedure setting. Convergent questions occur when the teachers want to seek the content of the material given, previous information or short response type while divergent is the opposite.
B. Recommendations
1. Recommendation for English Language Department
English Language Department is the facilitator of Micro Teaching Course which means that future teachers’ teaching skill is also seen as their responsibility. The result of the second research problem shows that divergent question has the lowest percentage during the learning process. This type of question as what Richard and Lockhart have explained is gained to know students’ way of thinking. It helps the students to think critically. Since this question is the lowest frequency question to be asked, the researcher recommends the department to provide not only chance to have teaching practice but also provide materials on types of teacher’s question. This material will help the teachers to prepare themselves as good future teachers. They will not only have knowledge on teaching performance but also in questioning skill. So then the teacher will not miss the important of stating some types of questions which is known to help the students think critically.
2. Recommendation for Future Teachers
3. Recommendation for Future Researchers
46
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48
A. Appendix 1. List of Women Language Features utterances that are found in Micro Teaching Class
Hedges Participant Number
of Case Sentence Form Time Situation
T1 - - -
-T2 - - -
-T3 - - -
-T4 - - -
-T5 001 I guess it would be
better if you come in front to read it aloud
11:23 The student did not want to come in front the class
T11 002 Have you had your
breakfast? I mean, have you had your lunch?
01:28 The teacher wantedto ask whether the students had had their lunch or not but finally realize that it should be lunch not breakfast.
003 Em I think you have
learned about procedure text and gratitude last week.
004 Procedure text is one of a text em,kind of text in English
03:29 The teacher was trying to explain what procedure text is.
T12 - - -
-FILLERS Participan
ts Numberof Case Sentence Form Time Situation
T1 005 Well, em ..I think that is
all for today 26:33 The teacher ended theclass
006 Actually, usually
em…we eat first and then we clean all of the dishes
02:35 The teacher tried to explain which activity comes first between eat and clean the dishes
007 e…. before we start or
lesson today, I have a game
00:
35 The teacher startedthe class by game and before say this
sentence, the teacher askedthe students’ condition
008 Okay, e…..I will give
you two minutes to play the game and you may start now
009 And then e…what do
you think guys? 07:40 One of the studentshad just answered a question given by the teacher
010 I will distribute
e…handout for you about procedure text
08:40 The teacher explained the material on procedure text
011 So, for the method or
steps it is e…the points of the process
14:43 The teacher explained about steps in
procedure text
012 Okay, e… just focus on
the exercise first 17:06 The students werereally crowded. They argued about their friend’s
pronunciation
013 Okay and then e…let’s
move to the next exercise
23:07 The first exercise was just done to be
discussed
014 What you have to do is
please e…. underlie e… the quantifiers
23:
15 The teacher explainedthe instruction for the task
T2 015 Okay, e… what did you
learn with pak Jo? 00:19 The teacher had justasked about students’ condition and greeted the students
T3 016 So guys e..what did you
T4
017 e…what jo, can you
repeat?
Today we are going to learn e.. a new material and then e.. for the starter e.. I want to ask you
00:41
One of the students answered the teacher but the situation of the class made the teacher could not listen to him
018 Like avi said we can use
e.. good morning e.. good afternoon e..for
goodbye to someone you use good night,ya
01:40 The teacher explained the material
020 e… before we start the
materials, I will give you the handout
01:50 The teacher took the handout for the English, you come by greetings
04:
23 The student askedabout the use of greeting
022 And then e.. the first
part, part greeting 04:25 The teacher explainedthe step of greeting
023 So, like e ..you guys has
024 And then a… we move to
introduction 05:03 The teacher had justfinished explaining the first step
025 So for example we want
to introduce our self e… dalam bahasa Indonesia
kan kita biasanya e... 05:31
The teacher tried to give example on how to introduce self.
026 And then e.. who wants
to try another sentence? 06:06 The class wasdiscussing the task while the teacher stated this statement
027 And then a… introduce
people so e.. in bahasa
Indonesia, 06:57
The teacher gave further explanation on introducing self
028 So e..can I ask Tessa to
introduce e Maya to Eva 08:21 The teacher wantedto make role play after explanation
T5 029 Okey, good afternoon
class 00:07 The teacher startedthe class
030 We are going to dicsuss
it but emmm I want you to come I front with you pairs
11:24 The time allocation wasup
T6 031 Okey em.. what did you
learn in last meeting with Ms,Eva?
00:27 The teacher started the class
032 ee…sorry Avi, can you
read for the identification?
10:42 The teacher had given the students handout and asked for help
T7 033 Okey, before we start
