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
SANATA DHARMA UNIVERSITY YOGYAKARTA
2013
R QUESTIONING SKILL
IN MICROTEACHING CLASS
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
TABLE OF CONTENTS
Page
TITLE PAGE……… i
APPROVAL PAGE………... ii
DEDICATION PAGE……… iv
STATEMENT OF WORK’S ORIGINALITY……….. v
PERNYATAAN PERSETUJUAN PUBLIKASI………. vi
ABSTRACT………... vii
ABSTRAK………. viii
ACKNOWLEDGEMENTS………... ix
TABLE OF CONTENTS………... xi
LIST OF TABLES………. xiii
LIST OF FIGURES………... xiv
LIST OF APPENDICES……… xv
CHAPTER I. INTRODUCTION………... 1
A. Research Background………... 1
B. Research Problems……… 4
C. Problem Limitation………... 4
D. Research Objectives……….. 5
E. Research Benefits……….. 5
F. Definition of Terms………... 6
CHAPTER II. REVIEW OF RELATED LITERATURE………. 8
A. Theoretical Description………. 8
1. Microteaching as Subject……….. 8
2. Questioning Skill Performance………... 9
3. Perception……….. 16
4. Feedback………... 19
xii
CHAPTER III. RESEARCH METHODOLOGY………. 23
A. Research Method………... 23
B. Research Setting……… 24
C. Research Participants……… 24
D. Instruments and Data Gathering Technique……….. 25
E. Data Analysis Technique……….. 29
F. Research Procedure………... 37
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION………. 40
A. The Implementation of Questioning Skill in the Microteaching Class by the Students Who Act as Teacher……….. 40
B. The Students’ Perception of Their Questioning Skill Performance in Microteaching Class……… 45
1. The Microteaching Students’ Perception as Students………. 46
2. The Microteaching Students’ Perception as Teachers……… 53
C. The Students’ Feedback to Improve Their Questioning Skill Performance in Microteaching Class……… 59
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS……… 62
A. Conclusions………... 62
B. Recommendations………. 66
xiii
LIST OF TABLES
Table 3.1 Schedule of Research………... 29
Table 3.2 The Questionnaire Result of the Participants’ Perception of Their Questioning Skill Performance in Microteaching
Class………. 30
Table 4.1 The General Implementation of Questioning Skill………….. 46 Table 4.2 The Kinds of Questions Used by the Participants……… 50 Table 4.3 The Function of Questioning ……….……….. 51 Table 4.4 The General Implementation of Questioning Skill………….. 53
Table 4.5 The Purpose of Questioning………. 55
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
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 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).
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
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
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
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
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
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
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
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.
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).
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
(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
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.
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).
[image:33.595.101.510.204.691.2]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
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.
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.
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).
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).
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
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.
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
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.
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.
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.
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.
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
∑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
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
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
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.
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
2. Defining the Population and Sampling
For the second step, the researcher decided the target population for this research. The target population was the students of the English Education Research Program in Sanata Dharma University Yogyakarta, students who were taking the Microteaching class in the academic year 2011/2012 in particular. All students in Microteaching class academic year 2011/2012 were included as the participants of this research. After deciding the population, the researcher then took 55 Microteaching students as the research sample. The researcher used purposive sampling in conducting this research. The researcher selected the students who had finished all the peer teaching practices and also had experienced teaching junior class. The researcher chose the participants because they had experience in implementing questioning skill.
3. Asking Permission
The researcher asked permission first from the chairperson of the English Education Research Program of Sanata Dharma University Yogyakarta to conduct the research in the campus area before conducting this research. The process of asking permission first started by writing the permission letter and then asked the chairperson’s signature.
4. Constructing the Instruments
form of open-ended and close-ended forms. In the questionnaire form, the researcher used the Likert Scale which had numerical values with the certain meaning. Then the interview used by the researcher was in the form of focus group discussion where the participants were situated in a comfortable environment in doing the focus group discussion. In conducting the focus group discussion, the researcher asked the questions related to the research problem to the participants and recorded the data to be analyzed.
5. Collecting the Data
The data collection was done by distributing the questionnaire, conducting the focus group discussion and conducting the observation. The questionnaire was distributed at the end of May 2012. The researcher gave the explanation first about the procedure of how to fill in the questionnaire. Meanwhile, the focus group discussion was conducted in the middle of June 2012. The observation was conducted after the survey was conducted. The researcher observed 14 videos and then used observation sheet to record the data from the observation.
6. Analyzing the Data
After gathering the data, then, the researcher analyzed the data obtained from the questionnaire, the focus group discussion, and observation data result. 7. Reporting the Data
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
In this chapter, the researcher presents, analyzes and discusses the data obtained from the observation through videos, questionnaires and focus group discussion. The data was gathered from students of the English Language Education Study Program (ELESP) of Sanata Dharma University who were taking Microteaching class in 2011/2012 Academic Year. This chapter presents the answers of the three questions stated in the research problems. The researcher divides this chapter into three parts. The first part is the results and discussion about the implementation of questioning skill in the Microteaching class. The second part is the results and discussion about students’ perception on their questioning skill performance in Microteaching class in the English Education of Sanata Dharma University. Meanwhile, the third part is the results and discussion about the students’ feedback to improve their questioning skill performance in Microteaching class.
A. The Implementation of Questioning Skill in the Microteaching Class by
the Students Who Act as Teacher
students were doing their peer teaching practice in Microteaching class. The fourteen videos were taken from seven different classes of Microteaching class. The researcher recorded the observation data on the observation sheet. The researcher used observation sheet to make the observation more focus on the eight elements in the questioning skill. Those elements are important elements that need to be considered in implementing questioning skill (Brown, 1975). According to Brown (1975) the eight elements are clarity and coherence, pausing and pacing, directing and distributing, and also prompting and probing. The eight elements in questioning will help teachers (Microteaching students) to communicate their questions effectively to their students and make their questions remain focused on the learning objectives (Brown, 1975; Eggen & Kauchak, 2012). Here, the researcher interpreted the data gained through the observation as well as generally summarized.
given by those two participants. One of the participants could take a quick action to overcome the students’ confusion by rephrasing his questions and gave follow-up questions in form of prompting questions to gain the answers from the students. On the other hand, the other participant just answered his own questions.
Regarding giving pacing and pausing in asking questions, the participants had given good pauses and pacing during their peer teaching performance. In the video, one of the participants asked to the students, “What is the difference between announcement and invitation?” such questions required more time for the students to think about the answer because they had to interpret or make generalization to analyze the differences. That was the reason why she gave longer “wait-time” than the other questions that only required recalling the information given by her. The researcher found the participants had given enough “wait time” to the students to think about their answer and the participants also had given variation in delivering their questions.
pointed to the same students during their teaching simulation but overall they also tried to distributed his/her questions fairly to all the students.
Next, related to the use of prompting and probing technique, the participants often used prompting techniques to help the students formulate their answers but not many participants used probing techniques to make the students elaborate their answers. The participants had a tendency to elaborate the students’ answers by explaining directly about the learning material to their students. There were only six participants had tried to use probing technique. They used the probing technique to elaborate their students’ answer, they then summarized the students’ answers and added some more details of the learning material.
questions were limited by recalling the information that had been given (Brown, 1975, p.103).
According to Altman et al. (1985) someone’s experience determines her/his perception toward a particular matter and makes someone familiar with something. The participants had done some teaching practices in the Microteaching class, so that it helped them to create positive perception toward their questioning skill performance because they had got knowledge and experiences, to have the ability to compare the good performance and the worst.
of asking prompting questions all the time and ask higher order cognitive questions more often in their teaching performance.
According to Dillon (1988) the good use of questions is not about technique but it is about understanding. By understanding the elements of questioning, the Microteaching students could implement the questioning skill according to the circumstances of their teaching. Therefore the next section would discuss how the students perceive their questioning skill performance in Microteaching class.
B. The Students’ Perception of Their Questioning Skill Performance in
Microteaching Class
open-ended and focus group discussion to strengthen the data gathered in the close-ended questionnaire.
1. The Microteaching Students’ Perception as Students
[image:62.595.102.519.320.645.2]In this section, the researcher tries to find the students’ perception of their questioning skill performance in Microteaching class as students. The researcher relied on the data from the questionnaire, both from the close-ended questionnaire and question number one in the open-ended questionnaire. The researcher also added the data gathered from focus group discussion and recorded video if any. The additional data can be used to strengthen the result gathered in the questionnaire.
Table 4.1 the General Implementation of Questioning Skill
No. Statements
Frequencies of Responses
1 (SD) 2 (D) 3 (A) 4 (SA)
N % N % N % N %
1. The questions given by the teacher are clear and coherent.
0 0 7 12.7 36 65.5 12 21.8
2. The teacher gives enough time to think about the answers of the questions.
0 0 8 14.5 37 67.3 10 18.2
3. The teacher let the students to have the same opportunity to answer the questions.
0 0 4 7.3 38 69.1 13 23.6
4. The teacher often provides hints to help the students answer the questions.
0 0 6 10.9 35 63.6 14 25.5
5. The teacher often asks questions to make the students elaborate their answers.
0 0 3 5.5 40 72.7 12 21.8
who disagreed and none of the participant (0%) strongly disagreed with this statement. The result showed that most of Microteaching students’ questions, who acted as teachers, were clear and coherent. It is because the level of agreement to the first statement was relatively high, reaching 87.3% of agreement level.
In the second statement, it showed that the teacher gave enough time to think about the answers of the questions. The researcher found that there were 67.3% of the participants who agreed, 18.2% of the participants who strongly agreed. The total percentage of the participants who agreed with this statement was 85.5%. Meanwhile, there were only 14.5% of the participants disagreed and none of the participant (0%) strongly disagreed.
Related to the directing and distributing technique, the researcher found that the total of agreement and strongly agreement percentages in this statement were relatively high reaching 92.7%. It showed that the Microteaching students who acted as teachers good at directing their questions and had distributed their questions fairly to all students. It is because the participants believed that they had already been given the same opportunity to answer the questions. Meanwhile, merely 7.3% of the participants disagreed and none of the participant (0%) strongly disagreed.
disagreed. Based on this fact, the researcher drew a conclusion that most of the participants experienced both prompting and probing questions when they played the student-role during the practice of peer teaching.
The researcher provided open-ended questions to support the data gained from the close-ended questions (see Appendix F). From open-ended questions number 1, the participants also showed their positive perception. Most of the participants said that their friends had implemented a good questioning skill in Microteaching class. The reasons were because the questions asked by the teacher could make the students participated in the learning process, the questions asked by the teacher could make the students stayed focused on the lesson, the questions asked by the teacher could stimulate the students to share their idea and give their opinion (develop their critical thinking), the questions asked by the teacher could make the students understand the learning material better. Moreover, the teacher also asked different types of questions to the students, not merely asking yes-no questions or close-ended questions all the time, the teacher also used probing questions to make the students think deeply about their answers, the teacher also asked the questions that related to the topic. The teacher also distributed their questions fairly; the teacher also asked prompting questions to help the students to formulate their answers.
to the students’ English level, Some of the teachers often used yes-no questions, sometimes the teachers also made grammatical mistakes in asking the questions.
Related to the general Implementation of their friends’ questioning skill performance, the researcher also conducted an focus group discussion to support the data in the questionnaire. The questions given was about the Microteaching students’ perception on the overall questioning skill performance in Microteaching class (see Appendix G).
Participants C, A, and G said that overall the Microteaching students had implemented good questioning skill and they distributed their questions fairly but sometimes they asked unclear questions because they were nervous. Participant D said that she agreed with participant C, Because of nervousness, The Microteaching students made grammatical mistakes in asking their questions and it made their questions unclear. During the progress test, the participants D said that some of the Microteaching students only asked questions to particular students that were potential to be asked because they usually directly said the correct answer. Participant B said that overall the Microteaching students had implemented good questioning skill but some of them still found difficulties in directing the students to give the expected answers so in the end those particular Microteaching students answered their own questions.
by the positive percentages result of the questionnaire which dominated the results.
Table 4.2 the Kinds of Questions Used by the Participants
No. Statements
Frequencies of Responses
1 (SD) 2 (D) 3 (A) 4 (SA)
N % N % N % N %
6. The teacher often asks the students using close-ended questions.
0 0 9 16.4 45 81.8 1 1.8
7. The teacher often asks the students using open-ended questions.
2 3.6 20 36.4 26 47.3 7 12.7
Table 4.3 The Function of questioning
No. Statements
Frequencies of Responses
1 (SD) 2 (D) 3 (A) 4 (SA)
N % N % N % N %
8. The questions given by the teacher involve the students in the discussion.
0 0 3 5.5 34 61.8 18 32.7
9. The questions given by the teacher urge the students to stay focus on the lesson.
0 0 7 12.7 37 67.3 11 20
10. The questions given by the teacher help the students to recall the learning material given at the previous lesson.
0 0 4 7.3 43 78.2 8 14.5
11. The questions given by the teacher encourage the students to give justification based on their own understanding.
0 0 3 5.5 42 76.3 10 18.2
From the eighth statement up to eleventh statement describe the impact of questioning in the learning process. Kerry (1982) states that questions serve a variety of purposes. Those purposes can be applied to help the students in their learning process. Dillon (1988) says that “The better the teacher’s questions, the better a teacher’s teaching and a class’s learning”. Here, the researcher tries to seek the impact of questioning and whether the Microteaching students had delivered their questions to the students well or not.
Related to the ninth statement, there were 67.3% of the participants who agreed that the questions given by the teacher urge the participants to stay focussed on the lesson. Moreover, 20% of the participants strongly agreed and merely 12.7% of the participants disagreed and none of the participant (0%) strongly disagreed. It indicated that most of the participants had the positive responses. It was also proved by the total numbers of agree and strongly agree percentages reaching 87.3%.
In the results of the tenth statement, the researcher found that the total
