<![CDATA[This research aims at: (1) improving the students’ major skill in microteaching practiceespecially the Fluency in Questioning using realia, (2) to describe how realia improves thestudents’ major skill in microteaching practice especially the Fluency in Questioning .This research is a classroom action research which is conducted during February untillMarch 2011. The subject of the research was sixth semester students of English LanguageEducation of FKIP UNISRI academic year of 2010/2011. This study was conducted in two cycles.The first cycle consisted of two meetings, and the second cycle consisted of three meetings. Theprocedure of the action research consisted of planning, acting, observing and reflecting. The datawere collected through questionnaire, interview, field notes, and test. To analyze the quantitativedata, the researcher applied descriptive statistics. It was used to compare the scores and meansof pre-test and post-test. The pre-test was conducted in the preliminary research while post-testwas conducted at the end of cycle 1 and 2. The result of the test was used to know how well thestudents practice in major skill of Fluency in Questioning. To analyze the qualitative data, theresearcher analyzed the improvement of the teaching learning process based on the results ofquestionnaire, interview, and field notes using Constant Comparative Method.The result of the research showed that: 1) realia could improve students’ major skillfluency in questioning in (a) giving introductory or prelimenary question,; (b); developingquestion (c) addresing recapitulary question; and (d) testing or evaluating question. Theimprovement in the students’ major skill in fluency questioning can be proved that the mean scoreof pre-test is 40.50, post-test 1 is 55.50, and post-test 2 is 65.00. The mean score of post-test 2 ishigher than the minimum requirement score which is 70.00. 2) realia can improve the students’major skill of fluecy in questioning can be seen from (1) The class situation was more fun andalive; (2) The students became more active individually in giving question; (3) Reduced learners’anxiety as they have to perform only in front of a small audience.]]>
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