Analysis of Instructional Questions on Higher Order Thinking Skill by Using Revised Bloom’s Taxonomy

Muliantini, Titik (2020) Analysis of Instructional Questions on Higher Order Thinking Skill by Using Revised Bloom’s Taxonomy. Undergraduate (S1) thesis, IAIN Kediri.

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Higher order thinking skill is important to apply in English learning, particularly in making instructional questions to students. In accordance with the 2013 curriculum, the questions made for the high school level must achieve the analysis, evaluation, and create of the cognitive process. The researcher found that some of the questions in the activities in the textbook used by high school students were focused on the lowest level of cognitive domain and on LOTS. That's because the focus of their goals and the textbooks they analyzed are different. This study aims to analyze the extent are instructional questions for activities in textbooks, “Bahasa Inggris SMA / MA / SMK / MAK Kelas XI Semester 1 and 2” emphasize HOTS or LOTS, and to investigate the most dominant cognitive dimensions of instructional questions for activities in this textbook. Content analysis was applied to all 8 chapters and 7 enrichments of textbook to answer research questions. All activities in the form of listening, reading, speaking and writing in textbooks become objects of analysis. In addition, each instructional question is classified into English skill activities in the textbook as a unit for analysis. Instructional questions are collected, registered, and analyzed according to the cognitive domain of Revised Bloom's Taxonomy. The researcher then calculated the percentage and frequency of questions at each level of cognition that appeared in each chapter and in the enrichment of the textbook. Descriptive statistics are used to describe the basic features of the data in this study. The results showed that there were 299 instructional questions for reading, speaking and writing activities. Whereas listening activities are not in textbooks. The speaking activity has the least instructional questions (64 questions). While the most dominant was found for reading (131 questions), and writing was in the middle with frequency (104 questions). After instructional questions in all activities were categorized, it was revealed that most instructional questions emphasized HOTS (166 questions). It was 55.6% of 100% while it was 44.4% for lower order thinking skills. It indicated that this textbook concentrated more on higher-level thinking questions than lower-level thinking questions. In addition, the most dominant cognitive dimension focuses on the evaluating level (89 questions) which is the fifth level or C5 in Revised Bloom's Taxonomy.

Item Type: Thesis (Skripsi, Tesis, Disertasi) (Undergraduate (S1))
Subjects: 20 LANGUAGE, COMMUNICATION AND CULTURE (Ilmu Bahasa, Komunikasi dan Budaya) > 2004 Linguistics (Ilmu Bahasa) > 200401 Applied Linguistics and Educational Linguistics
Divisions: Fakultas Tarbiyah > Jurusan Tadris Bahasa Inggris
Depositing User: Muh Hamim
Date Deposited: 17 Mar 2021 03:37
Last Modified: 17 Mar 2021 03:37

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