A Portrait of English Secondary Teachers in Indonesia in Exploiting Questions Referring to Bloom’s Taxonomy

Dahnilsyah Dahnilsyah

doi:10.31258/jes.4.4.p.907-916

Abstract

Abstract This study sheds light on the skill of three secondary school English teachers in Indonesia in making use of questions referring to the Bloom’s Taxonomy to keep students engaged in the course of the lesson. It adopts qualitative content analysis where the stages of decontextualization, recontextualization, categorization, and compilation were conducted. Three YouTube videos which provide the teaching performance of these three teachers had been the data collected in this study. From the findings, it discovers that these three English teachers still preferred applying the lower-order thinking questions to higher-order thinking questions which had been the type of teachers in Asia, including Indonesia. Consequently, students did not get ample chance to develop their critical thinking skills. This study therefore highly recommends that teachers need to get much exposure to the higher-order thinking questions as it is one of the demanding skills needed in the 21 first century.

Highlights

Albert Einstein, one of the legendary scientists in the 21st century has a wellknown wise word: "The most important thing is to never stop asking the question"
It is an accepted fact that questioning plays a paramount role in the way teachers control a classroom, motivate students to actively participate in the course of the lesson, and embolden engagement and develop understanding
The enhancement of the thinking process is determined by the questions (Paul & Elder, 2000)

Summary

Introduction

Albert Einstein, one of the legendary scientists in the 21st century has a wellknown wise word: "The most important thing is to never stop asking the question". Should not be merely focused on measuring students’ knowledge and comprehension which refers to the notion of rote learning and enable to construct and encourage the students’ complex thinking capability to develop. Bloom (1956) proposed the so-called Bloom's Taxonomy which emphasizes the sequential categories of educational goals: knowledge, comprehension, application, analysis, synthesis, and evaluation These six components are regarded as vibrant resources for designing questions. This study sheds light on the capability of some secondary school teachers in exploiting questions whose background knowledge in English language teaching It seeks to explore what types or levels of questions dominated the classroom and how the teachers enabled to apply effective questioning strategies by making use of both lower-order thinking and higher-order thinking questions

Methodology

English

Conclusion