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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents a discussion of the data analysis. This chapter includes data presentation and data discussion. The first section A deals with the
discussion about the students’ level in producing interrogative questions. This section is the answer of the first research problem. The second section B is
discussing how the students answer the interrogative sentences. This part answers the second research problem.
A. Clasification of Questions’ Level
In this section the writer classifies the questions which have been made by the students into the levels of learning based on Bloom’s taxonomy. The
classifications are determined by the existance of each level’s keywords. The keywords are as listed in Chapter II. The classification is also determined by the
insight meaning of the question. Therefore, grammatical errors that occur within the question are not the focus. Another issue that occured was that some of the
keyword verbs were overlaping the verbs used by the students. On that case, the researcher was paying more attention to the meaning and purpose of each question
in order to classify the question’s level. There are some examples of such a case. The first example is the sentence
“What is boyband?”. This question is considered as a very simple question. This question’s keyword, “what”, is one of the keywords of the level 1 –
Remembering. Therefore, this question is categorized into the level 1 – Remembering.
The second example is the sentence “What is the different about computer than laptop?” This question sentence is grammatically incorrect, but it is
not a problem because grammar is not the main focus of the analysis. The problem is the question does not have any verb keywords which are listed in the
table of Bloom’s Taxonomy and keywords featured in chapter II. Therefore, in this case the researcher should analyze the question based on its meaning and
purpose. This question is meant to ask about identification and comparation. Therefore, this question is categorized into level 4 because “identify” and
“compare” are the keywords of level 4. The result of the analysis is as listed in table 4.1.
Table 4.1. The Classification of Question’s level, the Example, and the Percentage
Level of Questions Examples of Questions
Total Number Questions
Percentage
Level 1 Remembering
What is Boyband? 136
63
Level 2 Understanding
What is the purpose of the text? 34
15,7
Level 3 Applying
What is your effort to protect wild animals? Can you explain it?
25 11,5
Level of Questions Examples of Questions
Total Number Questions
Percentage
Level 4 Analyzing
How could you declare that Big Bang is that good?
13 6
Level 5 Evaluating
What the your opinion about mineral water?
3 1,3
Level 6 Creating
- 0
Not interrogative questions
Is facebook useable for all age? 5
2,3
Total number of questions 216
From the table above, the writer notes 136 out of 216 of the total questions made by the students are categorized into level 1 - Remembering based on
Bloom’s taxonomy. Those questions are considered simple questions. The goals of which are basically to exhibit memory of previously learned material by
recalling facts, terms, basic concepts, and answer. Although most of the question categorized in this level, for the example “What is Boyband?”, are obviously
simple basic questions, some other questions seem to be more complicated questions, for example “Why global warming is dangerous?”. At the first glance,
this question is included into a higher group of level based on Bloom’s taxonomy because of its complexity. But in the end, this question is categorized in level 1. It
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