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italic paragraph, it can be seen that teacher has delivered the information about “Factual Identity” then the teacher emphasized the characteristics of Factual
Identity “The key words of factual identity are national and legal document”. The Teacher is not give full explanation about Factual Identity with several examples
but the teacher continues to ask students to complete the information. Through the questions of “Now, where can you find your factual identity? What is the example
of factual identity?” again teacher requires the students to recall their memory about the delivered material. The students give res
pond “We find in KTP Id card, Birth certificate, passport, Family card” before they come up with those
answer they should recall the characteristics of Factual Identity and this process requires them to recognize the types of “National and Legal document”
mentioned. Overall, from this excerpt we can categorize that when teacher asks recalling information and fact, it can be labeled as KNQ.
2. Comprehension Question
Comprehension question COQ is the lowest level of question because it simply checking students understanding by using their own words. This question
is needed to take what one has learned and interprets it into one’s own words.
Excerpt 3
Cultural Narrative-My Bilingual Identity- Group Presentation material and poem
Presentation Group-5 : A Confused Frog Group 5 deliver their presentation about “A Confused Frog” a poem that
reflect them as multilingual person. After the presentation, the teacher asks some question one of them is COQ.
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Teacher : You said that you are afraid with the sand. What is the message?
Student : It just to make the poem a little bit sweet or dramatic but the
meaning is the same. We are afraid to stand to communicate with the foreigner. We think our language is not very good and lack of vocabulary.
The COQ is rarely used in class because this question only accommodates students’ ability to paraphrase information. Meanwhile, in CCU class teacher
needs to widen students’ perspective critically and not only ask them to convey the meaning. By looking at excerpt 3, “You said that you are afraid with the sand.
What is the message?” this question is categorized as COQ because the teacher ask “the message” that the student means from the poem, as can be seen that the
teacher wants to know how far their interpretation of the poem. From the students answers, we can see that they have their own sense about the messages
’ content that are on their poem. Moreover, it can be concluded that the teacher wants to
make sure that the students are able to understand the meaning of their poem context, and it is categorized as a COQ.
Excerpt 4 Teacher
: You need to revisit. You know revisit? “Tinjau lagi” translating into Bahasa
Student 1 : Revisit means as a human we need our principle.
Student 2 : To know something more because sometime
when we stereotype something there is something that try to believe that’s true about learning
experience.
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Excerpt 4 shows an example of COQ on the basis of Bloom’s Taxonomy- based teacher question framework. It can be analyzed that this question requires
students to translate the meaning. Referring to the question “You need to revisit.
You know revisit? Tinjau lagi” the teacher asks students to rephaprase the
meaning. According to students, “Revisit means as a human we need our principle” and ‘To know something more because sometime when we stereotype
something there is something that try to believe that’s true about learning experience” both students give different perspective because they are trying to
interpret using their own words. Moreover, the telling opinion process using their own words identical with the characteristics of COQ to force students to do the
paraphrasing even though both answer are not true.
3. Application Question
