Data Collection Technique RESEARCH METHOD

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id framework in chapter II; Bl oom’s taxonomy revised version and Brookhar t’s theory. Further, after analyzing the task to know how the task facilitate higher order thinking skills, the researcher will describe deeper about the level with the principles of the task that facilitate higher order thinking based on the theory in chapter II. c. Interviewing the subjects The researcher asked the subjects about some particular information based on the result of the analysis. This is expected that the subjects can give clear explanation about the data. Thus, the researcher can clearly explain the result of the data whether the tasks are in higher order thinking skills or not. This also helps in reinforcing predictions that occur during the analysis process. d. Combining the first data and the result of interview After interviewing the subjects, the documents analysis and the interview result are combined. Here, the researcher also related the analysis of student teachers’ task and theory in chapte r II. The subjects’ explanation through interview support the findings that will be explained in the discussion section. e. Concluding the result of the research After all the data, the result of the analysis and the theory were combined, the researcher made the conclusion of the research based on the whole sections of this study that have been discussed. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 58

CHAPTER IV RESEARCH FINDING AND DISCUSSION

This chapter deals with the research findings and discussion of the study toward the student teacher designed-task in Microteaching classes. This presents the collected data from the student teachers and the analysis of it. Additionally, the analyzed data is categorized based on the research questions of this study.

A. Research Findings

This data had been collected from 21 st May – 9 th June 2017. From 7 Microteaching classes; A, B, C, D, E, F, G, there were 48 lesson plans that were designed for Senior High School. Since the researcher used convenience and random sampling in collecting the data, there are 20 lesson plans used the data collection. Since the research question is only one, the findings is presented directly; 1 What is the cognitive domain level of student teacher designed-tasks in facilitating higher order thinking skills based on Bloom’s taxonomy?

1. Cognitive Domain Level of Student Teacher Designed-Tasks

in Facilitating Higher Order Thinking Skills. In case of finding the cognitive domain level of student teacher designed-tasks that facilitate higher order thinking skills, the researcher did several steps as displayed in the figure 4.1: Figure 4. 1 Steps in Analyzing tasks in Facilitating HOTS Firstly, the researcher identified the learning objectives of twenty lesson plans. It is based on the assessment principle that to assess the learning outcome, it needs to be in line with the learning objective. The learning objectives were listed and