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Finding and Discussion
From the data analysis, the researcher found the teacher asked totally 150 content-related questions including both lower-cognitive and higher-cognitive
levels as well. The table shows that all types of Teacher question do occur in CCU class. Teacher used those questions effectively as a technique that involves
students’ activeness and promotes their Critical Thinking.
The Types of Questions Used by CCU Teacher to Build Students’ Critical Thinking.
N o
Types of Question
Observations Total
1 2
3 4
5 6
7 1.
Knowledge Question
3 1
2 -
2 6
3 17
2. Comprehensi
on Question 2
1 1
- 3
1 1
9
3. Application
Question 1
1 2
- 2
4 1
11
4. Analysis
Question 7
1 8
3 13
11 11
54
5. Synthesis
Question 4
1 3
- 2
3 1
14
6. Evaluation
3 -
8 5
15 6
8 45
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Table 1: The General Finding of the types of teacher’s question that occurs in
CCU class.
Table one shows the total of teacher’s question used in CCU class based on Mehr, Ghaemi and Ziyabari 2014 categorization of question types developed
on the basis of Bloom’s Taxonomy-based teacher question framework. The table presents that Analysis, Evaluation and Knowledge questions are the most question
asked by the teacher out of 150 questions. Analysis questions are the most frequent asked by the teacher in total 54 questions. Evaluation question is the
second most frequent posted by the teacher in total 45 questions. Knowledge follows as the most largely asked question by the teacher with 17 questions of
usage. In another hand, Table 1 presents that the frequency of the three major
types of questions posted is higher than the other three types of question that are Comprehension, Application and Synthesis questions. Comprehension questions
are the lowest used question only 9 of usage. Besides, Application questions also rarely used in class only 11 questions out of 150. The last, teacher asked only 14
Synthesis questions in class. Overall, from the table presentation it can be concluded that teacher asked several question higher than other questions and
make a crucial gap. Question
150
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Types of Teacher’s Question Used
1. Knowledge Question
Knowledge question KNQ is used in CCU class only to facilitate students’ background knowledge to be exposed into the lesson or related to
previous material. In CCU class teacher usually post KNQ in the beginning of the
class.
Excerpt 1
Discussing about the basic concept of Identity summarized from Benny Norton 2010
Teacher : What is identity? Do you have any identity?
Students 1 : My name.. Teacher
: Good, any other idea about identity? Students 2 : My nationality..
Teacher : Do you have any identity?
Students 3 : Yes..emm... Teacher
: What is that? Students
: My language. Teacher
: Good. So let’s check what the theory says ya.. But before that, I’m going to show you a text. Read it and try to find what identity means
according to the context of the text. Do you understand?.
Teacher posted KNQ to check students understanding and to make sure that students can grasp the meaning. T
he question of “What is identity? Do you have any identity?” in the excerpt is identified as KNQ since the question
drawing out factual answers and has the characteristics of KNQ based on Bloom’s
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taxonomy- based question framework as cited in Mehr, et al.,2014. Besides that, by giving this question enable the students to connect real life experiences. The
question “What is identity?” asked by the teacher, because the teacher wants to know students background opinion about identity. After that, the teacher ask for
more factual question “Do you have any identity?” at this time, students give responses like “My name, my nationality, and my language” which show their
more personalize answer.
Excerpt 2 Teacher
: Now, we are coming to the types of identity.
The first is Factual identity. Factual identity relates to how an individual identity is
defined by national and legal document. So who you are by legal document. So, by factual identity you are registered by national and legal
document. The key words of factual identity are national and legal document.
Now, where can you find your factual identity? What is the example of factual identity?
Students : We find in KTP.
Teacher : What is KTP?
Students 1 : Kartu Tanda Penduduk..ehh.. ID card.
Teacher : What else?
Students 2 : Birth certificate, passport...
Teacher : Good. Anything else?
Students3 : Family card..Kartu keluarga..
Teacher : Yes it is Kartu Keluarga but, I’m not sure the correct
translation is family card.
Excerpts 2, the teacher used that question to obtain students’ understanding of the factual identity and also ask for recalling information. In the
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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
