3. Apply
Reeves 2011, says applying knowledge requires students’ memorization and understanding. Further, an application level refers to an outcome where
students use the new information they have learned Price and Nelson, 2010. In this level, the researcher finds two types of application levels, executing and
implementing. Here are the examples of executing. [121]: Inggit, may I borrow your book?
[122]: Tita, can I borrow your paper? In case [121] and [122], the participant gives direct questions to two students
after explaining and giving examples of the topic. Here, the two students face the same situation as the different substance in which the first case uses may and the
second one uses can. The participant proposes the questions in order to see how far the students are applying acquired knowledge. Fortunately, the students can give
the right response. [119]: If your teacher is your father, and you talking with him at home, what
would you say? In this case, the participant raises the level of question into difficult one. For
some students, it might not be familiar situation to them. The substance of case [119] gives the right response based on the situation by applying previously learned
knowledge. The researcher sees that such a question may need a higher level of understanding because students face complicated situation. Thus, they are
determined to recognize patterns of transferring to situations that are new.
4. Analyze
Analyze level gives students to learn more of the nature of something by distinguishing its components and figuring out how those relate to each other
Reeves, 2011. Additionally, the outcome of this level requires that students understand both the content and the structural form of the material Price and
Nelson, 2010. Table 4.1 presents 6,7 of the questions which belong to this category.
There is one of three types found. It is organizing. Organizing process is also called as structuring. Structuring refers to analyzing the organizational
structure of a work. The following cases are the examples. [129] What is the text structure of this thing?
[133] Can you identify what is the generic structure of this?
In cases [128] and [133], the participant uses the questions to ask students analyze and identify the structure. Those questions are stated after the participant
distributes sheets containing a recount text. Based on the explanation in the beginning of the class, the students determine the elements or parts of generic
structure of recount text. Another type of analyze question is found when the participant asks students
to determine a kind of text by stating the following question. [132] What kind of text this is?
The participant states the question as part of topic that would be learned in the class. The researcher analyzes that question [132] requires students’ ability to
find evidence, parts, or elements that relate each other in order to support
generalization. In this context, the students should be able to categorize texts by identifying things such as language features, generic structure, and their function.
5. Evaluate
In brief, evaluate involves making judgments based on criteria and standards Mayer, 2002. In addition, people must have knowledge of what is being judged
as well as knowledge of the judgment criteria Reeves, 2011. This level of questions 4,9 occurs during teaching practice simulation in Micro Teaching. It
means there are 7 evaluative questions asked by several participants. Here are the examples.
[137] Is it informal or formal? Why? [140] Why you can say that it is the orientation?
[142] Can you explain why?
If readers take a look at the data findings, most of the participants stated evaluative questions using “why”. They use [137] to ask the students give answers
and their reasons. This question practices the students to present and defend opinion by making judgments about the answers based on a set of criteria. The criteria here
are things, situation and even principles which are established and categorized as informal and formal. Case [140] and [142] are also classified as evaluative
questions because they demand the students’ opinions. In this case, students are determined to defend and give reasonable opinions toward their answers. By stating
such questions, it may help the students to develop critical thinking in presenting and defending opinions based on certain criteria.
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