Applying Analyzing Evaluating Creating

22 Bloom’s taxonomy in cognitive domain are remembering, understanding, applying, analyzing, evaluating and creating Anderson Krathwohl, 2001. These levels work from the lowest, remembering, to the highest, creating Anderson Krathwohl, 2001; Churches, 2008. Accordingly, these six levels are divided into two categories Anderson, 1990. First are the lowest levels of thinking: remembering, understanding and applying Forehand, 2010. These levels promote retention in which leads students to work on their memorization Anderson Krathwohl, 2001. Second are the highest levels of thinking: analyzing, evaluating and creating Forehand, 2010. Mayer and Wittrock 1966 note these levels promote transfers in which students are able to transfer their prior information or knowledge to solve new problems. Thus, each level of thinking skills has its complexities which go higher and higher as cited in Anderson Krathwohl, 2001. Regarding the complexities of each level, there are several behaviors which are employed as the goals of learning Anderson Krathwohl, 2001; Athanassiou, 2003. Remembering leads students to recognize and recall information they have before Anderson Krathwohl, 2001; Churches, 2008; Haladyna, 2012; Shepard, 1993. Understanding leads students to interpret and summarize messages they get Anderson Krathwohl, 2001; Churches, 2008. Applying leads students to execute their knowledge prior knowledge in new situations Aderson Krathwohl, 2001; Forehand, 2010; Churches, 2008; Bransford, Brown Cocking, 1999. 23 Next, analyzing leads students to differentiate categorize and attribute information into parts and know how they correlated to one another Anderson Krathwohl, 2001; Forehand, 2010. Evaluating leads students to check and critique on effectiveness, quality and efficiency based on criteria Anderson Krathwohl, 200; Driscoll Driscoll, 2005; Forehand, 2010. Last, Creating leads students to generate, make, design, plan and invent new ideas by themselves Anderson Krathwohl, 2001; Churches, 2008. As a result, these six levels of thinking lead students to perform their competences and abilities better. 24

CHAPTER III RESEARCH METHODOLOGY

This chapter presents the methodology of the research and the analysis. There are six points in this chapter namely research method, research setting, research objects, research instruments and data gathering technique, data analysis technique, and research procedure.

A. Research Method

This research constituted qualitative research. It was because the researcher used her own experiences as the basic background of this research. Merriam 2009, p.5 shares that qualitative research focuses on how the researchers interpret their experiences, how they construct their knowledge and how they attribute meaning to their experiences. Since there were several methods in the qualitative research, this research used a content analysis method. There were two reasons why this research employed the content analysis method. First, this research analyzed the test items which were the result of human communication. Fraenkel and Wallen 2006, p. 483 states a content analysis was a method to investigate human behavior indirectly through an analysis of their communication. The human communication does not mean as it is, but it relates to many things which are produced by human beings Fraenkel Wallen, 2006, p. 483.