This research focused on the use of interrogative questions. In interrogative questions, each question word has a specific function. The function
and the example of interrogative questions are explained in table 2.1.
Table 2.1. The Table of WH Question’s Function and Example
Question Word Function
Example
what asking for information about
something What is your name
asking for repetition or confirmation
What? I cant hear you. You did what?
what...for asking for a reason, asking why
What did you do that for? when
asking about time When did he leave?
where asking in or at what place or
position Where do they live?
which asking about choice
Which colour do you want?
who asking what or which person or
people subject Who opened the door?
whom asking what or which person or
people object Whom did you see?
whose asking about ownership
Whose keys are these? Whose turn is it?
Why asking for reason, asking what...for Why do you say that?
why dont making a suggestion
Why dont I help you? How
asking about manner How does this work?
asking about condition or quality How was your exam?
how + adjadv asking about extent or degree
see examples below how far Distance
How far is Pattaya from Bangkok?
how long length time or space How long will it take?
how many quantity countable How many cars are
there? how much quantity uncountable
How much money do you have?
how old Age How old are you?
how come informal
asking for reason, asking why How come I cant see
her? Retrived from http:www.englishclub.comvocabularywh-question-words.htm
2. Definition of Bloom’s Taxonomy
According to Anderson Krathwohl 2001 in The Taxonomy of Educational Objective, Bloom’s Taxonomy is a classification of the different
objectives and skills that educators set for students. The theory was proposed by Benjamin Bloom, an educational psychologist at the University of Chicago in
1956. There are two versions of Bloom’s Taxonomy; the original one and the revised version. Both versions of Bloom’s Taxonomy can be seen in diagram 2.1.
below.
Figure 2.6. Comparison between Old and New Version of Bloom’s Taxonomy
There are some changes in terms that occur between both versions of Bloom’s Taxonomy. The names of six major categories were changed from noun to verb
forms. As the taxonomy reflects different forms of thinking and thinking is an active process, verbs were used rather than nouns. The subcategories of the six
major categories were also replaced by verbs and some subcategories were reorganised. The knowledge category was renamed. Knowledge was an outcome
or product of thinking not a form of thinking. Consequently, the word knowledge was inapropriate to subscribe a category of thinking and was replaced with the
word remembering instead. Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the
thinking defined in each category. retrieved from http:rite.ed.qut.edu.auoz- teachernettrainingbloom.html
In 1990s, Bloom’s Taxonomy was revised by his former student, Lorin Anderson. According to Anderson Krathwohl 2001, Bloom’s Taxonomy is
the representatives of three groups: cognitive psychologist, curriculum theorist and instructional researchers, and testing and assessment specialists p.xxviii.
The new terms are defined as follows. a
Remembering This level is about retrieving, recognizing, and recalling relevant
knowledge for long term memory. This level also exibits memory of previously learned material.
b Understanding
This level is about constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring,
comparing, and explaining. This level also demonstrates understanding of facts and idea by stating main idea.
c Applying
This level is about carrying out or using a procedure through executing, or implementing. This level is also about solving problem to new situations by
applying acquired knowledge. d
Analyzing This level is about breaking materials into constituent parts, determining
how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. This level is also about making
inferences and finding evidence to suport generalizations. e
Evaluating This level is about making judgments based on criteria and standards
through checking and critiquing. This level also presents and defends opinions using the judgement.
f Creating
This level is about compiling elements together to form a coherent or functional whole. This level also reorganizes elements into a new pattern or
structure through generating, planning, or producing.
3. The Characteristics of Each Bloom’s Level of Learning
In order to measure students’ skill to produce interrogative question using Bloom’s taxonomy, keywords of each level of learning are needed. The keywords
as listed in the website www.edupressinc.com are as follows.
Table 2.2. The Table of Bloom’s Taxonomy Level 1 and the Keywords
LEVEL 1 – REMEMBERING
Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers.
Key Words
choose, define, find, how, label, list, match, name, omit, recall, relate, select, show, spell, tell, what, when, where, which, who, why
Questions
What is …? Where is …?
How did ___ happen? Why did …?
When did …? How would you show …?
Who were the main …? Which one …?
How is …? When did ___ happen?
How would you explain …? How would you describe ..?
Can you recall …? Can you select …?
Can you list the three …? Who was …?
The first level of revised Bloom’s taxonomy deals with recalling facts, terms, basic concepts, and answers. Therefore, the first level’s keywords include
simple verbs such as choose, define, recall, show, and tell. Simple interrogative questions such as what is ...?, where is ...?, who was ...?, and which one ...? are
also categorized into this level. Therefore, any interrogative question which consists of those keywords or has similar meaning of those question examples is
categorized into this first level.
Table 2.3. The Table of Bloom’s Taxonomy Level 2 and the Keywords
LEVEL 2 – UNDERSTANDING
Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.
Key Words
classify, compare, contrast, demonstrate, explain, extend, illustrate, infer, interpret, outline, relate, rephrase, show, summarize, translate
Questions
How would you classify the type of …? How would you compare …? contrast …?
Will you state or interpret in your own words …? How would you rephrase the meaning …?
What facts or ideas show …? What is the main idea of …?
Which statements support …? Can you explain what is happening …? what is meant …?
What can you say about …? Which is the best answer …?
How would you summarize …?
Level 2 of Bloom’s taxonomy deals with organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas. The
keywords of this Bloom’s taxonomy level includes explain, illustrate, classify, compare, summarize, and translate. Thus, any interrogative question which
consists of those keywords or the similar meanings are categorized into the second level of Bloom’s taxonomy.
Table 2.4. The Table of Bloom’s Taxonomy Level 3 and the Keywords
LEVEL 3 – APPLYING
Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.
