How is ___ related to …? Why do you think …?
What is the theme …? What motive is there …?
Can you list the parts …? What inference can you make …?
What conclusions can you draw …? How would you classify...?
How would you categorize...? Can you identify the different parts …?
What evidence can you find …? What is the relationship between …?
Can you distinguish between …? What is the function of …?
What ideas justify …?
The fourth Bloom’s taxonomy deals with analyzing information by identifying motives or causes. Interrogative questions that are categorized into this
level are those which contain the keywords as analyze, compare, simplify, assume, or words that have similar meaning with those keywords.
Table 2.6. The Table of Bloom’s Taxonomy Level 5 and the Keywords
LEVEL 5 – EVALUATING
Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.
Key Words
agree, appraise, assess, award, choose, compare, conclude, criteria, criticize, decide, deduct, defend, determine, disprove, dispute,
estimate, evaluate, explain, importance, influence, interpret, judge, justify, mark, measure, opinion, perceive, prioritize, prove, rate,
recommend, rule on, select, support, value
Questions
Do you agree with the actions…? with the outcome…? What is your opinion of …?
How would you prove …? Disprove…? Can you assess the value or importance of …?
Would it be better if …? Why did they the character choose …?
What would you recommend…? How would you rate the …?
What would you cite to defend the actions …? How could you determine…?
What choice would you have made …? How would you prioritize …?
What judgment would you make about …? Based on what you know, how would you explain …?
What information would you use to support the view…? How would you justify …?
What data was used to make the conclusion…? What was it better that …?
How would you compare the ideas …? people …?
Level 5 of Bloom’s taxonomy deals with evaluating information. This level includes present and defend opinion based on validity of ideas based on a set
of criteria. Any interrogative questions which consist of keywords such as criticize, defend, judge, prove, or words with similar meaning are categorized into
this level.
Table 2.7. The Table of Bloom’s Taxonomy Level 6 and the Keywords
LEVEL 6 – CREATING
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.
Key Words
adapt, build, change, choose, combine, compile, compose, construct, create, delete, design, develop, discuss, elaborate, estimate, formulate,
happen, imagine, improve, invent, make up, maximize, minimize,
modify, original, originate, plan, predict, propose, solution, solve, suppose, test, theory
Questions
What changes would you make to solve …? How would you improve …?
What would happen if …? Can you elaborate on the reason …?
Can you propose an alternative…? Can you invent …?
How would you adapt ___ to create a different …? How could you change modify the plot plan …?
What could be done to minimize maximize …? What way would you design …?
What could be combined to improve change …? Suppose you could ___ what would you do …?
How would you test …? Can you formulate a theory for …?
Can you predict the outcome if …? How would you estimate the results for …?
What facts can you compile …? Can you construct a model that would change …?
Can you think of an original way for the …?
Level 6 of Bloom’s taxonomy deals with compiling information and combining elements to create a new alternative solution. This highest level of
Bloom’s taxonomy includes some keywords, such as formulate, elaborate, compose, construct, design, or any words which have similar meaning. Basically
the purpose of this highest level is to create something new. The website ecampus.oregonstate.edu listed the characteristics of each
level of learning. It describes each level using 4 keywords each.
Table 2.8. The Table of Bloom’s Taxonomy and Each Level’s Characteristics
The Cognitive Process Dimension Remember Understand
Apply Analyze Evaluate Create
List Summarize Classify Order Rank Combine
Describe Interpret Experiment
Explain Assess Plan
Tabule Predict Calculate
Different iate
Conclude Compose Appropriate
Use Execute Construct
Achieve Action
Actualize The table above explains the characteristic of each level of Bloom’s
taxonomy with 4 main keywords. Those keywords will become the standard requirement in categorizing the level of every interrogative sentences. The
interrogative sentences will be categorized in a level of Bloom’s taxonomy as long as it includes the keywords or words with similar meaning.
B. Theoretical Framework
As the framework, some points can be summed up in order to make the analysis of the problems easier. The problems are students’ level on producing
interrogative questions and how the students answer the questions. There are two points that are highlighted, namely the difinition of interrogative question, and
The Bloom’s taxonomy. Interrogative question is a type of question that contains WH element
who, what, how, etc. This type of question expects a reply supplying the missing information posited by the WH-questions. Each WH element has a specific
function which will determine the expected answer of each question. This theory is used to fulfill the second research objective, which is to find out how the other
students answer the interrogative sentences. The theory is employed to find out whether the students respond to the question with a compatible answer or not. By
comparing between the question’s function based on the theory and the students’
answer, the percentage of student’s questions and answers compatibility will be revealed.
In relation to the first objective of the study, which is to find out the levels of the interrogative questions produced by students, the Bloom’s Taxonomy will
be used as the measurement of student’s skill and learning process. Based on the cognitive aspect in Bloom’s Taxonomy, there are six levels of learning. Those six
levels from the lowest to highest are remembering, understanding, applying, analyzing, evaluating, and creating. Each level has different keywords and
characteristic. Employing this theory, the level of students’ skill to produce interrogative questions can be measured by categorizing the questions made by
the students using the keywords and the characteristic of each level of learning. It will show in which level of learning the students are and eventually answer the
first research problem.
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CHAPTER III METHODOLOGY
This chapter gives further information on how the study was conducted. It gives information on how the data were gathered and analyzed to answer the
problems. This chapter consists of Research Method, Research Setting, Research ParticipantsSubjects, Research Instrument and Data Gathering Technique, Data
Analysis Technique, and Research Procedure.
A. Research Method
In this study, the writer employed document analysis method to answer the research problems. The writer has two problem formulations. The first problem is
based on Bloom’s Taxonomy, i.e. what are the levels of the students’ ability to produce interrogative sentences. Second, how do the other students answer the
very questions. According to Ary Razavieh 2002, document analysis focuses on analyzing and interpreting recorded materials within its own context. This
method was used because the primary data of this research were written documents. The documents were students’ worksheets which contained
interrogative questions made by the students during a class activity. Therefore, document analysis was the most appropriate method to analyze the data.
B. Research Setting
The research was conducted during the writer’s teaching practice period at SMA Negeri 7 Yogyakarta between August-October 2011. SMA Negeri 7 was
chosen because the school was the place where the writer had his teaching practice. It was also because the school had many achivements in English subject.
Those are being the winner of English writing competition and English debate competitions. The school also had enough facilities that can be used to improve
student’s English skill. There were viewers located in every class. For the eleventh grade of social classes, there were also sound systems provided and
ready to be used. Based on those reasons, the writer decided to conduct the research at SMA Negeri 7 Yogyakarta.
C. Research ParticipantsSubjects
The participants of the research were the eleventh grade of social classes of SMA Negeri 7 Yogyakarta. There were only two majors in the school; science
and social. The social classes were chosen because the major was the one that was taught by the writer during his teaching practice and also considered as more
exposed to foreign language especially English. The subjects of this research were the result of students’ written exercises during the class’ activity. Each student
was asked to make five interrogative questions about analytical exposition texts which were previously made by the students. There were 216 total questions
produced by the students. Those questions became the primary documents to be analyzed in this research.
D. Research Instruments and Data Gathering Technique
There were two instruments which are used in this study. The first instrument was the documents. The documents which were used in this study
were the students’ written question sentences. There were 216 total questions made by the students. The data were gathered by the writer during a class activity.
During the activity, each student was asked to make 5 WH-questions about analytical exposition texts which were previously made by the students. After the
class activity, the questions were submitted along with the analytical exposition texts. The second instrument was human instrument. In this study, the researcher
became the human instrument by processing and analyzing the data in order to answer the research problems.
E. Data Analysis Technique
After the writer obtained the written documents of student’s work, the writer began to analyze it. The steps of analysis can be noted as follows.
First of all, the question sentence data were sorted by the writter. The writer analyzed each sentence in order to classify each question into categories
based on Bloom’s taxonomy. The grammatical errors occured on the data do not affect the classification process. It was because the classifications are determined
by the verb keywords which exist in every question. The classifications of the data were presented in a form of table. The table is as follows.
