could be used to determine the level of this question based on Bloom’s taxonomy. But, by looking at the purpose of the question, which is asking about the student’s
effort to protect wild animals, it is clear that this question can be categorized into level 3. This question is asking about how the students apply their knowledge in
certain field. Therefore, this question is categorized into level 3 – Applying. In level 4 – Analyzing of Bloom’s taxonomy, there are 13 out of 216 total
questions. This level deals with analyzing information by identifying motives or causes. One of the questions which is categorized into this level is “How could
you declare that Big Bang is that good?”. The purpose of this question is asking the students to identify the causes of information. The information is about Big
Bang declared as a good boyband. Therefore, this question is categorized into level 4 – Analyzing. Another example of questions which are included in this
level is the question “Why that SMS is most popular than call?” This question was grammatically incorrect, but it is still categorized into level 4. It is because
the question is asking the students to identify the causes of information. Grammatical errors are not the focus of this research.
There is only 1 question that can be categorized into level 5 – Evaluating. This level deals with presenting and defending opinion based on a set of criteria.
One of the questions which is categorized into this level is “What the your opinion about mineral water?”. In spite of the grammatical error that occurred,
this question is clearly asking the students to present their opinion based on a set of criteria. Therefore, this question is categorized into level 5.
There are no questions from the data that can be categorized into level 6 – Creating. This highest level of Bloom’s taxonomy deals with compiling
information and combining elements to create a new alternative solution. Questions that can be categorized into this level are those which are asking the
students to create a new idea. Unfortunately, there are no such questions among the data. Therefore, there are no questions categorized into level 6 of Bloom’s
taxonomy. There are also questions in the data which cannot be categorized into W-H
questions. It means those questions cannot be categorized into any level of Bloom’s taxonomy because the focus of this research is about WH-questions.
There are 5 out of 216 questions which are included in this category. The examples of those questions are “Is facebook useable for all age?” and “Do you
have laptop?”. Those two questions were written in a YesNo question form, which is not the focus of this research. Therefore, such questions are categorized
into a special categorization named Not Interrogative Questions. The categorization of students’ skill clasifications based on the Bloom’s
level of learning is presented in figure 4.1.
Figure 4.1. Classification of Students’ Level to Produce Interrogative Question
Level 1
63
Level 2
15.70 Level
3 11.50
Level 4
6.00 Level
5 1.30
Level 6
Not interrogative
2.30
The diagram shows that the interrogative questions made by the students were generally distributed into the middle-low levels area. Most of the
interrogative questions produced by the students 63 are categorized into level 1 – Remembering. There are 15.7 of the questions categorized into level 2 –
Understanding. Then, 11.5 of the questions are categorized into level 3 – Applying. Meanwhile, there are only few questions categorized into the middle-
high level area. There are only 6 of the questions categorized into level 4 – Understanding. Then there are only 1.3 of the questions categorized into level 5
– Evaluating. Surprisingly, there were no questions that can be categorized into level 6 – Creating, which is the highest level. Lastly, 2.3 of the questions are not
considered as interrogative questions. It means that the students’ ability to produce interrogative was still low. Most questions made by the students are only
basic simple questions.
B. Students’ Answer to the Interrogative Sentences
In this section the writer is discussing about how the students answer the interrogative sentences. The main focus is the match between the question word’s
function and students’ answer to the question. The match is determined based on the table of WH-question’s function and example shown as listed in chapter II.
The grammatical errors do not really matter in this case because the focus is on the match between each question and answer. It does not matter either whether the
answer is logically correct or not as long as the question and answer are matched to each other. Here are some of the examples:
Question: Why carbon monoxide is dangerous for human? Answer: Because it can cause central nervous system and heart attack,
moreover can kill us Those question and answer are matched. The question above used the question
word why, which means the question is asking for reason. Meanwhile, the student answered the question by using a sentence that begins with the word because. It
indicates an explanation for reason. Therefore, those question and answer are matched. The answer apropriately fulfilled the question’s expectation.
Question: Where we can biking? Answer: As strong as we can or as can as we wish.
The question and answer do not match. The question used the question word where, which means the question is asking about place. Meanwhile the student
answered this question by a statement which explains about manner. The question and answer are not matched to each other because the answer does not fulfill the
question function’s expectation. Here is the result of the analysis on the correlation between student’s
question and answer:
Table 4.2. The Classification of Question and Answer’s Correlation
Categories Total Number of
Questions-answer Percentage
Match question and answer 193
89 Unmatch question and answer
19 9
Unanswered question 4
2
After analyzing the data, it was revealed that 197 out of 216 89 questions and answers are matched. It means that the students’ answers fulfill the
question function’s expectation. Meanwhile, there are 19 out of 216 9 questions and answers which are not matched to each other. According to the
table above,4 out of 216 2 questions were not answered by the students. There are also some unique cases that occur among the data. These
questions and answers are matched, but with some considerations. These examples will explain the unique cases that occurred:
Question: What must we do for avoid impact from smoking? Answer: More prayer for God. Life usual healthy.
In this case, the question is asking about manner by using the words what must we do. While the question’s answer also explains about the manner, which means the
question and answer are matched. The problem is the answer statement does not logically answer the question. However, they are still considered matched because
the answer fulfills the question function’s expectation, even tough the answer is logically incorrect.
Question: Why evolution can make extinction of animal? Answer: Because an animal is no one else again because an animal
become a other animal. This case’s question is asking for reason by using the question word why. But a
problem occurred in the answer. The answer is gramatically incorect that made it difficult to be understood. However, the question and answer are still considered
matched because there is a word because which started the sentence. It means that
the sentence is explaining about reasons. The implied meaning of the answer, regardless the grammatical erorrs, is also explaining about reasons.
Question: How impact from global warming? Answer: This air will not clean, make TBC.
In this case, the problem occurred in the question sentence. The purpose of the question is asking for information. However, the problem is the question which
uses the question word how instead of what. Meanwhile, the answer corectly explains the information. In the end, those question and answer are considered
matched because the implied meaning of the question is asking for information. Even though the question and answer are gramatically incorrect.
Question: Which the theory about the dinosaur extinct? Answer: There are 2 theory, there are climatic theory and comet theory.
This case has the same problem as the previous case. A problem occurred in the question sentence. The question is intended to ask for information. Instead of
using the question word what, the question used the question word which. This situation may cause a confusion because the original function of the word which
was asking about choice. Fortunately, the answer correctly fulfilled the original question’s expectation. Therefore, the question and answer are considered
matched.
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CHAPTER V CONCLUSIONS AND RECOMMENDATION
This chapter concludes the study in two ways. The first is the conclusion of the research finding and the data analysis in chapter IV. The second is the
suggestion for teacher and other researchers or students who wish to conduct research on the same issue.
A. Conclusions
Concerning the first research objective, which is to find out the levels of the interrogative questions produced by students based on Bloom’s Taxonomy, it
can be concluded that the interrogative sentences made by the students are categorized as level one, namely Remembering, as many as 63 per cent. In level
two, namely Understanding, there are as many as 15.7 per cent. In level three, namely Applying, there are as many as 11.5 per cent. In level four, namely
Analyzing, there are as many as six per cent 6. In level five, namely Evaluating, there are as many as one point three per cent 3. In level six,
namely Creating, there are as many as zero per cent 0. Meanwhile two point three per cent 2.3 cannot be categorized in any levels because the questions
were made in a form of YesNo question instead of WH question. From the percentage of each level, it could be concluded that students’ skill to produce
interrogative question is still low because most of the questions are categorized into level 1 which consists of basic and simple questions. Moreover, there are still
