Students` lived experiences in learning English at the vocational school - USD Repository
STUDENT S’ LIVED EXPERIENCES IN LEARNING ENGLISH
AT THE VOCATIONAL SCHOOL
A THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Magister Humaniora (M.Hum) Degree
in English Language Studies
by
P. Haryanta
056332029
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2010
ACKNOWLEDGMENTS
I am heartily thankful to my supervisor, Dr. J. Bismoko, for his encouragement, guidance and support throughout my research work. His moral support and continuous guidance enabled me to complete my work. I also would like to thank the head of ELS, Fx. Mukarto, Ph.D., and all lecturers in English Language Studies who really helped me to do this thesis. They have opened up my mind to learn more and to be better.
I also thank my beloved family. The support given strengthened me to reach the final step, especially my inspiring granddaughter Lucy. I also would like to express my thanks to all my friends in KBI for their encouragement. I am indebted to Mbak Lely, the secretary of KBI, for her kindness and patience in helping me to finish my thesis.
Finally, I would like to show my gratitude to the head of SMK 1 Sedayu, Andi Primeriananto, M.Pd., who allowed me to study in the graduate program of Universitas Sanata Dharma and also to conduct the research in the school. In addition, special thanks go to Dina, Naning, and Rita for their willingness to share their inspiring lived experiences.
TABLE OF CONTENTS
Page
TITLE PAGE
i ………………………………………………………
APPROVAL PAGE
ii ………………………………………………..
DEFENSE APPROVAL PAGE iii …………………………………..
iv
STATEMENT OF ORIGINALITY
………………………………
ACKNOWLEDGEMENTS
vi ……………………………………….
TABLE OF CONTENTS
vii ………………………………………….
LIST OF PICTURES
ix ………………………………………………
LIST OF ANECDOTES
x …………………………………………... xi
ABSTRACT ……………………………………………………….. ABSTRAK
xii ………………………………………………………….
CHAPTER I INTRODUCTION
1 …………………………………
A. Background of the
2 Study …………………………………………
4 B. Problem Identification ……………………………………………
5 C. Problem Limitation ………………………………………………
5 D. Problem Formulation …………………………………………….
E.
5 Research Goals …………………………………………………..
F. Research Benefits 6 ……………………………………………….
CHAPTER II LITERATURE REVIEW
8 ………………………..
A. Theoretical Review 8 ……………………………………………….
8
1. The Essence of Learning ………………………………………
12 a). Learning by Absorbing …………………………………….
13
b). Learning by Doing …………………………………………
13
c). Learning by Interacting ……………………………………
13 d). Learning through Reflection ……………………………….
13 e). Performance ………………………………………………..
14 2. The Pedagogy of Learning: Learning through Life ………….. .
14 a). Learning to Know ………………………………………….
17 b). Learning to Do……………………………………………. .
c). Learning to L 18 ive Together………………………………….
19 d). Learning to Be ……………………………………………..
20 3. The Essence of Vocational School …………………………….
20 a). What is a Vocational School? ……………………………. .
21 b). What are the Different Vocational Careers? ……………….
c). The Advantages of a
23 Vocational School ……………………
24
d). Entrepreneurship ……………………………………………
25
e). Start a Small Business: Bring a Lifetime of Fulfillment ……
27 4. English Language in a Vocational School ……………………..
28
a). Syllabus of English at the Vocational School ………………
29 b). English National Exam ……………………………………..
30 c) English Competency Standard for Vocational Graduates …..
31 d). Supporting Factors ……………………………………….. ..
32 5. Lived Experience …………………………………………….. .
33 B. Theoretical Framework …………………………………………..
CHAPTER III RESEARCH METHODOLOGY
…………………
E. Th e Essence of Life ……………………………………………… 80
4. The Lived Experience of Taking National Exam………………
67 D. The Emerging Phenomenological Themes ……………………….
70
1. The Lived Experience of Being Called in Their Names ……… 70 2. The Lived Experience of Falling Asleep ……………………….
74
3. The Lived Experience of Failing National Exam …………….. 77
84 B. Suggestion ………………………………………………………
84 A. Conclusion ………………………………………………………
52 3. The Lived Experience of Praying while Studying …………….
86 BIBLIOGRAPHY …………………………………………………
88 APPENDICES …………………………………………………….
92 1. Anecdotes ……………………………………………………….. .
92 2. Questions for Interview ………………………………………….. 100
3. First Observation Data …………………………………………… 103
4. Transcript of Interview …………………………………………… 106
58
2. The Lived Experience of Learning English at the Workshop …
37 A. Research Method ………………………………………………..
5. Assumptions and Pre- understandings ………………………….
37
1. Lived Experience ……………………………………………….
37 2. The Nature of Lived Experience ……………………………….
38 3. Orienting to the Phenomenon of Pedagogic Interest …………...
39
4. Formulating the Phenomenological Question ………………….
40
40 B. Research Design …………………………………………………..
1. The Lived Experience of Choosing a Vocational School……… 49
41 C. Research Procedures ………………………………………………
42 D. Text Analysis ……………………………………………………..
43 E. Trustworthiness of the Findin gs …………………………………..
43 CHAPTER IV DESCRIPTION AND INTERPRETATON …….
45 A. Conducting Thematic Analysis ………………………………….
45 B. The Pedagogy of Theme ………………………………………….
47 C. The Prefigured Phenomenological Themes ………………………
48
CHAPTER V CONCLUSION AND SUGGESTIONS ………….
LIST OF PICTURES
1. Picture 1: ……………………………………………………..9 Lucy is experiencing a process of learning how to be autonomous
2. Picture 2:………………………………………………………
12 Concept Map of Learning
3. Picture 3: ………………………………………………………
15 Bloom’s Taxonomy 4. Picture 4: ……………………………………………………..
34 Framework of Thinking
5. Picture 5:………………………………………………………
58 Vocational Students Competition
LIST OF ANECDOTES 1. Anecdote 1……………………………………………………..
20 2. Anecdote 2……………………………………………………..
49 3. Anecdote 3……………………………………………………..
52 4. Anecdote 4……………………………………………………..
58 5. Anecdote 5……………………………………………………..
67 6. Anecdote 6……………………………………………………..
70 7. Anecdote 7……………………………………………………..
74 8. Anecdote 8……………………………………………………..
77
ABSTRACT
Haryanta. P. 2010. Students’ Lived Experiences in Learning English at the
Vocational School. Yogyakarta: English Language Studies. Graduate Program.
Sanata Dharma University.The purpose of this study was to reveal how the participants experience the essence of lived experiences in learning English at the vocational school as parts of their life fulfillment.
A phenomenological hermeneutic research methodology was utilized in this study. Close observations, informal conversational, and in depth interviews were made to get the data or texts. Three of level twelve students of SMK 1 Sedayu were involved to participate in this research. Two of them were majoring in the technique of computer and networking and the other one was majoring in the technique of drawing buildings. The researcher also recorded some natural daily life events to enrich the texts. Moreover, he browsed through internet to get some research reports related to his research. A description of the phenomenon based on the essential themes coming from the prefigured themes and emerging ones was made in the forms of narratives including anecdotes.
As the results of the research, deep understanding on each student’s personal background gives positive support to the achievement of learning goals. Students feel being humanized when they are called using their names properly. Students’ names may represent their identity and personality, even their future hopes.
Furthermore, students can learn English in a contextual way related to their target competencies through the practice room or workshop. The deepest essence of life, including learning, is building harmonious relationship between God, the Creator, and human beings together with the world where they live in. Another result is about failure as an inseparable part of the learning process. Failure is a challenge to change towards betterment, to make new spirit, to create new strategies, and build stronger efforts to reach a success.
The author recommends that the school, especially the teachers, develop teaching methods, strategies, and techniques as well as learning materials into a learning-teaching condition which is enjoyable, effective and efficient. It is also recommended that teachers need to recognize their students thoroughly and understand “their world as students and children.”
ABSTRAK
Haryanta. P. 2010. Student
s’ Lived Experiences in Learning English at the
Vocational School. Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris,
Universitas Sanata Dharma.
Tujuan penelitian ini adalah untuk menguak bagaimana para partisipan mengalami makna sejati dari pengalaman hidup dalam belajar bahasa Inggris di sekolah kejuruan sebagai bagian dari pemenuhan hidup mereka.
Menggunakan metode penelitian hermenetik fenomenologis peneliti mengadakan observasi secara akrab, perbincangan informal, dan wawancara mendalam untuk memperoleh data atau teks. Tiga siswa kelas duabelas dari SMK
1 Sedayu program keahlian komputer dan jaringan berpartisipasi dalam penelitian ini. Peneliti juga merekam beberapa kehidupan keseharian alami untuk memperkaya data atau teks. Peneliti menampilkan deskripsi dari fenomena berdasarkan tema-tema utama yang berasal dari tema gambaran awal maupun yang muncul dari data atau teks dalam bentuk narasi, termasuk anekdot.
Sebagai hasil penelitian, pemahaman yang mendalam terhadap latar belakang pribadi masing-masing siswa memberi dukungan positif dalam pencapaian tujuan pembelajaran. Siswa merasa dimanusiakan ketika mereka dipanggil dengan nama mereka secara tepat. Nama siswa dapat mencerminkan kepribadian dan identitas mereka, bahkan harapan masa depan mereka. Lebih jauh, siswa dapat belajar bahasa Inggris secara kontekstual terkait dengan sasaran kompetensi mereka di ruang praktek atau bengkel. Makna hidup sejati yang paling dalam, termasuk dalam pembelajaran, adalah membangun hubungan yang harmonis antara Tuhan Allah Sang Pencipta dan umat manusia bersama-sama dengan dunia tempat mereka tinggal. Hasil yang lain adalah bahwa kegagalan dalam proses pembelajaran merupakan bagian yang tidak terpisahkan dalam proses pembelajaran. Kegagalan merupakan tantangan untuk berubah menuju perbaikan, untuk membangun semangat baru, menciptakan strategi baru, dan membangun usaha yang lebih kuat untuk mencapai kesuksesan.
Penulis menyarankan agar sekolah terutama para pendidik untuk mengembangkan metode mengajar, strategi dan teknik maupun materi pembelajaran dalam kondisi belajar mengajar yang menyenangkan, tepat guna dan berdaya guna. Penulis juga menyarankan agar para pendidik mengenal siswa- siswa mereka secara mendalam dan memahami dunia mereka sebagai siswa maupun sebagai anak.
CHAPTER I INTRODUCTION It may be useful to state at the beginning what my intention in this study is
and what interest a reader may have in it. On one hand, I describe a human science research with a prior interest of a teacher applying the methods of phenomenology and hermeneutics. A definition of phenomenology proposed by van Manen is
“By „phenomenology‟ we mean all those forms of thinking or inquiry which in some way maintain a perspective on the lived human experience
.” As a form of “critical” thinking, phenomenology reflects on essentially and thereby transcends all lived experience and objective cognition to discover the intelligibility that is their implicit ground (Darroch & Silvers, 1982, p.1). In seeking the truth of lived experience in a transcending yet concrete context of meaning, phenomenology both presupposes and makes problematic the empirical distinction (Heidegger, 1962, p. 272). Phenomenological task is essentially open-ended. It is so in the first place because the subject matter itself, the intelligibility of lived experience, is in essence non an objective fact for certain cognition but a latent and mutable context in meaning (Burch, p 198). The open-endedness is also evident on the side of the interpreting.
The truth of phenomenology lies neither exclusively nor primarily in the correspondence of its explicit claims with lived experience taken as fixed object of knowledge, but in the possibilities of meaning which at any given time are inscribed in the intelligibility of a particular phenomenological explication of lived experience (Heidigger, 1962, p49)
Hermeneutics is the art of interpreting. Hermeneutics is philosophy in the original sense of the word, the love of wisdom, the search for as comprehensive an understanding of human existence as possible. Hermeneutic theory is a member of the social subjectivist paradigm where meaning is inter-subjectively created, in contrast to the empirical universe of assumed scientific realism (Berthon et al. 2002). As part of the interpretative research family, hermeneutics focuses on the significance that an aspect of reality takes on for the people under study. Phenomenology becomes hermeneutical when its method is taken to be interpretive (rather than purely descriptive as in transcendental phenomenology) (Manen, 2002).
On the other hand, I engage the reader(s) in pedagogic reflection on how we live with students as parents, teachers or educators. I begin with discussing the background of the study, followed by the problem identification, problem limitation, the research question, the research goals and the research benefit.
A. Background of the Study
Webster defines education as the process of education or teaching. Educate is further defined as “to develop the knowledge, skill, or character of …” Thus, from these definitions it might be assumed that the purpose of education is to develop the knowledge, skill, or character of students. Eric Hoffer (1979) states that: the central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents parents, and children are students together. Ayn Rand (1987) proposes another definition of the purpose of education:
The only purpose of education is to teach a student how to live his life-by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i.e. conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past-and he has to be equipped to acquire further knowledge by his own effort. Bill Beattle (1988) states that the aim of education should be to teach us rather how to think than what to think
- – rather to improve our minds, so as to enable us to think for ourselves, thanto load the memory with thoughts of other men.
In the annual report of UNESCO under the Task Force on Education for the Twenty-first Century in the title Chapter 4 of Learning: The Treasure Within, it is stated:
… about the Four Pillars of Education. They are learning to know, learning to do, learning to live together and learning to be. These four pillars of knowledge cannot be anchored solely in one pha se in a person‟s life or in a single place. There is a need to re- think when in people‟s lives education should be provided, and the fields that such education should cover. The periods and fields should complement each other and be interrelated in such a way that all people can get most out of their own specific educational environmental all through their lives.
From the statement above it can be concluded that education encourages one to be oneself and, at the same time, be able to live together with others in a harmonious way.
In Indonesia, the goal of national education also leads the learners to be democratic and autonomous. Indonesian Republic law number 20/2003 about National Education System states the goal of national education as follows:
…developing the learners to be faithful and respectful to God the Almighty, have good morals, be healthy, scientific, competent, creative, and self support, and be democratic and responsible citizens.
In the field of foreign language education there has been a shift in focus from the teacher to the learner, from exclusive focus on how to improve teaching to an inclusive concern for how individual learners go through their learning
(Gremmo, 1995). The practice of language teaching has become more communicative and more student centered (Yang, 1998).
B. Problem Identification
Having a clear perception on lived experience is very important because phenomenological research begins in lived experience and eventually turns back on it. Dilthey (1985) has suggested that in its most basic form lived experience involves our immediate, pre-reflective consciousness of life. Actually, lived experiences cover many aspects. They are awareness, understanding, desire, intention or expectation, anticipation, relations with others, cultural patterns, feelings, belief or sights, smells, sounds, etc (Murphy, 1960:13 in Bradley, 2002). Students‟ lived experiences toward the world reality may vary among others. The students have various lived experience toward certain phenomena. Creswell (2007:57) states that the meaning for several individuals of their lived experiences of a concept or a phenomenon is assigned to phenomenological study. The focus of this study is, therefore, learning English at the Vocational School as the phenomenon.
Observing the practice of learning English at the Vocational Schools, it seems that the engagement of the students with their learning is still poor. The students‟ commitment to their learning goals is not clearly seen. Motivation to learn positively and reflectively is still unclear. This condition has challenged me as a teacher to do a research.
C. Problem Limitation
In this research I limit myself in exploring the textual reflection on the lived experiences and practical actions of everyday life of the participants related to learning English at the Vocational School. There are three participants of level twelve students of SMK 1 Sedayu. Two are majoring in techniques of computer and networking and the other one is majoring in the techniques of building drawing.
D. Problem Formulation
Since I do a phenomenological human research, my question of inquiry is not a problem question but a meaning question. Problem questions seek solutions, “correct” knowledge, effective procedures, winning strategies calculative techniques, “methods” which get results (Manen, 1990: 23). A phenomenological question is a meaning question. It does not seek for solutions upon the problem but asks the meaning and significance of certain phenomenon. Meaning questions can be better or more deeply understood so that, on the basis of this understanding I may be able to act more thoughtfully and more tactfully in certain situations. The meaning question of my study is how the participants experience the essence of lived experience in learning English as parts of their life-fulfillment.
E. Research Goals
To do a phenomenological hermeneutic research is to attempt to accomplish the impossible: to construct a full interpretative description of some aspect of the life world, and yet to remain aware that lived life is always more complex than any explication of meaning can reveal (Manen, 1990). Therefore, through this research I try to describe the lived experiences of the students in learning English at the Vocational School and interpret it. By doing so, I hope I can obtain the essential meanings of the lived experience of the participants in learning English.
Therefore, hopefully the participants can have more reflective life and have more commitment so that they succeed in their studies. Furthermore, as the researcher I hope I can have more emphatic understanding on the essential meanings of the lived experiences of the participants.
F. Research Benefits
As the study attempts to address the research question „how the participants experience the essence of being autonomous in learning English as parts of their life fulfillment‟, I hope this research will give some contribution for empowering the students better. The research benefits of the study cover the theoretical benefits and the practical benefits. They are as follow:
1. Theoretical Benefits The study is meant to provide scientific information in education in general, especially in encouraging learners in learning English at the vocational school. It may function as comprehensible input in the development of education, English language teaching and learning at the vocational school.
2. Practical Benefits The study may provide teachers, educators, school counselors, school managements, and the readers or audience with some anecdotes and interpretation of students‟ lived experiences in learning English to have better emphatic understanding on the essential meanings of the lived experiences of the participants. Finally, the study may help the participants and me as the researcher to become more self-fulfilling in going through the real lives.
CHAPTER II LITERATURE REVIEW In this chapter I attempt to take the discussion in the previous chapter further forwards exploring some theoretical review and pre-understanding. A. Theoretical Review In discussing the theoretical review I divide the discussion into five
sections. In the first section I attempt to explore the essence of learning through a lived experience of my granddaughter. From there I will make some reviews on the theories of learning. In the second section I explore the pedagogy of learning. The third section will discuss about essence of a vocational school. In section four I try to discuss about English language at the vocational school. In the last section I discuss about lived experience
1. The Essence of Learning
In broadest sense, learning is the act, process or experience of gaining knowledge or skill. Jeff Cobb (2000) defines learning as the lifelong process of transforming information and experience into knowledge, skills, behaviors, and attitudes. He adds that learning is not dependent upon classes and courses and it does not require a degree, certificate, or grade to prove its worth. However, It does require
- – in varying degrees, and in varying times and circumstances – activities like practice, reflection, interaction with the environment (in the broadest sense), and social interaction. He also states that learning does not always
- – probably not
- – happen consciously – whetheherwise – tend to be more successful in pretty much whatever way they define success.
Furthermore, Brooks argues that learning is to find problems and solve them. Getzels and Csikszentmihalyl (1976, quoted by Brooks 2020) suggest that formulating problems is an essential element in understanding creativity
- – more so than solving problems. Arlin (1990) suggests that the same is true in understanding wisdom: problem finding is more significant than problem solving.
I offer the following story from my own family as one characterization of what it has meant to one group of people to find problems and to solve them.
Picture 1:
Lucy is experiencing a process of learning how to find problems and to solve them. (Taken from: Family collection)
It is so amazing and surprising to enjoy the video of this little one and a half year old „girl‟ learning how to eat. Accompanied by her grandmother (not seen in the picture), her grandfather, two aunts, Lucy- that‟s her familiar name among the family- is experiencing a process of learning in a real and natural way in the middle of world life. Firstly, she observes the surroundings. She gets the knowledge about the names of some objects from the nearest surroundings and their functions. For example a spoon, a plate, a „dingklik‟ (stool), etc. She also observes how the adults around her use those things. It is very fascinating to watch all of her activities in experiencing herself with the things around her. How happy she is when tries to sit on the „dingklik‟. She laughs and looks at every one around her when she is successful sitting on it. Surely, she wants to celebrate her success in sitting on the „dingklik‟ to everyone around her. She has learnt a new
„skill‟ how to sit on a „dingklik‟ by doing several actions. She practices the experience again and again. People say: practice makes perfect! Common thinking is that learning is simple. However, Brooks states that it is not true. She states that: learning requires an active mind. It requires a question that rouses intrigue, or a piece of information that doesn‟t seem to fit, or a novel that transports the reader to places previously unknown, or a math equation that challenges the learner‟s suppositions about numerical relationships, or any prompt that provokes some dissonance in the learner. (Brooks 2002, p11)
Learning also requires a teacher who has the skills and insight it takes to drive s tudents‟ thinking processes forward. Learning is not simple. But when sought and pursued actively and mindfully, it is energizing, dynamic, and cherished. When learning is not sought, but pursued passively and perfunctorily, it is most often shallow, incomplete, and short lived. (Brooks 2002, p 11).
The following lived experience that Lucy has will give a description of the characterization of learning above.
Another real experience that Lucy has undergone is how she learns to coordinate her hands holding the spoon and the plate with her mouth to receive the food she feeds herself. It is very exciting and full of fun. Why not? Very often the spoon does not meet her mouth; instead, it strikes her short nose and the food scatters on her face and clothes. This is the right time for the grandmother to give a help. Softly and tenderly the grandmother guides her granddaughter‟s hand to hold the spoon correctly, takes some food from the plate and then directs it to the girl‟s mouth. When the girl is successful in doing this new real life experience of eating, she claps her hands, shouts and jumps around the stool. She looks so happy and cheerful. The grandmother, grandfather and aunts support her by clapping hands while saying „Berhasil, berhasil, berhasil‟. Receiving appreciation for a success seems to be a very common lived experience. Every one undergoes that and will forget it after a few years. But let us try to reflect it deeper. Actually this anecdote is a part of the process of learning. When the girl experiences the new life experience of eating she has interacted with the other members of the family. She interacts with her grandmother, aunts and others. She needs help and the others support her. When she is successful she expresses to the others and the others respond it with appreciation. It is a real lived experience which can be reflected to seek the essence of learning in general. It may lead to a wisdom that human beings living together in this world possess a value of togetherness and build a learning society.
In this study I would like to adopt a concept of learning proposed by Wertenbroch and Nabeth (2000). The concept map of learning is described in the diagram below:
Picture 2: Concept Map of Learning
(http://www.nwlink.com/~donclark/learning/learning.html)
a) Learning by Absorbing
Learning by absorbing includes activities of reading, seeing, listening, and feeling. According to Wertenbroch (2000), however, information obtained from those activities does not instantly become knowledge once we have absorbed it as we have simply copied the information from one source, such as a book, to another source, our brain. To help make it part of one‟s knowledge base, he needs to take it through a “learning cycle”. The cycle consists of observing and reflecting, forming concepts, testing in new situations, and gaining experience. By observing and reflecting one can form a concept or concepts. This concept is then applied or tested in new situations and from the activity he will gain new experiences as part of his learning.
b) Learning by Doing
Doing is an activity that involves either manipulating information mentally or physically manipulating an object. The mental manipulation of information differs from reflection in that it normally involves a planned exercise or activity, where as reflection is more a free form activity that involves a lot of “what ifs” (Wertenbroch and Nabeth, 2000)
c) Learning by Interacting
Interacting here means interacting with others, rather than interacting with an object. For example, discussing a problem with others rather than operating a forklift.
d) Learning through Reflection
Reflection is thinking for an extended period by linking recent experiences to earlier ones in order to promote a more complex and interrelated mental schema (Dewey, 1933 cited by Wertenbroch, 2000). The thinking involves looking for commonalities, differences, and interrelations beyond their superficial elements.
The goal is to develop higher order thinking skills.
e) Performance
Performance is focused behavior or purposeful work (Rudman, 1998). That is, jobs exist to achieve specific and defined result. This is performed by accomplishing tasks. Gilbert (1998) said that performance has two aspects
- – behavior being the means and its consequence being the end.
2. The Pedagogy of Learning : Learning throughout Life
In the annual report of UNESCO under the Task Force on Education for the Twenty-first Century in the title Chapter 4 of Learning: The Treasure Within, it is stated about the Four Pillars of Education. Jacques Delors, the chairman of the body, states that:
The Four Pillars of Education are learning to know, learning to do, learning to live together and learning to be. These four pillars of knowledge cannot be anchored solely in on e phase in a person‟s life or in a single place. There is a need to re- think when in people‟s lives education should be provided, and the fields that such education should cover. The periods and fields should complement each other and be interrelated in such a way that all people can get the most out of their own specific educational environmental all through their lives. (UNESCO PUBLISHING)
a) Learning to Know
In that report it is explained that this type of learning is concerned less with the acquisition of structured knowledge than with the mastery of learning tools. It may be regarded as both a means and an end of human existence. Looking at it as a means, people have to learn to understand the world around them, at least as much as is necessary for them to lead their lives with some dignity, develop their occupational skills and communicate with other people. Regarded as an end, it is underpinned by the pleasure that can be derived from understanding, knowledge and discovery. Learning to know implies learning how to learn by developing one‟s concentration, memory skills and ability to think. From infancy, young people must learn how to concentrate
- – on objects and on other people. This process of improving concentration skills can take different forms and can be
(Knowledge), Affective: growth in feelings or emotional areas (Attitude), and Psychomotor: manual or physical skills (Skills). His taxonomy follows the thinking process. It is a continuum from Lower Order Thinking Skills to Higher Order Thinking Skills. They are arranged below in increasing order, from lower order to higher order.
Picture 3: Bloom‟s Taxonomy (Drawing by A Churches) The following table is exemplification of Bloom‟s taxonomy for each category with the keywords and some examples.
Category Example and Key Words (verbs) Knowledge: Recall data or information.
constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.
Examples: Write a company operations or
Put parts together to form a whole, with emphasis on creating a new meaning or structure.
Synthesis: Builds a structure or pattern from diverse elements.
contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.
Key Words: analyzes, breaks down, compares,
by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.
Examples: Troubleshoot a piece of equipment
concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.
Analysis: Separates material or
Key Words: applies, changes, computes,
Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Key Words: defines, describes, identifies,
employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.
Examples: Use a manual to calculate an
new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.
Application: Use a concept in a