An Analysis of the Cognitive Level
of Teacher Questions in EFL Classroom
of Junior High School in Semarang Residence
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Desi Ariani
112010137
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
ii COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously
published or written by any other person except where due reference is made in the text.
Copyright@ 2014.Desi Ariani and Victoria Usadya Palupi, MA-ELT.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga.
iv TABLE OF CONTENTS
Approval Page i
Copyright Statement ii
Publication Agreement Declaration iii
Table of Content iv
Levels of Question 6-7
The use of cognitive level of teacher’s question 7-8 The Study Findings and Discussion 12-21
Conclusion 22-23
Acknowledgment 24-25
v LIST OF TABLES
The observation protocol used in the study 10
vi LIST OF FIGURE
An Analysis on the Cognitive Level
of Teacher Questions in EFL Classroom
of Junior High School in Semarang Residence
DesiAriani
Abstract
To help students achieve their optimum learning, teachers should apply questioning strategies in their classroom. One of questioning strategy which can be applied is related to various cognitive levels of questions. However, seeing teachers teaching during my teaching practicum in a junior high school in Banyubiru, I noticed that some teachers did not really optimize the questioning practice. This study aims to explore cognitive levels of questions used by three EFL teachers in junior high school in Banyubiru. They taught seventh and eighth grade students. In this study,
observation was used to collect the data. The data were teachers’ questions, which were classified into six levels of cognition based on Bloom’s taxonomy. The result of
this study shows that the teachers used various cognitive levels of questions, but they mostly used comprehension level questions which are in the lower order of cognition. This study can be useful for teachers to be aware of various cognitive levels of questions and apply in the classroom in order to help students to optimize their learning.
Keywords: questioning, cognition, level of question, Bloom’ taxonomy, higher
