QUESTIONS AND INSTRUCTIONS DELIVERED BY SENIOR AND JUNIOR ENGLISH TEACHERS AT A PRIVATE SENIOR HIGH SCHOOL IN SIDOARJO

Bobby W Setiawan, Esther H Kuntjara

Abstract


This study is related to a study of classroom discourse about delivering questions and instructions based on the cognitive domains done by senior and junior English teachers in secondary level. The study was conducted in the first grade of Senior High School which was facilitated by different English teacher,  It was revealed that all the questions and instructions delivered by both English teachers were mostly applied in the lowest level of cognitive domain (‘remembering’ and ‘understanding’) because those teachers considered the level of students because in this level, the first grade students were still needed to retrieve their memory, knowledge, and understanding of what they learned during the class time. However, those two teachers were still applied another domain. The number of cognitive domains applied were different. The senior teacher applied five of six cognitive domains while the junior teacher only applied four of six cognitive domains

Keywords


Questions, Instructions, Bloom’s Taxonomy

Full Text:

PDF

References


Amer, A (2004). A Lifelog Learning Approach to Pre-Service Teacher Education and In-Service Professional Development. Paper presented at: The Third International Conference: “Towards Better Education of Prospective Teacher” Sultan Qaboos University, College of Education, Muscat, Oman 1-3 March 2004.

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A Taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of Educational objectives: New York: Longman.

Forehand, M (2005). Bloom’s taxonomy: Original and revised.In M. Orey (Ed).Emerging Perspective on Learning, Teaching, and Technology. Retrieved September 19, 2013.

Kerry, T. (2002). Explaining and Questioning. Cheltenham: Nelson Themes.

Krathwohl, D. R. (2002). A revision of Bloom’s Taxonomy: An overview: Theory Into Practice, 41 (4), 212-218.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction That Work: Research-Based Strategy For Increasing Student Achievement: Virginia: Association for Supervision and Curriculum Development.




DOI: https://doi.org/10.9744/katakita.2.3.17-23

Refbacks

  • There are currently no refbacks.


Supported by:

Indexed in:

  

  

Tools:

 



Stats (installed since 17 December 2018)
View My Stats