A Study on Senir High SchoolStudents' Cognitive Skill by Analyzing Their Questions Using Bloom's Taxonomy

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one way to determining students' cognitive skill is by analyzing their questions using Bloom's Taxonomy.

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A Study on Senir High SchoolStudents' Cognitive Skill by Analyzing Their Questions Using Bloom's Taxonomy

  1. 1. Determining Senior High School Students’ Cognitive Skill by Analyzing Their Questions Using Bloom’s Taxonomy By: Matius Teguh Prasetyo 061214104
  2. 2. <ul><li>Introduction </li></ul><ul><li>Review of Literature </li></ul><ul><li>Methodology </li></ul>
  3. 3. Introduction <ul><li>Background of the study </li></ul><ul><li>Question has an important role in language teaching and learning </li></ul><ul><li>The students’ cognitive domain can be classified by analyzing their question using Bloom’s Taxonomy. </li></ul><ul><li>Research objectives </li></ul><ul><li>The research is aimed at knowing the students cognitive skill by analyzing their questions based on Bloom Taxonomy. After knowing the students’ cognitive skill, the teachers can plan the appropriate teaching and learning process to improve and develop students’ critical thinking. </li></ul>
  4. 4. <ul><li>Problem formulation </li></ul><ul><li>In what classification of Bloom Taxonomy does the Senior High School Students’ cognitive domain take place? </li></ul><ul><li>What does the implication of the Senior High School Students’ cognitive domain toward teaching and learning process? </li></ul>
  5. 5. Review of literature <ul><li>Bloom’s Taxonomy </li></ul><ul><li>Bloom’s Taxonomy was created in 1956 by a group of educational psycholinguists led by Benjamin Bloom. This group developed a classification of levels of intellectual behavior which is important in learning. This group identified three types (domains) of learning namely cognitive, affective, and psychomotor domain. Cognitive domain is defined as the mental skills (knowledge), affective domain is the growth in feeling or emotional areas (attitude), and psychomotor domain is the manual or physical skills (skills). </li></ul>
  6. 6. Bloom’s taxonomy on cognitive domain <ul><li>Evaluation </li></ul><ul><li>Synthesis </li></ul><ul><li>Analysis </li></ul><ul><li>Application </li></ul><ul><li>Comprehension </li></ul><ul><li>Knowledge </li></ul>Recall data or information Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure Make judgments about the value of ideas or materials Make judgments about the value of ideas or materials
  7. 7. Cognitive skill <ul><li>Cognitive skills are the basic mental abilities people use to think, study, and learn. They include a wide variety of mental processes used to analyze sounds and images, recall information from memory, make associations between different pieces of information, and maintain concentration on particular tasks (Elliot W. Eisner, 2000, p. 3). </li></ul><ul><li>Cognitive skills acquisition is acquiring the ability to solve problems in intellectual tasks where success is determined more by the subject knowledge than their physical process (Kurt Van Lehn, 1995). </li></ul>
  8. 8. <ul><li>Certain cognitive skills can be grouped within the taxonomy, namely Bloom’s taxonomy (P. Askar and A. Altun, 2009). </li></ul>
  9. 9. Methodology <ul><li>Method </li></ul><ul><li>The research use survey as the method to gather the data. The survey is in the form of observation and simple test . </li></ul><ul><li>Participants </li></ul><ul><li>The students of grade XI of SMA N 1 Depok </li></ul><ul><li>Setting </li></ul><ul><li>The research will take place in SMA N 1 Depok. The observation will be held when the students are in English subject class while the simple text will be given outside the class by choosing 20 students from grade XI </li></ul>
  10. 10. <ul><li>Procedure </li></ul><ul><li>Preparing for the observation sheet and short English text </li></ul><ul><li>Conduct the observation </li></ul><ul><li>Giving short English text to 20 students and ask them to make some questions based on the text </li></ul><ul><li>Analyze the students’ questions using Bloom Taxonomy </li></ul><ul><li>Making the conclusion based on the result </li></ul><ul><li>Reporting </li></ul>
  11. 11. Question Analysis Form (Sample) http://www.utexas.edu/academic/cte/sourcebook/questioning.pdf X 5. What would happen to the cake if it were cooked 5 minutes longer? X 4. What is the name of the capital of Rhode Island? X 3. What inference would you make? X 2. How would you solve the problem? X 1. What hypothesis would you make? Evaluation Synthesis Analysis Application Comprehension Knowledge Questions
  12. 12. T h a n k y o u ..

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