TEACHERS’ QUESTIONS VIEWED FROM BLOOM’S TAXONOMY FRAMEWORK IN ENGLISH AS FOREIGN LANGUAGE (EFL) CLASSROOMS

This study investigates the cognitive domain and the frequent level of te a che rs’ qu e stion s p ose d by teachers of eleventh grade in a senior high school in Bengkulu. This study employed a descriptive research method. The data were obtained from classroom observations for three learning sessions. The samples of this study were three English teachers of SMAN 2 Bengkulu chosen by employing total sampling technique. The data collected from classroom observation by using checklist as an instrument. The checklists, a d ap te d f rom Revised B loom ’s Ta xo n o m y, were used to identify the level of cognitive domains. The results showed that remembering was the most frequent question used in classroom. The te a che rs’ qu e stio n s only covered from the first to the third stages of cognitive domain revised Bloom’s Taxonomy. To conclude, the three teachers did not encourage the application of high order cognitive thinking. The implication of this study suggests that teacher should be given a tra inin g p rogram to deve lop te a ch e rs’ qu e stio n ing te ch n iqu e s so tha t m o re complex types of questions will appear