{"title":"高阶思维技能在巴东中学英语学科任务与测试中的实施分析","authors":"Ghina Zikra Winanda, Desvalini Anwar","doi":"10.2991/assehr.k.220201.019","DOIUrl":null,"url":null,"abstract":"Questions are often used to stimulate the recall of prior knowledge, build critical-thinking skills and promote comprehension. There are two of the classifications of questioning that can be used in formulating learning objectives, LOTs and HOTs. This study aimed to investigate the cognitive domain of Bloom’s taxonomy used in questions asked by teachers to their students at SMK Negeri 2 Padang. The source of data in this study was student’s tasks and student’s test in English subject of grade XI. This study analyzed the teacher’s questions that frequently used the levels of the cognitive domain of Bloom’s taxonomy. This study was descriptive research to describe and analyze the existed condition in the field. As the results, in the students perceived that the most frequent cognitive domain used by the teacher in 80 questions (tasks, mid-term) was the domain of LOTS with 70% and HOTS 30%, which understand (C2) 33 questions, followed by the cognitive domain of applying (C3) 15 questions, analyze (C4) with 13 questions, remember (C1) 12 questions, evaluate (C5) 7 questions, and lastly the cognitive domain of creating (C6) 0 question. On the other hand, the teachers believed that they use the cognitive domain of understanding as the most frequent cognitive domain in questions.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Analysis of the Implementation Higher Order Thinking Skills in Tasks and Test of English Subject at SMK Negeri 2 Padang\",\"authors\":\"Ghina Zikra Winanda, Desvalini Anwar\",\"doi\":\"10.2991/assehr.k.220201.019\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Questions are often used to stimulate the recall of prior knowledge, build critical-thinking skills and promote comprehension. There are two of the classifications of questioning that can be used in formulating learning objectives, LOTs and HOTs. This study aimed to investigate the cognitive domain of Bloom’s taxonomy used in questions asked by teachers to their students at SMK Negeri 2 Padang. The source of data in this study was student’s tasks and student’s test in English subject of grade XI. This study analyzed the teacher’s questions that frequently used the levels of the cognitive domain of Bloom’s taxonomy. This study was descriptive research to describe and analyze the existed condition in the field. As the results, in the students perceived that the most frequent cognitive domain used by the teacher in 80 questions (tasks, mid-term) was the domain of LOTS with 70% and HOTS 30%, which understand (C2) 33 questions, followed by the cognitive domain of applying (C3) 15 questions, analyze (C4) with 13 questions, remember (C1) 12 questions, evaluate (C5) 7 questions, and lastly the cognitive domain of creating (C6) 0 question. On the other hand, the teachers believed that they use the cognitive domain of understanding as the most frequent cognitive domain in questions.\",\"PeriodicalId\":333596,\"journal\":{\"name\":\"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2991/assehr.k.220201.019\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2991/assehr.k.220201.019","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Analysis of the Implementation Higher Order Thinking Skills in Tasks and Test of English Subject at SMK Negeri 2 Padang
Questions are often used to stimulate the recall of prior knowledge, build critical-thinking skills and promote comprehension. There are two of the classifications of questioning that can be used in formulating learning objectives, LOTs and HOTs. This study aimed to investigate the cognitive domain of Bloom’s taxonomy used in questions asked by teachers to their students at SMK Negeri 2 Padang. The source of data in this study was student’s tasks and student’s test in English subject of grade XI. This study analyzed the teacher’s questions that frequently used the levels of the cognitive domain of Bloom’s taxonomy. This study was descriptive research to describe and analyze the existed condition in the field. As the results, in the students perceived that the most frequent cognitive domain used by the teacher in 80 questions (tasks, mid-term) was the domain of LOTS with 70% and HOTS 30%, which understand (C2) 33 questions, followed by the cognitive domain of applying (C3) 15 questions, analyze (C4) with 13 questions, remember (C1) 12 questions, evaluate (C5) 7 questions, and lastly the cognitive domain of creating (C6) 0 question. On the other hand, the teachers believed that they use the cognitive domain of understanding as the most frequent cognitive domain in questions.